Research-action Methodology between Computer Science and Educational Psychology: a Multidisciplinary Approach

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Title: Research-action Methodology between Computer Science and Educational Psychology: a Multidisciplinary Approach
Authors: Jimeno-Morenilla, Antonio | Pertegal-Felices, María Luisa | Navarro Soria, Ignasi | Gil, David
Research Group/s: UniCAD: Grupo de investigación en CAD/CAM/CAE de la Universidad de Alicante | Habilidades, Competencias e Instrucción | Lucentia
Center, Department or Service: Universidad de Alicante. Departamento de Tecnología Informática y Computación
Keywords: Computer science | Educational psychology | Multidisciplinary | Laboratory practices | Interpersonal skills
Knowledge Area: Arquitectura y Tecnología de Computadores
Issue Date: 2014
Publisher: University of Silesia. Faculty of Education and Psychology
Citation: The New Educational Review. 2014, 35(1): 41-53
Abstract: Computer science studies possess a strong multidisciplinary aptitude since most graduates do their professional work outside of a computing environment, in close collaboration with professionals from many different areas. However, the training offered in computer science studies lacks that multidisciplinary factor, focusing more on purely technical aspects. In this paper we present a novel experience where computer studies and educational psychology find a common ground and realistic working through laboratory practices. Specifically, the work enables students of computer science education the development of diagnosis support systems, with artificial intelligence techniques, which could then be used for future educational psychologists. The applications developed by computer science students are the creation of a model for the diagnosis of pervasive developmental disorders (PDD), sometimes also commonly called the autism spectrum disorders (ASD). The complexity of this diagnosis, not only by the exclusive characteristics of every person who suffers from it, but also by the large numbers of variables involved in it, requires very strong and close interdisciplinary participation. This work demonstrates that it is possible to intervene in a curricular perspective, in the university, to promote the development of interpersonal skills. What can be shown, in this way, is a methodology for interdisciplinary practices design and a guide for monitoring and evaluation. The results are very encouraging since we obtained significant differences in academic achievement between students who attended a course using the new methodology and those who did not use it.
ISSN: 1732-6729
Language: eng
Type: info:eu-repo/semantics/article
Peer Review: si
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Appears in Collections:INV - UNICAD - Artículos de Revistas
INV - LUCENTIA - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas
INV - SOCEDU - Artículos de Revistas
INV - GIPEC - Artículos de Revistas

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