Abstract
During the last two years, education has undergone a major change due to the pandemic, several problems in engineering education appeared due to the lack of face-to-face interaction. The problems in distance learning and self-study became more evident with the absence of a teacher to vary the stimulus when interacting with students. This situation caused both students and teachers to rely on distance work tools, a good Internet connection, simulation tools, and virtual laboratories.
Due to the limitations of home-office, and homeschooling, it is necessary to look for alternatives such as the use of sensor technologies of different types to be able to measure students’ attention in real-time. The use of self-regulated and adaptive content in real-time, obtaining feedback from intelligent sensors, can increase the impact of the content reviewed by the student without the need to have a teacher present. This paper describes the work done in the search for alternative solutions to create self-regulating adaptive content using sensor feedback so that later warning signals can be generated to produce stimulus variations when the student is reviewing content related to a certain topic.
The present work focuses on the design of an experiment, which with the help of an eye-tracking device, allows us to obtain information about the region of the screen where the student’s eyes are when reviewing material related to some subject, to analyze the characteristics that have the elements that favor the student’s attention in a scenario in which they can only interact with content on a screen and see how they react to different stimuli. This experiment intends to obtain information to improve the development of content used in flipped classroom sessions, where students are asked to review content before a synchronous session with the teacher.
The positive impacts that will be reflected in the student are greater flexibility in the learning process since by designing better materials, the student can advance more at his own pace, and assimilate the contents better, reflecting this better understanding in the academic activities. A final positive impact will be that the teacher will be able to use technology in a skillful way to design new content tools for their courses and apply them to the students’ current situation.
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Acknowledgment
The authors would like to acknowledge the financial support of NOVUS 2020, Project ID N20–147, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work. The authors would like to acknowledge the financial support of the Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in the production of this work.
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Mora-Salinas, R.J., Perez-Rojas, D., De La Trinidad-Rendon, J.S. (2023). Real-Time Sensory Adaptive Learning for Engineering Students. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 633. Springer, Cham. https://doi.org/10.1007/978-3-031-26876-2_78
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DOI: https://doi.org/10.1007/978-3-031-26876-2_78
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