{rfName}
Pr

Indexed in

License and Use

Icono OpenAccess

Citations

31

Altmetrics

Analysis of institutional authors

Lozano ECorresponding AuthorGracia JAuthorCorcho OAuthorGómez-Pérez AAuthor

Share

October 17, 2018
Publications
>
Article
Sí

Problem-based learning supported by semantic techniques

Publicated to: INTERACTIVE LEARNING ENVIRONMENTS. 23 (1): 37-54 - 2015-01-02 23(1), DOI: 10.1080/10494820.2012.745431

Authors:

Lozano, E; Gracia, J; Corcho, O; Noble, RA; Gómez-Pérez, A
[+]

Affiliations

Univ Hull, Hull Int Fisheries Inst, Kingston Upon Hull HU6 7RX - Author
Univ Politecn Madrid, Ontol Engn Grp, Fac Informat, Dept Inteligencia Artificial,Sch Comp Sci - Author
Universidad Politécnica de Madrid - Author
University of Hull - Author
See more

Abstract

© 2012, © 2012 Taylor & Francis. Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner's task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models.
[+]

Keywords

OwlProblem-based learningQualitative reasoningSemantic grounding

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal INTERACTIVE LEARNING ENVIRONMENTS due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2015, it was in position , thus managing to position itself as a Q1 (Primer Cuartil), in the category E-Learning. Notably, the journal is positioned above the 90th percentile.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-25:

  • Google Scholar: 29
  • Scopus: 2
[+]

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-25:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 91.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 91 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 2.
  • The number of mentions on the social network X (formerly Twitter): 2 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://oa.upm.es/16367/

As a result of the publication of the work in the institutional repository, statistical usage data has been obtained that reflects its impact. In terms of dissemination, we can state that, as of

  • Views: 456
  • Downloads: 737
[+]

Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: Gran Bretanya; United Kingdom.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (LOZANO ARRIBAS, EMILIO) and Last Author (GOMEZ PEREZ, ASUNCION DE MARIA).

the author responsible for correspondence tasks has been LOZANO ARRIBAS, EMILIO.

[+]