Alejandro Peña - Academia.edu (original) (raw)

Papers by Alejandro Peña

Iberian Journal of Information Systems and Technologies, 2013

Resumen: En el presente trabajo, se utilizó un dispositivo BCI comercial, el Emotiv EPOC, el cual... more Resumen: En el presente trabajo, se utilizó un dispositivo BCI comercial, el Emotiv EPOC, el cual es un neuroheadset inalámbrico de alta resolución para la adquisición de señales EEG, para desarrollar una herramienta con detección inteligente de patrones neuronales paralela a la del desarrollador para la implementación de una aplicación que combina la Realidad Aumentada (AR). La aplicación pensada como posible tratamiento del Dolor del Miembro Fantasma (PLP) en pacientes amputados. El desarrollo del motor de clasificación permitió tener un mayor control sobre los parámetros del procesamiento y detección de patrones en las señales, donde se obtuvo hasta un 82.1% de clasificación. Estas señales neuronales detectadas de un sujeto, se utilizan para descifrar su intención de cerrar o abrir un modelo virtual de una mano o de una prótesis adherida al muñón real a través del entorno AR, brindando retroalimentación visual al paciente. Lo que contribuiría a reducir neurológicamente el PLP.

Part I. Modeling.- Affective Modeling for an Intelligent Educational Environment.- ALEM: A Refere... more Part I. Modeling.- Affective Modeling for an Intelligent Educational Environment.- ALEM: A Reference Model for Educational Adaptive Web Applications.- Proactive Sequencing based on a Causal and Fuzzy Student Model.- Exploiting Learner Models Using Data Mining for E-Learning: A Rule Based Approach.- Part II. Content.- A Study of a Learning Style Index to support Intelligent and Adaptive Learning Systems.- GRAPPLE : Learning Management Systems Meet Adaptive Learning Environments.- Performance Evaluation of Decision-based Content Selection Approaches in Adaptive Educational Hypermedia Systems.- PCMAT - Mathematics Collaborative Educational System.- A Framework for Automatic Construction of Reusable Adaptive Courses: The Case of ProPer SAT 2.0.- Interoperable Intelligent Tutoring Systems as SCORM Learning Objects.- Part III. Virtuality.- Real Classrooms in Virtual Worlds: Scaffolding Interdisciplinary Collaborative Writing.- A Smart Home Lab as a Pedagogical Tool.- Supporting Hybrid Cou...

Expert Systems with Applications, 2007

In this paper it is presented our contribution for carrying out adaptive and intelligent Web-base... more In this paper it is presented our contribution for carrying out adaptive and intelligent Web-based Education Systems (WBES) that take into account the individual student learning requirements, by means of a holistic architecture and Framework for developing WBES. In ...

Computers in Human Behavior, 2014

We apply activity theory (AT) to design adaptive e-learning systems (AeLS). AT is a framework to ... more We apply activity theory (AT) to design adaptive e-learning systems (AeLS). AT is a framework to study human's behavior at learning; whereas, AeLS enhance students' apprenticeship by the personalization of teaching-learning experiences. AeLS depict users' traits and predicts learning outcomes. The approach was successfully tested: Experimental group took lectures chosen by the anticipation AT principle; whilst, control group received randomly selected lectures. Learning achieved by experimental group reveals a correlation quite significant and high positive; but, for control group the correlation it is not significant and medium positive. We conclude: AT is a useful framework to design AeLS and provide student-centered education.

Advances in Artificial Intelligence, 2010

Page 1. G. Sidorov et al. (Eds.): MICAI 2010, Part I, LNAI 6437, pp. 175186, 2010. © Springer-Ve... more Page 1. G. Sidorov et al. (Eds.): MICAI 2010, Part I, LNAI 6437, pp. 175186, 2010. © Springer-Verlag Berlin Heidelberg 2010 Semantic Representation and Management of Student Models: An Approach to Adapt Lecture Sequencing to Enhance Learning ...

— In this paper we present a summary of a research proposal oriented to develop an intelligent, a... more — In this paper we present a summary of a research proposal oriented to develop an intelligent, adaptive, and systemic user model. The purpose is to include this model as part of an ubiquitous learning system (ULS). The aim is to personalize the learning content delivered through ubiquitous devices in an intelligent way. The base line of the approach is ubiquitous computing, which allows users to have wireless access to contents through a variety of devices. It provides a kind of everywhere computing platform. In this way, an ULS promotes and facilitates people learning who use ubiquitous, pervasive, and mobile devices by means of presenting personalized educational contents in an interactive and attractive manner.

