Browsing by Author "Ibarra Cabrera, Manuel J."

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    ApuEmo: Emotion Classification in Spanish Through a Hybrid Model With Transformer and Recurrent Layer
    (IEEE Access, 2026-03-12) Mamani Coaquira, Yonatan; Ibarra Cabrera, Manuel J.; Aquino Cruz, Mario; Mollocondo Flores, Wilson J.
    Emotion classification in social networks is a crucial task, driven by the increasing need to analyze the opinions and feelings expressed across various platforms such as Facebook, YouTube, Instagram, and X. This work presents a novel hybrid approach for emotion classification in Spanish-language texts, integrating the pre-trained SaBERT embedding with recurrent neural networks and attention mechanisms. A rigorous evaluation using the TASS 2020 dataset from the Workshop on Semantic Analysis for Task 2: Emotion Detection, alongside a collection of Spanish comments sourced from Facebook related to the Apurimac region in Peru, was conducted. The results show that the proposed model outperforms representative state-of-the-art models, such as ELiRF-UPV and UMUTeam, achieving a maximum F1-Macro value of 0.49. Moreover, complementary lexical and emotional analyses allowed for validating the model’s behaviour in regional contexts, revealing an emotional distribution consistent with the cultural and linguistic content of the Apurimac region in Peru.
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    Design and Evaluation of a Multisensory Tangible Game Device for Inclusive Pre-Braille Literacy
    (MDPI Education Sciences, 2026-03-12) Ibarra Cabrera, Manuel J.; Gamarra Chipa, Roel Waldiry; Rojas Enriquez, Hesmeralda; Mamani Coaquira, Yonatan; Huillcen Baca, Herwin Alayn; Calderon Vilca, David
    This paper presents the design and evaluation of a multisensory tangible game device aimed at promoting pre-Braille literacy in children with varying visual abilities, including those who are blind, partially sighted, and sighted. The prototype integrates tactile, auditory, and visual elements to provide an inclusive and engaging learning experience. The device combines educational content with game-based learning, allowing users to interact with Braille characters through touch while receiving auditory feedback and visual cues. A focus group evaluation was conducted to assess the prototype’s effectiveness, engagement, and educational value. Results indicated that the device successfully captured users’ attention, with 83% recognizing its potential as a valuable educational tool for teaching pre-Braille literacy, 92% of participants reporting high engagement, and 75% of participants agreeing with the serious game approach. Feedback also highlighted areas for improvement, including the need for clearer tactile differentiation and more adaptive learning features. This study demonstrates the potential of combining multisensory feedback and serious gaming to enhance literacy education in children with visual impairments and provides insights into the further development of inclusive educational technologies.