Genaro Rebolledo, Ph.D.
AI and Emotion Detection Expert with Over 20 Years of Academic and Industry Experience, Including Extensive Teaching and Research.
Connect with Genaro
Research Interests
Affective Computing
Extensive experience in emotion detection and AI systems development, particularly focused on educational technology and human-computer interaction.
Machine Learning & Deep Learning
Expert in designing and implementing advanced ML models, including CNNs and RNNs, for predictive and adaptive systems.
Data Visualization
Proficient in developing advanced data visualization solutions using Shiny, Looker and other tools to enhance business intelligence and decision-making.
Publications​
Most Cited Papers
  1. de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., & Magoulas, G. (2010). Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41(1), 69-85. [547 citations]
  1. Rebolledo-Mendez, G., Dunwell, I., & Martínez-Mirón, E.A. (2009). Assessing NeuroSky’s usability to detect attention levels in an assessment exercise. Human-Computer Interaction: New Trends, 13th Int. Conf., 2009, pp. 252. [252 citations]
  1. Rebolledo-Mendez, G., Avramides, K., & De Freitas, S. (2009). Societal impact of a serious game on raising public awareness: The case of FloodSim. ACM SIGGRAPH Symposium on Video Games, 2009, pp. 15-22. [151 citations]
  1. du Boulay, B., Avramides, K., Luckin, R., & Rebolledo-Mendez, G. (2010). Towards systems that care: A conceptual framework based on motivation, metacognition and affect. International Journal of Artificial Intelligence in Education, 20(3), 197-229. [113 citations]
  1. de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2009). Developing an evaluation methodology for immersive learning experiences in a virtual world. Conf. in Games and Virtual Worlds for Serious Applications, 2009, pp. 43-50. [83 citations]
  1. Rebolledo-Mendez, G., du Boulay, B., & Luckin, R. (2006). Motivating the learner: An empirical evaluation. Int. Conf. on Intelligent Tutoring Systems, 2006, Lecture Notes in Computer Science, vol. 4053, Springer, Berlin, Heidelberg. pp. 545-554. [82 citations]
  1. Ogan, A., Walker, E., Baker, R., Rebolledo Mendez, G., & Jimenez Castro, M. (2012). Collaboration in cognitive tutor use in Latin America: Field study and design recommendations. SIGCHI Conf. on Human Factors in Computing Systems, 2012, pp. 67. [67 citations]
  1. Rebolledo-Mendez, G., Reyes, A., & Paszkowicz, S. (2014). Developing a body sensor network to detect emotions during driving. IEEE Transactions on Intelligent Transportation Systems, 15(4), 1850-1854. [66 citations]
Recent Papers (2020-2024)
  1. Cai, M., Rebolledo-Mendez, G., Arevalo, G., Tang, S.S., Abdullah, Y.A., & Demmans Epp, C. (2024). Toward Supporting Adaptation: Exploring Affect’s Role in Cognitive Load when Using a Literacy Game. Proc. of the CHI Conf. on Human Factors in Computing Systems, pp. 1-17.
  1. Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., & Santos, O.C. (2023). Preface. Communications in Computer and Information Science, 1831 CCIS.
  1. Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., & Santos, O.C. (2023). Preface. Lecture Notes in Computer Science, 13916 LNAI.
  1. Lerma-Noriega, C.A., Flores-Palacios, M.L., Cobos-Cobos, T.L., & Rebolledo-Mendez, G. (2023). InContext: Learning Comparison of Mexican and Colombian Students Using a Mobile Application. Pixel-Bit, Revista de Medios y Educacion, 67.
  1. Rebolledo-Mendez, G., Huerta-Pacheco, N.S., Baker, R.S., & Du Boulay, B. (2022). Meta-Affective Behaviour within an Intelligent Tutoring System for Mathematics. Int. J. of Artificial Intelligence in Education, 32(1).
  1. Arrona-Palacios, A., Rebolledo-Mendez, G., Escamilla, I., Hosseini, S., & Dufly, J. (2022). Effects of COVID-19 lockdown on sleep duration, sleep quality and burnout in faculty members of higher education in Mexico. Ciencia e Saude Coletiva, 27(8).
