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En los últimos años, han aumentado los congresos y revistas internacionales de investigación en educación en informática que exigen la especificación del marco teórico y las teorías de referencia que se han usado como base de los estudios publicados. La realidad es que muchos estudios se limitan a revisar los trabajos relacionados sobre el tema que tratan sin profundizar ni relacionar sus conclusiones con los resultados esperados según la literatura. En este trabajo se presenta una revisión del estado de la cuestión sobre el uso de teorías y marcos teóricos en la investigación en educación en informática y unas definiciones de conceptos que, muchas veces, se prestan a confusión. Además, se realiza un análisis de contenido de las actas de las tres últimas ediciones de las Jornadas de Enseñanza Universitaria de la Informática (JENUI) para mostrar el uso que se hace de las teorías educativas en el desarrollo de las investigaciones y experiencias publicadas. Es importante que el profesorado conozca y utilice las teorías educativas para centrar y validar su investigación, aunque nuestra área puede desarrollar otras formas de justificar las experiencias., In recent years, there has been a surge in international conferences and journals dedicated to the exploration of research in computer science education. This trend underscores the necessity for explicit specification of the theoretical framework and reference theories underpinning the published studies. However, a prevalent observation is that many studies merely skim the surface of related literature without delving into deeper analysis or establishing connections between their findings and the existing theoretical landscape. This paper endeavors to present an overview of the current landscape regarding the use of theories and theoretical frameworks in computer science education research. It aims to clarify concepts that often engender confusion. Furthermore, a content analysis of the proceedings from the last three editions of the Jornadas de Enseñanza Universitaria de la Informática (JENUI) is conducted to exemplify the application of educational theories in published research and experiences. It is imperative for educators to familiarize themselves with and employ educational theories to both guide and substantiate their research. However, our field has the potential to explore alternative methodologies for justifying educational experiences.

Existen muchos trabajos sobre de la brecha de género en los estudios de informática, pero no tantos sobre el desempeño de las graduadas durante sus estudios. Este artículo explora la trayectoria académica de las graduadas y graduados en Ingeniería Informática de la Universitat Oberta de Catalunya (UOC), analizando las posibles diferencias en lo que concierne a la vía de acceso, al itinerario escogido y a su rendimiento académico. Los resultados muestran diferencias importantes en la vía de acceso, donde las mujeres se incorporan principalmente con una titulación universitaria previa, empezada o finalizada, mientras que los hombres lo hacen también desde ciclos formativos de grado superior. Su trayectoria y rendimiento son similares –ligeramente superior en las mujeres–, pero escogen itinerarios diferentes. No obstante, el género no parece ser el único factor que determina esta elección. Esto permite corroborar algunas de las creencias habituales y contradecir otras, en el contexto de una universidad en línea., There are many papers on the gender gap in computer science studies, but not so many on the performance of female graduates during their degree. This work explores the academic trajectory of Computer Engineering graduates from the Universitat Oberta de Catalunya (UOC), analyzing the possible differences regarding their university entrance, their chosen itinerary and their academic performance. The results show important differences in the entrance to university, as most women access from a previous university degree, started or completed, while men also do so from vocational training cycles. Their trajectory and performance are similar –slightly better in the case of women–, but they choose different elective itineraries. However, gender does not seem to be the only factor determining this choice. This allows us to corroborate some of the common beliefs and contradict others, in the context of an online university.

Evidence-based strategies suggest ways to reduce the gender gap in computing. For example, elective classes are valuable in enabling students to choose in which directions to expand their computing knowledge in areas aligned with their interests. The availability of electives of interest may also make computing programs of study more meaningful to women. However, research on which elective computing topics are more appealing to women is often class or institution specific. In this study, we investigate differences in enrollment within undergraduate-level elective classes in computing to study differences between women and men. The study combined data from nine institutions from both Western Europe and North America and included 272 different classes with 49,710 student enrollments. These classes were encoded using ACM curriculum guidelines and combined with the enrollment data to build a hierarchical statistical model of factors affecting student choice. Our model shows which elective topics are less popular with all students (including fundamentals of programming languages and parallel and distributed computing), and which elective topics are more popular with women students (including mathematical and statistical foundations, human computer interaction and society, ethics, and professionalism). Understanding which classes appeal to different students can help departments gain insight of student choices and develop programs accordingly. Additionally, these choices can also help departments explore whether some students are less likely to choose certain classes than others, indicating potential barriers to participation in computing.

