Proyecto Ágora

Adaptación y Generación Optimizada de Rutas para el Aprendizaje con IA

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Referencias - Proyecto Ágora

Referencias

Las referencias se incluyen dentro de la web del proyecto

Andujar, O. (2022). Explicamos los estilos de aprendizaje de David Kolb. https://www.orientacionandujar.es/2014/05/30/explicamos-los-estilos-de-aprendizaje-de-david-kolb/

Behrouz, A., Razaviyayn, M., Zhong, P., & Mirrokni, V. (2025). Nested Learning: The Illusion of Deep Learning Architectures. In The Thirty-ninth Annual Conference on Neural Information Processing Systems.

Boeren, E. (2019). Understanding Sustainable Development Goal (SDG) 4 on "quality education" from micro, meso and macro perspectives. International Review of Education, 65(2). https://doi.org/10.1007/s11159-019-09772-7

Chaves-Maza, M. (2025). Cross-Platform Optimized for Learning with artificial intelligence. Knowledge, Technology and Learning. (Pendiente publicación).

Chaves-Maza, M., y Fedriani, E. M. (2023). Evaluación del desempeño de los emprendedores: factores a considerar en la definición de éxito empresarial. Contaduría y administración, 68(2).

Chaves-Maza, M., y Martel, E. M. F. (2020). Entrepreneurship support ways after the COVID-19 crisis. Entrepreneurship and Sustainability Issues, 8(2), 662.

Chaves-Maza, M., y Fedriani, E. M. (2022). Defining entrepreneurial success to improve guidance services: a study with a comprehensive database from Andalusia. Journal of Innovation and Entrepreneurship, 11(1), 22.

Chaves-Maza, M., y Fedriani, E. M. (2024). How to avoid profiles of failure when supporting entrepreneurs in an economic crisis. Journal of Research in Marketing and Entrepreneurship.

Chaves-Maza, M. C. (2021). Sistema de inteligencia territorial de apoyo al emprendimiento. Revista de ciencias sociales, 27(1), 11-14.

Chaves-Maza, M. C., Durán, A. M. M., Paguillo, I. R., y Sánchez-Sánchez, F. J. (2024). Nuevas formas de aprender: enseñanza tradicional vs enseñanza basada en las TIC. Pi-InnovaMath, (7).

Chaves-Maza, M. (2020). El apoyo institucional a emprendedores: mejora de la tasa de rendimiento mediante técnicas de Inteligencia Artificial (Doctoral dissertation, Universidad Pablo de Olavide).

Chaves-Maza, M. C., Durán, A. M. M., Paguillo, I. R., y Sánchez, F. J. S. Educación universitaria postCovid-19: estudio de un caso en la Universidad Pablo de Olavide (2023). Pi-InnovaMath, (5).

Chaves, M. (2022). The community of inquiry instructional strategies impact on student satisfaction on remote learning. Recoletos Multidisciplinary Research Journal, 10(1), 191-204.

Cherry, K. (2019). The experiential learning theory of David Kolb. Experiential Learning.

Clinton-Lisell V, Litzinger C. Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis. Front Psychol. 2024 Jul 10;15:1428732. doi: 10.3389/fpsyg.2024.1428732. PMID: 39055994; PMCID: PMC11270031.

De Weert, E. (1990). A macro-analysis of quality assessment in higher education. Higher Education, 19(1). https://doi.org/10.1007/BF00142023

Deng, K., y Wang, G. (2024). Online mode development of Korean art learning in the post-epidemic era based on artificial intelligence and deep learning. Journal of Supercomputing, 80, 8505-8528. https://doi.org/10.1007/s11227-023-05776-1

Doan, T., & Le, B. (2024). Curriculum meta-learning for zero-shot cross-lingual transfer. Knowledge-Based Systems, 301, 112238. https://doi.org/10.1016/J.KNOSYS.2024.112238

Eisner, E. W., Bloom, B. S., Hastings, J. T., y Madaus, G. F. (1972). Handbook on Formative and Summative Evaluation of Student Learning. Studies in Art Education, 14(1). https://doi.org/10.2307/1319918

García, F. J., y Doménech, F. (2002). Motivación Aprendizaje y Rendimiento Escolar. Docenci, 16(2). 24-36.

