Escobar Castillejos, David
Thumbnail Image
Preferred name
Escobar Castillejos, David
Official Name
Escobar Castillejos, David
Alternative Name
descobarc
Escobar-Castillejos, David
Main Affiliation
ORCID
Scopus Author ID
57130992800
Researcher ID
I-1228-2019

Research Output

Filters

7
7
6 1
Reset filters

Settings
Now showing 1 - 7 of 7
No Thumbnail Available
Publication

Policy Design for Electricity Efficiency: A Case Study of Bottom-Up Energy Modeling in the Residential Sector and Buildings

2023 , Sanchez-Escobar, Marlene Ofelia , Noguez, Julieta , Molina-Espinosa, Jose Martin , Escobar Castillejos, David , Ruiz-Loza, Sergio

Energy models play a crucial role in the domain of energy policy by serving as essential instruments for decision-making. However, a significant limitation of numerous bottom-up energy models (BUEMs) is their empirical design, which hinders their ability to effectively inform policy design. This study presents a structured framework that can be used to improve the effectiveness of behavior, understanding, and engagement measures in the development of BUEMs for enhancing energy end-use efficiency. The model selected for this case study was provided by the Mexican Commission for the Efficient Use of Energy (CONUEE), and it examines the impact of regulatory instruments on the residential sector and residential buildings. The benefits of the proposed framework were successfully demonstrated through a quantitative comparison of real energy models, using and without using the said framework, revealing the advantages of its use. The framework significantly decreases the time required for model generation in various aspects by 59.43%. The obtained results highlight the effectiveness of the framework, and it could enhance the existing knowledge in the sector.

View
No Thumbnail Available
Publication

Learning Analytics to Determine Profile Dimensions of Students Associated with Their Academic Performance

2022 , Gonzalez-Nucamendi, Andres , Noguez, Julieta , Neri, Luis , Robledo-Rella, Víctor , García-Castelán, Rosa María Guadalupe , Escobar Castillejos, David

With the recent advancements of learning analytics techniques, it is possible to build predictive models of student academic performance at an early stage of a course, using student’s self-regulation learning and affective strategies (SRLAS), and their multiple intelligences (MI). This process can be conducted to determine the most important factors that lead to good academic performance. A quasi-experimental study on 618 undergraduate students was performed to determine student profiles based on these two constructs: MI and SRLAS. After calibrating the students’ profiles, learning analytics techniques were used to study the relationships among the dimensions defined by these constructs and student academic performance using principal component analysis, clustering patterns, and regression and correlation analyses. The results indicate that the logical-mathematical intelligence, intrinsic motivation, and self-regulation have a positive impact on academic performance. In contrast, anxiety and dependence on external motivation have a negative effect on academic performance. A priori knowledge of the characteristics of a student sample and its likely behavior predicted by the models may provide both students and teachers with an early-awareness alert that can help the teachers in designing enhanced proactive and strategic decisions aimed to improve academic performance and reduce dropout rates. From the student side, knowledge about their main academic profile will sharpen their metacognition, which may improve their academic performance.

View
No Thumbnail Available
Publication

The prediction of academic performance using engineering student’s profiles

2021 , Gonzalez-Nucamendi, Andres , Noguez, Julieta , Neri, Luis , Robledo-Rella, Víctor , García-Castelán, Rosa María Guadalupe , Escobar Castillejos, David

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.

View
No Thumbnail Available
Publication

Improving engineering students’ understanding of classical physics through visuo-haptic simulations

2024 , Guillermo Mena Sánchez , Lozada Flores, Octavio , Murrieta Caballero, Dione , Noguez, Julieta , Escobar Castillejos, David

Introduction: The teaching process plays a crucial role in the training of professionals. Traditional classroom-based teaching methods, while foundational, often struggle to effectively motivate students. The integration of interactive learning experiences, such as visuo-haptic simulators, presents an opportunity to enhance both student engagement and comprehension. Methods: In this study, three simulators were developed to explore the impact of visuo-haptic simulations on engineering students’ engagement and their perceptions of learning basic physics concepts. The study used an adapted end-user computing satisfaction questionnaire to assess students’ experiences and perceptions of the simulators’ usability and its utility in learning. Results: Feedback from participants suggests a positive reception towards the use of visuo-haptic simulators, highlighting their usefulness in improving the understanding of complex physics principles. Discussion: Results suggest that incorporating visuo-haptic simulations into educational contexts may offer significant benefits, particularly in STEM courses, where traditional methods may be limited. The positive responses from participants underscore the potential of computer simulations to innovate pedagogical strategies. Future research will focus on assessing the effectiveness of these simulators in enhancing students’ learning and understanding of these concepts in higher-education physics courses.

View
No Thumbnail Available
Publication

Enhancing Buoyant force learning through a visuo-haptic environment: a case study

2024 , Luis Neri , Julieta Noguez , Escobar Castillejos, David , Víctor Robledo-Rella , Rosa María Guadalupe García-Castelán , Andres Gonzalez-Nucamendi , Alejandra J. Magana , Bedrich Benes

Introduction: This study aimed to develop, implement, and test a visuo-haptic simulator designed to explore the buoyancy phenomenon for freshman engineering students enrolled in physics courses. The primary goal was to enhance students’ understanding of physical concepts through an immersive learning tool.Methods: The visuo-haptic simulator was created using the VIS-HAPT methodology, which provides high-quality visualization and reduces development time. A total of 182 undergraduate students were randomly assigned to either an experimental group that used the simulator or a control group that received an equivalent learning experience in terms of duration and content. Data were collected through pre- and post-tests and an exit-perception questionnaire.Results: Data analysis revealed that the experimental group achieved higher learning gains than the control group (p = 0.079). Additionally, students in the experimental group expressed strong enthusiasm for the simulator, noting its positive impact on their understanding of physical concepts. The VIS-HAPT methodology also reduced the average development time compared to similar visuo-haptic simulators.Discussion: The results demonstrate the efficacy of the buoyancy visuo-haptic simulator in improving students’ learning experiences and validate the utility of the VIS-HAPT method for creating immersive educational tools in physics.

View
No Thumbnail Available
Publication

Enhancing STEAM in Education 4.0: A Review of Data-Driven Technological Improvements

2024-01-01 , Escobar Castillejos, David , Barrera Ánimas, Ari Yair , Lozada Flores, Octavio , Noguez, Julieta

Universities have fulfilled the role of organizations dedicated to the promotion of intellectual knowledge and the fostering of creative thinking. Educational institutions function as the central place for students to acquire specialized knowledge in their respective disciplines, while also developing competencies and beliefs that contribute to the progress of society. As technology advances, universities are facing a new revolution in the paradigms of education, which is making them adapt their established methodologies. Education 4.0 aims to improve education through cutting-edge technology and automation. Furthermore, the use of data-driven methodologies allows educators to automate the processes of assessment and evaluation, which could enhance the accuracy of comprehending educational outcomes. Universities are currently promoting the integration of analytical reasoning and creative expression using multidisciplinary techniques such as STEAM. This approach ensures that students not only acquire technical expertise, but also develop the essential skills of creativity, adaptability, and humanistic understanding that are necessary in the current job market. The objective of this chapter is to discuss the development and importance of STEAM within Education 4.0, emphasizing the potential of data-driven technologies. ©Springer

View
No Thumbnail Available
Publication

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 , Escobar Castillejos, David , 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.

View