ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions

STEAM in Primary Education. Impact on Linguistic and Mathematical Competences in a Disadvantaged Context

This research has studied the impact of the use of STEAM (Science, Technology, Engineering, Art, and Mathematics) in education, specifically in the development of linguistic and mathematical skills. The instruments used to extract the learning results were the external evaluation tests carried out by the National Institute of Educational Evaluation INEE over a period of 4 years. The study included 242 third-level primary school students from an educational center in the city of Ceuta (Spain) located in a disadvantaged area. The objectives of the study were to describe the learning results obtained in the respective competencies according to the sex and the migratory history of the students’ parents, to compare the results obtained before and during the use of STEAM and to determine if there is a correlation between the understanding of writing and problem solving. The research method was quantitative descriptive, cross-sectional and correlational. The results of the study showed that the transversal and coordinated use of STEAM improves the learning outcomes of linguistic and mathematical competence of students of the third year of Primary Education, especially speaking, oral comprehension and calculation. The results were, in general, more positive in the case of girls and students whose parents were born in Spain. The study also revealed that there is a positive correlation between reading comprehension and problem solving

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

Technological progress is causing terms such as “STEM”, an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the “STEM” concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on “women” and “science”. It can be concluded that the term “STEM” in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement

STEAM en Educación Primaria: impacto en las competencias y motivación del alumnado de Ceuta

