Examinando por Autor "Cuadros Margarit, Jordi"

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    Democratizing access to science and technology in rural schools: educational innovation through remote laboratories: the R3 Project
    (AIQS, Asociación de Químicos e Ingenieros, 2026) Canivell Castillo, Verónica ; García-Zubía, Javier ; Cuadros Margarit, Jordi ; Leslabay, Marcelo; Giménez Elorriaga, Cristina; Gallastegui, Nora; Lani, Giovanna ; Herrero, Ander
    The R3 Project (https://proyecto-r3.ingenieria.deusto.es/) was created from the motivation of a group of professors and researchers at the Faculty of Engineering of the University of Deusto to foster scientific vocations in STEM (Science, Technology, Engineering, and Mathematics) among young people from rural areas-that is, to democratize access to experimental science and technology. Its objective is to reduce the educational gap between rural and urban schools by promoting interest in STEM disciplines and ensuring educational equity (SDG 4).Through collaboration between technologists and experts from other disciplines, the project offers an innovative solution that allows students to interact with science without the need for expensive infrastructure. The University of Deusto, a leader in remote laboratories, works with LabsLand to develop this technology, facilitating its implementation in rural schools and enabling teachers and students to carry out real experiments via the Internet.Moreover, the R3 Project promotes sustainability, as experiments are shared among educational centers, optimizing economic resources and reducing environmental impact. The results show a positive impact on students’ motivation and learning, strengthening their connection with science and technology.
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    Design and evaluation of a user experience questionnaire for remote labs
    (Institute of Electrical and Electronics Engineers Inc., 2021-03-29) Cuadros Margarit, Jordi ; Serrano Molinero, Vanessa ; García-Zubía, Javier ; Hernández Jayo, Unai
    Remote laboratories have been in use for 25 years now. Whereas several learning oriented meta-analyses exist, validated and agreed-upon tools for assessing the user experience are not readily available. The present paper fills this gap by designing and evaluating a questionnaire focused on the needs of remote labs developers and educators using them. Building from pre-existing tools, a first version of the User eXperience Questionnaire (UXQ version 20190308) was designed to contain four scales, usability, utility, satisfaction and immersion. A total of 180 completed responses were collected from two different remote labs (VISIR and FPGA), in different campuses and in different courses to evaluate the questionnaire. The questionnaire was analyzed in terms of reliability, using Cronbach's alpha and McDonalds' omega, and validity of construct, through factor analysis. The reliability of the questionnaire and its four subscales is acceptable, but its validity should be improved. Accordingly, the questionnaire was redesigned to obtain the User eXperience Questionnaire (UXQ version 20191126), which includes three scales: usability, utility and immersion, and three questions per scale. This questionnaire was assessed using the same data. Reliability coefficients are above 0.7 and construct validity is satisfactory. A new questionnaire to evaluate the user experience in remote laboratories has been designed and validated. The questionnaire, now renamed as UXQ4RL v. 1.0, is presented and made available in this paper.
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    Learning analytics dashboards for assessing remote labs users' work: a case study with VISIR-DB
    (Springer Science and Business Media B.V., 2025-03) Serrano Molinero, Vanessa; Cuadros Margarit, Jordi; Fernández Ruano, Laura; García-Zubía, Javier; Hernández Jayo, Unai; Lluch, Francesc
    In science and engineering education, remote laboratories are designed to bring ubiquity to experimental scenarios, by having real laboratories operated through the Internet. Despite that remote laboratories enable the collection of students' work data, the educational use of these data is still underdeveloped. Learning analytics dashboards are common tools to present and analyze educational data to provide indicators to understand learning processes. This paper presents how data from remote labs, such as Virtual Instruments Systems In Reality (VISIR), can be analyzed through a learning analytics dashboard to help instructors provide better feedback to their pupils. Visualizations to study the use of the VISIR, to assess students’ performance in a particular activity and to facilitate the assisted assessment of students are introduced to the VISIR dashboard (VISIR-DB). These visualizations include a new recodification of circuits that keeps the fragment being measured, in order to better identify student’s intention. VISIR-DB also incorporates functions to check a priori steps in the resolution process and/or potential errors (observation items), and logical combinations of them to grade students' performance according to the expected outcomes (assessment milestones). Both work indicators, observation items and assessment milestones, can be defined in activity-specific text files and allow for checking the circuit as coded by the interface, the conceptual circuit it represents, its components, parameters, and measurement result. Main results in the use of VISIR for learning DC circuits course show that students mainly use VISIR when indicated by instructors and a great variability regarding to time of use and number of experiments performed. For the particular assessment activity, VISIR-DB helps to easily detect that there is a significant number of students that did not achieved any of the expected tasks. Additionally, it helps to identify students that still make a huge number of errors at the end of the course. Appropriate interventions can be taken from here
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    Remote experiments for STEM education and engagement in rural schools: the case of project R3
    (Elsevier Ltd, 2023-11) Casado Mansilla, Diego ; García-Zubía, Javier ; Cuadros Margarit, Jordi ; Serrano Molinero, Vanessa ; Fadda, Daniela; Canivell Castillo, Verónica
    Rural schools tend not to have enough laboratory and experimentation equipment, which can be an obstacle that hinders student learning in Science, Technology, Engineering, and Mathematics (STEM) areas. Moreover, this loss of competencies can reduce their employment opportunities while society itself is deprived of that human capital. Remote laboratories have emerged as a way of countering the effects of insufficient investment in equipment or the inability to acquire the latter. By way of example, the goal of Project R3, which is presented in this article, is to reduce the absence or shortage of laboratories in the rural world via the use of remote experimentation. Specifically, this article presents the experience, the results, and the main conclusions of Project R3 during its first year of life. It is worth noting that Project R3 has been deployed not only in rural but also in urban environments, making it possible to compare learning results and satisfaction levels for students in both spheres and identify those experiments that provide the best learning experience and are most popular among pupils and teachers. The main objective is that from the local analysis (the Project has only been conducted in Spain) it might be possible to draw conclusions of a global nature that might be extrapolated to other countries in the European Union with similar socio-demographics. Initial results are in the direction of certifying that student achievement and satisfaction are higher in rural than in urban environments.