<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1665-6180</journal-id>
<journal-title><![CDATA[Apertura (Guadalajara, Jal.)]]></journal-title>
<abbrev-journal-title><![CDATA[Apert. (Guadalaj., Jal.)]]></abbrev-journal-title>
<issn>1665-6180</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Sistema de Universidad Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-61802016000200008</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estado afectivo en la identificación automática de estilos de aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Affective state in automatic identification of learning styles]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar Lugo]]></surname>
<given-names><![CDATA[Guillermo Mario]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García López]]></surname>
<given-names><![CDATA[Ramona Imelda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Balderrama Trápaga]]></surname>
<given-names><![CDATA[Jorge Arturo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Torres]]></surname>
<given-names><![CDATA[Luis Felipe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>8</volume>
<numero>1</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-61802016000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-61802016000200008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-61802016000200008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La aportación principal de este trabajo es la definición de reglas para la identificación de estilos de aprendizaje mediante la fusión de la información monitoreada sobre el comportamiento, desempeño y estado afectivo de los estudiantes en un entorno virtual de aprendizaje, con base en fundamentos teóricos de la psicología cognitiva y estilos de aprendizaje. Revisamos diferentes teorías y modelos de emociones, modelos de estilos de aprendizaje y tipos de plataformas tecnológicas educativas. Como resultado del estudio, seleccionamos patrones de comportamiento, desempeño y estado afectivo, así como las fórmulas y reglas que permiten la integración de dichos patrones para la identificación automática de estilos de aprendizaje. El sistema de administración del conocimiento Moodle servirá como base para la validación de las reglas propuestas a través de un caso de estudio en un trabajo futuro.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The main contribution of this work is the definition of rules for identifying learning styles by merging monitored information about behavior, performance and emotional state of students in a virtual learning environment (VLE) based on theoretical foundations from cognitive psychology and learning styles. Different theories and models of emotions, models of learning styles and types of educational technology platforms were reviewed. As a result of the study, patterns of behavior, performance and emotional state as well as formulas and rules that allow the integration of such patterns for automatic identification of learning styles were selected. Finally, an LMS (Moodle) had been selected which will serve as the basis for the validation of the proposed rules through a case study in future work.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estilos de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[entornos virtuales de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[medición de afectividad]]></kwd>
<kwd lng="es"><![CDATA[tecnología educativa]]></kwd>
<kwd lng="en"><![CDATA[styles]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environments]]></kwd>
<kwd lng="en"><![CDATA[affective measures]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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