Rosa M. Carro

Autonomous University of Madrid | UAM · Department of Computer Engineering

Esta contribución presenta el resultado de un proyecto de innovación docente (EPS_008.23_INN) realizado en la Universidad Autónoma de Madrid (UAM). El proyecto está orientado al diseño y desarrollo de una metodología propia de la UAM que permita a cualquier profesor o profesora de la Universidad generar un sistema apoyado en Inteligencia Artificial...

In the medical context, designing and developing myoelectric prostheses has made it possible for patients to regain mobility lost due to amputations; however, their use requires intensive training. Serious games through multi-touch devices can serve as a complement to the activities carried out during face-to-face sessions with occupational therapi...

En esta comunicación presentamos al grupo de investigación del proyecto Indigo! Ecosistema educacional para el desarrollo continuo e independiente de personas con TEA. Este proyecto está financiado dentro del plan Retos por el Ministerio de Ciencia e Innovación entre junio de 2020 y mayo de 2023. El proyecto está coordinado por Pilar Rodríguez y Ge...

This chapter focuses on the key practical aspects to be considered when facing the task of developing predictive models for student learning outcomes. It is based on the authors' experience building and delivering dropout prediction models within higher education contexts. The chapter presents the information used to generate the predictive models,...

This paper presents the work done to support student dropout risk prevention in a real online e-learning environment: A Spanish distance university with thousands of undergraduate students. The main goal is to prevent students from abandoning the university by means of retention actions focused on the most at-risk students, trying to maximize the e...

In this paper we present the studies and research conducted within the eMadrid project, funded by the Regional Government of Comunidad Autonoma de Madrid. In particular, we focus on those works dealing with two research lines: ubiquitous and mobile learning; adaptation, adaptability and accessibility.

This document introduces the GHIA research group, summarizes its main research areas regarding e-Learning systems and spot out some of its future work, exposing all this information within the context of the eMadrid network.

This paper presents the base, development and testing in a real context of AdaptADHD, an application to support adaptive training and evaluation of children and adolescents with Attention Deficit Disorder with Hyperactivity (ADHD) during their therapies. On one hand, this application aims to help patients to improve their abilities regarding concen...

Adaptive applications may benefit from having models of usersʼ personality to adapt their behavior accordingly. There is a wide variety of domains in which this can be useful, i.e., assistive technologies, e-learning, e-commerce, health care or recommender systems, among others. The most commonly used procedure to obtain the user personality consis...

This paper presents a new method for sentiment analysis in Facebook that, starting from messages written by users, supports: (i) to extract information about the users' sentiment polarity (positive, neutral or negative), as transmitted in the messages they write; and (ii) to model the users' usual sentiment polarity and to detect significant emotio...

In this work, we investigate the possibility of detecting the student emotions by analysing their self-written essays. Detecting student emotions in e-learning environments would make it possible to enhance the learning processes accordingly. With that purpose, we have analysed 38 essays written by a student during her first three semesters in coll...

The goal of this chapter is to bring light about how adaptation technologies can ease daily living for people with special needs. Assistive technologies, adaptive systems and context-aware applications are three well-established research areas whose findings can be interestingly merged. In particular, adaptation methods and techniques support the a...

Este artículo describe cómo construir y ejecutar cursos adaptativos accesibles a través de Internet. Para ambas tareas se utiliza el sistema TA.NGOW (Task-based Adaptive learNer Guidance Qn the Web), un sistema de enseñanza adaptativa basado en la Web que guía a los estudiantes durante la realización de esos cursos. El procedimiento de guía permite...

This paper presents AngryEmail, an e-mail tool that adapts its behavior according to the user emotional state. When a user finishes writing an e-mail and clicks the send button, the e-mail is automatically analyzed to get information about the emotions reflected on it, following a lexical-based approach. If a high level of anger is detected, then t...

