Francisco Jurado

Sentiment Analysis in monitoring software development processes

We propose to use Sentiment Analysis techniques in project issues and tickets.We have conducted a case study analysing GitHubs projects issues.Developers really leave sentiments underling in the text.Sentiments can be monitored as any other feature in the development process. Software process models, which allow us to develop software products, can be improved by using the corresponding quality model. However, current tendencies in the application of Global Software Engineering and Global Software Development, which forces geographically dispersed teams to collaborate, make the usual monitoring techniques obsolete. This situation has led to looking for new methods that can help in the decision making process, such as the case of the Social Network Analysis field.In this article we propose the introduction of Sentiment Analysis techniques in order to identify and monitor the underlying sentiments in the text written by developers in issues and tickets. Therefore, in order to check its viability we conducted an exploratory case study analysing polarity and emotional clues in development issues from nine well-known projects that are freely available. Results show that although both polarity and emotional analysis are applicable, the emotional analysis looks to be more suitable to this kind of corpus. The developers leave underlying sentiments in the text, and that information could be monitored as any other feature in the development process.

Experience applying language processing techniques to develop educational software that allow active learning methodologies by advising students

Abstract This paper is focused on those systems that allow students to build their own knowledge by providing them with feedback regarding their actions while performing a problem based learning activity or while making changes to problem statements, so that a higher order thinking skill can be achieved. This feedback is the consequence of an automatic assessment. Particularly, we propose a method that makes use of Language Processor techniques for developing these kinds of systems. This method could be applied in subjects in which problem statements and solutions can be formalized by mean of a formal language and the problems can be solved in an algorithmic way. The method has been used to develop a number of tools that are partially described in this paper. Thus, we show that our approach is applicable in addressing the development of the aforementioned systems. One of these tools (a virtual laboratory for language processing) has been in use for several years in order to support home assignments. The data collected for these years are presented and analyzed in this paper. The results of the analysis confirm that this tool is effective in facilitating the achievement of learning outcomes.

An approach to build XML-based domain specific languages solutions for client-side web applications

Summary Domain-Specific Languages (DSLs) allow for the building of applications that ease the labour of both software engineers and domain experts thanks to the level of abstraction they provide. In cases where the domain is restricted to Client-Side Web Applications (CSWA), XML-based languages, frameworks and widgets are commonly combined in order to provide fast, robust and flexible solutions. This article presents an approach designed to create XML-based DSL solutions for CSWA that includes an evaluation engine, a programming model and a lightweight development environment. The approach is able to evaluate multiple XML-based DSL programs simultaneously to provide solutions to those Domain Specific Problems for CSWAs. To better demonstrate the capabilities and potential of this novel approach, we will employ a couple of case studies, namely Anisha and FeedPsi .

Learning tools interoperability for enhancing a distributed personal learning environment with support for programming assignments

When using eLearning systems, there is not one unique tool that covers the entire learning/teaching process. In fact, an ideal scenario can be useful from several specific tools for specific learning tasks. This situation is not only desirable but also necessary if we want to promote autonomous active learning by means of Personal Learning Environments (PLE) or extrapolate this feature to the new tendency of Massive Open Online Course (MOOC). As the environment scales with the integration of more eLearning tools, we have to face communication and architectural issues. This paper exposes the solution we implemented by means of a centralized access point constituted as an LMS, an architecture based on Tuple Spaces, and the use of eLearning standards to allow communication and information exchange among the different services and components.

Using player profiles and learning styles in the design of Educational Games

In the development of any educational game the educational and entertainment values it provides should be balanced. In this contribution we propose that the adaptation rules in Adaptive Educational Games are based on both the player profile, to motivate the student in the use of the tool, and the learning style, to help determine the best teaching/learning method to use and what learning objects and services that best suit the learning process for each particular student are.

Exploring on e-Learning enhancement by mean of advanced interactive tools: The GHIA (Group of advanced interactive tools) proposals

This document introduces the GHIA research group, summarizes its main research areas regarding e-Learning systems and spot out some of its future work, exposing all this information within the context of the eMadrid network.

eMadrid project: Authoring, reuse and remote labs

This article describes in detail the main achievements in authoring and reuse of educational materials within the eMadrid project.

Evolution of Collaborative Learning Environments Based on Desktop Computer to Mobile Computing: A Model-Based Approach

In the last years a great amount of collaborative applications have been developed. These applications can be framed in the paradigms of Computer Supported Cooperative Work (CSCW) or Computer Supported Collaborative Learning (CSCL) according to their specific purpose (group work or learning in-group). On the other hand some of them have been developed according to the paradigm of mobile computing. Advances in wireless technology and its integration on mobile devices offer support to user-to-user interaction on the move, becoming any place a potential collaborative learning scenario. Most of mobile collaborative systems are carried out in the same manner as other applications are developed, without taking into account the special characteristics of these paradigms. Therefore, the requirements that characterize these paradigms may not be considered in the most appropriate way; in special, in relation to user interface (UI) development and the perception of the context of the application. From our point of view we need appropriate frameworks and tools (methodologies, processes, specification techniques, CASE tools, etc.) to help in the analysis and design processes of these complex applications. However the current approaches do not offer an integrating and efficient solution that tackles jointly mobility, learning and group work issues. With the aim of obtaining an appropriate support for the development of multi-platform groupware applications we propose to use a model-based approach for the development of interactive groupware applications. In particular we propose to use a proposal called CIAM (Molina et al., 2009). This is a methodological framework supported by a set of notations for modeling and designing interactive and collaborative tools. This approach can be used for supporting the evolution of existing systems based on desktop metaphor towards mobile support (Eisenstein et al, 2001). In this chapter we show the application of this method to a case study. We will take as a starting point a collaborative e-learning environment called Domosim-TPC (Redondo & Bravo, 2006) and show the application of our method. 13