The main contribution of this PhD thesis is: A proposal for Student Modeling based upon Cognitive... more The main contribution of this PhD thesis is: A proposal for Student Modeling based upon Cognitive Maps (CM's). Its purpose is to anticipate the effects that a teaching-learning experience will produce on a student before its delivery. Thus, this dissertation focuses on the Student Modeling from the causal-effect perspective. Also, our approach aims at predict outcomes stemmed from teaching-learning sessions delivered by Web-based Education Systems (WBES's). Wherefore in WBES's, whose lessons have several sequence strategies and options of content, our Student Model (SM) offers a proactive and adaptive support for a student-centered education.

This research focuses on u-learning environments settings where learners are immersed and inheren... more This research focuses on u-learning environments settings where learners are immersed and inherently face a variety of simultaneous stimuli coming from diverse sources such as: professor, classmates, equipment, digital and physical learning objects, as well as ubiquitous devices and physical environment. When the learners are situated in such environments, they could be overwhelmed by the diversity of stimuli resulting in an increment of their cognitive load. It is thought that if the mental activity of the individuals is saturated, their cognitive performance could be reduced and their learning achievements might be compromised. The present research aims at counteracting the negative influence of cognitive load in the individual's learning. Hence, a cybernetic method to deal with cognitive load in u-learning environments (CMCLU-LE) is proposed. Such a method fosters learners to self-regulate their learning process by means of metacognitive strategies which help them to regulate the effect of cognitive load and stimulate the acquisition of knowledge.

Lecture Notes in Social Networks

Advances in Intelligent Systems and Computing, 2016

In this chapter, quizzes were administered to university students using smartphones and tablets. ... more In this chapter, quizzes were administered to university students using smartphones and tablets. The impact of question styles and methods on motivation, and the percentage of correct answers were then investigated, while considering the test approach–avoidance tendencies. In Study 1, 20 multiple-choice questions were set, and differences between smartphones and tablets were analyzed in terms of the percentage of correct answers and the optimum number of questions. In Study 2, different question styles, namely multiple-choice, fill-in-the-blank, and a combination of both multiple choice and fill-in-the-blank, using tablets, were analyzed. In Study 3, for the question method for quizzes using smartphones, all questions were displayed and a series of questions and answers were analyzed for comparison. In Study 4, for the question method for quizzes, which was considered in the context of using smartphones, all questions were displayed and a series of questions and answers were analyzed.

In this paper we state how Cognitive Maps can be used to model causal phenomena. In addition, we ... more In this paper we state how Cognitive Maps can be used to model causal phenomena. In addition, we show the application of the Cognitive Maps to the field of the Student Modeling. Conceptually speaking, Cognitive Maps set and simulate the systems dynamics based upon qualitative knowledge. A Cognitive Map is a tool that gives away the entities of the issue of study. Moreover, Cognitive Maps bring out the causal phenomena as cause-effect relationships between concepts. According to the relationships, a topology and a workflow of causal effects is designed. Cognitive Maps aim to predict the evolution of a model through simulation. During the process are achieved causal inferences that estimate the variation on the state of the concepts. The simulation breaks down when the concept values reach a fixed point, a pattern of states or a chaotic region in the search space. Wherefore, in this paper we depict the underlying concepts for Causal Modeling by means of Cognitive Maps. In addition, three versions of Cognitive Maps are outlined. Besides to reveal their mathematical baseline, we illustrate their application through the development of a case of study focus on Student Model.

This work proposes a framework for designing and deploying Ontologies oriented to describe Rule B... more This work proposes a framework for designing and deploying Ontologies oriented to describe Rule Base Fuzzy Cognitive Maps. The approach takes into account the foundations of the Fuzzy Cognitive Maps and the baseline of the Ontologies. With these underlying elements, a specification of a conceptualization about the modeled domain is depicted. Thus, the concepts and causal relationships that fit fuzzy Rule Bases are stated. As a result, it is organized a semantic repository that is encoded into Ontology Web Language. The administration of the Ontology is in charge of an Ontology Agent. This manager is responsible for updating the meta-definitions and instances that compound the Ontology. In addition, the Ontology Agent carries out the inferences for answering the queries requested by a community of agents. This set of agents recreates a Multi-Agent System that is deployed in the Internet by means of Web Services. The whole system is oriented to generate the structure of Fuzzy Cognitiv...

