Grupo de Sistemas Inteligentes y Cooperativos/Educación, Medios, Informática y Cultura (GSIC/EMIC) - Comunicaciones a congresos, conferencias, etc https://uvadoc.uva.es/handle/10324/988 2026-04-12T19:19:35Z 2026-04-12T19:19:35Z García Zarza, Pablo Ruiz Calleja, Adolfo Bote Lorenzo, Miguel Luis Vega Gorgojo, Guillermo Gómez Sánchez, Eduardo Asensio Pérez, Juan Ignacio https://uvadoc.uva.es/handle/10324/49295 2025-02-20T09:53:31Z 2021-01-01T00:00:00Z

LocalizARTE es una aplicación distribuida para publicar y realizar actividades educativas relacionadas con historia del arte donde la información que utiliza de partida ha sido generada a partir de datos abiertos ofrecidos por distintas organizaciones y las anotaciones que se realicen se proporcionarán también como datos abiertos. Su objetivo es apoyar al aprendizaje en diferentes espacios físicos y virtuales. En este artículo se ilustrará la ontología utilizada para las anotaciones y el funcionamiento, la arquitectura y cómo se está implementando la aplicación. Se describirá a través de un escenario de ejemplo donde un profesor de Historia del Arte publica nuevas tareas educativas en LocalizARTE con el objetivo de que sus estudiantes visiten y analicen los monumentos y edificios de su entorno.

2021-01-01T00:00:00Z Ortega Arranz, Alejandro Gómez Sánchez, Eduardo Bote Lorenzo, Miguel Luis Serrano Iglesias, Sergio Asensio Pérez, Juan Ignacio Martínez Monés, Alejandra https://uvadoc.uva.es/handle/10324/49292 2025-02-25T08:29:03Z 2021-01-01T00:00:00Z

Smart Learning Environments are conceived as environments able to understand the student needs and context, and to propose adapted informal learning activities that might involve physical and virtual elements. However, SLEs can potentially fail in engaging students to perform such generated tasks as they are not part of the learning design and they might not be assessed by the teacher. Therefore, considering the positive effects observed in other educational environments, gamification is proposed to increase the student engagement and participation in such informal activities. Nevertheless, the gamification of activities that are not part of the learning design and which are generated on-the-fly becomes a difficult task as the gamification design needs to be created on the run without the intervention of the teacher. To make this process meaningful, the cornerstone is the adequate use of Learning Analytics and Learning Design information. This work-in-progress paper introduces a technological architecture supporting this type of gamification, and Smart GamiTool, a prototype of a smart learning environment supporting the orchestration and enactment of smart gamification.

2021-01-01T00:00:00Z Serrano Iglesias, Sergio Spikol, Daniel Bote Lorenzo, Miguel Luis Ouhaichi, Hamza Gómez Sánchez, Eduardo Vogel, Bahtijar https://uvadoc.uva.es/handle/10324/49291 2021-10-24T18:33:45Z 2021-01-01T00:00:00Z

Smart Learning Environments and Learning Analytics hold promise of providing personalized support to learners according to their individual needs and context. This support can be achieved by collecting and analyzing data from the different learning tools and systems that are involved in the learning experience. This paper presents a first exploration of requirements and considerations for the integration of two systems: MBOX, a Multimodal Learning Analytics system for the physical space (human behavior and learning context), and SCARLETT, an SLE for the support during across-spaces learning situations combining different learning systems. This integration will enable the SLE to have access to a new and wide range of information, notably students’ behavior and social interactions in the physical learning context (e.g. classroom). The integration of multimodal data with the data coming from the digital learning environments will result in a more holistic system, therefore producing learning analytics that trigger personalized feedback and learning resources. Such integration and support is illustrated with a learning scenario that helps to discuss how these analytics can be derived and used for the intervention by the SLE.

2021-01-01T00:00:00Z Zalavra, Eleni Papanikolaou, Kyparisia Dimitriadis Damoulis, Ioannis Sgouropoulou, Cleo https://uvadoc.uva.es/handle/10324/49290 2021-10-24T18:33:43Z 2021-01-01T00:00:00Z

Supporting teachers to represent their teaching ideas has attracted researchers’ interest in developing digital learning design tools that provide some form of guidance around the design practice in a Technology-Enhanced Learning (TEL) environment. This paper reports on a study in a teacher education context utilising WebCollage as the learning design tool. The research focuses on teachers’ needs on determining resources and technologies while designing for TEL. Our findings convey that teachers’ needs converge towards a learning design tool providing flexibility to the designer to either (i) utilise a sound scaffolding mechanism incorporating a taxonomy that follows technology advancements or (ii) determine applying resources and technologies without providing any guidance. These findings may stimulate momentum for further attention to researchers involved with learning design tools’ development.

