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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Evaluating the Effectiveness of Human-Centered AI Systems in Education(Departamento de Informática y Automática. Universidad de Salamanca, 2024-03-01) Shoeibi, N.; Therón, R.; García-Peñalvo, F. J.This thesis examines how AI can improve human-computer interaction (HCI) and user experience in education. A systematic litera-ture review (SLR) and LATILL case study show how AI can be used in education. The SLR examines existing literature to determine how AI af-fects user experience and HCI in education, highlighting personalization and adaptability of learning experiences, improved task performance, and improved user experience for teachers and students. AI implementation in education faces obstacles. Using CEFR levels and linguistic traits, the LATILL project uses a user-centered design to give students personali-zed guidance and support. It transforms language instruction and fosters engaging and successful learning by encouraging educator collaboration and resource sharing. This study emphasizes the importance of user ex-perience and HCI principles in designing AI-driven educational systems. AI and user-centered design can improve learning, student engagement, and educational outcomes.Item Systematic review of Erasmus+ projects labelled as good practice and related to e-learning and ICT: Some case studies(2023-11-22) Alonso de Castro, M. G.; García-Peñalvo, F. J.This article focuses on the methodology applied for the review of European educational projects, within the framework of Erasmus+, labelled as good practices and that are related to electronic learning or the use of Information and Communication Technologies (ICT) in education. In addition, some of the projects that have passed all the research phases and have proven to be sustainable over time are analyzed. The projects presented represent different educational sectors and propose learning systems through ICT with the involvement of students and/or teachers. As they are good practice projects, the article can contribute both to the use or transfer of the resources developed in these projects, and to be able to inspire new projects in those lines of work. The main factors that have contributed to the success of the projects are their usefulness for the educational community beyond the time of funding, the use of innovative methodologies applied with teachers and students, establishing them in the participating institutions. Another notable fact is the good collaboration and rapport between all the project partners who worked to get common objectives.Item The perception of Artificial Intelligence in educational contexts after the launch of ChatGPT: Disruption or Panic?(Ediciones Universidad de Salamanca, 2023-02-06) García-Peñalvo, F. J.The year 2022 has ended with one of those technological innovations that have a hard-to-predict behaviour, a black swan, hogging the limelight in traditional media and digital media. Indeed, it is ChatGPT. Although artificial intelligence had already been in the news and often masked under various other meanings, the ChatGPT phenomenon has once again brought this discipline and its positive and negative effects on our society to the forefront. Reactions to its launch, influenced mainly by its ease of access and use, have been varied, ranging from the enthusiasm of innovators and early adopters to the almost apocalyptic terror of the Terminator movie. Of the multiple applications of this tool, the most significant debate focuses on its implications in Education and Academia due to its tremendous power to generate texts that could very well pass for human creations. We are at the dawn of a technology that has gone from being a toy tool to bidding to become a disruptive innovation. Whether it succeeds or not will depend on many factors, but if it does not, it will be another one like it. Denying it or banning it will do absolutely nothing to stop the tsunami effect that has already begun. For all these reasons, we must first understand these technologies based on large language models and know their benefits and weaknesses, as well as what they really mean for a specific sector of activity, such as Education. After getting to know the technology and the tool, one would be in a position to use (or not) its potential and to prevent or detect its possible pernicious effects, presumably by changing and adapting processes that are probably profoundly rooted and that, therefore, forced to leave the comfort zone, which is always the cause of resistance to change and extreme reactions. These responses usually will not stop technology from reaching its productivity plateau when it becomes part of the daily life of a sufficient majority of users. This is always the cause of resistance to change and extreme reactions that will not usually stop technology from reaching its productivity plateau when it becomes part of the daily lives of a sufficient majority of users, especially when it is also a question of transversal tools that will spread their usage patterns among the different application domains.Item A systematic mapping about simulators and remote laboratories using hardware in the loop and robotic: Developing STEM/STEAM skills in pre-university education(IEEE, 2021-09-23) Mena Mamani, N.; García-Peñalvo, F. J.; Conde, M. Á.; Gonçalves, J.In recent years and after the strong impact of the last global health emergency (COVID-19) information