DSpace Angular :: Browsing by Author "Nussbaum, Miguel"

Browsing by Author "Nussbaum, Miguel"

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A framework for the design and integration of collaborative classroom games
(PERGAMON-ELSEVIER SCIENCE LTD, 2011) Echeverria, Alejandro; Garcia Campo, Cristian; Nussbaum, Miguel; Gil, Francisca; Villalta, Marco; Amestica, Matias; Echeverria, Sebastian
The progress registered in the use of video games as educational tools has not yet been successfully transferred to the classroom. In an attempt to close this gap, a framework was developed that assists in the design and classroom integration of educational games. The framework addresses both the educational dimension and the ludic dimension. The educational dimension employs Bloom's revised taxonomy to define learning objectives and applies the classroom multiplayer presential game (CMPG) pedagogical model while the ludic dimension determines the gaming elements subject to constraints imposed by the educational dimension. With a view to validating the framework, a game for teaching electrostatics was designed and experimentally implemented in a classroom context. An evaluation based on pre/post testing found that the game increased the average number of correct answers by students participating in the experiment from 6.11 to 10.00, a result found to be statistically significant. Thus validated, the framework offers a promising basis for further exploration through the development of other games and fine-tuning of its components. (C) 2011 Elsevier Ltd. All rights reserved.
A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools
(NATL TAIWAN NORMAL UNIV, TAIWAN, 2010) Rodriguez, Patricio; Nussbaum, Miguel; Lopez, Ximena; Sepulveda, Marcos
More than 20 years after ICTs were introduced in schools, solid evidence of their impact on student attainment is still lacking. Reasons for this include the mismatch between the methods used to measure the effects and the type of learning promoted, the absence of information regarding the specific types of ICT used, and the scarce attention paid to the monitoring and evaluation of ICT for Education (ICT4E) programs. A monitoring and evaluation scheme would provide qualitative and quantitative data to refine, adjust and improve an ICT4E project, to learn from the experience gained, and to determine whether the program has served its client communities and how it might be replicated.
An autonomous educational mobile robot mediator
(2008) Mitnik, Ruben; Nussbaum, Miguel; Soto, Alvaro
So far, most of the applications of robotic technology to education have mainly focused on supporting the teaching of subjects that are closely related to the Robotics field, such as robot programming, robot construction, or mechatronics. Moreover, most of the applications have used the robot as an end or a passive tool of the learning activity, where the robot has been constructed or programmed. In this paper, we present a novel application of robotic technologies to education, where we use the real world situatedness of a robot to teach non-robotic related subjects, such as math and physics. Furthermore, we also provide the robot with a suitable degree of autonomy to actively guide and mediate in the development of the educational activity. We present our approach as an educational framework based on a collaborative and constructivist learning environment, where the robot is able to act as an interaction mediator capable of managing the interactions occurring among the working students. We illustrate the use of this framework by a 4-step methodology that is used to implement two educational activities. These activities were tested at local schools with encouraging results. Accordingly, the main contributions of this work are: i) A novel use of a mobile robot to illustrate and teach relevant concepts and properties of the real world; ii) A novel use of robots as mediators that autonomously guide an educational activity using a collaborative and constructivist learning approach; iii) The implementation and testing of these ideas in a real scenario, working with students at local schools.