2021-01-01T00:00:00Z Suraworachet, Wannapon Villa Torrano, Cristina Zhou, Qi Asensio Pérez, Juan Ignacio Dimitriadis Damoulis, Ioannis Cukurova, Mutlu https://uvadoc.uva.es/handle/10324/49287 2025-02-19T13:07:03Z 2021-01-01T00:00:00Z

Self-Regulated Learning (SRL) competence is imperative to academic achievement. For reflective academic writing tasks, which are common for university assessments, this is especially the case since students are often required to plan the task independently to be successful. The purpose of the current study was to examine different reflection behaviours of postgraduate students that were required to reflect on individual tasks over a fifteen-week-long higher education course. Forty students participated in a standardised questionnaire at the beginning of the course to assess their SRL competence and then participated in weekly individual reflection tasks on Google Docs. We examined students’ reflective writing behaviours based on time-series and correlation analysis of fine-grained data retrieved from Google Docs. More specifically, reflection behaviours between students with high SRL and low SRL competence were investigated. The results show that students with high SRL competence tend to reflect more frequently and more systematically than students with low SRL competence. Even though no statistically significant difference in academic performance between the two groups was found, there were statistical correlations between academic performance and individual reflective writing behaviours. We conclude the paper with a discussion on the insights into the temporal reflection patterns of different SRL competence student clusters, the impact of these behaviours on students’ academic performance, and potential suggestions for appropriate support for students with different levels of SRL.

2021-01-01T00:00:00Z Andrade Hoz, Jimena Vega Gorgojo, Guillermo Ruano Benito, Irene Bote Lorenzo, Miguel Luis Asensio Pérez, Juan Ignacio Bravo Oviedo, Felipe Ordoñez Alonso, Ángel Cristobal https://uvadoc.uva.es/handle/10324/49286 2025-01-10T10:25:10Z 2021-01-01T00:00:00Z

Educawood is a socio-semantic annotation system intended for environmental learning in Secondary and Higher Education. It can be used to socially annotate trees and other ecosystem structures such as dead wood. Furthermore, Educawood allows the exploration of existing semantic datasets of land cover maps and forestry inventories as well as social tree annotations (all released as Linked Open Data). Teachers can browse these data to propose contextualized environmental education activities, e.g. finding and annotating singular trees. Students can go on a field trip and use Educawood with their mobile devices to submit tree annotations. Follow-up activities can exploit socially-created tree annotations, for example in virtual field trips.

2021-01-01T00:00:00Z Zalavra, Eleni Papanikolaou, Kyparisia Dimitriadis Damoulis, Ioannis Sgouropoulou, Cleo https://uvadoc.uva.es/handle/10324/49248 2021-12-01T22:18:00Z 2021-01-01T00:00:00Z

The uptake of personalised approaches in education apart from students’ learning needs should also involve teachers’ needs. This paper addresses the understudied topic of integrating a Recommender System (RS) in a Learning Design (LD) environment as a means to personalise the support offered to teachers for designing learning. We present a study in a teacher education context, collecting teachers’ perceptions of learning design recommendations to explore the recommendation form and method that teachers value while designing. Our findings point out teachers’ appreciation of an LD environment integrating a macro form of recommending entire learning designs alike learning objects in online educational repositories. They also favour complementing the macro with a micro form that supports the LD process by recommending specific elements within a learning design. Our study indicates the need for a hybrid recommendation method appropriately filtering a learning design’s context and evaluation. Also, this research justifies the need to integrate an RS in an LD environment, reporting as teachers’ anticipated benefits (i) stimulating the initiation of designing for learning, (ii) advancing their LD practice by conceiving new design ideas, and (iii) providing a means of developing their LD experience effectively. The anticipated challenges point out the requirement of an RS that provides appropriate recommendations and the high need to cultivate teachers’ LD knowledge and mindset towards employing LD environments and RSs effectively.

