DeustoTeka Examinando por Autor "Garaizar, Pablo"

Examinando por Autor "Garaizar, Pablo"

Mostrando 1 - 20 de 25

The associations between computational thinking and creativity: the role of personal characteristics
(SAGE Publications Inc., 2021-01-01) Israel-Fishelson, Rotem; Hershkovitz, Arnon; Eguíluz, Andoni; Garaizar, Pablo ; Guenaga Gómez, Mariluz
Computational Thinking (CT) and creativity are considered two vital skills for the 21st century that should be incorporated into future curricula around the world. We studied the relationship between these two constructs while focusing on learners’ personal characteristics. Two types of creativity were examined: creative thinking and computational creativity. The research was conducted among 174 middle school students from Spain. Data collected using a standardized creativity test (Torrance's TTCT) were triangulated with data drawn from students' log files that documented their activity in a game-based learning environment for CT (Kodetu). We found some interesting associations between CT and the two constructs of creativity. These associations shed light on positive associations between each of the two creativity constructs and CT acquisition, as well as between the two creativity constructs themselves. Additionally, we highlight differences between boys and girls, as girls were found to be more creative on both creativity measures. Other differences associated with school affiliation, prior coding knowledge, and technology affinity are also discussed.
Benefits and pitfalls of using HTML5 APIs for online experiments and simulations
(International Federation of Engineering Education Societies (IFEES), 2012-11-28) Garaizar, Pablo; Vadillo, Miguel A.; López de Ipiña González de Artaza, Diego
The most recent advances in the architecture of the Web allow using it as an excellent platform to deliver experiments and simulations over the Internet. However, there are still some challenges related to the animations' accuracy, to user input collection or to real-time communications that have to be accomplished to properly port native application- based experiments and simulations to the Web. The limitations of the standards preceding HTML5 have forced web developers to embed non-HTML objects using a wide range of non-standard plugins and causing an extremely fragmented execution environment where features must be implemented several times in different programming languages to guarantee full compliance with every user-agent. As HTML5 provides a standard -yet fully-featured- environment to develop and execute applications, web user-agents are now more similar to application players than to simple Internet browsers. In this paper we analyze the benefits and pitfalls of these new Application Programming Interfaces (APIs), providing examples of both good and bad instances of research-related use.
Creativity in the acquisition of computational thinking
(Routledge, 2019-08-18) Hershkovitz, Arnon; Sitman, Raquel; Israel-Fishelson, Rotem; Eguíluz, Andoni; Garaizar, Pablo ; Guenaga Gómez, Mariluz
Many worldwide initiatives consider both creativity and computational thinking as crucial skills for future citizens, making them a priority for today's learners. We studied the associations between these two constructs among middle school students (N = 57), considering two types of creativity: a general creative thinking, and a specific computational creativity. We did so using learning analytics, specifically, by operationalizing a log-based assessment of computational creativity. We find some evidence for an association between Computational Creativity and Computational Thinking: Demonstrating originality in an early stage of the game is associated with succeeding in this stage relatively easily, however negatively associated with progressing farther in the game. We also find that Computational Creativity is better explained by a state- rather than a trait-model. No associations were found between Creative Thinking and Computational Thinking. Furthermore, we find some striking associations between the two measures of creativity.
Design and validation of a novel tool to assess citizens’ netiquette and information and data literacy using interactive simulations
(MDPI, 2022-03-14) Bartolomé Boloix, Juan Carlos; Garaizar, Pablo
Until recently, most of the digital literacy frameworks have been based on assessment frameworks used by commercial entities. The release of the DigComp framework has allowed the development of tailored implementations for the evaluation of digital competence. However, the majority of these digital literacy frameworks are based on self-assessments, measuring only low-order cognitive skills. This paper reports on a study to develop and validate an assessment instrument, including interactive simulations to assess citizens’ digital competence. These formats are particularly important for the evaluation of complex cognitive constructs such as digital competence. Additionally, we selected two different approaches for designing the tests based on their scope, at the competence or competence area level. Their overall and dimensional validity and reliability were analysed. We summarise the issues addressed in each phase and key points to consider in new implementations. For both approaches, items present satisfactory difficulty and discrimination indicators. Validity was ensured through expert validation, and the Rasch analysis revealed good EAP/PV reliabilities. Therefore, the tests have sound psychometric properties that make them reliable and valid instruments for measuring digital competence. This paper contributes to an increasing number of tools designed to evaluate digital competence and highlights the necessity of measuring higher-order cognitive skills.
