Números Publicados > Volumen y Número

Title- Digital design learning at Register Transfer (RT) level requires practical and complex examples as learning progresses. FPGAs and development boards offer a suitable platform for the implementation of these designs. However, classroom practice sessions usually last two hours, which does not allow the complexity of the designs be high enough. For this reason, interesting designs that can be made in several sessions are required. In this paper, the construction of a distance measuring system is presented. For this purpose, a distance measurement module based on ultrasound is available, the results are displayed in 7-segment displays on a Nexys4 board. This approach has been applied to three Electronic subjects at the University of Seville. The degree of satisfaction on the part of the students as well as the result of the evaluation of the experience by the teachers involved are shown.

Index Terms- Active learning methodologies, project based learning (PBL), VHDL, digital systems design, distance meter, Field Programmable Gate Arrays (FPGA).

Title- Expository approaches in project management education do not seem engage engineering students, who lack transferable competencies. This article reviews the project management competencies, Generation Z profile, and teaching methods trends reported in the literature. It presents a study involving 147 engineering students, through a self-report questionnaire, to explore their profile's self-awareness and compare it with the literature. A correlational study links the Generation Z personality traits with project management soft skills. Findings reveal interesting personality characteristics of Generation Z engineering students for the project management field. However, this sample showed low recognition of their individualism, less personal relationships, and did not value their creative potential. Some traits have a significant effect on critical project management soft skills. Other soft skills were not supported in personality traits. This work suggests implications for re-think educational approaches to Generation Z engineering students.

Index Terms- Engineering Education, Project Management; Engineering Students

Title- It is unquestionable the role of entrepreneurship as a driver of innovation and economic development. The world is dynamically changing and intensively interconnected carrying new challenges and opportunities to the new generation of engineers working in a world where innovation will continue to evolve very quickly. This paper addresses the need to train engineering students to be entrepreneurial engineers considering the global challenges and the role that higher education institutions should play in developing an entrepreneurial mindset among engineering students. The paper presents and discusses the results of a survey carried out in a Portuguese engineering school with the goal of investigate students´ entrepreneurial mindsets. The main objective is to understand the extent by which entrepreneurship is addressed in students’ engineering programs as well as students’ perceptions of their entrepreneurial related skills and the reasons that would lead the students to start or not start a business as well as their perception of the ability to immediately start a business. The results of the study are critically analysed in light of the challenges and opportunities facing future engineers. The work, although limited to a specific context is a valuable starting point for additional research and for the implementation of faculty strategies to improve entrepreneurship education.

Index Terms- entrepreneurship, engineering education, students entrepreneurial mindset.

Title- — A necessidade crescente de acesso as tecnologias tem formado uma sociedade mais conectada, dando acesso a informações, proporcionando mais interações e possibilitando a condução de processos educacionais mais flexíveis através da Educação a Distância (EAD). Diante deste contexto, novas metodologias vêm sendo desenvolvidas para melhorar a qualidade do ensino e aprendizagem na EAD no qual, uma delas e o uso de inteligência artificial. O objetivo desse trabalho é associar os conhecimentos sobre inteligência artificial, em especial relacionados à construção de sistemas inteligentes e adaptativos ao conceito de Estilos de Aprendizagem (EA) que identifica as preferências de aprendizagem de cada ser humano, com intuito de responder as seguintes perguntas: É possível identificar de forma automática, o EA dos alunos a partir das suas interações com o AVA? Que técnicas poderiam ser desenvolvidas para identificar os EA dos alunos de curso realizado na modalidade EAD, de modo que venha a aprimorar o trabalho do docente no AVA e melhorar o aprendizado do aluno? Em busca de resposta aos questionamentos, vários algoritmos de aprendizagem de máquina foram utilizados com a finalidade de identificar a relação do EA de aluno com seu comportamento no AVA. Os resultados mostram uma baixa relação do EA do aluno associado ao seu comportamento no AVA, mas através deste estudo conseguiu-se identificar uma nova classe de EA que chamamos de indefinido que corresponde aos alunos sem preferência definida para nenhuma das outras classificações de EA identificadas.

