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Item Personalized Education for a Programming Course in Higher Education(IGI Global, 2019-04-18) Rojas-López, A.; García-Peñalvo, F. J.The purpose of this chapter is to present the intervention in personalized education for the Programming Methodology course in higher education. Indicators such as dropout rate, failing rate, and poor academic performance of the students of Universidad Tecnológica de Puebla (UTP) are necessary to propose strategies that improve education quality. Therefore, during the four-month periods of September – December in 2016 and 2017, the authors performed interventions with the strategy of personalized education with the objective to improve the indicators mentioned above. The four strategy elements are 1) content, 2) work methods, 3) pace and times, and 4) assessments options. The study that is presented in this chapter is original because it avoids a unique starting point for all students. The study attempts to go over what the students have in common; this is why the authors were able to stimulate each student to be in charge of their own knowledge freely and responsiblyItem On data-driven systems analyzing, supporting and enhancing users’ interaction and experience(Grupo GRIAL, 2018-09-03) Cruz-Benito, J.The research areas of Human-Computer Interaction and Software Architectures have been traditionally treated separately, but in the literature, many authors made efforts to merge them to build better software systems. One of the common gaps between software engineering and usability is the lack of strategies to apply usability principles in the initial design of software architectures. Including these principles since the early phases of software design would help to avoid later architectural changes to include user experience requirements. The combination of both fields (software architectures and Human-Computer Interaction) would contribute to building better interactive software that should include the best from both the systems and user-centered designs. In that combination, the software architectures should enclose the fundamental structure and ideas of the system to offer the desired quality based on sound design decisions. Moreover, the information kept within a system is an opportunity to extract knowledge about the system itself, its components, the software included, the users or the interaction occurring inside. The knowledge gained from the information generated in a software environment can be used to improve the system itself, its software, the users’ experience, and the results. So, the combination of the areas of Knowledge Discovery and Human-Computer Interaction offers ideal conditions to address Human-Computer-Interaction-related challenges. The Human-Computer Interaction focuses on human intelligence, the Knowledge Discovery in computational intelligence, and the combination of both can raise the support of human intelligence with machine intelligence to discover new insights in a world crowded of data. This Ph.D. Thesis deals with these kinds of challenges: how approaches like data-driven software architectures (using Knowledge Discovery techniques) can help to improve the users' interaction and experience within an interactive system. Specifically, it deals with how to improve the human-computer interaction processes of different kind of stakeholders to improve different aspects such as the user experience or the easiness to accomplish a specific task. Several research actions and experiments support this investigation. These research actions included performing a systematic literature review and mapping of the literature that was aimed at finding how the software architectures in the literature have been used to support, analyze or enhance the human-computer interaction. Also, the actions included work on four different research scenarios that presented common challenges in the Human-Computer Interaction knowledge area. The case studies that fit into the scenarios selected were chosen based on the Human-Computer Interaction challenges they present, and on the authors’ accessibility to them. The four case studies were: an educational laboratory virtual world, a Massive Open Online Course and the social networks where the students discuss and learn, a system that includes very large web forms, and an environment where programmers develop code in the context of quantum computing. The development of the experiences involved the review of more than 2700 papers (only in the literature review phase), the analysis of the interaction of 6000 users in four different contexts or the analysis of 500,000 quantum computing programs. As outcomes from the experiences, some solutions are presented regarding the minimal software artifacts to include in software architectures, the behavior they should exhibit, the features desired in the extended software architecture, some analytic workflows and approaches to use, or the different kinds of feedback needed to reinforce the users’ interaction and experience. The results achieved led to the conclusion that, despite this is not a standard practice in the literature, the software environments should embrace Knowledge Discovery and data-driven principles to analyze and respond appropriately to the users’ needs and improve or support the interaction. To adopt Knowledge Discovery and data-driven principles, the software environments need to extend their software architectures to cover also the challenges related to Human-Computer Interaction. Finally, to tackle the current challenges related to the users’ interaction and experience and aiming to automate the software response to users’ actions, desires, and behaviors, the interactive systems should also include intelligent behaviors through embracing the Artificial Intelligence procedures and techniques.Item Development of computational thinking and collaborative learning in kindergarten using programmable educational robots: a teacher training experience(ACM, 2017-10-18) Caballero