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The prediction of academic performance using engineering student’s profiles
(2021)
Gonzalez-Nucamendi, Andres
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Noguez, Julieta
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Neri, Luis
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Robledo-Rella, Víctor
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García-Castelán, Rosa María Guadalupe
This article describes the determination of student profiles based on the constructs of multiple intelligences and on learning and affective strategies, in order to identify the most important characteristics for ensuring the academic success of engineering students. The two constructs were organized in terms of eight dimensions each: the basis for developing two questionnaires that were completed by 618 undergraduate engineering students, in an attempt to define their student profile. Three alternative measures were designed to determine numerical values for each dimension, according to their capacity to predict academic performance in terms of final grades, using regression analysis. According to the study's findings, the logical/mathematical dimension plays an important role in student performance, while anxiety has a negative effect on final grades. The definition of appropriate measures to determine students’ cognitive, affective, and self-regulatory profiles can provide instructors with timely information to implement appropriate teaching strategies in their groups. © 2021 Computers and Electrical Engineering, Elsevier Ltd.
Scopus© Citations 21 8 1
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VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0
(2021)
Noguez, Julieta
;
Neri, Luis
;
Robledo-Rella, Víctor
;
García-Castelán, Rosa María Guadalupe
;
Molina, Arturo
Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0.
Scopus© Citations 4 18 1

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