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The “FRIDA” framework is a guide for the agile development of accessible software for users with Autism Spectrum Disorder (ASD), as a tool for strengthening emotional and social skills in the treatment of autism. It is based on the use of accessible software for the development of emotional and social skills, and designed with a focus on the user with intellectual disabilities. A mixed quasi-experimental study is carried out with three focus groups: children with ASD, expert therapists in ASD treatments and software designers adapting the Design Thinking model for the co-creation of the functional characteristics of the software and its use in therapies. The findings and results show that using FRIDA facilitates the agile design of accessible apps by reducing their development time by 94% and increasing their usability level by more than 90%. This facilitates the treatment of people with ASD, especially in the development of emotional self-recognition skills and social adaptation. The experience applied collaborative design thinking models and agile software design methodologies, articulating knowledge between software developers, therapists, and families of users with ASD. Users were characterized separately, and the functionalities required for the software that would be developed and linked in the treatment of autism were identified.

Ubiquitous learning is an evolution of educational learning processes that implements the concept of ubiquity. That is to say, it is found at all times and in all places. This article summarizes our previous works and proposes an alternative to answer our main research question: how can we develop a U-Learning model that integrates connective learning and xAPI user experiences? This paper presents the U-Learning Model Supported by Learning Experiences and Connective Learning for virtual higher education (U-CLX Model) to measure U-Learning in virtual institutions. The U-CLX Model measures ubiquitous learning in four dimensions: time, place, medium, and context. To develop the model, we proposed a theoretical and technological framework, a definition of the U-Learning concept, a unit of measurement for ubiquitous learning (UbiquoL), and a description of the measurement process. We validated the proposal by thematic specialists and applied the instrument in two universities. The model aims to assess the level of ubiquitous learning in virtual higher education institutions and to suggest how these institutions can improve within their current operations.

In this paper, we present a set of nine user interface design patterns for in-vehicle infotainment systems centered on the content, interaction mode, style, shortcuts, and notifications of the system, which are built based on both theoretical support and an empirical pattern finding process. This empirical process consists in an exploratory test made with 10 users from an age range from 18 to 29 and with a minimum of 2 years of driving experience, who were asked to perform a set of 13 secondary tasks in the vehicle to identify recurrent problems, behavioral patterns, and best practices. The output of this exploratory test was used as the main data source for the design patterns consolidation. It is worth mentioning that the proposal of these patterns arose as an initiative to begin to consider factors that can affect the driver’s experience in the Latin American context. The set of design patterns has been validated via a content validation (as an exploratory study) by a panel of Latin American experts in the area of HCI and UX through the development of a prototype using the patterns as a tool for the redesign proposal of the infotainment systems tested during the empirical finding process.

Digital transformation belongs to industry 4.0, and has positively impacted the economic sectors through the digitization of processes and adoption of digital technologies, generating a digital culture, changing environments, new development models, new processes, creation of products and services in an organization. Analyzing the positive effects of digital transformation, a systematic review of the literature has been carried out to know the current status of digital transformation processes in the education sector, where there is evidence of few frameworks validated in higher education scenarios to implement digital transformation processes. This article presents previous results related to the current state of digital transformation processes in higher education institutions, which has allowed to advance in the development of a proposal for a framework that supports the implementation of transformation processes in educational institutions in their mission functions. The proposal will be focused on a projective analytical research methodology, the method of action research of quantitative type proposed, makes it possible to analyze the data of a population in 7 higher education institutions in the city of Popayan, department of Cauca (Colombia).

This paper details a method, which has been called FRIDA, applied by the authors within this study based on the collaborative and interdisciplinary development of accessible software that is usable by people with autism spectrum disorder (ASD). To this end, the context of this study is based on the adaptation of the Design Thinking model as a strategy for interdisciplinary collaborative work between clinical therapists and software developers. This is complemented by a human-centered design (DCH) approach to obtain accessible software aimed at people with ASD level 1. Each of the stages of Design Thinking is detailed in order to obtain the personalized design of accessible software, as well as the activities carried out in case studies in Colombia, Spain, and Portugal with eight children diagnosed with ASD. As a result, we present the design of FRIDA’s components for interdisciplinary collaborative work and the design of personalized software that was developed for some children with ASD who participated in this study. For these children, it is demonstrated that the use of personalized and collaboratively designed software facilitates the development of specific social skills more quickly than with conventional clinical therapies.