González, Y. A.; García-Valcárcel Muñoz-Repiso, A.Nowadays, the teaching-learning processes are constantly changing, one of the latest modifications promises to strengthen the development of digital skills and thinking in the participants, from an early age. In this sense, the present article shows the advances of a study oriented to the formation of programming abilities, computational thinking and collaborative learning in an initial education context. As part of the study it was initially proposed to conduct a training day for teachers who will participate in the experimental phase of the research, considering this human resource as a link of great importance to achieve maximum use of students in the development of curricular themes of the level, using ICT resources and programmable educational robots. The criterion and the positive acceptance expressed by the teaching group after the evaluation applied at the end of the session, constitute a good starting point for the development of the following activities that make up the research in progress.Item How to Improve Computational Thinking: a Case Study(Ediciones Universidad de Salamanca, 2017-12-31) Quitério Figueiredo, J. A.One of the best skills for everyone, for now, and for the future, is problem-solving. Computational thinking is the way to help us to develop that skill. Computational Thinking can be defined as a set of skills for problemsolving based on computer techniques. Computational thinking is needed everywhere and is going to be a key to success in almost all careers, not only for a scientist but for many professionals, like doctors, lawyers, teachers or farmers. For many problems it is a good idea to make a plan for its resolution using some of the techniques of computer science, such as: breaking down a complex problem into smaller parts that are more manageable and easier to understand, or solve—decomposition; looking for similarities among and within problems and others experiences—pattern recognition; focusing on the important information only, and pulling out specific differences to make one solution work for multiple problems: abstraction; developing a step-by-step solution to the problem: algorithms. This plan can be used by everyone, regardless of their area of knowledge, task or age. It is essential that these techniques are practiced and developed very early. In recent years we have to see the proliferation of numerous projects with the specific objective of encouraging the study of Computational thinking. The projects of massification of computational thinking and coding are now starting to be implemented in our education system in Portugal. Most students of the first year of the Computer Engineering course, from the IPG, mostly did not have the opportunity to develop computational thinking throughout their student life. In this paper, we present the results of a case study using follow and give instructions to improve their capacities in Computational Thinking.Item Personalized education using computational thinking and b-learning environment: classroom intervention(ACM, 2017-10-18) Rojas-López, A.; García-Peñalvo, F. J.The percentages of dropout, accreditation and average grade of students that study university courses of Methodology of programming and Programming of first and second semester of career of Information and Communication Technologies in the Technological University of Puebla are not favorable and represent a problem to be solved by academic team, for the above, the main objective of present study is to show results of interventions carried out in front of a group of educational strategies that allowed to have better percentages in comparison with those obtained in the last 8 years. The first intervention involved evaluation of computational thinking through abilities of Generalization, Decomposition, Abstraction, Evaluation and Algorithmic Design, then students were offered 10 learning scenarios for Methodology of programming course. In the second intervention, 4 elements were manipulated to offer options in course of Programming, which were contents, modes of work, rhythms and time, and evaluation. In both interventions, use of Moodle platform allowed to expose learning contents and to have an appropriate context chosen by students. The main result was to generate personalized education as well as a learning experience that contributed to motivation of student in harmony with academic goals of initial programming courses.Item Improving Computational Thinking Using Follow and Give Instructions(ACM, 2017-10-18) Figueiredo, J.; García-Peñalvo, F. J.Computational Thinking can be defined as a set of skills for problem solving based on Computer Science. Computational Thinking skills are not only limited to the field of computing but also extensible to all areas of knowledge. Young people grow up surrounded by technology but many of them go for university without any prior knowledge in computer science. Several initiatives have been created to promote Computational Thinking abilities in students all over the world. Teaching computational thinking must necessarily involve problem-solving, and can be applied to various types of problems that do not directly involve coding tasks. However, it is recognized to everyone that programming is a good way to improve Computational Thinking. In this article, we have done a survey on the existing tools that use the codification as main means of development of the abilities of computational thinking or not. It was also a concern to mention those that provide a wide variety of resources for teachers. This paper is an attempt to demonstrate the importance of computational thinking in the first beginning of learning programming, and what activities best contribute to increase the abilities of each computer engineering student in computational thinking according to the characteristics of those who attend the Polytechnic of Guarda, Portugal. Most of our students have never had the opportunity to learn computational thinking.