Assessing collaborative problem-solving skills among elementary school students
(PALGRAVE, 2021) Rojas, Matias; Nussbaum, Miguel; Chiuminatto Munoz Pablo Andres; Guerrero, Orlando; Greiff, Samuel; Krieger, Florian; Westhuizen, Lindie Van Der
As 21st century skills have become increasingly important, Collaborative Problem Solving (CPS) is now considered essential in almost all areas of life. Different theoretical frameworks and assessment instruments have emerged for measuring this skill. However, more applied studies on its implementation and evaluation in real-life educational settings are required. In this sense, pre-post experimental designs are essential for identifying new methods for developing collaborative problem-solving skills. To do so, equivalent tests are needed to facilitate consistent score interpretations and reduce the practice effect. In the present study, a Design-Based Research approach is used to design and validate an assessment tool with two equivalent forms based on a framework proposed by the OECD and applied to a collaborative activity. A total of 719 students aged between 10 and 13 years old participated in the different stages of the study. The results show that the proposed instrument effectively measures the problem-solving dimension of collaborative problem-solving skills among students of this age. Moreover, the results from the test were equivalent for both forms and across genders. Finally, there were no significant differences when assessing collaborative problem-solving in human-human groups versus human-agent groups using the proposed instrument. For future work, we recommend including other data sources than just text-based conversations. This would allow us to capture the rich social interactions present in this type of activity. Future work should also consider exploring the extent to which skills could be trained. This could be done in an experimental design assessed using the equivalent forms of the proposed instrument as a pre- and post-test. Doing so would provide a more accurate measure of students' collaborative skills.
Collaboration within large groups in the classroom
(2011) Szewkis, Eyal; Nussbaum, Miguel; Rosen, Tal; Abalos, Jose; Denardin, Fernanda; Caballero, Daniela; Tagle, Arturo; Alcoholado, Cristian
The purpose of this paper is to show how a large group of students can work collaboratively in a synchronous way within the classroom using the cheapest possible technological support. Making use of the features of Single Display Groupware and of Multiple Mice we propose a computer-supported collaborative learning approach for big groups within the classroom. The approach uses a multiple classification matrix and our application was built for language-learning (in this case Spanish). The basic collaboration mechanism that the approach is based upon is "silent collaboration," in which students-through suggestions and exchanges-must compare their ideas to those of their classmates. An exploratory experimental study was performed along with a quantitative and qualitative study that analyzed ease of use of the software, described how the conditions for collaborative learning were achieved, evaluated the achievements in learning under the defined language objectives, and analyzed the impact of silent and spoken collaboration. Our initial findings are that silent collaboration proved to be an effective mechanism to achieve learning in large groups in the classroom.
Collaborative robotic instruction: A graph teaching experience
(PERGAMON-ELSEVIER SCIENCE LTD, 2009) Mitnik, Ruben; Recabarren, Matias; Nussbaum, Miguel; Soto, Alvaro
Graphing is a key skill in the study of Physics. Drawing and interpreting graphs play a key role in the understanding of science, while the lack of these has proved to be a handicap and a limiting factor in the learning of scientific concepts. It has been observed that despite the amount of previous graph-working experience, students of all ages experience a series of difficulties when trying to comprehend graphs or when trying to relate them with physical concepts such as position, velocity and acceleration. Several computational tools have risen to improve the students' understanding of kinematical graphs; however, these approaches fail to develop graph construction skills. On the other hand, Robots have opened new opportunities in learning. Nevertheless, most of their educational applications focus on Robotics related subjects, such as robot programming, robot construction, and artificial intelligence. This paper describes a robotic activity based on face-to-face computer supported collaborative learning. By means of a set of handhelds and a robot wirelessly interconnected, the aim of the activity is to develop graph construction and graph interpretation skills while also reinforcing kinematics concepts. Results show that students using the robotic activity achieve a significant increase in their graph interpreting skills. Moreover, when compared with a similar computer-simulated activity, it proved to be almost twice as effective. Finally, the robotic application proved to be a highly motivating activity for the students, fostering collaboration among them. (C) 2009 Elsevier Ltd. All rights reserved.
Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning
(PERGAMON-ELSEVIER SCIENCE LTD, 2011) Alvarez, Claudio; Brown, Christian; Nussbaum, Miguel
With the recent appearance of netbooks and low-cost tablet PCs, a study was undertaken to explore their potential in the classroom and determine which of the two device types is more suitable in this setting. A collaborative learning activity based on these devices was implemented in 5 sessions of a graduate engineering course of 20 students, most of whom were aged 22-25 and enrolled in undergraduate computer science and information technology engineering programs. Student behavior attributes indicating oral and gesture-based communication were observed and evaluated. Our findings indicate that in the context in which this study was undertaken, tablet PCs strengthen collective discourse capabilities and facilitate a richer and more natural body language. The students preferred tablet PCs to netbooks and also indicated greater self-confidence in expressing their ideas with the tablet's digital ink and paper technology than with the netbooks' traditional vertical screen and keyboard arrangement. (C) 2010 Elsevier Ltd. All rights reserved.
