Profile

Miguel Nussbaum, Es director del Departamento de Ciencia de la Computación de la Escuela de Ingeniería de la Pontificia Universidad Católica de Chile. Obtuvo el premio Avonni a la innovación en Chile en la categoría Educación el 2011, es editor de la revista Computers & Education desde 2015 (4ª de 263 del catálogo ISI de Educación), fue miembro del Consejo de la Agencia de Calidad de la Educación de Chile (2012-2017) y, en 2018 obtuvo el “Premio al Mérito Universidad Andrés Bello 2018”, mención “Educación”. Ha publicado más de 110 artículos en revistas del catálogo ISI con cerca de 10.000 citas a sus artículos, y graduado 35 alumnos de doctorado. Tiene dos MOOC en COURSERA; uno de ellos, “Hacia una práctica constructivista en el aula”, con más de 80.000 inscritos. Su investigación en diseño instruccional, que integra el uso de tecnología, está enfocada en cómo cambiar las practicas docentes en aula para lograr que los alumnos sean actores principales de su aprendizaje, desarrollando la creatividad y el pensamiento crítico. Sus desarrollos científicos se han aplicado en colegios de Argentina, Brazil, Chile, Colombia, Costa Rica, Estados Unidos, Gran Bretaña, Guatemala, India, Suecia, y Uruguay, y han tenido el patrocinio de UNESCO.

Network

Keywords from publications

Title Year Doi
Editorial: Educational technology and addictions 2020 https://doi.org/10.1016/j.compedu.2019.103730
How much does the quality of teaching vary at under -performing schools? Evidence from classroom observations in Chile 2020 https://doi.org/10.1016/j.ijedudev.2019.102125
The impact of Computers & Education measured beyond traditional bibliographical metrics 2019 https://doi.org/10.1016/j.compedu.2019.05.018
Is more detailed feedback better for problem-solving? 2019 https://doi.org/10.1080/10494820.2019.1619595
On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games 2019 https://doi.org/10.1177/0735633117744346
Having Fun Doing Math: Text Messages Promoting Parent Involvement Increased Student Learning 2019 https://doi.org/10.1080/19345747.2018.1543374
The national curriculum vs. the ideal curriculum: acknowledging student learning interests 2019 https://doi.org/10.1080/03054985.2018.1531749
User experience of government documents: A framework for informing design decisions 2019 https://doi.org/10.1016/j.giq.2018.12.005
Learning experience assessment of flipped courses 2018 https://doi.org/10.1007/s12528-017-9159-8
Research on ICT in K-12 schools A review of experimental and survey-based studies in computers & education 2011 to 2015 2017 https://doi.org/10.1016/j.compedu.2016.09.006
Designing and implementing a test for measuring cultural dimensions in primary school 2018 https://doi.org/10.1016/j.lcsi.2018.03.004
Building arguments: key to collaborative scaffolding 2018 https://doi.org/10.1080/10494820.2017.1333010
Read, write, touch: Co-construction and multiliteracies in a third-grade digital writing exercise 2018 https://doi.org/10.1111/jcal.12224
Factors affecting the adoption of information and communication technologies in teaching 2017 https://doi.org/10.1007/s10639-016-9540-7
Using a fine-grained multiple-choice response format in educational drill-and-practice video games 2017 https://doi.org/10.1080/10494820.2016.1172244
The Impact of the Technology Used in Formative Assessment: The Case of Spelling 2017 https://doi.org/10.1177/0735633116650971
Online survey: A national study with school principals 2017 https://doi.org/10.1016/j.chb.2017.03.067
Differences in Views of School Principals and Teaches regarding Technology Integration 2017
Some guidance on conducting and reporting qualitative studies 2017 https://doi.org/10.1016/j.compedu.2016.12.002
Assessment of user experience in video-based learning environments: From design guidelines to final product 2021 https://doi.org/10.1016/j.compedu.2021.104176
Taking critical thinking, creativity and grit online 2021 https://doi.org/10.1007/s11423-020-09867-1
Using metacognition to promote active learning in large business management classes 2022 https://doi.org/10.1080/14703297.2021.1887750
Technology-scaffolded peer assessment for developing critical thinking in pre-service teacher training: the importance of giving feedback 2023 https://doi.org/10.1007/s11423-022-10173-1
Developing Critical Thinking in Technical and Vocational Education and Training 2023 https://doi.org/10.3390/educsci13060590
Teachers' strategies and challenges in teaching 21st century skills: Little common understanding 2023 https://doi.org/10.1016/j.tsc.2023.101289
Practice-based 21st-century teacher education: Design principles for adaptive expertise 2023 https://doi.org/10.1016/j.tate.2023.104118
The impacts of scaffolding socially shared regulation on teamwork in an online project-based course 2022 https://doi.org/10.1016/j.iheduc.2022.100877
Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes 2022 https://doi.org/10.1016/j.compedu.2022.104446
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation 2023 https://doi.org/10.1016/j.compedu.2022.104664
Transforming the learning experience in pre-service teacher training using the flipped classroom 2022 https://doi.org/10.1080/1475939X.2022.2041476
Using Automated Planning to Provide Feedback during Collaborative Problem-Solving 2022 https://doi.org/10.1007/s40593-022-00321-2
Integrating a collaboration script and group awareness to support group regulation and emotions towards collaborative problem solving 2022 https://doi.org/10.1007/s11412-022-09362-0
What to learn? Curricular interest among socially vulnerable students 2022 https://doi.org/10.1080/03054985.2021.1956886
Assessing collaborative problem-solving skills among elementary school students 2021 https://doi.org/10.1016/j.compedu.2021.104313
Teaching through dance: An opportunity to introduce physically active academic lessons 2021 https://doi.org/10.1016/j.tate.2021.103450
Let's Spend Time Together: Text Messaging Parents to Help Math-Anxious Students 2021 https://doi.org/10.5951/jresematheduc.2020-0272
Promoting critical thinking in an online, project-based course 2021 https://doi.org/10.1016/j.chb.2021.106705
Curricular Analytics to Characterize Educational Trajectories in High-Failure Rate Courses That Lead to Late Dropout 2021 https://doi.org/10.3390/app11041436
What to Learn? Socialization of the Subject Hierarchy in Schools 2021 https://doi.org/10.1080/00131946.2020.1863805
Integrating critical thinking into the classroom: A teacher's perspective 2020 https://doi.org/10.1016/j.tsc.2020.100674
How Prioritizing Number Skills Can Act as a Mediator for Socioeconomic Inequality within a National Math Compulsory Curriculum 2020 https://doi.org/10.1086/708667
Using Multimodal and Hyperlinked Representations of Knowledge as AcademicWriting Aids 2019 https://doi.org/10.1145/3342220.3343645
How Multiple Representations Using Cyber-Physical System to Teach Rectilinear Motion Improves Learning and Creativity 2024 https://doi.org/10.3390/educsci14030293
The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading? 2024 https://doi.org/10.1016/j.compedu.2024.105014
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence 2024 https://doi.org/10.1016/j.compedu.2024.105071
Are Professional Skills Learnable? Beliefs and Expectations Among Computing Graduates 2024 https://doi.org/10.1145/3641551
High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools 2024 https://doi.org/10.1080/09243453.2024.2385931
Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention 2024 https://doi.org/10.3390/educsci14091009
The relationship between creativity and language as measured by linguistic maturity and text production 2024 https://doi.org/10.1016/j.tsc.2024.101636
The Use of Physically Active Academic Lessons During the Transition to Face-to-Face Classes 2024 https://doi.org/10.1177/21582440241255429
Reducing interpretative ambiguity in an educational environment with ChatGPT 2025 https://doi.org/10.1016/j.compedu.2024.105182
Happiness at School and Its Relationship with Academic Achievement 2024 https://doi.org/10.3390/educsci14121321

