The work at hand is part of a wider study the aim of which was to determine what kind of factors influence pragmatic failure in an online adaptive placement test taken by Spanish students in their first year at university. A preceding analysis (Carrió and Martín, 2016) showed the type of personal factors that caused the exam takers pragmatic failure according to their own perception. In this paper, we go deeper and search about what specific pragmatic categories the items more frequently failed in the test belong to, so that we can reach some conclusions about its content validity and state whether the pragmatics construct is underrepresented or not in this test.
From the outset the incorporation of ICT and artificial intelligence (AI) in the education field generated a social debate that is still ongoing. One of the most controversial aspects was the introduction of intelligent tutoring and online learning systems. In 2016, the Artificial Intelligence and Life in 2030report predicted that these systems would become the norm in classrooms in just fifteen years. Five years since the publication of that report, we need to know the current state of the art. One aim of this study is to investigate the relationship between the teacher-recommended use of ICT and artificial intelligence in the writing process and how this technology is actually used by students. Another aim is to determine what type of automated assessment and corrective feedback is applied by teachers and what perception both groups have about the use of ICT and AI. To conduct this study, we designed two ad hoc questionnaires, which were completed by 53 professors and 101 students from the Polytechnic University of Valencia (UPV) and the University of Valencia (UV). One result from this research is that while 79% of teachers recommend using ICT, only 61.4% of students follow this recommendation. One conclusion we can draw is that ICT and AI have not yet been fully integrated into language teaching and learning. At the same time, most participants in this study admit that they do not take full advantage of this technology.
The objective of this study is to analyse the effectiveness of the academic poster as a pedagogical resource for the promotion of cross-curricular competences in engineering students. This study has been carried out with the participation of 402 students enrolled in different courses at the School of Design Engineering and the School of Telecommunication Engineering during the 2020-21 academic year. The results are drawn from pre-project and post-project questionnaires exploring the learner’s expectations and overall satisfaction upon completion. The authors also discuss project alignment with a number of cross-curricular competences. Although the degree of satisfaction in general has been slightly lower than the participants’ expectations, it should be noted that a high percentage of them value very positively the usefulness of the academic poster in acquiring cross-curricular competences.
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