Esta tesis realizada bajo el formato de compendio de publicaciones, aborda el impacto que tienen las TIC y concretamente STEAM (por sus siglas en inglés procedente de ciencias, tecnología, ingeniería, arte y matemáticas) en la Educación Primaria en la Ciudad Autónoma de Ceuta. Si las herramientas y dispositivos electrónicos estaban asumiendo un papel importante dentro de las metodologías educativas, la COVID-19 y el confinamiento han acelerado este proceso. Por este motivo, la época de pandemia y sus restricciones sanitarias en los centros escolares ha sido un factor que se ha tenido en cuenta durante el estudio. En la etapa de secundaria los estudiantes tienen que elegir estudiar ciencias o arte. Sin embargo, en este estudio analizamos desde edades más tempranas, concretamente la Educación Primaria, como la influencia de las artes y la creatividad pueden estar vinculadas y ser estudiadas de manera transversal con la competencia STEM, influyendo en diferentes ámbitos y disciplinas. Es tal la trascendencia, que incluso, el Ministerio de Educación y Formación Profesional ha incorporado la competencia STEM (incluye la E de ingeniería por su sigla en inglés) y el Pensamiento Computacional en el currículo de Educación Primaria establecido por la LOMLOE (2020). Aunque antes de estas actualizaciones legislativas en educación, ya existían centros educativos que apostaban por la presencia de metodologías activas que incluían las TIC, zonas y espacios de creación con contenidos como la robótica, la programación por bloques o la Inteligencia Artificial. Además, las Tecnologías de la Información y Comunicación (TIC) están vinculadas con las disciplinas STEAM e inmersas en la vida cotidiana de las personas desde edades cada vez más tempranas. Las TIC han sido clave en los adolescentes para seguir una educación a distancia y ha provocado un mayor uso y dominio de las mismas. Por este motivo, el primer estudio de esta tesis analiza la motivación que generan las TIC en los adolescentes en la época de pandemia provocada por la COVID-19. El objetivo del estudio es conocer el uso y el compromiso que generan las TIC en estos estudiantes, en relación al género y la edad, tras la incorporación a las aulas provocada por el confinamiento de la primera ola. El método de estudio responde a un diseño de carácter cuasiexperimental de tipo descriptivo y correlativo, sustentado en un método cuantitativo en el tratamiento de los datos. Los datos han sido obtenidos a través de un cuestionario validado llamado uso y compromiso de las TIC, en el que han participado un total de 924 estudiantes de 6º de Educación Primaria de la ciudad autónoma de Ceuta (España), con edades comprendidas entre los 10 y 13 años Los resultados revelan que la motivación, uso y compromiso de las TIC en estas edades es medio-alto, además, los chicos presentan una mayor valoración en todas las variables analizadas y, tanto en el género como en la edad, existe correlación, además, de existir factores predictivos. En conclusión, el uso y compromiso de las TIC en estudiantes de 6º de Educación Primaria, después del periodo de confinamiento, es medio-alto. Los chicos presentan una mayor valoración que las chicas y, tanto en el género como en la edad existe correlación y factores predictivos. El segundo estudio investiga el impacto que genera el uso de STEAM en educación, concretamente en el desarrollo de las competencias lingüística y matemática. Los resultados de aprendizaje se obtuvieron de las pruebas externas de evaluación realizadas por el Instituto Nacional de Evaluación Educativa (INEE), en un periodo de cuatro años. En el estudio han participado 242 estudiantes del tercer nivel de Educación Primaria de un centro educativo de la ciudad de Ceuta ubicado en una zona desfavorecida. Los objetivos del estudio fueron describir los resultados de aprendizaje obtenidos en sendas competencias en función del sexo y los antecedentes de inmigración de los progenitores de los estudiantes, comparar los resultados obtenidos antes y durante el uso de STEAM, y determinar si existe correlación entre la comprensión escrita y la resolución de problemas. Se trata de un estudio cuantitativo descriptivo, de tipo transversal y correlacional. Los resultados de la investigación evidencian que el uso transversal y coordinado de STEAM, mejora los resultados de aprendizaje de la competencia lingüística y competencia matemática del alumnado del tercer curso de Educación Primaria, especialmente la expresión y comprensión oral y el cálculo. Los resultados son, en general, más positivos en el caso de las chicas y del alumnado cuyos progenitores han nacido en España. El estudio reveló, igualmente, que existe una correlación positiva entre la comprensión lectora y la resolución de problemas. La demanda de profesionales que acceden al mercado laboral requiere de conocimientos y disciplinas hacia las áreas STEAM. Las escuelas son el primer eslabón para formar estudiantes competentes para la sociedad actual. Sin embargo, la pandemia ha condicionado las metodologías de enseñanza-aprendizaje basadas en fomentar STEAM en los centros educativos, motivo que nos conduce a realizar el tercer estudio de la tesis, cuyo objetivo principal de la investigación es evaluar las dimensiones STEAM en 6º grado de Educación Primaria en época de pandemia. El método de estudio está basado en un diseño de carácter cuasiexperimental, de tipo descriptivo y correlacional con un grupo experimental y otro control. Los datos han sido recogidos a través de un cuestionario validado, pre-test y post-test, que mide “la Co-Medida: Desarrollo de una evaluación para la colaboración de los estudiantes en actividades STEAM”. La muestra está formada por 142 estudiantes españoles, de los cuales 68 pertenecen al grupo control y 74 al grupo experimental. Las conclusiones del estudio destacan que las metodologías activas, basadas en Pensamiento Computacional y en Makerspaces dentro de un Aula del Futuro influyen en las dimensiones STEAM del grupo experimental antes de la pandemia. Sin embargo, la pandemia y las restricciones sanitarias en las clases presenciales, han supuesto una valoración negativa del grupo experimental en las dimensiones STEAM.This thesis carried out under the format of a compendium of publications, addresses the impact of ICT and specifically STEAM (for its acronym in English from