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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34

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Author: search.filters.author.Hijón-Neira, R.

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    Propuesta de interfaz de gestión de entornos gamificados en Moodle
    (2018-09-19) García-Iruela, M.; Hijón-Neira, R.
    En la actualidad la gamificación se está extendiendo como metodología para la creación de cursos de aprendizaje. Pese a que Moodle es la plataforma libre por excelencia para la creación de cursos educativos y que contiene por defecto elementos de la gamificación la mayoría de los cursos gamificados encontrados emplean otro tipo de herramientas. En este documento se plantea la implementación de una interfaz que permita la gestión de la gamificación de una forma sencilla aprovechando las posibilidades que nos ofrece la plataforma Moodle.
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    Propuesta de Metodología Basada en Metáforas para la Enseñanza de la Programación a Niños
    (Sociedad de Educación del IEEE (Capítulo Español), 2018-03-21) Pérez-Marín, D.; Hijón-Neira, R.; Martín-Lope, M.
    Interest in studying Computer Science has been extended worldwide to children. However, it is unclear which educational method should be used. Teachers need some guides to approaching this task. Therefore, this paper proposes using metaphors such as recipe/program (and sequence), pantry/ memory, and boxes /variables. It also illustrates the possibility of applying these metaphors to any resource available to the teacher. Four step-by-step scripts of how to use the metaphors in class are provided, with the opinions of 62 children (enrolled in 4th, 5th and 6th Primary courses, 9 to 11 years in age) and their teacher’s opinion.
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    A (Relatively) Unsatisfactory Experience of Use of Scratch in CS1
    (ACM, 2017-10-18) Martínez-Valdés, J .A.; Velázquez-Iturbide, J. Á.; Hijón-Neira, R.
    Scratch is a “rich-media programming language” that has become very popular at high school because students may learn it very quickly and produce surprisingly animated programs. Consequently, some instructors have proposed using Scratch at the university in introductory programming courses. Their experiences report on students’ high motivation and sometimes also on higher performance. We adopted Scratch as the introductory programming language for a CS1 course in a videogames major. It was used for two weeks and then the course switched to using Java. The results we obtained for both the Scratch language and the Dr. Scratch tool were less satisfactory than expected and, in some regards, disappointing. We describe our experience, analyze students’ acceptance and discuss some consequences and lessons learnt to Scratch in university courses.