https://hdl.handle.net/10259/5841 2026-07-11T20:04:10Z 2026-07-11T20:04:10Z Sáiz Manzanares, María Consuelo Marticorena Sánchez, Raúl Escolar Llamazares, María del Camino Martín Antón, Luis Jorge Velasco Saiz, Rut https://hdl.handle.net/10259/11897 2026-07-03T00:05:20Z 2025-12-01T00:00:00Z

Monitoring university students’ learning processes: application of Advanced Learning Technologies and integrated multichannel techniques Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; Escolar Llamazares, María del Camino; Martín Antón, Luis Jorge; Velasco Saiz, Rut Using Advanced Learning Technologies (ALT) may facilitate the curriculum space needed to promote students’ thinking skills such as self-regulation of thinking, the use of metacognitive strategies, and monitoring learning behaviours. In addition, using integrated multi-channel eye-tracking, Education Data Mining techniques, and data fusion provides information about how each student deploys these strategies at the process level (rather than the results level) and at a level of detail that other techniques do not. The general objectives of this study were: (1) Determine whether students’ behaviours in the LMS predicted results of their learning in different evaluation tests (individual vs. group); (2) Determine whether behavioural records (physiological and eye-tracking) produced with integrated multi-channel techniques predicted learning results in different evaluation tests (individual vs. group); (3) Test whether student behaviours in resources and activities in ALT environments differed depending on the degree type; and (4) Determine whether the results of monitoring student behaviours in ALT environments via integrated multi-channel technology using heat maps and gaze point differed depending on the students’ learning results. The study was performed during one semester with a sample of 64 university students in their final year of health sciences or biomedical engineering degrees. Their learning behaviour in terms of activities and resources in Moodle was monitored along with their use of self-regulated virtual labs for promoting thinking skills. Learning results were assessed using traditional multiple-choice tests and project-based learning assessments (execution and presentation). The results indicate that the variance in the results explained by the use of activities and resources aimed at acquiring thinking skills was greater in project-based learning assessments in both course groups. In addition, the variance explained by the indicators of cognitive load measured by eye-tracking and Galvanic Skin Response (GSR) was greater for the learning results in traditional testing. The use of ALT resources and self-regulated virtual laboratories enhanced students’ acquisition of thinking skills. Nonetheless, learning activities must be carefully designed and learning behaviours need to be monitored during the learning process in order to tailor the educational response. This requires better teacher—and student—training in using these resources and in interpreting the resulting records.

2025-12-01T00:00:00Z Sáiz Manzanares, María Consuelo Marticorena Sánchez, Raúl García García, David https://hdl.handle.net/10259/11804 2026-06-05T00:05:37Z 2026-06-01T00:00:00Z

Análisis de registros multicanal en el comportamiento humano Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; García García, David Este manual especializado, enmarcado en el Máster de Ingeniería Biomédica de la Universidad de Burgos, ofrece una guía rigurosa para el estudio del comportamiento humano mediante registros multicanal. A través de un enfoque interdisciplinar, la obra fusiona la ingeniería con las ciencias de la salud para dotar al lector de las herramientas metodológicas necesarias en la captura y análisis de señales fisiológicas complejas. El lector encontrará un análisis profundo de tecnologías de vanguardia como el eye tracking, la electroencefalografía (EEG) y la respuesta psicogalvánica (GSR). Además, el texto aborda el procesamiento avanzado con MNE-Python y el uso de Machine Learning para la interpretación de datos. Con un enfoque práctico basado en proyectos y una reflexión necesaria sobre la ética en la IA generativa, esta obra es la referencia definitiva para profesionales e investigadores que buscan liderar la innovación tecnológica en entornos clínicos e industriales.

2026-06-01T00:00:00Z Rodríguez Arribas, Sandra Martin, Caroline Françoise Calvo Rodríguez, Alberto Marticorena Sánchez, Raúl Andrés López, Gonzalo Zaparaín Yáñez, Mª José Payo Hernanz, René Jesús Sáiz Manzanares, María Consuelo https://hdl.handle.net/10259/11794 2026-06-04T00:05:24Z 2021-06-01T00:00:00Z

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes Rodríguez Arribas, Sandra; Martin, Caroline Françoise; Calvo Rodríguez, Alberto; Marticorena Sánchez, Raúl; Andrés López, Gonzalo; Zaparaín Yáñez, Mª José; Payo Hernanz, René Jesús; Sáiz Manzanares, María Consuelo Behavioral analysis of adults engaged in learning tasks is a major challenge in the field of adult education. Nowadays, in a world of continuous technological changes and scientific advances, there is a need for life-long learning and education within both formal and non-formal educational environments. In response to this challenge, the use of eye-tracking technology and data-mining techniques, respectively, for supervised (mainly prediction) and unsupervised (specifically cluster analysis) learning, provide methods for the detection of forms of learning among users and/or the classification of their learning styles. In this study, a protocol is proposed for the study of learning styles among adults with and without previous knowledge at different ages (18 to 69-year-old) and at different points throughout the learning process (start and end). Statistical analysis-of-variance techniques mean that differences may be detected between the participants by type of learner and previous knowledge of the task. Likewise, the use of unsupervised learning clustering techniques throws light on similar forms of learning among the participants across different groups. All these data will facilitate personalized proposals from the teacher for the presentation of each task at different points in the chain of information processing. It will likewise be easier for the teacher to adapt teaching materials to the learning needs of each student or group of students with similar characteristics.

2021-06-01T00:00:00Z Sáez Velasco, Sara Merino Orozco, Abel Di Giusto Valle, Cristina Mercado Val, Elvira Pérez de Albéniz Garrote, Gloria Delgado Benito, Vanesa Medina Gómez, Mª Begoña https://hdl.handle.net/10259/11778 2026-06-03T00:05:27Z 2025-10-01T00:00:00Z

Cultural Participation as a Pathway to Social Inclusion: A Systematic Review and Youth Perspectives on Disability and Engagement Sáez Velasco, Sara; Merino Orozco, Abel; Di Giusto Valle, Cristina; Mercado Val, Elvira; Pérez de Albéniz Garrote, Gloria; Delgado Benito, Vanesa; Medina Gómez, Mª Begoña Social inclusion, particularly in the cultural domain, is a fundamental pillar for ensuring the full participation of all individuals in community life, fostering equity, well-being, and the recognition of diversity. This article has two objectives. Firstly, it aims to conduct a systematic review to diagnose the factors that exclude vulnerable groups from cultural access. Secondly, the aim is to understand how a group of young people with disabilities perceive the role of culture as a tool for social and labour inclusion. In October 2023, a systematic review was conducted in the Web of Science and Scopus electronic databases. A total of 37 articles were included in the review and classified into the following five areas of interest. The categories were as follows: (1) the relationship between cultural participation and physical and emotional well-being; (2) universal accessibility as a right to guarantee equitable access to culture; (3) the ability of people with disabilities to participate in culture; (4) the role of cultural policies as facilitators or barriers to inclusion; and (5) participation in contexts of cultural diversity as a means of social integration. These categories guided discussions with two focus groups comprising 15 young people. The positive impact of cultural participation, especially in its social dimension, was highlighted. The data point to the value of technology as a facilitator of access to culture, particularly for young people. Policies should focus on diverse cultural expressions and promote cognitive accessibility

2025-10-01T00:00:00Z