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Author: search.filters.author.Donate-Beby, B.Has files: Yes

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    Data Literacy Questionnaire for Educators Creators
    (Grupo GRIAL, 2024-01-03) Donate-Beby, B.; García-Peñalvo, F. J.; Amo-Filvà, D.
    This questionnaire emerges within an increasingly digitized education context, driven by the exponential growth of Artificial Intelligence (AI). Generative Artificial Intelligence facilitates educational activities, providing teaching productivity support, critical thinking, and personalized learning. Nevertheless, data literacy is a necessary element for the effective use of AI, as needing more required knowledge would help in selecting the appropriate model for a specific task or understanding the ethical and privacy issues involved in data usage. Thus, the ability to process, organize, analyze, and comprehend data is known as data literacy, enabling the detection of errors in datasets and evaluating the quality and reliability of results generated by AI. Educational data management has significantly improved teaching-learning processes. Given the importance of this advancement, a self-assessment questionnaire on data literacy for Primary and Secondary School teachers is presented. This instrument aims to enhance the development of relevant competencies in data management, effectively providing educators and researchers with an evaluation tool to identify needs and areas for improvement. This report is also available in Spanish.
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    Cuestionario de alfabetización de datos para el profesorado
    (Grupo GRIAL, 2024-01-02) Donate-Beby, B.; García-Peñalvo, F. J.; Amo-Filvà, D.
    Este cuestionario surge en el contexto de una enseñanza cada vez más digitalizada, impulsado por el crecimiento exponencial de la Inteligencia Artificial (IA). La Inteligencia Artificial Generativa facilita la actividad educativa, proporcionando un soporte para la productividad docente, su pensamiento crítico y la personalización del aprendizaje. Sin embargo, la alfabetización de datos constituye un elemento necesario para hacer un uso efectivo de la IA dado que, sin los conocimientos necesarios, no se podría elegir del modelo adecuado para una tarea específica, o comprender las cuestiones éticas y de privacidad que involucran el uso de datos. Así, la alfabetización de datos puede ser definida como la habilidad de procesar, organizar, analizar y comprender datos, permitiendo detectar errores en los conjuntos de datos, para evaluar la calidad y confiabilidad de los resultados emitidos por la IA. En la actualidad, el uso de la tecnología educativa, incluyendo el manejo de datos educativos, ha evidenciado mejoras significativas en el proceso de enseñanza-aprendizaje. Dada la importancia de este avance, se presenta un cuestionario de autoevaluación en alfabetización de datos dirigido a docentes de Educación Primaria y Secundaria. Este instrumento tiene como objetivo potenciar el desarrollo de competencias clave en el manejo de datos, brindando a educadores e investigadores una herramienta de evaluación que permita identificar necesidades y áreas de mejora de manera efectiva.
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    Learning Analytics in Spanish K-12 levels: A Systematic Literature Review
    (2023-12-27) Donate-Beby, B.; García-Peñalvo, F. J.; Amo-Filva, D.
    Learning analytics is defined as the measurement, collection, analysis, and presentation of data about learners and their contexts to understand and optimize learning and the environments in which it occurs. Although their usefulness could be fundamental to recognize students’ learning processes, there is no clear framework on the current state of development of learning analytics in the K-12 Spanish territory. The present work aims to increase knowledge on the empirical frame of the question through a Systematic Literature Review (SLR). The methodology follows the indications provided by the PRISMA procedure. As a result, 16 papers have been selected and analyzed using different research indicators. The most significant findings within the selected papers are a lack of research where teachers have maintained an active role in the development of Learning Analytics in the natural educational context. Also, it has been found a tendency for the prediction and improvement of student engagement and performance on Game Learning Analytics in different knowledge or competencies.