Examinando por Autor "Fuster-Guillén, Doris"

Mostrando 1 - 2 de 2

Acceso abierto
An Ensemble-based Machine Learning Model for Investigating Children Interaction with Robots in Childhood Education
(Innovative Information Science and Technology Research Group, 2023-05-30) Fuster-Guillén, Doris; Guadalupe Zevallos, Oscar Gustavo; Sánchez Tarrillo, Juan; Aguinaga Vasquez, Silvia Josefina; Saavedra-López, Miguel A.; Hernández, Ronald M.
“Investing in children's well-being and supporting high-quality pre-school education is a significant component of its promotion (ECE). All children have the right to participate. ECE teachers' thoughts about children's participation were examined to see if they were linked to children's perceptions of their participation. On the other hand, current studies focus on a single categorization method with lower overall accuracy. The findings of this study provided the basis for the development of an ensemble machine learning (ML) approach for measuring the participation of children with learning disabilities in educational situations that were specifically developed for them. Visual and auditory data are collected and analyzed to determine whether or not the youngster is engaged during the robot-child interaction in this manner. It is proposed that an ensemble ML technique (Enhanced Deep Neural Network (EDNN), Modified Extreme Gradient Boost Classifier, and Logistic Regression) be used to judge whether or not a youngster is actively engaged in the learning process. Children's participation in ECE courses depends on both the quantitative and qualitative characteristics of the classroom, according to this research. “
Acceso abierto
“The Effect of Problem-Based Learning on Metacognitive Ability in the Conjecturing Process of Junior High School Students“
(Hindawi Limited, 2022-06-12) Sutarto; Intan Dwi Hastuti; Fuster-Guillén, Doris; Palacios Garay, Jessica Paola; Hernández, Ronald M.; Hernández, Ronald M.; Namaziandost, Ehsan
This study aimed to analyze the effect of problem-based learning on metacognitive abilities in the conjecturing process of junior high school students. To reach this purpose, a mixed-methods design, which is a combination of quantitative and qualitative methods, was used. +e quantitative method was used to analyze the metacognitive abilities of the students’ conjecturing process, while the qualitative method was used to explore observation and interview data. +e subjects of this study consisted of 60 eighthgrade students. Two learning models were compared, namely the problem-based learning model and the conventional learning model. +e metacognitive abilities of students’ conjecturing process were measured by a pattern generalization problem-solving test. After collecting the data and analyzing them through the independent-samples t-test, it was revealed that the PBL had a significant effect on the metacognitive abilities of students’ conjecturing process in solving pattern generalization problems. Finally, based on the, some conclusions and implications were suggested.