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Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience

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dc.contributor.authorOrlando, Samantha
dc.contributor.authorGaudioso Vázquez, Elena
dc.contributor.authorPaz López, Félix de la
dc.date.accessioned2024-05-20T11:41:52Z
dc.date.available2024-05-20T11:41:52Z
dc.date.issued2023-12-06
dc.description.abstractNowadays, there is an increasing interest in using different technologies, such as educational robotics in classrooms. However, in many cases, teachers have neither the necessary background to efficiently use these kits nor the information about how students are using robotics in classroom. To support teachers, learning environments with robotics tools should monitor the students’ interaction data while they are interacting with the different resources provided. With the analysis of this data, teachers can obtain valuable information about students’ learning progress. In previous work, we presented integrated didactic educational environment (IDEE), an integrated learning environment that uses robotics to support physics laboratories in secondary education. Students’ interactions with IDEE are stored and analyzed using the additive factor model to show the teachers the most significant skills in the learning process and those students who have difficulties with these skills. Now, our goal is to enhance the information given to the teachers to allow them to focus on the specific needs of each student on every different skill involved in the activities and not only the significant skills. To this end, we use a conjunctive knowledge tracing model based on a hidden Markov model. In this article: first, we describe how the CKT model has been adapted to the pedagogical model of IDEE, second, we show that this model can identify the skills that each student masters, and thus, support teachers in identifying learning criticalities in students.en
dc.description.versionversión publicada
dc.identifier.doi10.1109/TLT.2023.3339882
dc.identifier.issn1939-1382
dc.identifier.urihttps://hdl.handle.net/20.500.14468/12433
dc.journal.titleIEEE Transactions on Learning Technologies
dc.journal.volume17
dc.language.isoen
dc.publisherIEEE
dc.relation.centerE.T.S. de Ingeniería Informática
dc.relation.departmentInteligencia Artificial
dc.rightsAtribución-NoComercial-CompartirIgual 4.0 Internacional
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0
dc.subject.keywordscomputer-assisted instruction
dc.subject.keywordsintelligent tutoring systems
dc.subject.keywordslearning environments
dc.subject.keywordsscience
dc.subject.keywordstechnologies
dc.subject.keywordsengineering and mathematics (STEM)
dc.titleToward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experiencees
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication43525b93-e6ac-4697-8b63-fab42cba48ce
relation.isAuthorOfPublicationb3e97894-ffd4-4bda-b6d2-14ebd729e14a
relation.isAuthorOfPublication.latestForDiscovery43525b93-e6ac-4697-8b63-fab42cba48ce
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