KGB-L3 is a research group at the Universidad Rey Juan Carlos (Madrid, Spain) composed of several researchers, PhD students and graduate and undergraduate students. KGB-L3 has as main goal the investigation and promotion of computational thinking skills.
Web platform that allows to upload Scratch programs, a visual programming language oriented to the learning of programming for children, to be evaluated. Learners will receive feedback on the quality of the program, how to improve it and a global assessment of their programming capabilities. The platform includes gamification techniques, so that students can earn medals and develop their programming skills and achieve higher levels of complexity and quality.
másThis is an open source educational and geolocated game related to M-Learning & Tourism applications. It is based on the LibreGeoSocial mobile social network application, which includes a mobile augmented reality interface. You can organize and manage a mobile gymkana using Android smartphones (new generation gymkhanas) without great effort.
másNetwork of excellence of the Community of Madrid on Technology Enhanced Learning, composed by five public universities of the Community of Madrid and the UNED. Within the framework of eMadrid, a monthly seminar is organized where initiatives related to e-learning are presented and widely disseminated.
More informationThe research group has been recognized by Google with one of its RISE awards, an award that will allow them to continue their research and teaching of computer programming to children from 3 years of age onwards. This is the first time that a Spanish team has achieved one of these awards. Google RISE awards have been recognizing the work of organizations around the world to promote the dissemination of information technology since 2010.
Several members of the team are the promoters and directors of this association, which aims to create a community of teachers interested in learning and teaching to program in a fun way. Established in 2013, it has today a small but very active community of teachers who carry out activities and workshops to disseminate this movement and involve students, teachers, families and educational administrations.
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International initiative launched in 2011 in Ireland with the aim of teaching children and young people how to program. In a few months has been extended and now coderDojo is a network of centers. There are now dozens of clubs in more than 20 countries. In CoderDojo, free software is developed and free programming tools are used. Some of the things that are usually learned are: Scratch, HTML, Javascript, Arduino, Processing, Android.
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Several members of the team are the Spanish ambassadors of this initiative promoted by the European Commission taking charge, among other things, of the management and promotion of the different events and events that are going to be celebrated in our country.
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The project team has very close links with the National Institute of Educational Technologies and Teacher Training, under the Ministry of Education, Culture and Sport. Thus, one of the team members works there, while four of its members are teachers or tutors in training courses in computational thinking for teachers, including summer courses or online training courses.
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The project team is part of the Association for the Development of Educational Informatics, whose objectives are: 1. to foster Educational Informatics; 2. to promote the formation of people in New Educational Technologies; 3. the exchange of works, ideas and experiences and 4. evaluate the pedagogical quality of existing products.
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Several members of the team collaborate with the International University of La Rioja, a virtual university that offers the Master in e-learning and social networks, aimed at teachers mainly in the infantile, primary and secondary stages. They have also offered several public workshops on programming in Scratch.