Cultural divide and the Internet
(PERGAMON-ELSEVIER SCIENCE LTD, 2008) Recabarren, Matias; Nussbaum, Miguel; Leiva, Claudia
The aim of this paper is to Study the relationship between Culture and Internet usage. In the light of studies showing the existence of subcultures within a Country, an experiment was designed and conducted based on the Hofstede Cultural model and Tiwana's expert knowledge model to determine how social differences affect the Internet usage of first-year University Students. Data-mining techniques were then used to find relationships between culture and Internet usage. We conclude that abilities and performance relating to Internet use differs among subcultures not only because of the digital divide but also because of cultural differences. We also show that subcultures tend to converge over time when placed in the same context. (C) 2008 Elsevier Ltd. All rights reserved.
Cultural illiteracy and the Internet
(MARY ANN LIEBERT, INC, 2007) Recabarren, Matias; Nussbaum, Miguel; Leiva, Claudia
The Internet has created different expectations regarding its possibilities as a tool for including groups that have heretofore been excluded from the modern world. But mere access to information does not necessarily imply correct and effective use of it. Despite the great increase in Internet access in previously excluded areas, expectations of inclusion have not been fulfilled. Research suggests that the effectiveness of Internet use varies among cultures, but all such studies analyze countries as a whole with no further breakdown. Yet it is known that within a given country there co-exist subcultures that differ both in language and social context. This paper presents a study that shows the correlation between different social subcultures and their Internet knowledge.
Developing Cognition with Collaborative Robotic Activities
(NATL TAIWAN NORMAL UNIV, TAIWAN, 2009) Mitnik, Ruben; Nussbaum, Miguel; Recabarren, Matias
Cognition, faculty related to perception, imagination, memory, and problem solving, refers to internal mental processes through which sensorial input is acquired, elaborated, used, and stored. One of its importances relies on the fact that it affects in a direct way the learning potential. It has been shown that, even thou cognitive processes develop side by side with biological maturity, this cognitive development can be enhanced by means of mediated learning as signaled by Feuerstein's Mediated Learning theory. Based on this theory is that we propose an intervention model that addresses school academic issues using technologically assisted small group collaboration, pursuing a dual academic objective: to thrive students' cognitive processes while addressing school curriculum topics. The purpose, therefore, is to balance the students' cognitive differences by means of in-school content-filled classroom activities. Our aim is to make use of peer mediation in a real world setting with a virtual construction of it. In this paper, we describe this novel intervention model along with an in-school usage experience. For this, we present an activity designed for high school students, specifically aimed to assist the learning of kinematics, graph interpretation, and graph plotting. In this activity the students work in groups of three, using a robot and wirelessly interconnected Personal Digital Assistants (PDA). By means of a controlled experiment, we show how technologically-supported peer mediation promotes the students' enrichment of their cognitive processes in each of the different stages of the mental act (input-elaboration-output), favoring communication skills, insight, and reasoning, while also restraining impulsive conduct and trial-and-error answers.
Developing Critical Thinking in Technical and Vocational Education and Training
(Taylor and Francis, 2023) Lopez, Felipe; Contreras, Mayra; Nussbaum, Miguel; Paredes, Ricardo; Gelerstein, Damian; Alvares, Danilo; Chiuminatto Munoz Pablo Andres
Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long "Basic Communication Skills" class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher's job in the classroom and improve the development of critical thinking in a specific technical and vocational education context.