Design and Validation of EASYbot: an open, scalable and modular platform for educational robotics
(Multidisciplinary Digital Publishing Institute (MDPI), 2026-04-15) Ruiz de Garibay Pascual, Jonatan; Garaizar, Pablo; Romero Yesa, Susana
Educational robotics (ER) and robotics competitions offer an effective context for developing STEM (Science, Technology, Engineering, and Mathematics) competencies, technical skills, and soft skills in engineering degrees. However, current platforms reveal a pedagogical and technical gap: closed commercial systems restrict access to hardware, while open solutions frequently lack a robust and structured architecture for educational settings. Moreover, in both cases, many platforms do not achieve the hardware requirements of the most demanding competitions. To address this issue, the present article presents the design, implementation, and validation of EASYbot, a modular open-hardware robotics platform based on Arduino. The system integrates a microcontroller, a dual USB–battery power supply, high-performance motor power stages, and a plug-and-play interface for input/output and communication peripherals, enabling its use in several competition categories such as mini-sumo or maze robots. The platform is complemented by a state-based programming model and supports libraries that facilitate a learning assessment. The platform provides a scalable ecosystem, enabling students to progress from initial prototyping to optimised hardware control. The validation process encompasses a range of assessments, including technical tests, usability, and adoption evaluation through surveys.
The effect of noise-induced variance on parameter recovery from reaction times
(BioMed Central Ltd., 2016-03-31) Vadillo, Miguel A.; Garaizar, Pablo
Background: Technical noise can compromise the precision and accuracy of the reaction times collected in psychological experiments, especially in the case of Internet-based studies. Although this noise seems to have only a small impact on traditional statistical analyses, its effects on model fit to reaction-time distributions remains unexplored. Results: Across four simulations we study the impact of technical noise on parameter recovery from data generated from an ex-Gaussian distribution and from a Ratcliff Diffusion Model. Our results suggest that the impact of noise-induced variance tends to be limited to specific parameters and conditions. Conclusions: Although we encourage researchers to adopt all measures to reduce the impact of noise on reaction-time experiments, we conclude that the typical amount of noise-induced variance found in these experiments does not pose substantial problems for statistical analyses based on model fitting.
Exploring the progression of early programmers in a set of computational thinking challenges via clickstream analysis
(IEEE Computer Society, 2020-01-01) Eguíluz, Andoni ; Guenaga Gómez, Mariluz ; Garaizar, Pablo ; Olivares-Rodríguez, Cristian
In recent years, many initiatives have aimed to develop basic computational thinking skills. Despite the popularity of online platforms for early programmers, we still lack detailed information to analyze how these skills are acquired. In the present study we analyzed clickstream data from 3,355 participants enrolled in several Computational Thinking workshops using Kodetu, an online platform with fine grained logging features. Participants used Kodetu's coding blocks to solve challenges of increasing difficulty while we gathered their clickstream in the platform. Here, we present our findings after evaluating these data in regards of participants' characteristics (age, sex, previous knowledge), similarity with previously submitted solutions, and degree of discrepancy from the optimal solution. To facilitate collaboration with other researchers in this area, we released our dataset under an open license. To the best of our knowledge, this is the largest Computational Thinking-related datasets publicly available.