Index Terms- Ensino a Distância, Estilos de Aprendizagem, Ambiente Virtual de Aprendizagem, Padrão Comportamental, Redes Neurais, Inteligência Artificial

Title- Serious games’ evaluation and players’ assessment is commonly done with experiments where the users play the game and fulfill one or more questionnaires. The tool Simva was designed to simplify these complex experiments, which commonly include the collection of game learning analytics data to provide further insight about players’ progress and results. We present the latest updates on the tool Simva and three applications where it was used to validate serious games using pre-post experiments and collecting game learning analytics data of players’ in-game interactions.

Index Terms- Serious Games, Learning Analytics, Evaluation, Assessment

Title- We propose a teaching resource based on HardKernel boards to build an MPI server of 256 cores. Although it is a resource with a relatively low performance, the aim is to have access to hundreds of cores in order to carry out scalability analysis, but above all, maintaining a good trade-off between performance, price, and energy consumption. We show details of the implementation, both at hardware and software levels, how this system is used in the context of a parallel programming course and, finally, the comments of both teachers and students after using this new system.

Index Terms- Parallel Machines, Multicore Processing, Multiprocessor Interconnection, Educational Activities

Title- —This paper reports our experience on flipping a secondyear undergraduate course on software architecture and integration, taught in the second course of a Software Engineering degree. We compare the application of the flipped-classroom (FC) methodology to a traditional methodology. Our study encompasses two academic courses, in the years 2017 and 2018, and involves a total number of 434 students and 6 lecturers, placing this among the largest studies on FC to date. The paper also reports on the production of the videos used with the FC methodology, recorded by the lecturers in informal settings, and provides several lessons learned in this regard. The results of the study, backed by a solid statistical analysis of the data, demonstrate the suitability of the FC methodology for laboratory sessions in the subject course. Among other results, our analysis concluded that students had on average 24 more minutes per session to solve in-class exercises with the FC methodology; more than 70% of students considered that the quantity, duration and didactic content of the videos was (very) appropriate; and 9 out of every 10 students would prefer this methodology in the laboratory sessions of future courses rather than a traditional face-to-face approach.

Index Terms- Flipped Classroom, Software Engineering, Comparative Study.

Title- At the beginning of each year, we ask our new undergraduate students in Computer Engineering if they have ever developed a computer program. Surprisingly, the most frequent answer is no. The few students who have attended a Computer Science training module usually have some basic programming notions; however, most of our students coming straight from high school have never programmed. This lack of basic programming skills represents a major drawback when taking programming-related courses. This is especially true for the course on Computer Organization, taught during the first semester of the first year, as one of its main objectives is to explain the processor architecture, and therefore a great part of it revolves around programming in assembly language. To tackle this lack of basic programming skills, a workshop on mobile application programming using MIT App Inventor is offered to freshmen. This workshop is highly welcomed and positively received by the students, and we believe that it has contributed to improving their performance on courses related to programming, and in particular, on the Computer Organization course.

Index Terms- Programming basic concepts, mobile programming, MIT App Inventor

Title- The goal of this invited editorial is to introduce the first set of papers of the special issue on Diversity and Equity in STEM. The special issue integrates papers on experiences and good practices focused on the promotion of reducing the gender gap and diversity submitted and reviewed to it in an open format and also, extended versions of papers presented at the special track on Bridging the Diversity Gap in STEM at the Technological Ecosystems for Enhancing Multiculturality (TEEM’19) Conference, held in Leon (Spain) on October 2019 and the Workshop of Engendering Technologies 2019, presented in the International Conference on Human-Computer Interaction “INTERACCIÓN” 2019, held in San Sebastian (Spain) on June 2019 .

Index Terms- diversity, equity, STEM

Title- Since the appearance of the information age, the influence of gender roles when choosing a computer science-oriented career remains a problem. In general, women are underrepresented in the fields of science, technology, engineering and mathematics. The objective of this work is to conduct a study of the current state of gender differences in the factors influencing pursuit of careers related to computer science. The research work is developed with students enrolled in Secondary Compulsory Education and high school, using a survey as the evaluation instrument. The analysis of the results shows that, in general, the situation is still worrisome. Female students show much less interest in careers related to computer science due mainly to the work of their teachers and a distorted perception of their abilities.

