Sergio Gutiérrez Santos

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Students' interaction data from learning environments has an inherent temporal dimension, with successive events being related through the " next event " relationship. Exploratory learning environments (ELEs), in particular, can generate very large volumes of such data, making their interpretation a challenging task. Using two mathematical microworlds as(More)
A data mining and visualization tool for the discovery of student trails in web-based educational systems is presented and described. The tool uses graphs to visualize results, allowing non-expert users, such as course instructors, to interpret its output. Several experiments have been conducted, using real data collected from a web-based intelligent(More)
Although the notion of generality is central in mathematics and science, being able to identify and express general patterns and/or articulating structures is one of the main difficulties for children when they learn mathematics. This paper presents a step towards a set of tools that addresses this problem problem by encouraging students to connect between(More)
Log files from adaptive Exploratory Learning Environments can contain prohibitively large quantities of data for visuali-sation and analysis. Moreover, it is hard to know in advance what data is required for analytical purposes. Using a mi-croworld for secondary algebra as a case study, we discuss how students' interaction data can be transformed into a(More)
This paper presents our approach to identifying areas of improvement in the intelligent components of adaptive Exploratory Learning Environments. Students' interaction data from an online operational database are first transformed into a data warehouse in order to allow visualisation and exploration using online analytical processing (OLAP) tools. Using a(More)
This paper focuses on microworlds, a special type of Exploratory Learning Environment, where students freely interact with the system to create their own models and constructions. Most microworlds developed so far provide integrated scaffolds to help students' learning process, but the nature of the interaction makes it difficult to design, develop and(More)