During our life, we are involved in different routines and decision- making tasks that we repeat daily in diverse contexts. While some people can cope with this easily, it may be harder for others. For example, travelling from one place to another can constitute a major problem for people with cognitive disabilities, which may represents a great ba...

Affective and emotional factors seem to affect student motivation and, in general, the outcome of the learning process. By detecting and managing the emotions underlying a learning activity it would be possible to contribute to improve the student motivation and performance. In this work we explore different possibilities aimed at automatically ext...

Resumen: Es este documento se resumen las principales líneas actuales de investigación del grupo GHIA en lo que a informática educativa se refiere, así como su contexto y proyectos de futuro. Palabras clave: GHIA, e-learning, sistemas adaptativos, modelado de usuario, mundos virtuales, aprendizaje móvil, modelización, social media, trabajo colabora...

This paper presents SentBuk, a Facebook application that extracts information about the user sentiment automatically, in a non-intrusive way. It performs sentiment analysis of user writings in Facebook walls, classifying each sentence as positive, neutral or negative. Finally, the overall user sentiment is calculated. On one hand, this information...

In the context of adaptive intelligent systems, it is essential to build user models to be considered with adaptation purposes. Personality is an interesting user feature to be incorporated in user models; it may lead to know the user needs or preferences in different situations. In this direction, eliciting user personality is needed. This informa...

This paper presents a summary of the main contributions to the 2nd International Workshop on User Modeling and Adaptation for Daily Routines: Providing Assistance to People with Special and Specific Needs, held in conjunction with UMAP'2011. It describes the discussions carried out during the workshop as well, and includes some reflections about ke...

En este artículo se presentan los fundamentos y experiencias de uso de dos sistemas que dan soporte a la creación y evaluación, respectivamente, de entornos de aprendizaje móviles adaptativos. En estos entornos, generados dinámicamente por el sistema CoMoLE, se recomiendan las actividades más adecuadas para ser realizadas por cada estudiante en cad...

This article presents WAI-Routes, a system whose main goal is to calculate the best route between two coordinates in space using the public transport network of the Comunidad de Madrid regional area, taking into account the user’s profile. WAI-Routes has been designed bearing in mind mentally disabled users; routes are calculated with the particula...

In this paper, we describe a system to support the generation of adaptive mobile learning environments. In these environments, students and teachers can accomplish different types of individual and collaborative activities in different contexts. Activities are dynamically recommended to users depending on different criteria (user features, context,...

In the last years the development of learning environments, and particularly of educational adaptive hypermedia (EAH) systems has increased significantly. However, it is important to complement this development with evaluation methods in order to improve EAH system performance. In this context, we propose to analyze the data from student interactio...

The current state of educational technologies allows the design of a new kind of tools and frameworks that can use well known Artificial Intelligence (AI) techniques, such as Planning and Scheduling, to improve some aspects of the educational process. The quality of virtual education courses can be improved by automatically detecting flaws and prov...

The Internet is being widely used for supporting both individual and collaborative learning. A number ofWeb-based systems have been developed and students are more and more used to access to this type of systems. The rapid development of mobile handheld devices and wireless technologies has given rise to a widespread use of different devices such a...

One of the main concerns of user modelling for adaptive hypermedia deals with automatic user profile acquisition. In this paper we present a new approach to predict sequential/global dimension of Felder-Silverman’s learning style model that only makes use of mouse movement patterns. The results obtained in a case study with 18 students are very pro...

This paper demonstrates how hidden Markov model (HMM) approach is used potentially as a tool for predicting the next concepts visited by students in an adaptive and intelligent Web-based educational system (AIWBES) for teaching English as Foreign Language (EFL). This tool helps teachers to provide their students with appropriate assistance during t...

A new approach for building student model in an Adaptive and intelligent Web-based educational system (AIWBES) is introduced. This approach utilizes a hybrid algorithm based on Fuzzy-ART2 neural network and stochastic method called Hidden Markov Model (HMM), in order to evaluate and categorize students' knowledge status in six levels: Excellent, ve...

