https://hdl.handle.net/10259/5842 Wed, 10 Jun 2026 11:38:09 GMT 2026-06-10T11:38:09Z https://hdl.handle.net/10259/11794 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. Tue, 01 Jun 2021 00:00:00 GMT https://hdl.handle.net/10259/11794 2021-06-01T00:00:00Z https://hdl.handle.net/10259/11778 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 Wed, 01 Oct 2025 00:00:00 GMT https://hdl.handle.net/10259/11778 2025-10-01T00:00:00Z https://hdl.handle.net/10259/11601 Design and Validation of an Instrument to Evaluate Cognitive-Physiological Repercussions and Coping Strategies in a Pandemic Situation Gallego Ausín, Noelia; Escolar Llamazares, María del Camino; Corral Puente, Sandra; González Alonso, María Yolanda; Serrano Gómez, Diego; Ortiz-González, Andrea-Liliana; Serrano Pintado, Isabel; Martínez Martín, María Ángeles The coronavirus disease (COVID-19) pandemic has significantly affected mental health worldwide, highlighting the need for reliable tools to assess emotional impact (cognitive-psysiological repercusiones) and coping strategies. To validate the psychometric properties of an evaluation instrument with an ad hoc design, called the Evaluation Inventory of Cognitive-Physiological Repercussions and Coping Strategies in a Pandemic Situation (EICPCP), which has two scales: “Cognitive and Physiological repercussions arising from the pandemic due to COVID-19” (RCFPC19-13) and “Coping strategies during the pandemic due to COVID-19” (EAPC19-15). A total of 1,629 participants (students, teachers, and healthcare professionals) from Spain and Colombia completed the instrument. Exploratory and confirmatory factor analyses were conducted to assess their structure and reliability. Both exploratory and confirmatory factor analyses supported the five proposed dimensions: cognitive and physiological impacts on the RCFPC19-13 scale, and adaptation, support, and organization on the EAPC19-15 scale. In addition, satisfactory internal consistency, reliability indices, and temporal stability were obtained for both scales. The EICPCP is a valid and reliable tool for evaluating the cognitive-physiological impact of the pandemic and coping strategies employed. This instrument provides valuable insights for clinical research and psychological interventions in pandemic-related mental-health studies.. Sun, 01 Jun 2025 00:00:00 GMT https://hdl.handle.net/10259/11601 2025-06-01T00:00:00Z https://hdl.handle.net/10259/11578 Psychometric properties of the academic procrastination scale in Spanish university students Martín Antón, Luis Jorge; Almeida, Leandro; Sáiz Manzanares, María Consuelo; Álvarez Cañizo, Marta; Carbonero Martín, Miguel Ángel Procrastination in academic activities is common amongst university students, and has negative consequences for their personal as well as academic development. As a result, there is a need for valid –yet at the same time brief and clear-cut– measurement tools that enable the specific procrastinating behaviour of university students to be measured. This work explores in depth the psychometric properties of the Spanish version of the Academic Procrastination Scale, a widely used brief tool in secondary and higher education in the Spanish speaking world. The scale was applied to a total of 1734 university students, together with the Procrastination Assessment Scale-Students (PASS), the Unintentional Procrastination Scale (UPS) and the Active Procrastination Scale (APS). Factor analyses indicate the best fit is a structure involving four interrelated factors (task aversion, poor time management, low emotional and motivational self-control, and risk assumption) compared to other proposed models. The model presents factorial invariance between men and women, and adequate convergent validity. We discuss the implications of using this scale in higher education, since differentiating the four factors might help to identify different support measures depending on university student needs. Fri, 01 Sep 2023 00:00:00 GMT https://hdl.handle.net/10259/11578 2023-09-01T00:00:00Z