  1. Melendez-Armenta, R.A., Rebolledo-Mendez, G., & Huerta-Pacheco, N.S. (2022). Typifying Students’ Help-Seeking Behavior in an Intelligent Tutoring System for Mathematics. Ingenieria e Investigacion, 42(2).
  1. Garcia-Ruiz, M.A., Kapralos, B., & Rebolledo-Mendez, G. (2021). An overview of olfactory displays in education and training. Multimodal Technologies and Interaction, 5(10).
  1. Garcia-Ruiz, M.A., Kapralos, B., & Rebolledo-Mendez, G. (2021). Towards Effective Odor Diffusion with Fuzzy Logic in an Olfactory Interface for a Serious Game. Lecture Notes in Computer Science, 13095 LNCS.
  1. Lerma-Noriega, C.A., Flores-Palacios, M.L., & Rebolledo-Mendez, G. (2020). InContext: A mobile application for the improvement of learning strategies at University. Comunicar, 28.
  1. Garza-Gatza, L.A., Ruiz-Lozano, R.E., Rebolledo-Mendez, G., Ibarra-Nava, I., Morales-Garza, H.J., & Ancona-Lezama, D. (2020). Challenge of retinoblastoma in Mexico in 2020: Perspectives and solutions. Journal of Ophthalmology, 2020.
  1. Huerta-Pacheco, N.S., Rebolledo-Mendez, G., Aguirre, V., Hernandez-Gonzalez, S., & Lara-Munoz, E.M. (2019). Relevance of cultural dimensions in affective cognitive behavior during interaction with an intelligent tutoring system. CEUR Workshop Proceedings, 2354.
Full Publications List
  1. Cai, M., Rebolledo Mendez, G., Arevalo, G., Tang, S. S., Abdullah, Y. A., & Demmans Epp, C. (2024, May). Toward Supporting Adaptation: Exploring Affect’s Role in Cognitive Load when Using a Literacy Game. In Proceedings of the CHI Conference on Human Factors in Computing Systems (pp. 1-17).
  1. Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., Santos, O.C. (2023). Preface. Communications in Computer and Information Science, 1831 CCIS.
  1. Wang, N., Rebolledo-Mendez, G., Dimitrova, V., Matsuda, N., Santos, O.C. (2023). Preface. Lecture Notes in Computer Science, 13916 LNAI.
  1. Lerma-Noriega, C.-A., Flores-Palacios, M.-L., Cobos-Cobos, T.-L., Rebolledo-Méndez, G. (2023). InContext: Learning Comparison of Mexican and Colombian Students Using a Mobile Application. Pixel-Bit, Revista de Medios y Educacion, 67.
  1. Rebolledo-Mendez, G., Huerta-Pacheco, N.S., Baker, R.S., du Boulay, B. (2022). Meta-Affective Behaviour within an Intelligent Tutoring System for Mathematics. International Journal of Artificial Intelligence in Education, 32(1).
  1. Arrona-Palacios, A., Rebolledo-Mendez, G., Escamilla, J., Hosseini, S., Duffy, J. (2022). Effects of COVID-19 lockdown on sleep duration, sleep quality and burnout in faculty members of higher education in Mexico. Ciencia e Saude Coletiva, 27(8).
  1. Melendez-Armenta, R.A., Rebolledo-Mendez, G., Huerta-Pacheco, N.S. (2022). Typifying Students’ Help-Seeking Behavior in an Intelligent Tutoring System for Mathematics. Ingenieria e Investigacion, 42(2).
  1. Garcia-Ruiz, M.A., Kapralos, B., Rebolledo-Mendez, G. (2021). An overview of olfactory displays in education and training. Multimodal Technologies and Interaction, 5(10).
  1. Garcia-Ruiz, M., Kapralos, B., Rebolledo-Mendez, G. (2021). Towards Effective Odor Diffusion with Fuzzy Logic in an Olfactory Interface for a Serious Game. Lecture Notes in Computer Science, 13095 LNCS.
  1. Lerma-Noriega, C.-A., Flores-Palacios, M.-L., Rebolledo-Mendez, G. (2020). InContext: A mobile application for the improvement of learning strategies at University. Comunicar, 28.
