Architectural Indoor Analysis: A Holistic Approach to Understand the Relation of Higher Education Classrooms and Academic Performance

The influence of learning space on users has been broadly accepted and tested. However, the literature has focused on single factor research, instead of holistic approaches. Additionally, lower educational levels have been the focus of interest, while higher education is moving towards multi-method teaching. This paper focuses on how learning spaces for different purposes (practice and lecture rooms) may influence academic performance from a holistic approach of learning physical environment perception. For this, the iPEP scale (Indoor physical environment perception) is used and validated through Cronbach Alpha and Exploratory Factorial Analysis. Then, multiple linear regression is conducted. The results indicate that iPEP measures near to 63 percent of the construct, which is structured in six factors. Moreover, linear regression analyses support previous literature concerning the influence of learning physical environment on academic performance (R2 = 0.154). The differences obtained between practice and lecture room in terms of predictor variables bring to the light the need to diagnose learning environments before designing changes in educational buildings. This research provides a self-reported way to measure indoor environments, as well as evidence concerning the modern university, which desires to combine several teaching methods

Cloud-Based Collaborative 3D Modeling to Train Engineers for the Industry 4.0

In the present study, Autodesk Fusion 360 software (which includes the A360 environment) is used to train engineering students for the demands of the industry 4.0. Fusion 360 is a tool that unifies product lifecycle management (PLM) applications and 3D-modeling software (PDLM—product design and life management). The main objective of the research is to deepen the students’ perception of the use of a PDLM application and its dependence on three categorical variables: PLM previous knowledge, individual practices and collaborative engineering perception. Therefore, a collaborative graphic simulation of an engineering project is proposed in the engineering graphics subject at the University of La Laguna with 65 engineering undergraduate students. A scale to measure the perception of the use of PDLM is designed, applied and validated. Subsequently, descriptive analyses, contingency graphical analyses and non-parametric analysis of variance are performed. The results indicate a high overall reception of this type of experience and that it helps them understand how professionals work in collaborative environments. It is concluded that it is possible to respond to the demand of the industry needs in future engineers through training programs of collaborative 3D modeling environments

The Limited Effect of Graphic Elements in Video and Augmented Reality on Children’s Listening Comprehension

There is currently significant interest in the use of instructional strategies in learning environments thanks to the emergence of new multimedia systems that combine text, audio, graphics and video, such as augmented reality (AR). In this light, this study compares the effectiveness of AR and video for listening comprehension tasks. The sample consisted of thirty-two elementary school students with different reading comprehension. Firstly, the experience, instructions and objectives were introduced to all the students. Next, they were divided into two groups to perform activities—one group performed an activity involving watching an Educational Video Story of the Laika dog and her Space Journey available by mobile devices app Blue Planet Tales, while the other performed an activity involving the use of AR, whose contents of the same history were visualized by means of the app Augment Sales. Once the activities were completed participants answered a comprehension test. Results (p = 0.180) indicate there are no meaningful differences between the lesson format and test performance. But there are differences between the participants of the AR group according to their reading comprehension level. With respect to the time taken to perform the comprehension test, there is no significant difference between the two groups but there is a difference between participants with a high and low level of comprehension. To conclude SUS (System Usability Scale) questionnaire was used to establish the measure usability for the AR app on a smartphone. An average score of 77.5 out of 100 was obtained in this questionnaire, which indicates that the app has fairly good user-centered design

Modelling human choices: MADeM and decision‑making

Research supported by FAPESP 2015/50122-0 and DFG-GRTK 1740/2. RP and AR are also part of the Research, Innovation and Dissemination Center for Neuromathematics FAPESP grant (2013/07699-0). RP is supported by a FAPESP scholarship (2013/25667-8). ACR is partially supported by a CNPq fellowship (grant 306251/2014-0)

El impacto del diseño del espacio y otras variables socio-físicas en el proceso de enseñanza-aprendizaje

Programa Interuniversitario de Equidade e Innovación en EducaciónResumen basado en el de la publicaciónEl espacio físico educativo es un elemento común al conjunto de la sociedad estudiantil. La inversión en un factor que no hace exclusiones, puede significar un desarrollo cultural a gran escala y repercutir en la lucha contra la desigualdad creciente. Como consecuencia de esto, dado el coste económico, la permanencia en el tiempo de las edificaciones educativas y la necesidad de proyectos de rehabilitación y / o conservación de muchas de estas, el espacio de aprendizaje debería poder reajustarse a las necesidades de los usuarios y de las metodologías docentes que surgen en intervalos mucho más cortos que la durabilidad de estas edificaciones. El proyecto de investigación se encuadra en la línea de investigación de procesos de inclusión y exclusión socioeducativa y en concreto en “equidad, cambio social y desarrollo sostenible”, planteando como objetivo analizar el diseño del espacio escolar donde se desarrollan los procesos de enseñanza y aprendizaje y cómo contribuyen o influyen sobre éstos. De esta forma, este elemento común del proceso educativo sirve para mejorar la calidad del proceso de aprendizaje. Se analiza cómo la enseñanza puede verse influenciada por la organización espacial, y se pone énfasis en detectar las interferencias o barreras que el diseño del espacio significa en el proceso de aprendizaje. Se utilizan metodologías cuantitativas y cualitativas a través de técnicas como cuestionarios de percepción, entrevistas y análisis documental.GaliciaES

RIE : revista de investigación educativa

Título, resumen y palabras clave en español y en inglésResumen basado en el de la publicaciónSe replantea la estructura factorial de la ansiedad hacia las matemáticas propuesta por Mato-Vázquez (2006), a través del estudio de una muestra de 1220 estudiantes de Educación Secundaria Obligatoria. El modelo de ecuaciones estructurales sugiere un modelo basado en cuatro escalas: “Ansiedad hacia la demostración del conocimiento matemático”, “Preocupación por la presencia inevitable de las matemáticas”, “Ansiedad hacia la acción matemática” y “Ansiedad hacia la actividad matemática en el entorno no formal”. Posteriormente, se analizó mediante el análisis de regresión lineal múltiple con el objetivo de predecir el rendimiento académico en matemáticas medido a través de la calificación del curso anterior. Los resultados muestran un mayor porcentaje de predicción en el curso más alto, lo que confirma la importancia de la ansiedad como variable predictora en el rendimiento y, por lo tanto, su influencia determinante en el proceso de enseñanza y aprendizaje, así como los resultados académicos adquiridos.ES