Differences in Views of School Principals and Teaches regarding Technology Integration
(2017) Claro, Magdalena; Nussbaum, Miguel; Lopez, Ximena; Contardo, Victoria
This paper studies the similarities and differences among the views of school principals and teachers regarding a mobile computer lab (MCL) initiative implemented in 1,591 public schools in Chile. It also characterizes the aspects in which their views diverge. A mixed methods study was carried out in two stages: first, a quantitative stage, where a self- administered (web-based) questionnaire was sent to the schools; and second, a qualitative stage, where a case study was conducted with three schools. The results show a greater convergence of the teachers' and school principals' views regarding the contribution of ICT resources to teaching, with more divergence when it comes to the implementation process. More specifically, these differences were related to two points: (1) how appropriate the conditions were for using and learning how to use the new resources within the context of the school, and (2) who should be held accountable for integrating ICT resources within the school organization. Furthermore, the qualitative results revealed that school principals only had vague information on the pedagogical integration of the MCLs in their schools. These findings suggest that in order to have more effective technology integration processes in schools, a closer presence of school leaders in the teachers' everyday pedagogical activities is required.
E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications
(2014) Kong, Siu Cheung; Chan, Tak-Wai; Griffin, Patrick; Hoppe, Ulrich; Huang, Ronghuai; Kinshuk; Looi, Chee Kit; Milrad, Marcelo; Norris, Cathleen; Nussbaum, Miguel; Sharples, Mike; So, Wing Mui Winnie; Soloway, Elliot; Yu, Shengquan
One of the curriculum goals of e-learning in school education is to develop learners for 21st century skills through their daily learning activities. This paper aims to discuss the research issues and policy implications critical for achieving such a curriculum goal. A review of literature in the related fields indicates that K-12 schools should take advantage of e-learning to maximize learning opportunities of learners for the development of 21st century skills. We identify six research issues critical for e-learning in school education, namely the realization of developing 21st century skills of learners; the bridging of the gap between curriculum in school and situations in society; the maximization of learning opportunities in the learning process; the collection of evidence of improvement and building awareness of progress; the assessment of 21st century skills; and the provision of teacher development for enculturating learners to develop 21st century skills. We recommend the relevant stakeholders across different countries/regions to consider policies on the goal-setting of curriculum addressing 21st century skills development and bridging gap between school and society; on the availability of digital technology for school education; on the privacy/legal issues of learning data in e-learning process; and on the teacher development for pre-service and in-service teachers.
Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention
(2024) Gallardo-Estrada, Carla; Nussbaum, Miguel; Pinto, Mauricio; Alvares, Danilo; Alario-Hoyos, Carlos
This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention's effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups.
Exploring different technological platforms for supporting co-located collaborative games in the classroom
(PERGAMON-ELSEVIER SCIENCE LTD, 2012) Echeverria, Alejandro; Amestica, Matias; Gil, Francisca; Nussbaum, Miguel; Barrios, Enrique; Leclerc, Sandra
Computer Supported Collaborative Learning is a pedagogical approach that can be used for deploying educational games in the classroom. However, there is no clear understanding as to which technological platforms are better suited for deploying co-located collaborative games, nor the general affordances that are required. In this work we explore two different technological platforms for developing collaborative games in the classroom: one based on augmented reality technology and the other based on multiple-mice technology. In both cases, the same game was introduced to teach electrostatics and the results were compared experimentally using a real class.
Exploring the feasibility of web form adaptation to users' cultural dimension scores
(2010) Recabarren, Matias; Nussbaum, Miguel
With many daily tasks now performed on the Internet, productivity and efficiency in working with web pages have become transversal necessities for all users. Many of these tasks involve the inputting of user information, obligating the user to interact with a webform. Research has demonstrated that productivity depends largely on users' personal characteristics, implying that it will vary from user to user. The webform development process must therefore, include modeling of its intended users to ensure the interface design is appropriate. Taking all potential users into account is difficult, however, primarily because their identity is unknown, and some may be effectively excluded by the final design. Such discrimination can be avoided by incorporating rules that allow webforms to adapt automatically to the individual user's characteristics, the principal one being the person's culture. In this paper we report two studies that validate this option. We begin by determining the relationships between a user's cultural dimension scores and their behavior when faced with a webform. We then validate the notion that rules based on these relationships can be established for the automatic adaptation of a webform in order to reduce the time taken to complete it. We conclude that the automatic webform adaptation to the cultural dimensions of users improves their performance.