  1. Garza-Garza, L.A., Ruiz-Lozano, R.E., Rebolledo-Mendez, G., Ibarra-Nava, I., Morales-Garza, H.J., & Ancona-Lezama, D. (2020). Challenge of retinoblastoma in Mexico in 2020: Perspectives and solutions. Journal of Ophthalmology, 2020.
  1. Huerta-Pacheco, N.S., Rebolledo-Mendez, G., Aguirre, V., Hernandez-Gonzalez, S., & Lara-Munõz, E.M. (2019). Relevance of cultural dimensions in affective-cognitive behavior during interaction with an intelligent tutoring system. CEUR Workshop Proceedings, 2354.
  1. Lara-Munõz, E.M., Rebolledo-Méndez, G., Rojano-Cacéres, J.R., & Huerta-Pacheco, N.S. (2019). Cultural factors linked to collaborative learning in an Intelligent Tutoring System in the domain of mathematics. CEUR Workshop Proceedings, 2354.
  1. Lara Muñoz, E.M., Rebolledo Méndez, G., & Rojano Cáceres, J.R. (2019). Improving the use of collaborative activities by student pairs using mathematics educational technology. Revista Complutense de Educacion, 30(2).
  1. Huerta-Pacheco, N.S., Rebolledo-Mendez, G., Hernandez-Gonzalez, S., & Castro-Lopez, C.R. (2017). Towards cognitive-affective modeling based on students' traits and preferences. ACM International Conference Proceeding Series, Part F1311.
  1. Lara-Muñoz, E.M., Rebolledo-Méndez, G., & Rojano-Cáceres, J.R. (2017). The influence of learning styles in collaborative activities. ACM International Conference Proceeding Series, Part F1311.
  1. Huerta-Pacheco, N.S., Rebolledo-Mendez, G., & Hernandez-Gonzalez, S. (2016). Cognitive-affective modelling approach in tutoring system. Proceedings - 1st International Workshop on Emotion Awareness in Software Engineering, SEmotion 2016.
  1. Padrón-Rivera, G., Rebolledo-Mendez, G., Parra, P.P., & Huerta-Pacheco, N.S. (2016). Identification of action units related to affective states in a tutoring system for mathematics. Educational Technology and Society, 19(2).
  1. Rebolledo-Mendez, G., Mavrikis, M., Santos, O.C., Du Boulay, B., Grawemeyer, B., & Rojano-Cáceres, R. (2015). International workshop on affect, meta-affect, data and learning (AMADL 2015). Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9112.
  1. Padrón-Rivera, G., & Rebolledo-Mendez, G. (2015). Identifying affective trajectories in relation to learning gains during the interaction with a tutoring system. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 9112.
  1. Martínez-Mirón, E.-A., & Rebolledo-Méndez, G. (2015). Cultural aspects related to motivation to learn in a Mexican context. CEUR Workshop Proceedings, 1446.
  1. Rebolledo-Mendez, G., Mavrikis, M., Santos, O. C., Du Boulay, B., Grawemeyer, B., & Rojano-Cáceres, R. (2015). Preface. CEUR Workshop Proceedings, 1446.
  1. Rebolledo-Mendez, G., Mavrikis, M., Santos, O. C., Du Boulay, B., Grawemeyer, B., & Rojano-Cáceres, R. (2015). Preface. CEUR Workshop Proceedings, 1432.
  1. Martínez-Mirón, E.-A., & Rebolledo-Méndez, G. (2015). Cultural aspects related to motivation to learn in a Mexican context. CEUR Workshop Proceedings, 1432.
  1. Rebolledo-Mendez, G., Reyes, A., Paszkowicz, S., Domingo, M. C., & Skrypchuk, L. (2014). Developing a body sensor network to detect emotions during driving. IEEE Transactions on Intelligent Transportation Systems, 15(4), 1793-1802.
  1. Terzis, V., Moridis, C. N., Economides, A. A., & Mendez, G. R. (2013). Computer based assessment acceptance: A cross-cultural study in Greece and Mexico. Educational Technology and Society, 16(3), 275-286.
  1. Ogan, A., Walker, E., Baker, R. S. J. D., Rebolledo-Mendez, G., Castro, M. J., Laurentino, T., & De Carvalho, A. (2012). Collaboration in cognitive tutor use in Latin America: Field study and design recommendations. In Conference on Human Factors in Computing Systems - Proceedings (pp. 1315-1324).