In this paper is set the framework for student modeling based on psychological models, which are ... more In this paper is set the framework for student modeling based on psychological models, which are deployed on the Web. During the development stage, some issues were dealt such as: the adaptation of tests that were designed for being applied manually to the subject by the experimenter. Moreover, the outcomes of the experiment are resumed, where one of the findings was that: the apprenticeship of students whose provision of lectures takes into account the student model is higher than the learning acquired by individuals whose student model is ignored. The aim of this work is to encourage the use of psychological models for being applied on the Web in order to spread their application in the adaptive Web-based education. © 2009 Elsevier Ltd. All rights reserved

As a sample of the evolution that characterizes twenty-first century education, diverse Technolog... more As a sample of the evolution that characterizes twenty-first century education, diverse Technology-Enhanced Teaching and Learning (TETL) approaches emerge, where educational networking (EN) is relevant. In this context, Web 2.0 represents a suitable environment to foster the creation, usage, and growth of online social networks (OSNs) that enable users to meaningfully connect, create, contribute, and collaborate in pursuit of common affairs, such as education. Hence, EN represents more than a platform for advertisement, breaking news, message dissemination, and content sharing, as it merges OSN functionalities with learning resources and its tools suitable for online teaching to instill social learning for all. Although EN is an incipient field in vigorous progress, it represents a new fashion of e-learning settings that gregariously transforms and spreads education worldwide. This is why a review of the evolution of EN labor and recent achievements leads to appreciate its nature, d...

In this paper, we wonder: How aware are learners of their metacognitive skills at studying? In or... more In this paper, we wonder: How aware are learners of their metacognitive skills at studying? In order to respond such a question, we p ropose a student model to acquire, measure, and depict basic metacognitive skills of l earners. Our metacognitive student model describes underlying concepts of knowledge and regulation domains. The first experiment reveals: Groups of college students own a wide gray-level scale of awareness of their metacognitive skills.

Latin American Politics & Society, 2021

This article analyzes novel patterns of interaction between right-wing parties and protest moveme... more This article analyzes novel patterns of interaction between right-wing parties and protest movements during major contentious cycles in Argentina (2012-13) and Brazil (2013-16), which preceded the advent of the Cambiemos coalition in the former and the impeachment of Dilma Rousseff in the latter. Drawing on a dual process-tracing strategy and a wide range of data sources, this study shows that these interactions are central to understanding why and how right-wing parties leverage novel repertoires and resources from digital activists during contemporary protest cycles, a dynamic conceptualized as a new party linkage strategy through digital intermediation. The study traces its three-phase development in both countries, revealing how differences in institutional contexts and the strength of activist groups contributed to divergent trajectories of partisan opposition toward the end of the cycles, regarding both the subsequent reconfiguration of the right and the entry of digital activ...

The International Journal of Management Education

Computers in Human Behavior

Abstract Novel educational environments, particularly those based on information and communicatio... more Abstract Novel educational environments, particularly those based on information and communication technologies, demand that students consciously regulate the learning process to efficiently reach their goals. However, most of the approaches pursue the acquisition of domain–knowledge (DK) than the development of cognitive skills that foster students to lead their learning activities in diverse educational domains. Hence, this work proposes a cybernetic method to instill learning strategies that enable students to handle their apprenticeship according to proactive and reactive attitudes. Cybernetic baseline supports the method that applies regulatory mechanisms to suggest actions that produce specific outcomes and manage diverse disturbances. With this aim, a real trial was performed to produce empirical evidence of how the cybernetic method to regulate learning biases students' apprenticeship in educational settings that exert a high cognitive load on learners. Due to the trial constraints, experimental students lacked a training phase to know the method, and therefore had to follow its learning strategies simultaneously to the DK acquisition, producing with it a higher cognitive load than their control peers. Despite such a handicap, outcomes reveal more promising learning tendencies for the experimental group than those for the control. The experience highlights the need for including cognitive strategy instruction in the curricula to empower students to regulate their learning processes and enhance their academic achievements.