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Gender comparative research on learning strategies applying the cognitive-motor model methodology and VISIR remote lab

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dc.contributor.authorBlázquez Merino, Manuel
dc.contributor.authorPlaza, Pedro
dc.contributor.authorLópez-Rey García-Rojas, África
dc.contributor.authorSancristobal, Elio
dc.contributor.authorAlbert Gómez, María José
dc.contributor.authorCastro Gil, Manuel Alonso
dc.date.accessioned2024-12-19T12:40:35Z
dc.date.available2024-12-19T12:40:35Z
dc.date.issued2019-06-28
dc.descriptionEste es el manuscrito aceptado del artículo. La versión registrada fue publicada por primera vez en Computer Applications in Engineering Education 2019; 27: 869–884, está disponible en línea en el sitio web del editor https://doi.org/10.1002/cae.22121. This is the accepted manuscript of the article. The registered version was first published in Computer Applications in Engineering Education 2019; 27: 869–884, is available online at the publisher's website https://doi.org/10.1002/cae.22121
dc.description.abstractThe research work hereby presented shows some findings about the different ways used by girls and boys, at secondary school, to assimilate the electricity concepts and electric magnitudes to be able to design and assemble electric circuits. The methodology applied to learning, the cognitive-motor model (CMM), is also presented, and it is based on the mutual interaction of cognitive skills and motor capabilities. Students have followed a specific course designed under CMM specifications. The course contains a combination of theoretical activities and practical tasks by means of which cognitive and motor skills have been measured. To carry out the practical tasks, the Virtual Instrument Systems in a reality remote lab have been used by students as the technical resource. In the study, different learning strategies between male and female students, what affects each gender effectiveness, and learning performance have been found.en
dc.description.versionversión final
dc.identifier.citationBlazquez-Merino M, Garcia-Loro F, Plaza-Merino P, et al. Gender comparative research on learning strategies applying the cognitive-motor model methodology and VISIR remote lab. Comput Appl Eng Educ. 2019; 27: 869–884. https://doi.org/10.1002/cae.22121
dc.identifier.doihttps://doi.org/10.1002/cae.22121
dc.identifier.issn1061-3773; e-ISSN:1099-0542
dc.identifier.urihttps://hdl.handle.net/20.500.14468/25003
dc.journal.titleComputer Applications in Engineering Education
dc.journal.volume27
dc.language.isoen
dc.page.final884
dc.page.initial869
dc.publisherWiley
dc.relation.centerFacultades y escuelas::E.T.S. de Ingenieros Industriales
dc.relation.departmentIngeniería Eléctrica, Electrónica, Control, Telemática y Química Aplicada a la Ingeniería
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject33 Ciencias Tecnológicas
dc.subject.keywordsCognitive-Motor Modelen
dc.subject.keywordsVISIRen
dc.subject.keywordselectricityen
dc.subject.keywordslearningen
dc.subject.keywordsgenderen
dc.titleGender comparative research on learning strategies applying the cognitive-motor model methodology and VISIR remote laben
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication42a3c7e3-0405-470f-805c-dad341e2703a
relation.isAuthorOfPublication940784fd-6a3c-4c90-a69b-dc183ded56cf
relation.isAuthorOfPublication6b0b2577-77e7-4764-ba63-f9df1a54ebff
relation.isAuthorOfPublication.latestForDiscovery42a3c7e3-0405-470f-805c-dad341e2703a
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