  1. de Freitas, S., Dunwell, I., & Rebolledo-Mendez, G. (2011). Learning as immersive experience: Learning and teaching practices in virtual worlds. In Teaching and Learning in 3D Immersive Worlds: Pedagogical Models and Constructivist Approaches (pp. 17-38).
  1. Sosa Jimenez, C. O., Mesa, H. G. A., Rebolledo-Mendez, G., & De Freitas, S. (2011). Classification of cognitive states of attention and relaxation using supervised learning algorithms. In 2011 IEEE International Games Innovation Conference, IGIC 2011 (pp. 228-231).
  1. Walker, E., Ogan, A., Baker, R. S. J. D., De Carvalho, A., Laurentino, T., Rebolledo-Mendez, G., & Castro, M. J. (2011). Observations of collaboration in cognitive tutor use in Latin America. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6738 LNAI) (pp. 791-794).
  1. du Boulay, B., Avramides, K., Luckin, R., Martínez-Mirón, E., Méndez, G. R., & Carr, A. (2010). Towards systems that care: A Conceptual Framework based on motivation, metacognition and affect. International Journal of Artificial Intelligence in Education, 20(3), 197-229.
  1. Rebolledo-Méndez, G., De Freitas, S., Rojano-Caceres, J. R., & Garcia-Gaona, A. R. (2010). An empirical examination of the relation between attention and motivation in computer-based education: A modeling approach. In Proceedings of the 23rd International Florida Artificial Intelligence Research Society Conference, FLAIRS-23 (pp. 326-331).
  1. Panzoli, D., Qureshi, A., Dunwell, I., Petridis, P., De Freitas, S., & Rebolledo-Mendez, G. (2010). Levels of Interaction (LoI): A model for scaffolding learner engagement in an immersive environment. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 6095 LNCS) (pp. 529-538).
  1. de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2010). Learning as immersive experiences: Using the four-dimensional framework for designing and evaluating immersive learning experiences in a virtual world. British Journal of Educational Technology, 41(1), 69-85.
  1. Rebolledo-Mendez, G., Avramides, K., Freitas, S. D., & Memarzia, K. (2009). Societal impact of a serious game on raising public awareness: The case of FloodSim. In Proceedings of the 2009 ACM SIGGRAPH Symposium on Video Games, Sandbox '09 (pp. 53-58).
  1. Rebolledo-Mendez, G., Dunwell, I., Martínez-Mirón, E. A., Vargas-Cerdán, M. D., De Freitas, S., Liarokapis, F., & García-Gaona, A. R. (2009). Assessing NeuroSky's usability to detect attention levels in an assessment exercise. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 5610 LNCS (pp. 175-183).
  1. Liarokapis, F., Macan, L., Malone, G., Rebolledo-Mendez, G., & De Freitas, S. (2009). A pervasive augmented reality serious game. In Proceedings of the 2009 Conference in Games and Virtual Worlds for Serious Applications, VS-GAMES 2009 (pp. 75-82).
  1. de Freitas, S., Rebolledo-Mendez, G., Liarokapis, F., Magoulas, G., & Poulovassilis, A. (2009). Developing an evaluation methodology for immersive learning experiences in a virtual world. In Proceedings of the 2009 Conference in Games and Virtual Worlds for Serious Applications, VS-GAMES 2009 (pp. 67-74).
  1. Rebolledo-Mendez, G., De Freitas, S., & Gaona, A. R. G. (2009). A model of motivation based on empathy for AI-driven avatars in virtual worlds. In Proceedings of the 2009 Conference in Games and Virtual Worlds for Serious Applications, VS-GAMES 2009 (pp. 13-20).
  1. Peters, C., Asteriadis, S., & Rebolledo-Mendez, G. (2009). Modelling user attention for human-agent interaction. In 2009 10th International Workshop on Image Analysis for Multimedia Interactive Services, WIAMIS 2009 (pp. 1-4).
  1. Liarokapis, F., Macan, L., Malone, G., Rebolledo-Mendez, G., & De Freitas, S. (2009). Multimodal augmented reality tangible gaming. Visual Computer, 25(12), 1187-1199.