School Co-Authors

* Authors who are no longer vigent are not clickable.

External Co-Authors

  • Danilo Alvares
    4 publications
  • Macarena Santana
    2 publications
  • Alejandra Meneses
    2 publications
  • Pablo Chiuminatto
    2 publications
  • Rosario Escribano
    1 publication
  • Rodolfo Munoz
    1 publication
  • Maria Graciela Veas
    1 publication
  • Damian Gelerstein
    1 publication
  • Vagner Beserra
    1 publication
  • Vicente Martin
    1 publication
  • Carla Gallardo-Estrada
    1 publication
  • Brayan Diaz
    1 publication
  • Gustavo Barrios
    1 publication
  • Susana Claro
    1 publication
  • Franco Castillo
    1 publication
  • Felipe Lopez
    1 publication
  • Mayra Mascareno
    1 publication
  • Leonardo Madariaga
    1 publication
  • Silvana Arriagada
    1 publication
  • Monica Navarrete
    1 publication
  • Mauricio Pinto
    1 publication
  • Inaki Goni
    1 publication
  • Nicolas Acevedo
    1 publication
  • Susana Claro
    1 publication
  • Pablo Espinosa
    1 publication
  • Jonathan Michael Spector
    1 publication
  • Mayra Contreras
    1 publication
  • Anneke Timmermans
    1 publication
  • Brayan Diaz
    1 publication
  • Leonardo Madariaga
    1 publication
  • Norman Garrido
    1 publication
  • Silvana Arriagada
    1 publication
  • Carlos Alario-Hoyos
    1 publication
  • Andrea Ortiz
    1 publication
  • Victoria Guentulle
    1 publication
  • Patricia Imbarack
    1 publication
  • Matias Rojas
    1 publication
  • Ricardo Paredes
    1 publication
  • Camila Barahona
    1 publication
  • Ernesto Trevino
    1 publication
  • Samuel Greiff
    1 publication
  • Carolina Allendes
    1 publication
  • Diego Varas
    1 publication
  • Hernan Hochschild Ovalle
    1 publication
  • Victoria Guentulle
    1 publication
  • Angela Di Serio
    1 publication
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