About Me

Who I am

PhD in computer engineering, I am lecturer at the Engineering Faculty - University of Deusto, since 1998, and director of Deusto LearningLab group (http://learninglab.deusto.es/) since 2011. I obtained my PhD with the thesis “Integral Accessibility of Digital Resource Centres for People with Visual Disability”. My research interests focus on the innovative use of technology in STEAM* education, learning analytics and game-based learning. I teach subjects related to computer programming, human-computer interaction and information visualization. I participate in several European projects aiming at improving STEM education, developing computational thinking skills among primary and secondary school students, and raising their interest towards technology, especially among girls. I also participate and organize several dissemination and knowledge transference actions to reach the educational community and improve the STEAM education with the result of our work.

*STEAM (Science, Technology, Engineering, Arts, Maths).

What I Do ?

I am lecturer at the Engineering Faculty and lead Deusto LearningLab group. This involes a lot of activity that I am passionate about:

  • Teach programming to first year undergraduate students.
  • Teach UX-User Experience and Visual Analytics subjects.
  • Teach about serious games and gamification to doctorate students.
  • Participate and organize events to disseminate the result of our work.
  • Coordinate projects at national and European level.
  • Networking from the local to the international level to design and develop innovative projects with the best partners.
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What I Did?

  • 2007

    University of Deusto

    PhD, Computer Engineering

    Thesis title: "Integral accessibility of digital resource centres for people with visual disability"

  • 1998
    -
    1993

    University of Deusto

    Computer Engineering

  • 1993
    -
    1988

    Juan Ignacio Zuloaga Institute

    High school

My Photo
  • Name: Mariluz Guenaga
  • Office: Faculty of Engineering, University of Deusto
  • Email: mlguenaga@deusto.es

Video Introduction

Teaching experience


  • Human Computer Interaction


  • Programming

  • Serious games

  • Visual analytics

Publications

  • Exploring the progression of early programmers in a set of computational thinking challenges via clickstream analysis

    IEEE Transactions on Emerging Topics in Computing, 2017, ISSN: 2168-6750.

    Eguiluz, Andoni; Guenaga, Mariluz; Garaizar, Pablo; Olivares-Rodriguez, Cristian

    Abstract Link BibTeX

    In recent years, many initiatives have aimed to develop basic computational thinking skills. Despite the popularity of online platforms for early programmers, we still lack detailed information to analyze how these skills are acquired. In the present study we analyzed clickstream data from 3,355 participants enrolled in several Computational Thinking workshops using Kodetu, an online platform with fine grained logging features. Participants used Kodetu's coding blocks to solve challenges of increasing difficulty while we gathered their clickstream in the platform. Here, we present our findings after evaluating these data in regards of participants' characteristics (age, sex, previous knowledge), similarity with previously submitted solutions, and degree of discrepancy from the optimal solution. To facilitate collaboration with other researchers in this area, we released our dataset under an open license. To the best of our knowledge, this is the largest Computational Thinking-related datasets publicly available.

    @ARTICLE{8093668, author = {A. Eguiluz and M. Guenaga and P. Garaizar and C. Olivares-Rodriguez}, journal = {IEEE Transactions on Emerging Topics in Computing}, title = {Exploring the progression of early programmers in a set of computational thinking challenges via clickstream analysis}, year = {}, volume = {}, number = {}, pages = {1}, keywords={computational thinking;computer science education;educational data mining;educational games;learning technologies;visual programming}, doi = {10.1109/TETC.2017.2768550}, url = {doi.ieeecomputersociety.org/10.1109/TETC.2017.2768550}, ISSN = {2168-6750}, month={} }

  • Automatic Assessment of Creativity in Heuristic Problem-solving Based on Query Diversity

    DYNA, 92 (4), pp. 449-455, 2017.

    Olivares-Rodriguez, Cristian; Guenaga, Mariluz; Garaizar, Pablo

    Abstract Link BibTeX

    Creative problem-solving emerges as one of the most relevant skill of the 21st century knowledge society. Fortunately, there are many creativity training programmes that have proven effective. However, most of these programmes require a previous measurement of creativity, which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. In this study, we propose a model to predict the creative quality of students’ solutions based on the analysis of query patterns and the use of Wikipedia. This model has been able to predict the creative quality of solutions produced by 226 school students, aged 10 to 12 years old, reaching a sensitivity of 78.43%. The agreement among reviewers regarding students’ creative characteristics has also been evaluated using two rubrics. We hope this model can be used to foster prompt detection of non-creative solutions in order to enable intervention and improve the final result in terms of creativity.

    @article{Olivares-Rodriguez2017, title = {Automatic Assessment of Creativity in Heuristic Problem-solving Based on Query Diversity}, author = {Cristian Olivares-Rodriguez and Mariluz Guenaga and Pablo Garaizar}, url = {http://www.revistadyna.com/Articulos/Ficha.aspx?IdMenu=a5c9d895-28e0-4f92-b0c2-c0f86f2a940b&Cod=8243&Codigo=b25ba3bd-bef9-4391-8317-6a8209d9309e}, doi = {10.6036/8243}, year = {2017}, date = {2017-07-03}, journal = {DYNA}, volume = {92}, number = {4}, pages = {449-455}, abstract = {Creative problem-solving emerges as one of the most relevant skill of the 21st century knowledge society. Fortunately, there are many creativity training programmes that have proven effective. However, most of these programmes require a previous measurement of creativity, which involves time-consuming tasks conducted by experienced reviewers, i.e. far from primary school classroom dynamics. In this study, we propose a model to predict the creative quality of students’ solutions based on the analysis of query patterns and the use of Wikipedia. This model has been able to predict the creative quality of solutions produced by 226 school students, aged 10 to 12 years old, reaching a sensitivity of 78.43%. The agreement among reviewers regarding students’ creative characteristics has also been evaluated using two rubrics. We hope this model can be used to foster prompt detection of non-creative solutions in order to enable intervention and improve the final result in terms of creativity.}, keywords = {aprendizaje automático, Búsqueda de información, information search, machine learning, patrón de consultas, problem solving, query pattern, resolución de problemas}, pubstate = {published}, tppubtype = {article} }

  • Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics

    IEEE Transactions on Education , pp. 149 - 156, 2016, ISSN: 1557-9638.

    Garcia-Zubia, Javier; Cuadros, Jordi; Romero, Susana; Hernández, U; Orduña, Pablo; Guenaga, Mariluz; Gonzalez-Sabate, Lucinio; Gustavsson, Ingvar

    Abstract Link BibTeX

    Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used.

    @article{García‐Zubía2016, title = {Empirical Analysis of the Use of the VISIR Remote Lab in Teaching Analog Electronics}, author = {Javier Garcia-Zubia and Jordi Cuadros and Susana Romero and U. Hernández and Pablo Orduña and Mariluz Guenaga and Lucinio Gonzalez-Sabate and Ingvar Gustavsson }, url = {https://ieeexplore.ieee.org/abstract/document/7582459/}, doi = {10.1109/TE.2016.2608790}, issn = {1557-9638}, year = {2016}, date = {2016-10-04}, journal = {IEEE Transactions on Education }, pages = {149 - 156}, abstract = {Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students' learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013-2014 and 2014-2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm's Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test (p <; 0.001), and produces a Cohen effect size of 1.0. The VISIR remote laboratory's positive effect on students' learning processes indicates that remote laboratories can produce a positive effect in students' learning if an appropriate activity is used. }, keywords={active learning, electrical engineering, engineering curriculum}, pubstate={published}, tppubtype={article} }

  • Learning analytics for formative assessment in engineering education

    International Journal of Engineering Education, 34 (3), pp. 953-967, 2018.

    Menchaca, Iratxe; Guenaga, Mariluz; Solabarrieta, J

    Abstract Link BibTeX

    The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out.

    @article{Menchaca2018, title = {Learning analytics for formative assessment in engineering education}, author = {Iratxe Menchaca and Mariluz Guenaga and J. Solabarrieta}, url = {https://www.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education}, year = {2018}, date = {2018-01-01}, journal = {International Journal of Engineering Education}, volume = {34}, number = {3}, pages = {953-967}, abstract = {The development of skills in the engineering education is one of the issues that generate greater interest at present. Thanks to Learning Analytics, we found an excellent opportunity to offer a quality competence assessment of our engineering students. Research in Learning Analytics currently focuses on applying these techniques to find out how the student learns and to improve teaching/learning processes. A key aspect in improving these processes is the assessment of general competences, which constitutes key learning in engineering students and has thus been identified as a need that can be met by Learning Analytics. This article presents two related studies conducted at the University of Deusto. The first study wants to show that it is possible to carry out an assessment of the project management competence through the analysis of the data that is obtained when the students interact with certain tools for the management of projects. In this sense, in the first study conducted with 93 students in the academic year 2014–2015, it compares the automatic assessment performed with Learning Analytics and the manual assessment carried out by the teacher. Another objective of this first study is to compare the validity at the time to assess the project management competence of the three technological tools used in the study. In the second study conducted with 227 students in the academic year 2015–2016, an assessment model is designed based on analytical data that is extracted from even more complex technological tools. In this second study the objective is to demonstrate that the use of Learning Analytics assessment to carry out continuous monitoring and provide feedback to the students, directly influences their capacity to manage a project and therefore, leads to an improvement in their results. The model designed in both studies for analysis is described in this paper, in addition to the methodology and research carried out. Learning analytics for formative assessment in engineering education | Request PDF. Available from: https://www.researchgate.net/publication/325580658_Learning_analytics_for_formative_assessment_in_engineering_education [accessed Jul 10 2018].}, keywords = {data analytics, Engineering Education, learning}, pubstate = {published}, tppubtype = {article} }

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Projects

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20

Years Teaching

42

Projects Done

50

Partners

Outreach

10 jul

Jornada “Recursos (tecnológicos) educativos e innovadores para la educación STEAM en primaria y secundaria”

Foto
El pasado 2 de julio, Mª Luz Guenaga participó como ponente invitada en la Jornada “Recursos (tecnológicos) educativos e innovadores para la educación STEAM en primaria y secundaria”, organizada por la Universidad de Cádiz. En ella, Mª Luz habló de la trayectoria del grupo que lidera, Deusto LearningLab, así como de su experiencia en proyectos europeos Erasmus+. En la jornada participaron profesores e investigadores interesados en participar en este programa europeo que fomenta la innovación educativa y el intercambio de buenas prácticas entre países europeos.

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Get In Touch

Office: Faculty of Engineering
University of Deusto
Spain

Phone: +34 944 13 90 00

mlguenaga@deusto.es