  1. Rodrigo, M. T., Rebolledo-Mendez, G., Baker, R. S. J. D., Du Boulay, B., Sugay, J. O., Lim, S. A. L., Espejo-Lahoz, M. B., & Luckin, R. (2008). The effects of motivational modeling on affect in an intelligent tutoring system. In Proceedings - ICCE 2008: 16th International Conference on Computers in Education (pp. 475-482).
  1. Rebolledo-Mendez, G., Burden, D., & De Freitas, S. (2008). A model of motivation for virtual-worlds avatars. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 5208 LNAI, 671-682.
  1. Chen, Y.-F., Rebolledo-Mendez, G., Liarokapis, F., De Freitas, S., & Parker, E. (2008). The use of virtual world platforms for supporting an emergency response training exercise. In Proceedings of CGAMES 2008 - 13th International Conference on Computer Games: AI, Animation, Mobile, Educational and Serious Games (pp. 171-175).
  1. du Boulay, B., Rebolledo Méndez, G., & Luckin, R. (2007). Motivationally intelligent systems: Diagnosis and feedback. Frontiers in Artificial Intelligence and Applications, 158, 216-223.
  1. Rebolledo-Mendez, G., Boulay, B. D., & Luckin, R. (2006). Motivating the learner: An empirical evaluation. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 4053 LNCS, 370-380.
  1. Conati, C., du Boulay, B., Frasson, C., Johnson, L., Luckin, R., Martinez-Miron, E. A., Pain, H., Porayska-Pomsta, K., & Rebolledo-Mendez, G. (2005). Motivation and affect in educational software. Frontiers in Artificial Intelligence and Applications, 125, 160-167.
  1. Rebolledo Mendez, G., du Boulay, B., & Luckin, R. (2005). “Be bold and take a challenge”: Could motivational strategies improve help-seeking? Frontiers in Artificial Intelligence and Applications, 125, 175-182.
Academic Work
1
Advanced Research
Led AI research on driver modeling (2011-2014) and affective computing. Collaborated with Jaguar Land Rover to driver tiredness and stress.
2
Personalized Ed Systems
Collaborated internationally on AI-driven personalized education systems, 2007-2022.
3
Conference Leadership
Organized AIED workshops (2005-2015), co-chaired 2023 AIED conference in Tokyo, Japan.
4
Publications & Service
Published peer-reviewed papers on AI education tech and human-computer interaction. Reviewed for top journals, 2007-2024, evaluating research quality. Has served as Editorial Board Member.
5
Mentoring
Over 15 years mentoring undergrad and grad students as faculty. Led PhD programs, co-supervised theses, and guided research at universities in Mexico, Ireland, and the UK.
Academic Experience
Director, PhD Program
Established and led the first PhD program in Computer Science at Universidad Veracruzana (2010-2015).
Dean, Faculty of Informatics
Appointed Dean, Faculty of Informatics at Universidad Veracruzana (2015-2016).
Full-Time Researcher
Conducted research in AI-driven EdTech and emotion detection in the UK, US, Canada and Mexico (2007-2022).
Professional Experience
Director of AI, Qualtop Group
Leading AI strategy and innovation across Latin American markets with a focus on advanced methodologies like large language models, affective computing, and predictive algorithms (2020–present). Co-developed QOPA (Qualtop Online Personal Assistance), a proprietary platform designed to provide real-time, AI-powered insights for operational efficiency. In collaboration with Google Mexico, implemented data-driven solutions across industries, leveraging models such as MedLM for health monitoring, along with AI tools for finance and cloud-based analytics, to drive process optimization and user-centered experiences.
Founder & CEO, AffectSense
Founder and Scientific Advisor at AffectSense, dedicated to advancing AI-driven emotion detection technologies to enhance human-machine interaction. Developed a patent-pending solution in Mexico that leverages affective computing to capture and interpret emotional cues, enabling intuitive and responsive AI systems. Led research initiatives to classify and predict emotional states. Collaborated with Jaguar Land Rover UK to analyze physiological data for stress and tiredness modeling. Contributed to the field through published research, supporting evidence-based advancements in affective computing.