First steps towards automatically defining the difficulty of maze-based programming challenges
(Institute of Electrical and Electronics Engineers Inc., 2021-04-22) Kanellopoulou, Ioanna; Garaizar, Pablo; Guenaga Gómez, Mariluz
In a world where algorithms are ubiquitous, the development of computational thinking competencies is becoming progressively important among students, technology professionals, and 21st-century citizens in general. Educational games as a means of promoting computational thinking skills have gained popularity in recent years. Offering efficient educational games that promote computational thinking competencies requires personalized learning paths through adaptive difficulty. The research presented herein is a first attempt to define a difficulty function for maze-based programming challenges using log data obtained from Kodetu, which is a block-based maze game. Specifically, we conducted three studies with 9- to 16-year-old students who were asked to solve sequences of maze-based programming challenges. Using log data from these studies, we investigated the maze characteristics and the coding limitations that affect performance in the challenges and calculated the performance obtained by the participants using a fuzzy rule-based system. The results showed that the turns in a maze, the number of total steps of a maze, and the blocks provided affect student performance. Using regression analysis, we defined a difficulty function for maze-based programming challenges that considers the weights of these factors and provides a first step towards the design of adaptive learning paths for computational thinking-related educational games.
Fishing for phishers: improving Internet users’ sensitivity to visual deception cues to prevent electronic fraud
(Elsevier Ltd, 2017-04-01) Moreno Fernández, María Manuela ; Blanco Bregón, Fernando; Garaizar, Pablo ; Matute, Helena
Phishing is a form of electronic fraud in which attackers attempt to steal sensitive information by posing as a legitimate entity. To maintain the attack unnoticed, phishers typically use fake sites that accurately mimic real ones. However, there are usually subtle visual discrepancies between these spoof sites and their legitimate counterparts that may help Internet users to identify their deceptive nature. Among all the potential visual cues, we choose to focus on typography, because it is often hard for phishers to use exactly the same font as in the original website. Thus, Experiment 1 assessed the effectiveness of visual discrimination training to help people detect typographical discrepancies between fake and legitimate websites. Results showed higher sensitivity to differences when undergraduate students were previously trained with easier versions of the discrimination task (i.e., involving more noticeable differences in typography) than when they were trained with the difficult target discrimination from the start (easy-to-hard effect). These results were replicated with a broader and more representative sample of anonymous Internet users in Experiment 2. Implications for the design of strategies to prevent electronic fraud are discussed.
Flow Paths: a standalone tangible board system to create educational games
(Kassel University Press GmbH, 2015-09-22) Barredo Arrieta, Alejandro; Garaizar, Pablo
Educational mobile apps are ubiquitous these days. Despite of their huge commercial success, parents and children realized that physical objects manipulation requires a different set of skills, often developed using traditional toys. A century ago, Montessori proposed a methodology that emphasizes the use of physical materials to facilitate self-learning of abstract concepts. Selfcorrecting Montessori's materials allow learners to improve autonomously in a structured environment. In the same vein, Flow Paths provides a standalone tangible board system to create educational games.
How do students develop computational thinking?: assessing early programmers in a maze-based online game
(Routledge, 2021) Guenaga Gómez, Mariluz; Eguíluz, Andoni; Garaizar, Pablo; Gibaja Martíns, Juan José
Background and Context: Despite many initiatives to develop Computational Thinking (CT), not much is known about how early programmers develop CT and how we can assess their learning. Objective: Determine if the analysis of students’ interactions with an online platform allows understanding the development of CT, how we can convert data collected into valuable insights, and the aspects that should be considered in platforms design. Method: We developed an online platform with a fine-grained log–recording system. We analysed the data collected from 1004 students (ages 8-14) to understand the difficulties they face. We explain our platform and the tools to process and filter the interaction logs. We calculate additional indicators that provide useful information about student’s behaviour. Findings: Age and gender have shown to influence on CT learning. Generating additional indicators from basic interaction data provide valuable insights. We provide a list of recommendations for developing more effective programming learning platforms.
