Browsing by Autor "Francisco Cuadrado"

Now showing 1 - 6 of 6

A Meta-Methodology for User Evaluation of Artificial Intelligence Generated Music; Using the Analytical Hierarchy Process, Likert and Emotional State Estimations
(Taylor & Francis, 2025) Miguel Civit; Véronique Drai-Zerbib; Francisco Cuadrado; María José Escalona
Book Reviews
(Intellect, 2015) Francisco Cuadrado; Karen Wise; Dr Jonathan Savage
Abstract Computational Thinking in Sound. Teaching the Art & Science of Music & Technology, Gena R. Greher and Jesse M. Heiness (2014) 1st ed., New York: Oxford University Press, 232 pp., ISBN: 9780199826179, h/bk, $ 99; ISBN: 9780199826193, p/bk, $ 35 Activating Diverse Musical Creativities: Teaching and Learning in Higher Music Education, Pamela Burnard and Elizabeth Haddon (EDS) (2015) London: Bloomsbury, 289 pp., ISBN: 978-1-4725-8911-8, h/bk, £24.99 Music Learning Today: Digital Pedagogy for Creating, Performing and Responding to Music, Bauer, W.I. (2014) 1st edition, New York: Oxford University Press, ISBN: 978-0-19-989059-0, p/bk, £20.99
Class Integration of ChatGPT and Learning Analytics for Higher Education.
(2024) Miguel Civit; María José Escalona; Francisco Cuadrado; Salvador Reyes de Cózar
Background: Active Learning with AI-tutoring in Higher Education tackles dropout rates. Objectives: To investigate teaching-learning methodologies preferred by students. ChatGPT-based gamified learning methodology is compared to another active learning methodology and a traditional methodology. Study with Learning Analytics to evaluate alternatives, their implementation, and help students elect the best strategies according to their preferences. Methods: Comparative study of three learning methodologies in a Single-Group counterbalanced with 45 university students. It follows a pretest/post-test approach using AHP and SAM. HRV and GSR used for emotional state estimation. Findings: Criteria related to in-class experiences valued higher than test-related criteria. Chat-GPT integration was well regarded compared to well-established methodologies. Student emotion self-assessment correlated with physiological measures, validating used Learning Analitycs. Conclusions: Proposed model AI-Tutoring classroom integration functions effectively at increasing engagement and avoiding false information. AHP with the physiological measuring allows students to determine preferred learning methodologies, avoiding biases, and acknowledging minority groups.
Música, Sonido y Alfabetización Multimodal: Una Revisión Sistemática
(Jesus Tejada and Universidad de Valencia, 2023) José J. Roa-Trejo; Alejandra Pacheco‐Costa; Francisco Cuadrado
La alfabetización multimodal implica el uso de múltiples modos de comunicación en la comprensión y producción de textos. Esta revisión examina el sonido y la música en la investigación sobre alfabetización multimodal, analizando 48 trabajos de las bases de datos Web of Science y Scopus. Identifica métodos y aspectos educativos comunes en los textos y explora cómo se aplica la alfabetización multimodal en entornos académicos. El estudio destaca la versatilidad del modo auditivo, que abarca efectos sonoros, vocalizaciones, música y otros. Sin embargo, algunos estudios limitan el uso del sonido a la "música de fondo", sin profundizar demasiado en su función comunicativa. Esta investigación contribuye a comprender las implicaciones del sonido y su potencial para implicar a los alumnos en una sociedad multimodal.
Música, Sonido y Alfabetización Multimodal: Una Revisión Sistemática
(Jesus Tejada and Universidad de Valencia, 2023) José J. Roa-Trejo; Alejandra Pacheco‐Costa; Francisco Cuadrado
La alfabetización multimodal implica el uso de múltiples modos de comunicación en la comprensión y producción de textos. Esta revisión examina el sonido y la música en la investigación sobre alfabetización multimodal, analizando 48 trabajos de las bases de datos Web of Science y Scopus. Identifica métodos y aspectos educativos comunes en los textos y explora cómo se aplica la alfabetización multimodal en entornos académicos. El estudio destaca la versatilidad del modo auditivo, que abarca efectos sonoros, vocalizaciones, música y otros. Sin embargo, algunos estudios limitan el uso del sonido a la "música de fondo", sin profundizar demasiado en su función comunicativa. Esta investigación contribuye a comprender las implicaciones del sonido y su potencial para implicar a los alumnos en una sociedad multimodal.
Musicalizatech: A collaborative music production project for secondary and high-school students
(Intellect, 2017) Francisco Cuadrado; Isabel López Cobo; Beatriz Valverde; David Varona
Abstract Musicalizatech was a project that promoted music creation and production among students of Secondary and High Schools, fostering at the same time creativity, the use of technology, and collaborative and informal learning. A total of 46 participants from Secondary Education and High Schools in Seville and Cordoba, grouped in fifteen pre-formed bands, joined the project. This study used mixed methods; the main instruments were individual questionnaires and a focus group. The study also included the analysis of the different versions of the songs and their evolution, the participants’ individual contributions to an online private diary and their interactions within a customized designed online platform. Results showed a clear impact on participants in different areas: development of social and emotional skills, ability to problem solving and work in teams, development of technological skills and clear improvements in the process of musical creation.