Information and Communication Technologies (ICTs) have grown exponentially in the education context and the use of digital products by children is increasing. As a result, teachers are taking advantage of ICTs to include mobile devices such as Tablets or Smartphones inside the classroom as playful support material to motivate children during their learning. Designing an interactive experience for a child with a special need such as a hearing impairment is a great challenge. In this article, two interactive systems are depicted, using a non-traditional interaction, by the following stages: analysis, design and implementation, with the participation of children with cochlear implant in the Institute of Blind and Deaf Children of Valle del Cauca, Colombia and the ASPAS Institute, Mallorca, Spain, who evaluated both interactive systems, PHONOMAGIC and CASETO. Positive results were obtained, showing that the use of real objects can greatly influence the environment in which children interact with the game, allowing them to explore and manipulate the objects supporting their teaching-learning processes.

Teaching the fundamentals of computer programming in a first course (CS1) is a complex activity for the professor and is also a challenge for them. Nowadays, there are several teaching strategies for dealing with a CS1 at the university, one of which is the use of analogies to support the abstraction process that a student needs to carry for the appropriation of fundamental concepts. This article presents the results of applying a discovery model that allowed for the extraction of patterns, linguistic analysis, textual analytics, and linked data when using analogies for teaching the fundamental concepts of programming by professors in a CS1 in university programs that train software developers. For that reason, a discovery model based on machine learning and text mining was proposed using natural language processing techniques for semantic vector space modeling, distributional semantics, and the generation of synthetic data. The discovery process was carried out using nine supervised learning methods, three unsupervised learning methods, and one semi-supervised learning method involving linguistic analysis techniques, text analytics, and linked data. The main findings showed that professors include keywords, which are part of the technical computer terminology, in the form of verbs in the statement of the analogy and combine them in quantitative contexts with neutral or positive phrases, where numerical examples, cooking recipes, and games were the most used categories. Finally, a structure is proposed for the construction of analogies to teach programming concepts and this was validated by the professors and students.

In this paper, an approach based on genetic algorithms is proposed to form groups in collaborative learning scenarios, considering the students’ personality traits as a criterion for grouping. This formation is carried out in two stages: In the first, the information of the students is collected from a psychometric instrument based on the Big Five personality model; whereas, in the second, this information feeds a genetic algorithm that is in charge of performing the grouping iteratively, seeking for an optimal formation. The results presented here correspond to the functional and empirical validation of the approach. It is found that the described methodology is useful to obtain groups with the desired characteristics. The specific objective is to provide a strategy that makes it possible to subsequently assess in the context what type of approach (homogeneous, heterogeneous, or mixed) is the most appropriate to organize the groups.

SPL scoping is the activity for bounding Software Product Lines (SPL), gathering heterogeneous knowledge from diverse sources. For achieving an agreement among different stakeholders, a commonalty scope must be understood and committed to. However, gathering this knowledge from stakeholders with individual interests is a complex task. This paper reports the experience of scoping the SPL of a small Colombian software company, applying and evaluating a collaborative method called CoMeS-SPL. The company was looking to develop a set of products from a product previously developed with great potential to be adapted and sold to different customers. From a collaborative relationship university–enterprise model, the research groups that developed CoMeS-SPL proposed to use it answering to the company needs for defining an organization-suitable reuse scope around its platform called CORA. Both parties joined in the scoping co-production of the first SPL of the company. This method implied that the company would perform new tasks and involve other roles different for those who are used to defining the scope of a single product. The company actors considered that they obtained a useful scope and perceived the collaboration as valuable because they shared different knowledge and perspectives. The researchers were able to provide feedback on their proposed model, identifying successes and aspects to improve. The experience allowed strengthening the ties of cooperation with the company, and new projects and consultancies are being carried out.

Information and communication technologies, in general, and multimedia systems, in particular, are currently incorporated into the learning processes with certain normality. Furthermore, the scientific community agrees that video games, as a specific expression of these technologies, present additional benefits that improve many student skills. In an educational context which uses video games as learning tools, the need for a well-defined framework to develop effective educational games seems evident. However, most educational games are not supported by specific architectures; perhaps because the existing ones do not include fundamental aspects such as collaboration, adaptation or gameplay, or its conceptual language is hardly understandable to the educational team. With the aim of fill this gap, we here describe the architecture PLAGER-VG to design, execute, monitor and adapt collaborative learning processes supported by video games, focusing the paper in the design and personalization aspects. PLAGER-VG is a modular platform composed of five sub-systems which allows incrementally designing video games and using them, as well as integrating a video game with other related to it. In particular, we propose the Design Sub-system for managing the educational game design process and the Personalization Sub-system for adapting the gameplay, and therefore the educational process, to the needs of students. The architecture has been considered during the development of several video games and a set of thirty teachers have expressed their acceptance regarding the main elements of PLAGER-VG.