Fernando Martínez Abad

Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning

The implementation of Mobile Pedestrian Navigation and Augmented Reality in mobile learning contexts shows new forms of interaction when students are taught by means of learning activities in formal settings. This research presents the educational, quantitative, and qualitative evaluation of an Augmented Reality and Mobile Pedestrian Navigation app. The software was designed for mobile learning in an educational context, to evaluate its effectiveness when applied as a teaching tool, in comparison to similar tools such as those present in e-learning. A mixed-method analysis was used, with primary school students from Chile as subjects (n=143). They were split into one control group and one experimental group. The control group worked in an e-learning environment, while the experimental group performed the activity as field work, making use of the app (m-learning). Students were evaluated pretest and posttest using an objective test to measure their level of learning. In parallel, a satisfaction survey was carried out concerning the use of these technologies, in addition to interviews with several students and teachers of the experimental group. Pretest-posttest results indicate that the experimental group outperformed the control group in their learning levels. The results of the interviews and the satisfaction survey show that these technologies, combined with fieldwork, increase the effectiveness of the teaching-learning processes. Further, they promote the interaction of students with contents for learning, and they improve students performance in the educational process. The main goal is to provide a methodology for the analysis of an ad-hoc designed app. The app is intended to provide an m-learning process for subjects being taught about cultural heritage. The quantitative and qualitative results obtained show that it can be more effective than using similar technologies in e-learning contexts. It shows a comparison of educational results between m-learning and e-learning.Augmented Reality and Digital maps are shown to produce higher levels of learning.Better scores are achieved in the context of m-learning compared to e-learning.There is a positive perception of both students and teachers when using these tools.

Virtual Heritage of the Territory: Design and Implementation of Educational Resources in Augmented Reality and Mobile Pedestrian Navigation

This paper intends to establish the relationship between the heritage content of mobile pedestrian navigation system-augmented reality application and learning processes through mobile devices. In this context, a teaching-learning process will be developed that is linked to urban heritage, determining the educational effectiveness with these tools. The methodological research focuses on two dimensions: 1) technological design of a mobile learning platform and 2) determining educational modes of understanding of the program. A patrimonial thematic unit will result from this design whose significance in mLearning-uLearning processes will be determined, considering the elements of identity and local culture.

Evaluación de un programa de formación en competencias informacionales para el futuro profesorado de E.S.O.

espanolAnte la importancia creciente concedida a las competencias basicas en la educacion secundaria obligatoria, en concreto a las competencias informacionales, se presenta este estudio, cuyo objetivo ha sido la evaluacion de la eficacia de un programa de formacion especifica en competencias informacionales para futuros profesores de educacion secundaria. Metodologicamente, se planteo un diseno pre-experimental de control minimo con pretest y postest mediante la aplicacion de un instrumento de evaluacion del nivel real en competencias informacionales disenado ad hoc a una muestra representativa de futuros profesores de educacion secundaria de Castilla y Leon, estudiantes del Master de profesorado. En el contraste de las hipotesis planteadas, los resultados, a partir del calculo del tamano del efecto, muestran como el programa, de caracter online, fue muy eficaz en el aprendizaje de contenidos relacionados con el saber (g>1.15), moderadamente eficaz en la ensenanza de contenidos relacionados con el saber hacer (1.15>g>0.5) y poco eficaz en la adquisicion de actitudes o saber ser (g EnglishThis study is presented due to the increasing importance of basic skills in secondary education, specifically information literacy. The research aimed to evaluate the efficacy of a specific training program in information literacy for future secondary school teachers. A pre-experimental design with minimal control and pretest-posttest was raised and a real information literacy competence evaluation instrument, designed ad hoc, was applied to a representative sample of secondary school teachers of Castilla y Leon, students of the Master in Secondary Education. In contrast to the hypotheses tested, the results of the calculation of the effect size show that the training program, in online mode, was very effective in teaching conceptual (or knowing) contents (g>1.15), moderately effective in teaching knowing-how contents (1.15>g>0.5) and ineffective in teaching attitudes or knowing how to be (g

Data-mining techniques in detecting factors linked to academic achievement

ABSTRACT In light of the emergence of statistical analysis techniques based on data mining in education sciences, and the potential they offer to detect non-trivial information in large databases, this paper presents a procedure used to detect factors linked to academic achievement in large-scale assessments. The study is based on a non-experimental, cross-sectional design and a sample of 18,935 high school students from 99 educational institutions in Baja California state (Mexico). The information was collected from ENLACE tests and context surveys given to students in Baja Caclifornia. Decision trees were used to apply classification techniques, and the results indicate that personal factors are most indicative of academic performance, followed by school-related and social factors. In conclusion, the paper discusses the similarities between the results obtained and those shown in literature, highlighting how simple decision trees allow a greater explanation and interpretation than other models and techniques.ABSTRACTIn light of the emergence of statistical analysis techniques based on data mining in education sciences, and the potential they offer to detect non-trivial information in large databases, this paper presents a procedure used to detect factors linked to academic achievement in large-scale assessments. The study is based on a non-experimental, cross-sectional design and a sample of 18,935 high school students from 99 educational institutions in Baja California state (Mexico). The information was collected from ENLACE tests and context surveys given to students in Baja Caclifornia. Decision trees were used to apply classification techniques, and the results indicate that personal factors are most indicative of academic performance, followed by school-related and social factors. In conclusion, the paper discusses the similarities between the results obtained and those shown in literature, highlighting how simple decision trees allow a greater explanation and interpretation than other models and techni...