2021-01-01T00:00:00Z Topali, Paraskevi Ortega Arranz, Alejandro Martínez Monés, Alejandra Villagrá Sobrino, Sara Lorena Asensio Pérez, Juan Ignacio Dimitriadis Damoulis, Ioannis https://uvadoc.uva.es/handle/10324/49245 2025-02-25T08:24:11Z 2021-01-01T00:00:00Z

Detecting learners who face problems in MOOCs usually poses difficulties due to the high instructor-learners ratio, the diversity of the population, and the asynchronous participation mode. Existing solutions mainly draw on self-reported problems in discussion forums and on dashboards displaying learners’ activity traces. However, these approaches cannot scale up easily or do not consider the course learning design. This paper presents a conceptual framework aimed at guiding MOOC instructors in the identification of potential learners' problems and indicators of such problems, considering the learning design of the course (e.g., types of activities, difficulty, etc.). An instrumental qualitative case study served for the evaluation and refinement of the framework. The results showed that the framework positively helped instructors to reflect on potential learners’ problems they had not considered beforehand, and to associate such problems with a set of indicators related to their learning designs.

2021-01-01T00:00:00Z Serrano Iglesias, Sergio Gómez Sánchez, Eduardo Bote Lorenzo, Miguel Luis https://uvadoc.uva.es/handle/10324/49219 2022-07-15T21:15:22Z 2021-01-01T00:00:00Z

This PhD research explores how Smart Learning Environments can support the connection between formal and informal learning. Thanks to the information offered by learning systems and tools such as Virtual Learning Environments, mobile and Internet of Things devices, SLEs can characterize the individual learning needs and context of students to provide them with personalized support across the boundaries of the classroom. In a similar fashion to approaches related with mobile learning, the connection offered by SLEs can help students to reflect on learning concepts in real scenarios, but also adapting the offered resources to their progression and performance throughout the learning situation. However, existing attempts in SLEs face difficulties regarding the preparation of possible interventions by teachers or the understanding of the formal learning situation. This work attempts to overcome this limitations with the usage of the learning design.

2021-01-01T00:00:00Z Ruiz Calleja, Adolfo Bote Lorenzo, Miguel Luis Vega Gorgojo, Guillermo Martínez Monés, Alejandra Asensio Pérez, Juan Ignacio Gómez Sánchez, Eduardo Serrano Iglesias, Sergio Dimitriadis Damoulis, Ioannis https://uvadoc.uva.es/handle/10324/49218 2025-02-25T08:28:54Z 2021-01-01T00:00:00Z

This paper presents SLEek, an ontology for the context-aware recommendation of learning activities in Smart Learning Environments (SLEs). SLEek creates an actor-artifact network that is especially suitable for the context-aware recommendation of activities across spaces in formal and informal contexts. SLEek implementation reuses vocabularies from the Web of Data and is currently used in a dataset of 17K learning activities.

2021-01-01T00:00:00Z Serrano Iglesias, Sergio Gómez Sánchez, Eduardo Bote Lorenzo, Miguel Luis Vega Gorgojo, Guillermo Ruiz Calleja, Adolfo Asensio Pérez, Juan Ignacio https://uvadoc.uva.es/handle/10324/49211 2025-03-26T19:10:04Z 2021-01-01T00:00:00Z

Learners have ubiquitous informal learning opportunities, but it is difficult to take advantage from them and relate them to their formal education. The connection of formal and informal learning is one of the aims of SLEs, but how to do it is still a question. This paper explores such connection by integrating the mobile application Casual Learn to the SLE SCARLETT and it discusses the challenges faced in such integration.

2021-01-01T00:00:00Z Ruiz Calleja, Adolfo Asensio Pérez, Juan Ignacio Vega Gorgojo, Guillermo Martínez Monés, Alejandra Bote Lorenzo, Miguel Luis Dimitriadis Damoulis, Ioannis Gómez Sánchez, Eduardo Serrano Iglesias, Sergio https://uvadoc.uva.es/handle/10324/49208 2025-02-25T08:26:24Z 2020-01-01T00:00:00Z

Los entornos de aprendizaje inteligentes (SLE) proponen situaciones de aprendizaje a través de contextos formales e informales, utilizando para ello tecnologías diversas. Parte del problema es contar con un modelo de datos que permita compartir información entre dichas tecnologías y que tenga en cuenta las particularidades de los SLE. El presente artículo propone una ontología con esta finalidad. Para ello se parte de un ejemplo que ilustra el tipo de escenario que se da en los SLE, considerando aspectos como la integración de tecnología diversa, la personalización del proceso de aprendizaje y la conexión del aprendizaje en entornos formales e informales. A partir de estos aspectos -recogidos en la literatura y ejemplificados en el escenario- se extienden modelos de datos existentes para satisfacer las necesidades de los SLE. Esta extensión permite definir una red de actores y artefactos de aprendizaje enlazados por sus temas de interés, así como relacionar actividades de aprendizaje con entornos formales o informales. También se propone una implementación de este modelo en una ontología utilizando tecnologías de la Web Semántica para así favorecer la reutilización de datos ofrecidos por terceros.

