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

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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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    A first proposal of Pedagogic Conversational Agents to develop Computational Thinking in children
    (ACM, 2017-10-18) Morales Urrutia, E. K.; Ocaña, J. M.; Pérez-Marín, D.; Tamayo-Moreno, S.
    Pedagogic Conversational Agents are interactive systems that teach by talking to the students. They have been used in several domains to develop competences such as storytelling or negotiation from University to Pre-Primary Education. However, in the literature, no cases of using agents for teaching programming to develop computational thinking in children have been found. In the last decades, there is a growing interest in developing computational thinking in children. According to some authors, if children develop computational thinking, they will be able to solve not only computer problems but their daily life problems in a better way. It is under research which educational technologies and methodologies can be more adequate depending on the context to achieve this goal. In this paper, it is proposed, for the first time, the use of Pedagogic Conversational Agents to develop computational thinking in children. Given the complexity of designing this new type of agent, and as it has been done in previous occasions when trying to design a new agent, the MEDIE methodology will be followed to eventually integrate the agent into the classrooms.