Face-to-face collaborative learning in computer science classes
(TEMPUS PUBLICATIONS, 2007) Valdivia, Ricardo; Nussbaum, Miguel
This study describes the application and effects of technological support for collaboration in a computer science course for engineering students. The technology in question is based on a wireless network of PDAs that implements a classroom dynamic to stimulate communication, discussion while arriving at agreement on questions put to students. The results obtained permit us to conclude that permanent use of Mobile Computer Supported Collaborative Learning (MCSCL) sessions improves the performance of students and their interest in the course. Furthermore, they demonstrated a greater ability to communicate both with their fellows and the professor, thus bettering their course results.
Face-to-face collaborative learning supported by mobile phones
(2011) Echeverria, Alejandro; Nussbaum, Miguel; Felipe Calderon, Juan; Bravo, Claudio; Infante, Cristian; Vasquez, Andrea
The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (Mobile Computer Supported Collaborative Learning [MCSCL]). The cost of the devices has hindered widespread use in schools, however, and cell phones have emerged as an attractive alternative. To test their functionality as a platform for collaborative educational activities, the authors adapted an existing Personal Digital Assistant (PDA) application for use on cell phones equipped with Wi-Fi. This article examines the problems of developing applications for this alternative technology and reports on a usability analysis of a collaborative classroom activity for teaching physics. The results confirm the viability of the cell phone platform, taking due account of the device's processing, network and interface limitations. With an appropriate design, users quickly master the technology, though a certain decline in efficiency relative to PDAs is observed.
From MMORPG to a Classroom Multiplayer Presential Role Playing Game
(NATL YUNLIN UNIV SCIENCE & TECHNOLOGY, TAIWAN, 2010) Susaeta, Heinz; Jimenez, Felipe; Nussbaum, Miguel; Gajardo, Ignacio; Jose Andreu, Juan; Villalta, Marco
The popularity of massively multiplayer online role-playing games (MMORPGs) has grown enormously, with communities of players reaching into the millions. Their fantasy narratives present multiple challenges created by the virtual environment and/or other players. The games' potential for education stems from the fact that players are immersed in a virtual world where they have the opportunity to manipulate and explore, thus motivating the construction of knowledge. The interaction and collaboration between participants allows students to exchange information, test their understanding and reflect on what they have learned. Given the promising results of using MMORPG technologies for educational purposes, this paper translates the multiplayer role playing game (MRPG) aspect, the essential concept behind MMORPGs, into the classroom context. We present the abstraction behind a Classroom Multiplayer Presential Role Playing Game (CMPRPG) and the development of a CMPRPG for teaching ecology. The game has a quest structure in which each result highlights a key teaching objective. It is implemented at a high level, with interaction between reusable game elements defined using triggers. It is observed that the implemented CMPRPG has appropriate usability levels, benefits the learning and application of the concepts of ecology and, in the interactive dimensions, it encourages participation and collaborative narrative structures among participants.
High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools
(2024) Escribano, Rosario; Mascareno, Mayra; Timmermans, Anneke; Trevino, Ernesto; Nussbaum, Miguel
The aim of this study is to understand the strengths and weaknesses of schools and provide inputs to better inform both research and public policies. To address this aim, 258 low-achieving Chilean primary schools and their 1,266 teachers were analysed. On the basis of a multilevel latent class analysis, we found four profiles of teaching practices. The proportion of teachers in the high-quality teacher category is unexpectedly high (38.37%), followed by the low-quality (25.61%), content-oriented (18.91%), and climate-oriented (17.12%) categories. Finally, several school-level variables were tested to explore the link between school practices and teaching quality categories. The results show that the quality of the school's teaching practices related to their support for behavioural issues is associated with the probability of teachers belonging to the low-quality or climate-oriented categories. These findings can be valuable for policymaking, as they call for the development of strategies that strengthen teachers' capacities within schools.

Browsing by Author "Nussbaum, Miguel"

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