María Morales

This research paper explores the effectiveness of live coding as an active learning methodology in teaching programming, particularly in the context of diverse learning styles. Live coding, characterized by real-time coding demonstrations by instructors, has been increasingly adopted to enhance the learning experience in programming education. It offers immediate feedback, demonstrates problem-solving in action, and allows instructors to incorporate student suggestions, making it a dynamic and engaging teaching tool. However, its effectiveness varies among students with different learning preferences. This study investigates the impact of various learning style dimensions, as defined by the Felder–Silverman model, on the effectiveness of live coding in an introductory object-oriented programming course. The study was conducted at Aalborg University, Denmark, with students from the BSc Software program. It aims to provide empirical evidence on how different learning style dimensions influence student preferences and the effectiveness of live coding, offering insights to educators for tailoring active learning methodologies in programming courses to diverse learner needs.

Since the Bologna Process was adopted, continuous assessment has been a cornerstone in the curriculum of most of the courses in the different degrees offered by the Spanish Universities. Continuous assessment plays an important role in both students’ and lecturers’ academic lives. In this study, we analyze the effect of the continuous assessment on the performance of the students in their final exams in courses of Statistics at the University of Almería. Specifically, we study if the performance of a student in the continuous assessment determines the score obtained in the final exam of the course in such a way that this score can be predicted in advance using the continuous assessment performance as an explanatory variable. After using and comparing some powerful statistical procedures, such as linear, quantile and logistic regression, artificial neural networks and Bayesian networks, we conclude that, while the fact that a student passes or fails the final exam can be properly predicted, a more detailed forecast about the grade obtained is not possible.

In semiarid areas, precipitations usually appear in the form of big and brief floods, which affect the aquifer through water infiltration, causing groundwater temperature changes. These changes may have an impact on the physical, chemical and biological processes of the aquifer and, thus, modeling the groundwater temperature variations associated with stormy precipitation episodes is essential, especially since this kind of precipitation is becoming increasingly frequent in semiarid regions. In this paper, we compare the predictive performance of two popular tools in statistics and machine learning, namely Bayesian networks (BNs) and artificial neural networks (ANNs), in modeling groundwater temperature variation associated with precipitation events. More specifically, we trained a total of 2145 ANNs with different node configurations, from one to five layers. On the other hand, we trained three different BNs using different structure learning algorithms. We conclude that, while both tools are equivalent in terms of accuracy for predicting groundwater temperature drops, the computational cost associated with the estimation of Bayesian networks is significantly lower, and the resulting BN models are more versatile and allow a more detailed analysis.

In this paper, we study the problem of defining statistical parameters when the uncertainty is expressed using a fuzzy measure. We extend the concept of monotone expectation in order to define a monotone variance and monotone moments. We also study parameters that allow the joint analysis of two functions defined over the same reference set. Finally, we propose some parameters over product spaces, considering the case in which a function over the product space is available and also the case in which such function is obtained by combining those in the marginal spaces.

In this paper, we study the problem of constructing a fuzzy measure over a product space when fuzzy measures over the marginal spaces are available. We propose a definition of independence of fuzzy measures and introduce different ways of constructing product measures, analyzing their properties. We derive bounds for the measure on the product space and show that it is possible to construct a single product measure when the marginal measures are capacities of order 2. We also study the combination of real functions over the marginal spaces in order to produce a joint function over the product space, compatible with the concept of marginalization, paving the way for the definition of statistical indices based on fuzzy measures.

Socio-ecological systems are recognized as complex adaptive systems whose multiple interactions might change as a response to external or internal changes. Due to its complexity, the behavior of the system is often uncertain. Bayesian networks provide a sound approach for handling complex domains endowed with uncertainty. The aim of this paper is to analyze the impact of the Bayesian network structure on the uncertainty of the model, expressed as the Shannon entropy. In particular, three strategies for model structure have been followed: naive Bayes (NB), tree augmented network (TAN) and network with unrestricted structure (GSS). Using these network structures, two experiments are carried out: (1) the impact of the Bayesian network structure on the entropy of the model is assessed and (2) the entropy of the posterior distribution of the class variable obtained from the different structures is compared. The results show that GSS constantly outperforms both NB and TAN when it comes to evaluating the uncertainty of the entire model. On the other hand, NB and TAN yielded lower entropy values of the posterior distribution of the class variable, which makes them preferable when the goal is to carry out predictions.

Teaching processes have been changing in the lasts few decades from a traditional lecture-example-homework format to more active strategies to engage the students in the learning process. One of the most popular methodologies is the flipped classroom, where traditional structure of the course is turned over by moving out of the classroom, most basic knowledge acquisition. However, due to the workload involved in this kind of methodology, an objective analysis of the results should be carried out to assess whether the lecturer’s workload is worth the effort or not. In this paper, we compare the results obtained from two different methodologies: traditional lecturing and flipped classroom methodology, in terms of some performance indicators and an attitudinal survey, in an introductory statistics course for engineering students. Finally, we analysed the changes in the relationships among variables of interest when the traditional teaching was moved to a flipped classroom by using Bayesian networks.