and communication technologies have had a great impact on society but particular in the teaching-learning process. Education has been impacted at all its levels. Therefore, education models have been to be adapted to this new challenging paradigm by using different tools such as videoconferences, simulations, on-line interactive applications, virtual and remote laboratories, robots, etc. The objective of this work is to elaborate a systematic mapping to know what scientific from its beginning to 2020, identifying the most literature exists regarding simulators, remote and virtual laboratories focused on STEM/STEAM skills development in the educational context. To do so, bibliographical data gathered of four of the most popular and complete electronic databases (ACM, IEEE, Scopus and Web of Science). At the begging we selected 1232 articles after applying the acceptance criteria defined as part of the search and select strategy, we had 61 articles that help us to answer some questions like what are the most popular virtual and remote labs? or what are the current trends and issues of these tools? and the future ones?Item AI-Driven Assessment of Students: Current Uses and Research Trends(Springer, 2020-07-19) Sánchez-Prieto, J. C.; Gamazo, A.; Cruz-Benito, J.; Therón, R.; García-Peñalvo, F. J.During the last decade, the use of AIs is being incorporated into the educational field whether to support the analysis of human behavior in teaching-learning contexts, as didactic resource combined with other technologies or as a tool for the assessment of the students. This proposal presents a Systematic Literature Review and mapping study on the use of AIs for the assessment of students that aims to provide a general overview of the state of the art and identify the current areas of research by answering 6 research questions related with the evolution of the field, and the geographic and thematic distribution of the studies. As a result of the selection process this study identified 20 papers focused on the research topic in the repositories SCOPUS and Web of Science from an initial amount of 129. The analysis of the papers allowed the identification of three main thematic categories: assessment of student behaviors, assessment of student sentiments and assessment of student achievement as well as several gaps in the literature and future research lines addressed in the discussion.Item How to Measure Teachers’ Acceptance of AI-driven Assessment in eLearning: A TAM-based Proposal(ACM, 2019-10-16) Sánchez-Prieto, J. C.; Cruz-Benito, J.; Therón, R.; García-Peñalvo, F. J.The use of AI is becoming a growing reality the educational field. One of the activities in which it is beginning to be implemented is the assessment of student achievement. This way, we can find in the literature an increasing number of investigations focused on the possibilities offered by the adoption of AI-driven assessment. However, the use of AI is also a source of concern that raises suspicions in some sectors of our society. In this context, knowing the position of the teachers towards this topic is critical to guarantee the successful development of the field. This paper intends to fill a research gap in the literature by offering a technology adoption model based on TAM to study the factors that condition the use of AI-driven assessment among teachers. To present this model we offer a background on the use of AI in education and the technology acceptance among teachers, as well as the definition of the eight constructs and the relational hypotheses included. Finally, the possibilities of the model and future lines of research are discussed.Item Improving the information society skills: Is knowledge accessible for all?(2018-07-01) Fonseca, D.; Conde, M. Á.; García-Peñalvo, F. J.The emergence and popularization of information and communications technologies (ICT) is changing modern society and its educational landscape. ICT facilitates individuals’ ability to learn anywhere and at any time. In fact, by using ICT, access to knowledge acquisition is not restricted to formal contexts, such as academic institutions. This position paper reviews the educational contexts in which new learning strategies using ICT have been adapted, by focusing on how users access information and improve their digital skills. Our initial hypothesis is that in technological environments, learners use very specific devices and applications to access information, because content accessibility depends on both the user’s profiles and ICT. We demonstrate this through a case study applied in several Spanish university instItem Interacción en los ecosistemas tecnológicos de aprendizaje(Ediciones Universidad de Salamanca, 2018-09-30) García-Peñalvo, F. J.In July 2018, the second edition of the special session on Interaction in Technological Learning Ecosystems was held in Las Vegas, in the context of the HCI International Conference 2018, 20th International Conference on Human-Computer Interaction. A brief review of the most important topics that were discussed there will be made.Item Ciencia y saber compartidos. Acceso abierto, tecnologías y educación(2018-01-01) Ramírez-Montoya, M. S.; García-Peñalvo, F. J.; McGreal, R.Ciencia y saber compartidos. Acceso abierto, tecnologías y educaciónItem Shared Science and Knowledge. Open Access, Technology and Education(2018-01-01) Ramírez-Montoya, M. S.; García-Peñalvo, F. J.; McGreal, R.Shared Science and Knowledge. Open Access, Technology and Education