A HTML5 open source tool to conduct studies based on Libet's clock paradigm
(Nature Publishing Group, 2016-09-13) Garaizar, Pablo ; Pérez Cubillas, Carmelo ; Matute, Helena
Libet's clock is a well-known procedure in experiments in psychology and neuroscience. Examples of its use include experiments exploring the subjective sense of agency, action-effect binding, and subjective timing of conscious decisions and perceptions. However, the technical details of the apparatus used to conduct these types of experiments are complex, and are rarely explained in sufficient detail as to guarantee an exact replication of the procedure. With this in mind, we developed Labclock Web, a web tool designed to conduct online and offline experiments using Libet's clock. After describing its technical features, we explain how to configure specific experiments using this tool. Its degree of accuracy and precision in the presentation of stimuli has been technically validated, including the use of two cognitive experiments conducted with voluntary participants who performed the experiment both in our laboratory and via the Internet. Labclock Web is distributed without charge under a free software license (GPLv3) since one of our main objectives is to facilitate the replication of experiments and hence the advancement of knowledge in this area.
The impact of female role models leading a group mentoring program to promote STEM vocations among young girls
(MDPI, 2022-01-26) Guenaga Gómez, Mariluz; Eguíluz, Andoni; Garaizar, Pablo; Mimenza Aurrekoetxea, Ander
From an early age, girls disregard studies related to science, technology, engineering, or mathematics (STEM), and this means that a gender gap begins during secondary education and continues to increase over time. Multiple causes have been identified for this phenomenon in the literature, and numerous initiatives are being carried out to reverse this situation. In this paper, we analyze the impact that a group mentoring initiative led by a female STEM role model had on the young people who participated and whether the impact was different based on their sex. We ana-lyzed how these mentoring sessions affected their attitudes towards technology, mathematical self-efficacy, gender stereotypes, science and technology references, and career vocations. To this end, 303 students between the ages of 10 and 12 years old from 10 schools in Spain participated in the six sessions comprising the program and completed a series of questionnaires before and after partici-pating. The results show that the program had an impact on the students’ attitudes towards tech-nology, increased the number of female STEM references they knew, and improved their opinions of vocations and professions related to science and technology. The impact was greater among girls, although in aspects such as attitudes towards technology, the female participants still demonstrated lower values than boys. The program did not improve the stereotypes that the young participants had about mathematical self-efficacy, which was also always lower among girls. We conclude that the lack of STEM vocations among girls is rooted in multiple social, educational, and personal aspects that need to be addressed from a very early age and that should involve multiple agents.
Issues in WebLab development: security, accessibility, collaboration and multilinguality
(Universidad de Deusto, Servicio de Publicaciones = Deustuko Unibertsitatea, Argitalpen Zerbitzua, 2007) Oliver Bernal, Francisco Javier; Abaitua, Joseba; Díaz Labrador, Josuka; Jacob Taquet, Inés; Buján Carballal, David; Garaizar, Pablo; Lázaro Hermosilla, Luis
La web como plataforma de ejecución adecuada para la presentación exacta y precisa de contenidos audiovisuales y el registro de la interacción del usuario
(Universidad de Deusto, 2013-04-29) Garaizar, Pablo; Vadillo, Miguel A.; Facultad de Ingeniería; Ingeniería Informática y Telecomunicación