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Associate Professor at the URJC, IP of the research group
Head of educational technology at INTEF, PhD student at URJC
Assistant Professor at Universidad Nacional de Educación a Distancia
Full Professor and researcher at URJC
Técnico de apoyo
Técnico de apoyo
Co-founder of programamos.es, secondary school teacher
Research assistant
| [1] | Jesús Moreno-León, Gregorio Robles, and Marcos Román-González. Towards data-driven learning paths to develop computational thinking with Scratch. IEEE Transactions on Emerging Topics in Computing, PP(99):1--1, 2017. [ bib | DOI ] |
| [2] | Marcos Román-González, Juan-Carlos Pérez-González, and Carmen Jiménez-Fernández. Which cognitive abilities underlie computational thinking? Criterion validity of the computational thinking test. Computers in Human Behavior, 72(Supplement C):678 -- 691, 2017. [ bib | DOI | http ] |
| [3] | Jesús Moreno-León, Marcos Román-González, Casper Harteveld, and Gregorio Robles. On the automatic assessment of computational thinking skills: A comparison with human experts. In Proceedings of the 2017 CHI Conference Extended Abstracts on Human Factors in Computing Systems, CHI EA '17, pages 2788--2795, New York, NY, USA, 2017. ACM. [ bib | DOI ] |
| [4] | Marcos Román-González, Jesús Moreno-León, and Gregorio Robles. Complementary tools for computational thinking assessment. In CTE 2017: International Conference on Computational Thinking Education 2017, pages 154--159, July 2017. [ bib ] |
| [5] | Efthimia Aivaloglou, Felienne Hermans, Jesús Moreno-León, and Gregorio Robles. A dataset of scratch programs: scraped, shaped and scored. In Proceedings of the 14th International Conference on Mining Software Repositories, pages 511--514. IEEE Press, 2017. [ bib ] |
| [6] | Gregorio Robles, Jesús Moreno-León, Efthimia Aivaloglou, and Felienne Hermans. Software clones in scratch projects: On the presence of copy-and-paste in computational thinking learning. In Software Clones (IWSC), 2017 IEEE 11th International Workshop on, pages 1--7. IEEE, 2017. [ bib ] |
| [7] | Jesús Moreno-León, Gregorio Robles, and Marcos Román-González. Examining the relationship between socialization and improved software development skills in the Scratch code learning environment. J. UCS, 22(12):1533--1557, 2016. [ bib ] |
| [8] | José-Manuel Sáez-López, Marcos Román-González, and Esteban Vázquez-Cano. Visual programming languages integrated across the curriculum in elementary school: A two year case study using Scratch in five schools. Computers & Education, 97:129 -- 141, 2016. [ bib | DOI | http ] |
| [9] | Jesús Moreno-León, Gregorio Robles, and Marcos Román-González. Code to learn: Where does it belong in the k-12 curriculum? Journal of Information Technology Education: Research, 15:283--303, 2016. [ bib ] |
| [10] | Marcos Román-González, Juan-Carlos Pérez-González, Jesús Moreno-León, and Gregorio Robles. Does computational thinking correlate with personality?: the non-cognitive side of computational thinking. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, pages 51--58. ACM, 2016. [ bib ] |
| [11] | Jesús Moreno-León and Gregorio Robles. Code to learn with scratch? A systematic literature review. In Global Engineering Education Conference (EDUCON), 2016 IEEE, pages 150--156. IEEE, 2016. [ bib ] |
| [12] | Jesús Moreno-León, Gregorio Robles, and Marcos Román-González. Comparing computational thinking development assessment scores with software complexity metrics. In 2016 IEEE Global Engineering Education Conference (EDUCON), pages 1040--1045, April 2016. [ bib | DOI ] |
| [13] | Jesús Moreno-León, Gregorio Robles, and Marcos Román-González. How social are Scratch learners? A comprehensive analysis of the Scratch platform for social interactions. In FLOSS Education and Computational Thinking Workshop. 12th International Conference on Open Source Systems, pages 19--26, 2016. [ bib ] |
| [14] | Jesús Moreno-León and Gregorio Robles. Dr. scratch: A web tool to automatically evaluate scratch projects. In Proceedings of the workshop in primary and secondary computing education, pages 132--133. ACM, 2015. [ bib ] |
| [15] | Luis Alberto Calao, Jesús Moreno-León, Heidy Ester Correa, and Gregorio Robles. Developing mathematical thinking with Scratch: An experiment with 6th grade students. In Design for Teaching and Learning in a Networked World, pages 17--27. Springer, 2015. [ bib ] |
| [16] | Jesús Moreno-León and Gregorio Robles. Computer programming as an educational tool in the English classroom: A preliminary study. In Global Engineering Education Conference (EDUCON), 2015 IEEE, pages 961--966. IEEE, 2015. [ bib ] |
| [17] | Jesús Moreno-León and Gregorio Robles. The Europe code week (CodeEU) initiative: Shaping the skills of future engineers. In 2015 IEEE Global Engineering Education Conference (EDUCON), pages 561--566. IEEE, 2015. [ bib ] |
| [18] | Jesús Moreno and Gregorio Robles. Automatic detection of bad programming habits in Scratch: A preliminary study. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings, pages 1--4, Oct 2014. [ bib | DOI ] |