Education
1
Doctor of Philosophy (PhD)
DPhil in Computer Sciences and Artificial Intelligence, University of Sussex (2001-2006).
2
Master of Science (MS)
Human Centered Computer Systems, University of Sussex (1998-1999).
3
Bachelor of Science (BSc)
Universidad Veracruzana (1991-1995).
Collaborations
Research Collaborations
Affective Computing and Educational Technology
Extensive collaborative research with international scholars like Ryan Baker (University of Pennsylvania), Sara de Freitas (University of Sunderland) and Sidney D'Mello (University of Colorado Boulder), focusing on adaptive learning environments and the role of emotions in education​
Cognitive Tutoring Systems
Partnered with Ryan Baker (Columbia University & University of Pennsylvania) to study automatic detection of collaboration and the role of meta-affect in intelligent tutoring systems, advancing the integration of AI in educational settings​.
Brain-Computer Interface and Physiological Computing
Conducted research on using brain-computer interfaces to assess cognitive states and physiological factors in learning and driving.
Serious Games
Contributions to international projects focusing on game-based learning and affective computing,
Industry
Partnerships
Affectiva, US
Engaged with Affectiva's Emotion AI wearable technologies to integrate emotion detection in educational software, facilitating applied research in human-computer interaction and affective computing​.
Jaguar Land Rover, UK
Partnered with Jaguar Land Rover to develop AI-driven models for monitoring driver stress through physiological and behavioral data. This collaboration involved extensive research on using Body Sensor Networks (BSNs) to capture real-time emotional responses in different driving scenarios.
Fonds de recherche du Québec, Canada
Acted as a project evaluator, collaborating with Canadian institutions to advance research in social sustainability and educational technology​.
Technology Transfer Projects, Mexico
Involved in several technology development and transfer initiatives, emphasizing educational technology innovations at both institutional and regional levels in Mexico
​
Global
Reach
United Kingdom
Visiting Fellowships enabled cross-disciplinary research projects and workshops in AI and educational technology, enhancing the academic exchange between Mexico and the UK​.
Ireland
Collaborative projects with University College Dublin to explore educational innovations, particularly in adaptive learning and motivation modeling​.
Spain
Collaborative projects with Universitat Politècnica de Catalunya (UPC) looking at the use of sensors in vehicles.
Canada
Collaborative projects with University of Alberta looking at the effects of affect in cognitive load.
Awards and Honours
Visiting Research Fellowships
  • Teachers College, Columbia University, US (2015)
  • University College Dublin, Ireland (2012)
  • University of Sussex, UK (2011)
Sabbatical Grant by CONACYT
Received a grant to conduct research at Teachers College, Columbia University, US where the focus was on the detection of collaborative behaviors in tutoring systems. 2014.
Editorial Board Membership
Appointed as a member of the Editorial Board for the International Journal of Learning Technology in 2013, contributing to the journal's focus on emerging educational technologies​.
PROMEP Recognition for Professors with Desirable Profile
Granted by Universidad Veracruzana, this award acknowledges academic excellence and contributions to higher education in Mexico​. 2010.
CONACYT’s Sistema Nacional de Investigadores
Recognized as a member of Mexico's National System of Researchers, between 2009 and 2018, an accolade awarded by CONACYT. This distinction acknowledges significant contributions to scientific research, particularly in the areas of educational technology, affective computing, and human-computer interaction, reflecting a commitment to advancing scientific knowledge in Mexico.
MARTIAL VIVET Best Paper Prize for Young Researchers
Awarded by the International Association of Artificial Intelligence in Education (AIED), recognizing outstanding research contributions in the field of AI in education​ (2003).
Teaching Experience
  • Over 20 years of teaching at undergraduate, master's, and doctoral levels. He has taught courses in artificial intelligence, affective computing, and educational technology at Universidad Veracruzana.
  • Developed and delivered courses that integrated cutting-edge research in AI, machine learning, and emotion detection into the curriculum.
  • Supervised and mentored over 50 undergraduate, graduate and doctoral students in AI and computer science research, guiding thesis work and research projects.