A lo largo de la última década del siglo XX y la primera del siglo XXI la Web ha evolucionado hasta postularse como la principal plataforma de ejecución de aplicaciones. La aparente sencillez de una arquitectura basada en un conjunto reducido de operaciones bien conocidas ha sido capaz de cubrir un rango tan amplio de escenarios que resulta difícil encontrar un servicio que la Web no pueda proporcionar. Esta evolución ha sido posible gracias a los avances tecnológicos tanto en su infraestructura como en lo que respecta a sus agentes de usuario. La Web en tiempo real, ubicua y permanentemente actualizada es una realidad para la gran mayoría de servicios. Sin embargo, no todos ellos han sido convenientemente portadas a este entorno de ejecución. Existen aplicaciones en las que lo fundamental no es maximizar su velocidad de ejecución, sino cumplir con unos estrictos requisitos de exactitud y precisión temporal. Para que este tipo de aplicaciones pueda desplegarse en la Web, es necesario comprobar que las tecnologías de desarrollo disponibles son capaces de proporcionar los mecanismos de temporización adecuados, que permitan implementar no solo aplicaciones en tiempo real, sino también aplicaciones de tiempo real. Un caso particular de este tipo de aplicaciones lo constituyen las aplicaciones que requieren la presentación exacta y precisa de contenidos audiovisuales y el registro de la interacción del usuario, propias de la experimentación en visión, audición o aprendizaje implícito, entre muchas otras áreas. Debido a la falta de evidencia favorable a su despliegue en la Web hasta la fecha, estas aplicaciones han sido mayoritariamente desarrolladas con tecnologías offline. Sin embargo, los recientes avances tecnológicos permiten plantear la viabilidad de implementar una aplicación con estrictos requisitos de exactitud y precisión temporal mediante tecnologías web estándar. Con el objetivo de dilucidar esta cuestión, se ha llevado a cabo un estudio acerca de la exactitud y precisión de este tipo de tecnologías, comparándolas tanto con las alcanzables a través de software especializado, como mediante el uso de tecnologías web propietarias. Como resultado de este estudio, se concluye que existe una combinación viable de tecnologías estándar que permite el desarrollo de aplicaciones web con estrictos requisitos temporales. Empleando esta combinación de tecnologías web estándar, se ha desarrollado una aplicación que implementa el paradigma experimental del reloj de Libet ampliamente utilizado en ciencias cognitivas, a través del cual es posible medir el efecto de "unión temporal". Con el fin de obtener una aplicación equivalente de referencia, se ha hecho lo propio a través de las tecnologías nativas adecuadas. El correcto funcionamiento de ambas aplicaciones se ha evaluado tanto mediante equipamiento de precisión como a través de seis experimentos en los que se contó con la participación de un nutrido grupo de sujetos experimentales (N>300). A partir de los resultados obtenidos, se corrobora la viabilidad de la Web como plataforma de ejecución adecuada para la presentación exacta y precisa de contenidos audiovisuales y el registro de la interacción del usuario. Fruto de estos desarrollos y de los estudios previos, se proporciona a la comunidad de desarrolladores web un compendio de recomendaciones para el desarrollo de aplicaciones web con estrictos requisitos de exactitud y precisión temporal, así como un conjunto de herramientas destinadas a la evaluación de la exactitud y precisión de los mecanismos de temporización presentes en cada caso.
Learning to infer the time of our actions and decisions from their consequences
(Academic Press Inc., 2017-11-01) Matute, Helena; Pérez Cubillas, Carmelo; Garaizar, Pablo
Research shows that people infer the time of their actions and decisions from their consequences. We asked how people know how much time to subtract from consequences in order to infer their actions and decisions. They could either subtract a fixed, default, time from consequences, or learn from experience how much time to subtract in each situation. In two experiments, participants’ actions were followed by a tone, which was presented either immediately or after a delay. In Experiment 1, participants estimated the time of their actions; in Experiment 2, the time of their decisions to act. Both actions and decisions were judged to occur sooner or later as a function of whether consequences were immediate or delayed. Estimations tended to be shifted toward their consequences, but in some cases they were shifted away from them. Most importantly, in all cases participants learned progressively to adjust their estimations with experience.