Purpose. The use of educational videos in higher education is increasingly widespread among professors and students. Numerous digital platforms worldwide provide publicly available educational videos. This study investigates the perceptions of LIS students in three countries: Bosnia and Herzegovina, Croatia, and Spain, specifically focusing on their searches for educational videos on YouTube. Additionally, it examines their habits, motivations, and reasons for searching for educational videos in relation to their studies. Methodology. The authors employed the focus group technique. Two focus groups were conducted in Bosnia and Herzegovina, one in Croatia, and two in Spain. The sample consisted of LIS students selected through convenience sampling. The age range of the students was approximately 19 to 25 years old. Limitations. One of the limitations is that some students had to communicate in English, which is not their native language. While they were quite fluent, it is possible that some nuances in the interaction may have been missed. Results. The results show that LIS students have similar motivations for searching for educational videos, such as improving their knowledge and having new or addition- al information beyond what is provided in class. However, there are differences in the way they consume educational videos. The number of videos available in their native language is limited. They need to search for educational videos in a non-native language they know. This also suggests that they use different methods for finding educational videos. Originality/value. The paper presents the original results of the research on students from three different countries in the field of Library and Information Science regarding the use of educational videos in their studies.

Las asignaturas de programación tienen un elevado número de estudiantes repetidores que lo intentan una segunda, tercera o incluso más veces. Son estudiantes que normalmente se ven obligados a hacer actividades similares a las que no supieron o no pudieron hacer en los intentos anteriores. Este artículo presenta el diseño y experiencia de una intervención específica para este colectivo de estudiantes basado en los resultados de un análisis previo sobre su comportamiento. En dicha intervención se ha reforzado el acompañamiento del profesor para mejorar el apoyo ofrecido a los estudiantes repetidores, pero no ha resultado suficiente. En consecuencia, se propone una futura línea de investigación consistente en un diseño más completo y específico que permita aprovechar el trabajo y los logros previos de cada estudiante repetidor., Programming courses have a high number of students who are compelled to repeat a second, third or even more times. They are students who are usually forced to do activities very similar to those they did not know or could not do in previous attempts and without taking advantage of the work already done. This article presents the design of a specific intervention for this group of students based on the results of a previous analysis. Such an intervention reinforces the accompaniment of the teacher in order to improve the support offered to the repeating students. However, this reinforcement has not been enough, so a more complete and specific design is proposed as a future line that allows us to take advantage of the previous achievements of each repeating student.

Una metodología adecuada para la adquisición de competencias de programación se basa en el trabajo continuado de conceptos teóricos, combinado con la realización de ejercicios prácticos. Es importante que la curva de aprendizaje permita a los estudiantes ir avanzando de forma progresiva, incluyendo elementos que promuevan la reflexión sobre su aprendizaje. Este artículo analiza la trayectoria seguida por los estudiantes en cuanto a la realización de los ejercicios prácticos de evaluación continua, organizados como una secuencia que combina ejercicios obligatorios para superar la asignatura, con otros optativos que pueden decidir entregar o no a lo largo del semestre. Dicho análisis se ha llevado a cabo mediante el uso de redes bayesianas. Los resultados muestran que el perfil de los estudiantes es poco determinante para la superación de la asignatura, pero sí lo es su nivel de seguimiento de la primera actividad., To foster the acquisition of computer programming competencies, combining theoretical concepts with practical exercises in a continuous sequence seems to be an appropriate methodology. It is important that the learning curve allows students to advance in a progressive manner, including elements that promote reflection. This paper analyzes learners’ paths with respect to the practical exercises, which are organized as a sequence combining mandatory and optional exercises, so learners can decide which exercises they want to submit along the semester. Such analysis was performed using Bayesian networks. Results show that learners’s profile seems to be of no relevance to determine their performance, but it is for their engagement level in the first exercise.