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Baltasar Fernández Manjón
Complutense University of Madrid
Educational technologyLearning analyticsComputer scienceMultimediaKnowledge management
251Publications
27H-index
2,757Citations
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Publications 250
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#1Horácio Gaspar (University of Lisbon)H-Index: 1
#2Leonel Morgado (UAb: Universidade Aberta)H-Index: 12
Last. Christian Gütl (Graz University of Technology)H-Index: 22
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This paper presents the perspectives of the immersive learning research network community on the relevance of various challenges to the adoption of immersive learning technology, along three dimensions: access, content production, and deployment. Using a previously validated questionnaire, we surveyed this community of 622 researchers and practitioners during the summer of 2018, attaining 54 responses. By ranking the challenges individually and within each dimension, the results point towards hi...
1 CitationsSource
#1Cristina Alonso-Fernandez (Complutense University of Madrid)H-Index: 4
#2Iván Martínez-Ortiz (Complutense University of Madrid)H-Index: 20
Last. Baltasar Fernández Manjón (Complutense University of Madrid)H-Index: 27
view all 5 authors...
1 CitationsSource
#1Antonio Calvo-Morata (Complutense University of Madrid)H-Index: 3
#2Dan Cristian Rotaru (Complutense University of Madrid)H-Index: 3
Last. Baltasar Fernández Manjón (Complutense University of Madrid)H-Index: 27
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Bullying is a serious social problem at schools, very prevalent independently of culture and country, and particularly acute for teenagers. With the irruption of always-on communications technology, the problem, now termed cyberbullying, is no longer restricted to school premises and hours. There are many different approaches to address cyberbullying, such as school buddies, educational videos, or involving police in counseling; however, awareness continues to be insufficient. We have developed ...
3 CitationsSource
#1Antonio Calvo-Morata (Complutense University of Madrid)H-Index: 3
#2Cristina Alonso-Fernandez (Complutense University of Madrid)H-Index: 4
Last. Baltasar Fernández Manjón (Complutense University of Madrid)H-Index: 27
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Serious games are still complex to deploy in classrooms for average teachers. Game Learning Analytics can help teachers to apply serious games, using data from students’ in-game interactions to provide learning information. Many teachers do not see games as tools to improve their classes, particularly due to perceived loss of control when using games; so it is essential to retain their benefits while avoiding most of the deployment complexity. In this paper, we describe our experience using Game...
1 CitationsSource
#1Cristina Alonso-Fernandez (Complutense University of Madrid)H-Index: 4
#2Antonio Calvo-Morata (Complutense University of Madrid)H-Index: 3
Last. Baltasar Fernández Manjón (Complutense University of Madrid)H-Index: 27
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Abstract Data science techniques, nowadays widespread across all fields, can also be applied to the wealth of information derived from student interactions with serious games. Use of data science techniques can greatly improve the evaluation of games, and allow both teachers and institutions to make evidence-based decisions. This can increase both teacher and institutional confidence regarding the use of serious games in formal education, greatly raising their attractiveness. This paper presents...
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#1Cristina Alonso-Fernandez (Complutense University of Madrid)H-Index: 4
#2Ana Rosa Gómez Cano (Complutense University of Madrid)H-Index: 6
Last. Baltasar Fernández Manjón (Complutense University of Madrid)H-Index: 27
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Abstract Serious Games have already proved their advantages in different educational environments. Combining them with Game Learning Analytics can further improve the life-cycle of serious games, by informing decisions that shorten development time and reduce development iterations while improving their impact, therefore fostering their adoption. Game Learning Analytics is an evidence-based methodology based on in-game user interaction data, and can provide insight about the game-based education...
1 CitationsSource
#1Cristina Alonso-Fernandez (Complutense University of Madrid)H-Index: 4
#2Antonio Calvo-Morata (Complutense University of Madrid)H-Index: 3
Last. Baltasar Fernández Manjón (Complutense University of Madrid)H-Index: 27
view all 5 authors...
The suitability of games for learning has been proven for many years. However, effective application of games in education requires two important stages: their initial validation, and their later use in the classroom. Serious games should be validated prior to exploitation to prove their efficacy and usefulness as tools for teachers, via larger experiments that include data collection, either from in-game interactions or from external questionnaires; this, in turn, requires dealing with data pri...
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#1Ana R. Cano (Complutense University of Madrid)H-Index: 3
#2Álvaro J. García-Tejedor (Universidad Francisco de Vitoria)H-Index: 5
Last. Baltasar Fernández Manjón (Complutense University of Madrid)H-Index: 27
view all 4 authors...
Learning games are becoming popular among teachers as educational tools. However, despite all the game development quality processes (e.g., beta testing), there is no total assurance about the game design appropriateness to the students' cognitive skills until the games are used in the classroom. Furthermore, games designed specifically for Intellectual Disabled (ID) users are even harder to evaluate because of the communication issues that this type of players have. ID users' feedback about the...
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