Glaser, N. (2023). Exploring the Potential of ChatGPT as an Educational Technology: An Emerging Technology Report. Tech Know Learn, 28, 1945-1952. https://doi.org/10.1007/s10758-023-09684-4

Janiesch, C., Zschech, P., y Heinrich, K. (2021). Machine learning and deep learning. Electronic Markets, 31(3). https://doi.org/10.1007/s12525-021-00475-2

Javaid, M., Haleem, A., y Singh, R. P. (2023). ChatGPT for healthcare services: An emerging stage for an innovative perspective. BenchCouncil Transactions on Benchmarks, Standards and Evaluations, 3(1), 100105.

Kadyan, V., Bawa, P., y Choudhary, R. (2024). Investigating Lattice-Free Acoustic Modeling for Children Automatic Speech Recognition in Low-Resource Settings Under Mismatched Conditions. SN Computer Science, 5, 469. https://doi.org/10.1007/s42979-024-02846-w

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/J.SUSOC.2022.05.004

Keiper, M. C. (2023). ChatGPT in practice: Increasing event planning efficiency through artificial intelligence. Journal of Hospitality, Leisure, Sport & Tourism Education, 33, 100454.

Kolb, A., y Kolb, D. (2005). The Kolb learning style inventory—version 3.1 2005 technical specifications. Boston, MA: Hay Resource Direct. https://doi.org/10.1016/S0260-6917(95)80103-0

Latif, E., Mai, G., Nyaaba, M., Wu, X., Liu, N., Lu, G., ... y Zhai, X. (2023). Artificial general intelligence (AGI) for education. arXiv preprint arXiv:2304.12479, 1.

López-Meneses, E., Cobos-Sanchiz, D., Martín-Padilla, A. H., Molina-García, L., y Jaén-Martínez, A. (2018). Experiencias pedagógicas e innovación educativa. Aportaciones desde la praxis docente e investigadora, 231-246.

Madeira, V., de Lima, A. L. S., Mello, A. J. R., Melo, J. A. V. B., da Gama Afonso, H. C. A., Camara, M. K., y Peixoto, A. (2018). The lack of preparation of students that enter engineering courses in Brazil. IEEE Global Engineering Education Conference, EDUCON, 2018-April. https://doi.org/10.1109/EDUCON.2018.8363387

Marín-Marín, J.-A., López-Belmonte, J., Pozo-Sánchez, S., y Moreno-Guerrero, A.-J. (2023). Attitudes Towards the Development of Good Practices with Augmented Reality in Secondary Education Teachers in Spain. Technology, Knowledge and Learning, 28(4), 1443-1459. https://doi.org/10.1007/s10758-023-09671-9

Martínez, A. M., Torres, L. (2013). Los entornos personales de aprendizaje (PLE). Del cómo enseñar al cómo aprender. Edmetic, 2(1), 39-57.

Mukul, E., y Büyüközkan, G. (2023). Digital transformation in education: A systematic review of education 4.0. Technological forecasting and social change, 194, 122664.

Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1). https://doi.org/10.3390/encyclopedia2010031

Oviedo, Y., y Castillo, N. (2015). Enseñanza desde el enfoque conductual de Skinner. Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0, 11(2). https://doi.org/10.46498/reduipb.v11i2.330

Rojas, M.P., y Chiappe, A. (2024). Artificial Intelligence and Digital Ecosystems in Education: A Review. Tech Know Learn. https://doi.org/10.1007/s10758-024-09732-7

Salmon, G. (2019). May the Fourth Be with You: Creating Education 4.0. Journal of Learning for Development, 6(2).

Saphier, J., Gower, R., y Haley-Speca, M. (1997). The skillful teacher: Building your teaching skills.

Sioukas, A. (2022). Effectuation and causation in the entrepreneurship classroom: learning obstacles of college students. Entrepreneurship Education, 5, 1-19. https://doi.org/10.1007/s41959-022-00065-z

Skinner, B. F. (1953). Science and human behavior. New York: The Free Press.