Social-aware computing is an emerging trend based on ubiquitous computing technologies and collaborative work. A successful design demands a better understanding of group tasks, adaptation mechanisms and support for dynamic changes in a nomadic computing paradigm. This paper proposes the use of a hypermedia model to describe and support group activ...

Authoring context-based adaptive m-learning environments, in which both individual and collaborative activities can be adaptively proposed to each user according to his/her context, is not an easy task. In order to recommend the most suitable activities to each student at each time, it is necessary to specify different types of activities, to creat...

Adaptive hypermedia (AH) has been used for web-based teaching and learning from its origins until nowadays [14]. In this paper I will go through some of its applications in the area of education, starting from the earliest ones, which dealt with guiding each student individually when surfing electronic books, to the most recent ones, related to mob...

This paper presents a study being carried out at the Universidad Autónoma de Madrid to ascertain the influence of the way students are grouped to do collaborative work (regarding intelligence and personality parameters) on the results they get. Data about student’s personality are analysed along with information about group composition and student...

This paper presents an authoring,tool that supports the specification ofdifferent,collaborative activities and ,the configuration ,of collaborative graphical editors to be ,incorporated in dynamically ,generated collaborative workspaces.,This tool allows ,teachers ,to reusing ,existing elements ,and multimedia material, and also saves them from lea...

Social-aware computing is an emerging trend based on ubiquitous computing technologies and collaborative work. A successful design demands a better understanding of group tasks, adaptation mechanisms and support for dynamic changes involved in a nomadic computing paradigm. This paper proposes the use of a hypermedia model to describe and support gr...

A new approach for building student model in an Adaptive and intelligent Web-Based Educational System (AIWBES) is introduced. This approach utilizes a stochastic method called Hidden Markov Model (HMM) to evaluate and categorize students’ knowledge status in six levels: Excellent, very good, good, fair, weak and very weak; depending on 5 parameters...

In this paper we present a mechanism that supports the generation and management of adaptive mobile learning systems. Such systems are accessed by students and teachers for the accomplishment of diverse individual or collaborative learning activities. The main aim is for the systems to suggest the most suitable activities to be tackled by a given u...

Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper, we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group format...

In this paper, the architecture of a system that supports context-based adaptation for m-learning is presented. This system manages data about users and activities so that the most suitable activities to be accomplished at each time are proposed to each user. This decision is not only based on the user's personal features, preferences or previous a...

In this paper we present a mechanism to provide adaptive alerting services in mobile e-learning systems. The main goal of these services is to decide, for each specific user connected to the mobile learning system in a certain situation, whether the user should be alerted about the availability of new activities intrusively. This mechanism consists...

In this paper, the architecture of a system that supports context-based adaptation for m-learning is presented. This system manages data about users and activities so that the most suitable activities to be accomplished at each time are proposed to each user. This decision is not only based on the user's personal features, preferences or previous a...

Adaptation techniques can be applied not only to the multimedia contents or navigational possibilities of a course, but also to the assessment. In order to facilitate the authoring of adaptive free-text assessment and its integration within adaptive web-based courses, Adaptive Hypermedia techniques and Free-text Computer Assisted Assessment are com...

The 12th International Conference on Artificial Intelligence in Education (AIED-2005) is being held July 18--22, 2005, in Amsterdam, the beautiful Dutch city near the sea. AIED-2005 is the latest in an on-going series of biennial conferences in AIED ...

In this paper, the recommendation process carried out in a collabora-tive mobile learning environment is presented. Its main aim is to recommend the most suitable activities to be proposed to a specific user at a certain time de-pending on his/her personal features, previous actions and current context (loca-tion, spare time, available devices). Th...

Adaptive hypermedia constitutes a pretty rich resource for developing web-based courses. With the aim of dynamically generating adaptive e-courses, we have developed the TANGOW system which, starting from the course components and their adaptation capabilities (specified independently and out of the adaptation engine), generates different courses f...