Index Terms- STEM, academic choices, gender, computer science.

Title- The lack of female models in the scientifictechnological field is one of the causes of the gender gap in STEM disciplines. Therefore, in order to provide female references in science and technology, an activity was carried out in the subject of Physics of the degree in Chemical Engineering that consisted of the elaboration of biographies of scientists and engineers in Wikipedia format. The optional task has been carried out through the Moodle platform, using the Workshop tool, which allows peer evaluation, with the help of a rubric elaborated in such a way that it serves as a guide for carrying out the biography. In this way, the aim is to improve the digital skills of students, written expression, critical thinking and contribute to the training of possible Wikipedia publishers. The results of the satisfaction survey carried out among the students who elaborated the biographies, show us that this activity is well valued and adequate to reach the proposed objectives.

Index Terms- Physics, female engineers, female scientists, Wikipedia, gender gap

Title- — There is a critical gender gap in the STEM areas at all levels of education and the labour market. In this context, the European Union has included an increase in female participation in STEM as one of its priorities. It has funded a considerable amount of research projects, so a substantial number of institutions and organizations across Europe has worked on the same objective, but there are not an analysis of the proposals and achievements in all those research projects. This work aims to present an overview of the outputs from European research projects developed during the last five years related to the gender gap in STEM.

Index Terms- European projects, education, systematic literature mapping, European research, gender gap, STEM.

Title- Several investigations state the low participation of women in the STEM world. This fact implies lacks of feminine perspective in the solution to different problems. The school must provide teaching / learning strategies for the integration, empowerment and active participation from early ages to work performance in STEM. This paper exposes two unplugged activities taken from a series of activities implemented with elementary students and families in MadridSpain. The general objectives are: To introduce and motivate interest from an early age in computer programming and the development of gender dynamics that educate about gender equity to strengthen female empowerment in this context

Index Terms- Gender, Computational Thinking, Unplugged, Computer Science Education, Primary School, Elementary Education, Families, Code-literacy..

Title- The gender gap in Science, Technology, Engineering and Mathematics (STEM) has drawn the attention of research and academic communities due to its impact in the Digital Society, targeting the fourth and fifth 2030 sustainable development goals of achieving quality education and gender equality. Recent studies show that women are enrolling STEM studies in smaller proportion than men and that they have a larger probability to renounce to their jobs or to take leaves. In this scenario, the involvement of educational institutions is seminal to change this trend. The School of Engineering of the University of Valencia (ETSE-UV), Spain, launched in 2011 a pilot program to promote STEM careers, focusing on increasing and retaining the number of female students choosing these studies. Building from this experience, the Girls4STEM project has been launched in 2019 with the aim of reaching female students from 6 to 18 years old, their families and teachers. In this paper, we present and motivate the project’s objectives and main activities, framing them in current state of the art’s literature. Preliminary results of the pilot program actions are presented, demonstrating the statistically significant impact on the percentage of enrolled female students and motivating the subsequent Girls4STEM project.

Index Terms- Gender gap, STEM, ICT, Girls4STEM

Title- The gap between male and female participation in Computer Science and STEM (Science, Technology, Education and Mathematics) education and careers is a worldwide issue that must be addressed by introducing early methodological interventions that make computer science attractive to all, that is by answering the following issues: a) misperception among educators, learners, parents and youngsters on the suitability of computer science careers to girls and b) a wrong assumption by the girls of having an insufficient preparedness to do it successfully. This article presents a European initiative - CODING4GIRLS - that proposes to teach coding through a game design and development process based on a design thinking methodological approach that is linked to creativity and human-centered solutions. In this methodology, students address increasingly complex real-life challenges by designing and developing awareness raising serious games for which they need to learn specific coding concepts. With this approach it is expected that girls can be motivated to computer science studies and careers.

Index Terms- — Programming, Coding, Serious Games, Game design based learning, Gender Gap, Girl Coding.