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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item e-Learning quality assessment in higher education: A mapping study(ACM, 2020-10-21) Ortiz-López, A.; Olmos-Migueláñez, S.; Sánchez-Prieto, J. C.Quality assessment is today a success factor and a guarantee in the implementation and development of countless initiatives, programs and strategies in a very wide variety of fields. For this reason, in an educational field in a constant transformation, the evaluation of the quality of each process, phase and tool must be understood as an essential and basic part in teaching, betting on the implementation of quality evaluation processes in the virtual environment and also trying to adapt reality to new learning environments. In the present moment, in a society in which everything has to be evaluated, the establishment of evaluation standards for new instruments and the standardization of accepted and validated processes will also make virtual teaching-learning environments more reliable and effective. This research proposes a mapping study with the aim to find out the situation in which the research on quality evaluation in e-Learning in higher education finds itself. The criteria used for the selection of publications are concise and the complete process carried out is reflected in each of its phases. The results allow us to describe the current reality in a temporal perspective and the state of the art, in order to address the potential future lines of research in the field of quality assessment in virtual environments.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 Assessed by Machines: Development of a TAM-Based Tool to Measure AI-based Assessment Acceptance Among Students(2020-12-05) Sánchez-Prieto, J. C.; Cruz-Benito, J.; Therón, R.; García-Peñalvo, F. J.In recent years, the use of more and more technology in education has been a trend. The shift of traditional learning procedures into more online and tech-ish approaches has contributed to a context that can favor integrating Artificial-Intelligence-based or algorithm-based assessment of learning. Even more, with the current acceleration because of the COVID-19 pandemic, more and more learning processes are becoming online and are incorporating technologies related to automatize assessment or help instructors in the process. While we are in an initial stage of that integration, it is the moment to reflect on the students' perceptions of being assessed by a non-conscious software entity like a machine learning model or any other artificial intelligence application. As a result of the paper, we present a TAM-based model and a ready-to-use instrument based on five aspects concerning understanding technology adoption like the AI-based assessment on education. These aspects are perceived usefulness, perceived ease of use, attitude towards use, behavioral intention, and actual use. The paper's outcomes can be relevant to the research community since there is a lack of this kind of proposal in the literature.Item Valoración y evaluación de los Aprendizajes Basados en Juegos (GBL) en contextos e-learning(Ediciones Universidad de Salamanca, 2018-12-31) Torres-Toukoumidis, Á.; Ramírez-Montoya, M. S.; Romero-Rodríguez, L. M.El uso de la gamificación en el sector educativo y específicamente en ambientes e-learning ha tenido un incremento exponencial a partir de 2014. En la actualidad coexisten más de 10.000 aplicaciones móviles (apps) que entremezclan el diseño instruccional, los contenidos educativos y elementos lúdicos de interacción. Sin embargo, no existe un consenso en la comunidad científica acerca de la forma de evaluar y valorar los Aprendizajes Basados en Juegos (GBL) de estas plataformas. La presente investigación tiene por objeto aplicar el Modelo Teórico Integrado de Gamificación en Ambientes E-Learning (E-MIGA) a las 10 apps con mayor número de descargas de la AppStore (iOS) y de la PlayStore (Android), a través de un juicio de 30 expertos en materia de e-learning y gamificación, para transformar dicho modelo teórico en un instrumento de dimensiones e indicadores cuantificable. Posteriormente se aplica una prueba piloto con las puntuaciones extraídas del juicio de expertos a dichas apps. Se colige del test que ninguna de las aplicaciones móviles de educación analizadas ha recibido un puntaje óptimo de 62 puntos, aunque varias de ellas como Memrise, Kahoot y Duolingo cumplen cabalmente con el 72% de los valores expuestos por los indicadores.