In this paper we present the use of adaptation techniques to dynamically generate adaptive collaborative Web-based courses. These courses are generated at runtime by selecting, at every step and for each student, the most suitable collaborative tasks to be proposed, the time at which they are presented, the specific problems to be solved, the most...

A significant number of collaborative and adaptive web-based systems have been created to support distance learning in the last years. However, there is a need of formalisms to support an extensible, flexible and maintainable specification of both collaboration and adaptation issues, especially when they are combined in an integrated environment. I...

In this paper we present the way adaptation techniques and collaboration capabilities have been seamlessly integrated to dynamically generate adaptive collaborative Web-based courses. In these courses collaborative and noncollaborative tasks are dynamically proposed. The most appropriate tasks to be performed, the time at which they are available,...

In this paper we present the continuous empirical evaluation approach, whose goal is to improve the quality of adaptive web-based courses. The adaptive-course description, along with the users features and interactions with the courses, are analyzed in order to detect concrete possible fails or lacks and to propose specific solutions and actions to...

One of most important aspects in web-based learning environments is the need of providing feedback to students so that they know their situation with respect to the totality of the course. In static web-based courses, whose structure is similar to that of textbooks, this feedback information is not too difficult to provide. However, this is not the...

This paper describes an alternative approach to the construction of tutoring systems to be deployed through Internet, that has the main advantages of sensitive links, and can be extended to more general settings than hypermedia courses. Our approach is based on the use of Teaching Tasks in order to guide the student towards the desired goals during...

This paper describes the procedure we have used to generate semiautomatically a course on Ecology for the high-school level, using an extension of the Volterra equations to describe the interaction between different species levels. The simulations used in the course have been written in our own special-purpose object-oriented continuous simulation...

In this paper we describe a new approach for developing adaptive Web based courses. These courses are defined by means of teaching tasks which correspond to basic knowledge units, and rules which describe how teaching tasks are divided into subtasks. Both tasks and rules are used at execution time to guide the students during their learning process...

This paper presents a new classification of adaptive hypermedia, starting from one of the best-known and adding other features that are relevant in adaptive hypermedia and have not been considered till now, such as: the generality degree, the hyperspace design, the educational strategies, the user's action tracing, the maintenance, the information...

In this paper we present a methodology for describing adaptive educational -game environments and a model that supports the environment design process. These environments combine the advantages of educational games with those derived from the adaptation. The proposed methodology allows the specification of educational methods that can be used for t...

In this paper we describe those aspects a designer has to take into account when designing Web-based adaptive courses with TANGOW. The discussion is specifically focused on the adaptivity issues, which are not covered by any standard design methodology. The first section describes the decisions that need to be made in order to create adaptive cours...

ine emerged in 1997 in the field of the research and development of Web based systems: Web Engineering (WebE). The term was coined by San Murugesan of the University of Rosa Marfa Carro Salas is assistant professor in the Escuela Tdcnica Superior de Informcitica of the Autonomous University of Madrid where she obtained the title of Informatics Engi...

This paper describes the object-oriented features of TANGOW (Task-based Adaptive learNer Guidance On the WWW), a tool for developing Internet-based courses. This system facilitates the construction of adaptive learning environments for the WWW and is able to guide the students during their learning process based on student profiles and previous act...

Adaptive-course development is a complex activity, and it results more difficult as the flexibility of the course grows, i.e. as the number of adaptive features increases. Particularly, it is difficult to evaluate whether the course fulfills the needs of each kind of student. This task, which should be continuously carded out while the course is av...

In this paper we present a methodology for describing adaptive edu- cational-game environments and a model that supports the environment design process. These environments combine the advantages of educational games with those derived from the adaptation. The proposed methodology allows the specification of educational methods that can be used for...

In this paper we describe TANGOW, Task-based Adaptive learNer Guidance On the Web, a system for Web-based adaptive learning. Courses developed with TANGOW are adapted to students by taking into account their own features (such as age, language, etc.) along with the actions performed by them during the learning process. There exists a structure per...