Measuring software timing errors in the presentation of visual stimuli in cognitive neuroscience experiments
(Public Library of Science, 2014-01-07) Garaizar, Pablo; Vadillo, Miguel A. ; López de Ipiña González de Artaza, Diego ; Matute, Helena
Because of the features provided by an abundance of specialized experimental software packages, personal computers have become prominent and powerful tools in cognitive research. Most of these programs have mechanisms to control the precision and accuracy with which visual stimuli are presented as well as the response times. However, external factors, often related to the technology used to display the visual information, can have a noticeable impact on the actual performance and may be easily overlooked by researchers. The aim of this study is to measure the precision and accuracy of the timing mechanisms of some of the most popular software packages used in a typical laboratory scenario in order to assess whether presentation times configured by researchers do not differ from measured times more than what is expected due to the hardware limitations. Despite the apparent precision and accuracy of the results, important issues related to timing setups in the presentation of visual stimuli were found, and they should be taken into account by researchers in their experiments.© 2014 Garaizar.
A multi-robot spatial augmented reality sandbox with virtual sensors for computational thinking education
(Multidisciplinary Digital Publishing Institute (MDPI), 2026-04-23) Lárez Mata, Jesús José; Garaizar, Pablo ; Eguíluz, Andoni
Featured Application: The proposed Spatial Augmented Reality (SAR) multi-robot arena constitutes a cost-effective hybrid platform for both educational use and applied research in distributed robotics. In educational contexts, the platform can support progressive learning pathways in computational thinking, concurrent programming, and multi-agent coordination. From an applied perspective, the environment can function as a rapid prototyping and validation testbed for distributed algorithms, hybrid physical–virtual control approaches, and human–robot interaction techniques. Potential application domains include preliminary evaluation of coordination mechanisms in logistics robotics, cooperative inspection scenarios, smart manufacturing processes, and environmental monitoring systems. In this paper, we introduce an immersive Spatial Augmented Reality (SAR) arena where multiple mobile robots interact with virtual sensors and actuators, enabling novice students to explore distributed and parallel algorithms. The arena uses overhead projection to display virtual objects (e.g., walls, targets, and sensor fields) onto a physical workspace, while robots (Smart Cutebot controlled by Micro:bit) operate under both physical and projected inputs. This framework is implemented via specialized software extensions for Microsoft MakeCode, offering varying levels of abstraction suitable for both novice learners and advanced researchers. The system’s effectiveness is validated through technical characterization of its positioning sensors (achieving an accuracy of over 99% and a precision margin of ±0.1 cm) and qualitative user studies with primary and university-level students. The findings suggest that the virtualization of robotic components through SAR significantly lowers the entry barrier for understanding distributed programming and collective robotics while fostering the development of computational thinking through immersive, collaborative interaction.
Neuromyths in education: prevalence among spanish teachers and an exploration of cross-cultural variation
(Frontiers Media S. A, 2016-10-13) Ferrero González, Marta ; Garaizar, Pablo; Vadillo, Miguel A.
Enthusiasm for research on the brain and its application in education is growing among teachers. However, a lack of sufficient knowledge, poor communication between educators and scientists, and the effective marketing of dubious educational products has led to the proliferation of numerous ‘neuromyths.’ As a first step toward designing effective interventions to correct these misconceptions, previous studies have explored the prevalence of neuromyths in different countries. In the present study we extend this applied research by gathering data from a new sample of Spanish teachers and by meta-analyzing all the evidence available so far. Our results show that some of the most popular neuromyths identified in previous studies are also endorsed by Spanish teachers. The meta-analytic synthesis of these data and previous research confirms that the popularity of some neuromyths is remarkably consistent across countries, although we also note peculiarities and exceptions with important implications for the development of effective interventions. In light of the increasing popularity of pseudoscientific practices in schools worldwide, we suggest a set of interventions to address misconceptions about the brain and education.
Pentsamendu konputazionala mahai-jokoen bidez
(Elhuyar Fundazioa, 2025-09-01) Eguíluz, Andoni; Guenaga Gómez, Mariluz; Garaizar, Pablo; Menchaca Sierra, Iratxe; Zarate González, Oihane

Examinando por Autor "Garaizar, Pablo"

Resultados por página

Opciones de ordenación