2020-01-01T00:00:00Z Er, Erkan Villa Torrano, Cristina Dimitriadis Damoulis, Ioannis Gašević, Dragan Bote Lorenzo, Miguel Luis Asensio Pérez, Juan Ignacio Gómez Sánchez, Eduardo Martínez Monés, Alejandra https://uvadoc.uva.es/handle/10324/49207 2025-02-25T08:30:38Z 2021-01-01T00:00:00Z

Peer reviews offer many learning benefits. Understanding students’ engagement in them can help design effective practices. Although learning analytics can be effective in generating such insights, its application in peer reviews is scarce. Theory can provide the necessary foundations to inform the design of learning analytics research and the interpretation of its results. In this paper, we followed a theory-based learning analytics approach to identifying students’ engagement patterns in a peer review activity facilitated via a web-based tool called Synergy. Process mining was applied on temporal learning data, traced by Synergy. The theory about peer review helped determine relevant data points and guided the top-down approach employed for their analysis: moving from the global phases to regulation of learning, and then to micro-level actions. The results suggest that theory and learning analytics should mutually relate with each other. Mainly, theory played a critical role in identifying a priori engagement patterns, which provided an informed perspective when interpreting the results. In return, the results of the learning analytics offered critical insights about student behavior that was not expected by the theory (i.e., low levels of co-regulation). The findings provided important implications for refining the grounding theory and its operationalization in Synergy.

2021-01-01T00:00:00Z Ortega Arranz, Alejandro Martínez Monés, Alejandra Asensio Pérez, Juan Ignacio Bote Lorenzo, Miguel Luis https://uvadoc.uva.es/handle/10324/49205 2025-02-25T08:20:53Z 2021-01-01T00:00:00Z

Learning Analytics enable a better understanding of teaching and learning processes by identifying and monitoring indicators based on students’ activity. These same indicators can also be used by reward-based gamification strategies as conditions that students should satisfy to earn rewards, with the purpose of increasing their engagement with the learning contents and activities. Hence, gamification systems must enable the digital representation and interpretation of indicators based on students’ activity, similarly as learning analytics tools do. This position paper introduces GamiTool, a gamification system to support the design and the computer-interpretable representation of a wide variety of learning analyticsindicatorsthat can be configured by practitioners as gamification conditions. Additionally, the paper discusses five potential lines of work regarding joint research with GamiTool and LA.

2021-01-01T00:00:00Z Ruiz Calleja, Adolfo Villagrá Sobrino, Sara Lorena Bote Lorenzo, Miguel Luis Serrano Iglesias, Sergio García Zarza, Pablo Alonso Prieto, Victor Asensio Pérez, Juan Ignacio https://uvadoc.uva.es/handle/10324/49201 2025-02-13T13:37:50Z 2021-01-01T00:00:00Z

This paper presents a case study that analyzes the orchestration of a ubiquitous learning situation involving a teacher and 89 secondary-school students using Casual Learn. This case study allows us to illustrate how teachers can use Casual Learn to orchestrate ubiquitous learning situations to learn Cultural Heritage. During the case study, Casual Learn played a key role as it enabled to bridge in- and out-classroom activities across physical and virtual learning spaces.

2021-01-01T00:00:00Z Serrano Iglesias, Sergio Gómez Sánchez, Eduardo Bote Lorenzo, Miguel Luis Asensio Pérez, Juan Ignacio Ruiz Calleja, Adolfo Vega Gorgojo, Guillermo https://uvadoc.uva.es/handle/10324/49164 2025-05-06T13:14:07Z 2021-01-01T00:00:00Z

This demo paper presents SCARLETT, a Smart Learning Environment designed to track the evolution of learners across formal and informal contexts in order to provide personal support to learners. SCARLETT benefits from a variety of Technology Enhanced Learning systems and tools for collecting information about the students actions across physical and virtual spaces and, based on it, deploying and recommending personalized resources and activities to be performed in the students’ current formal or informal context. To provide such support, the learning design plays a key role in how SCARLETT works, as it helps to coordinate the data collection, to model and characterize learners, and to deploy the resulting personalized resources and activities.

2021-01-01T00:00:00Z