Resumen. El objetivo de este trabajo es presentar un modelo para la representación y generación de juegos educativos adaptativos. Estos juegos aúnan las ventajas de la utilización de elementos lúdicos como fuentes de conocimiento y motivación para el proceso de aprendizaje, junto con la efectividad de los mecanismos de adaptación, los cuales permit...

This paper presents a distributed environment that facilitates the cooperation among educational resources and systems that are located in different machines. The main purpose of the work presented is to use this kind of environment for adaptive Web-based education.

In this paper we discuss how Web site maintenance can be improved by making page structure and contents independent. This is the principle used in TANGOW (Task-based Adaptive learNer Guidance On the Web) for designing and maintaining Web-sites. In TANGOW, the information structure and contents are managed independently, what facilitates the mainten...

Learning is one of the most interesting applications of internet-based systems. At present, several approaches are being carried out in order to make this process adaptive. In this context, ''adaptivity'' mainly refers to adapting the instructional material to different students under certain conditions: i) the instructional material is available a...

Introduction TANGOW is a tool for developing Internet-based courses, which facilitates the construction of adaptive learning environments for the Web [1][2]. TANGOW takes into account student profile and behaviour as well as teaching strategies. Curriculum sequencing is generated dynamically, so that the same concepts may be taught in different way...

In this paper we describe a new approach for developing adaptive Web based courses. These courses are defined by means of teaching tasks which correspond to basic knowledge units, and rules which describe how teaching tasks are divided into subtasks. Both tasks and rules are used at execution time to guide the students during their learning process...

In this paper we describe a new approach for developing adaptive Web based courses. These courses are defined by means of teaching tasks which correspond to basic knowledge units, and rules which describe how teaching tasks are divided into subtasks. Both tasks and rules are used at execution time to guide the students during their learning process...

This paper describes an alternative approach to the construction of tutoring systems to be deployed through Internet, that has the main advantages of sensitive links, and can be extended to more general settings than hypermedia courses. Our approach is based on the use of Teaching Tasks in order to guide the student towards the desired goals during...

In this paper we explore the many possibilities that arise when we combine adaptive web-based courses with computer-assisted assessment. We argue that this integration has several advantages, such as the feasibility of getting a better model of the student's progress, which will be used with adaptation purposes, and the possibility of proposing and...

Resumen: En este artículo se describe TANGOW, Task-based Adaptive learNer Guidance On the Web, un sistema para la enseñanza de cursos accesibles a través de Internet. Los cursos definidos con TANGOW se adaptan a los estudiantes teniendo en cuenta tanto sus características propias (edad, idioma, etc.), como el conjunto de acciones que realizan duran...

Motivation In the last years all the technologies associated to Internet have experienced a great peak. The possibilities are increasing, because the number of accessible Web sites through Internet in- creases continually. In many cases, the sites that become public are of small size and, frequently, they correspond to individuals who create and ma...

En este artículo se describe, en términos generales, el proceso de diseño de un curso adaptativo accesible a través de Internet mediante el sistema TANGOW. En este proceso de diseño se establece una clara separación entre la estructura del curso, para cuya construcción se utilizan tareas y reglas docentes, y la asociación de contenidos a esta estru...

One of most important aspects in web-based learning environments is the need of providing feedback to students so that they know their situation with respect to the totality of the course. In static web-based courses, whose structure is similar to that of textbooks, this feedback information is not too difficult to provide. However, this is not the...

Tesis doctoral inédita. Universidad Autónoma de Madrid. Escuela Politécnica Superior, octubre de 2008 Bibliogr.: p. 173-186

Tesis doctoral inédita. Universidad Autónoma de Madrid, Escuela Técnica Superior de Informática, Departamento de Ingeniería Informática. Fecha de lectura, abril de 2001 Bibliografía: p. 183-193