Digital competence of the university faculty: case study of the universidad nacional de Chimborazo

The disruptive and rapid changes that technology is undergoing mean that human beings must be increasingly prepared in order to remain up-to-date with knowledge. The aim of this study is to determine the digital competence of the faculty of the Universidad Nacional de Chimborazo (Ecuador) in their teaching practice in order to identify the necessity of training within technological and pedagogical fields. A quantitative focus with a non experimental-transversal design of descriptive type was utilised. There were 178 teachers involved and an instrument of 50 items divided in 10 dimensions used, of which 5 were analysed within this study (technological, pedagogical, techno-pedagogical, axiological and academic management). The results obtained indicate that the faculty is at an intermediate level for both ICT knowledge and use within their teaching practice in each one of these dimensions. The main conclusion of the study comes back to the need to strengthen knowledge of pedagogical aspects in order to implement ICT in a critical and sensible way.

Determining factors in acceptance of ICT by the university faculty in their teaching practice

Information Communications Technology (ICT) has, little by little, infiltrated educational environments but without reaching the expectations of its stakeholders. For this reason, the objective of this study is to determine the factors that influence the use and acceptance of ICT within the faculty of the Universidad Nacional de Chimborazo in their teaching practice. A quantitative approach was taken with a non-experimental, cross-sectional design of a correlational and descriptive nature. For this study, an instrument made up of 50 items, themselves divided into 10 dimensions (technological, pedagogical, techno-pedagogical, axiological, academic management, perception of usefulness, ease of use, intent of use, frequency of use and enabling conditions) was applied to a sample of 178 professors. The results obtained show that the Digital Competences and the Institutional Support have a significantly positive impact both in perception of usefulness and perception of ease of use. The principal conclusion shows the importance of Digital Competences that the faculty should have in order to use and accept ICT in their teaching practice.

The Impact of an Erasmus Placement in Students’ Perception of their Intercultural Communicative Competence

Abstract Pre- and post-questionnaires answered by UK Nottingham Trent University (NTU) and Spain’s University of Salamanca (USAL) students on their placement abroad support a comparative analysis of its impact on their intercultural communicative competence, comprising the awareness, attitude, skills and knowledge dimensions. NTU students started their placements with better results in them all. Yet, while both groups completed their stay with a similarly increased awareness, the knowledge and skills of the USAL group matched the results of NTU students and, whereas the scores of the attitude dimension towards the host country of NTU students did not increase significantly, those of USAL students decreased.

La influencia de las estrategias en la Prueba de Acceso a la Universidad en los conocimientos matemáticos de los estudiantes de Ingeniería

It is analyzed what is the initial level of knowledge of Calculus for 402 students who access to university degrees on engineering during the academic years 2011-2012, 2012-2012-2013 and 2013-2014. These differences are classified taking into account their way of entrance of the students and their strategy facing the mathematics examination included into the current Spanish Access to University Examination (PAU). From the results of an anonymous questionnaire has been designed by the authors, it has been determined the presence of four significant groups of freshman students. The first group correspond to the students who have overcome the specific mathematics test of the PAU; a second group correspond to the students who have not passed this test in the PAU; the third group is formed by the students who have avoided this examination, and finally the fourth group is constituted by the students coming from Vocational Training Modules. Through the use of non-parametric analysis (analysis post-hoc based in Kruskal-Wallis’ contrast), it has been determined that these four groups show a level of Calculus knowledge which is significantly different. This situation affects to the teacher’s labor because it supposes an important didactic adaptation along the mathematical subjects during the first academic year to improve these poor basic mathematical skills.

Augmented reality and pedestrian navigation through of mobile implementation on heritage content

Nowadays, is possible to create mobile applications for learning about heritage elements related to the implementation of resources such as Augmented Reality (AR) Mobile Pedestrian Navigation (MPN), and aimed at the development of training processes in the context of mobility, linked to territorial information on the historical and cultural heritage, put in value over the territory. The software development focuses on two main areas: the first is the determination of territorial scenarios, generating a database that can be used in mobile contexts. The second, focuses on the design and development of AR-MPN application, defining the architecture, functionality, interface and implementation. The results are building a flexible software in a mobile environment that allows content presentation on the historical heritage of cities, in addition to determining its effectiveness within a context of situated learning and mobile.

Perception about augmented reality and mobile pedestrian navigation tools with heritage content in the field of education

From the perception of students, a mobile application for learning about heritage elements related to the implementation of resources on Augmented Reality (AR) and Mobile Pedestrian Navigation (MPN) is evaluated, with territorial information on the historical and cultural heritage, corresponding to the cities of Salamanca (Spain) and Santiago (Chile). The research evaluated through a questionnaire, the perception that students around the areas of hardware, software and content heritage, as a learning process in a located and mobile context. The results established that there is a positive assessment on the implemented tools and experiences, allowing to generate new learning methodologies mediated in mobile contexts.