Doctoral students
Supervised several PhD students in research areas such as cognitive-affective modeling, collaborative intelligent tutoring systems, and data mining techniques for education at Universidad Veracruzana. Under his guidance, each student gained recognition in Mexico’s National Researchers System (SNI) and went on to secure academic roles within Mexico.
  1. Gustavo Padrón Rivera. Research Topic: Detection of affective state trajectories associated with tasks through pattern analysis using data mining techniques Period: September 2012 - January 2016
  1. Nery Sofia Huerta Pacheco. Research Topic: Cognitive-affective modeling in intelligent tutoring systems for mathematics education Period: August 2015 - July 2018
  1. Erica Maria Lara Muñoz. Research Topic: Collaborative modeling for an intelligent tutoring system in mathematics Period: August 2015 - July 2018
  1. Roberto Angel Melendez Armenta. Research Topic: Modeling analytical skills for scientific learning in elementary education through intelligent tutoring systems Period: August 2016 - July 2019
These students, recognized as members of Mexico’s National Researchers System, contributed significantly to advancing AI-driven educational tools through their research. Dr. Rebolledo-Mendez remains dedicated to promoting innovation and academic excellence, providing mentorship and collaborative opportunities for emerging scholars.
Courses at Doctoral Level: Department of Computer Science
Lecturer Fall 2014 – Spring 2015
  • Course: Research Seminar V
  • Conducted advanced seminars focusing on research methodologies in computer science.
  • Guided PhD students through research proposal development and literature review processes.
  • Provided individualized feedback on research progress, helping students refine their approaches.
Lecturer Spring 2014
  • Course: Research Seminar IV
  • Led discussions on theoretical foundations in computer science research.
  • Supervised student research projects, emphasizing clarity in problem formulation and hypothesis testing.
Lecturer Fall 2013 – Spring 2014
  • Course: Research Seminar III
  • Facilitated sessions on empirical methods in research for doctoral candidates.
  • Engaged students in critical analysis of peer-reviewed papers to enhance research skills.
Lecturer Spring 2013
  • Course: Research Seminar II
  • Guided students through the process of developing research questions and methodologies.
  • Supported doctoral candidates with structured feedback on their research plans.
Lecturer Fall 2012
  • Course: Research Seminar I
  • Introduced first-year PhD students to research fundamentals in computer science.
  • Helped students build foundational skills in academic writing and research ethics.
Courses at MSc Level: Department of Software Engineering
Lecturer Spring 2011
  • Course: Human Aspects of Software Engineering
  • Delivered lectures on human factors in software development, covering topics like user-centered design.
  • Led project-based assessments focused on usability and accessibility in software projects.
Lecturer Spring 2010
  • Course: Artificial Intelligence in Education (Elective IV)
  • Taught AI applications in educational settings, introducing students to adaptive learning algorithms.
  • Organized hands-on labs where students developed AI-based educational tools.
Lecturer Fall 2009
  • Course: Artificial Intelligence
  • Covered fundamental concepts in AI, including machine learning, neural networks, and expert systems.
Courses at Undergraduate Level: Department of Informatics
Lecturer Fall 2012
  • Course: Capstone Project
  • Oversaw the final project for undergraduate informatics students, facilitating project planning and execution.
  • Assessed project proposals and final reports, ensuring alignment with industry standards.
Lecturer Fall 2011 – Spring 2012
  • Course: Capstone Project
  • Supervised student-led projects, fostering teamwork and practical application of informatics knowledge.
  • Provided real-world examples to bridge theoretical concepts and practical applications.
Lecturer Fall 1998 – Spring 1999
  • Course: Systems III
  • Conducted lectures on complex systems in informatics, emphasizing system integration and data management.
  • Facilitated lab sessions to reinforce lecture material through practical application.
Lecturer Spring 1996 – Fall 1997
  • Course: Operating Systems II
  • Taught concepts of advanced operating systems, focusing on distributed systems and resource management.
  • Supported students in practical assignments related to system architecture and performance analysis.
Lecturer Fall 1996 – Spring 1997
  • Course: Thesis Seminar II
  • Mentored undergraduate students in their thesis projects, providing guidance on research methodology.
  • Conducted weekly review sessions to monitor progress and address research challenges.
Connect with Genaro
Genaro Rebolledo-Mendez
Mexico City, Mexico & Vancouver, Canada