science, technology, engineering, art and mathematics) in Primary Education in the Autonomous City of Ceuta. If electronic tools and devices were assuming an important role within educational methodologies, COVID-19 and confinement have accelerated this process. For this reason, the time of the pandemic and its sanitary restrictions in schools has been a factor that has been taken into account during the study. At the secondary stage, students have to choose to study science or art. However, in this study we analyse from earlier ages, specifically Primary Education, how the influence of the arts and creativity can be linked and studied transversally with STEM competence, influencing different fields and disciplines. The importance is such that even the Ministry of Education and Vocational Training has incorporated the STEM competence (includes the E for engineering) and Computational Thinking in the Primary Education curriculum established by the LOMLOE (2020). Although before these legislative updates in education, there were already educational centres that were committed to the presence of active methodologies that included ICT, creation zones and spaces with content such as robotics, block programming or Artificial Intelligence. In addition, Information and Communication Technologies (ICT) are linked to the STEAM disciplines and immersed in the daily lives of people from increasingly early ages. ICTs have been key for adolescents to follow distance education and have led to greater use and mastery of them. For this reason, the first study of this thesis analyses the motivation generated by ICT in adolescents in the time of the pandemic caused by COVID-19. The objective of the study is to know the use and commitment generated by ICT in these students, in relation to gender and age, after their incorporation into the classroom caused by the confinement of the first wave. The study method responds to a quasi-experimental design of descriptive and correlative type, supported by a quantitative method in data treatment. The data has been obtained through a validated questionnaire called use and commitment of ICT, in which a total of 924 students from the 6th year of primary education in the autonomous city of Ceuta (Spain) have participated, aged between 10 and 13 years The results reveal that the motivation, use and commitment of ICTs at these ages is medium-high, in addition, boys present a higher assessment in all the variables analyzed and, both in gender and age, there is a correlation , in addition, if there are predictive factors. In conclusion, the use and engagement of ICT in students in 6th grade of primary education, after the period of confinement, is medium-high. Boys present a higher assessment than girls and, both in gender and age, there is a correlation and predictive factors. The second study investigates the impact generated by the use of STEAM in education, specifically in the development of linguistic and mathematical skills. The learning results were obtained from the external evaluation tests carried out by the National Institute for Educational Evaluation (INEE), over a period of four years. 242 students from the third level of Primary Education from an educational centre in the city of Ceuta located in a disadvantaged area participated in the study. The objectives of the study were to describe the learning results obtained in both competencies according to the gender and immigration background of the students' parents, to compare the results obtained before and during the use of STEAM, and to determine if there is a correlation between the comprehension writing and problem solving. This is a descriptive quantitative study, cross-sectional and correlational. The results of the research show that the transversal and coordinated use of STEAM improves the learning outcomes of linguistic competence and mathematical competence of students in the third year of Primary Education, especially oral expression and comprehension and calculation. The results are, in general, more positive in the case of girls and students whose parents were born in Spain. The study also revealed that there is a positive correlation between reading comprehension and problem solving. The demand for professionals who access the labor market requires knowledge and disciplines towards the STEAM areas. Schools are the first link to train competent students for today's society. However, the pandemic has conditioned the teaching-learning methodologies based on promoting STEAM in educational centres, a reason that leads us to carry out the third study of the thesis, whose main objective of the research is to evaluate the STEAM dimensions in 6th grade of Primary Education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data has been collected through a validated questionnaire, pre-test and post-test, which measures "Co-Measure: Development of an evaluation for the collaboration of students in STEAM activities". The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that active methodologies, based on Computational Thinking and Makerspaces within a Classroom of the Future influence the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes have led to a negative assessment of the experimental group in the STEAM dimensions.Tesis Univ. Granada

Impact of the Pandemic on STEAM Disciplines in the Sixth Grade of Primary Education

The demand for professionals entering the labor market requires knowledge and disciplines in the areas of Science, Technology, Engineering, Art and Mathematics (STEAM). Schools are the first link to train competent students for today’s society. However, the pandemic has conditioned the teaching–learning methodologies based on promoting STEAM in educational centers, which is the reason that leads us to carry out this study. The main objective of the research is to evaluate the STEAM dimensions in the sixth grade of primary education in times of pandemic. The study method is based on a quasi-experimental, descriptive and correlational design with an experimental group and a control group. The data are collected through a validated questionnaire, pre-test and post-test, which develops an assessment of student collaboration in STEAM activities. The sample is made up of 142 Spanish students, of which 68 belong to the control group and 74 to the experimental group. The conclusions of the study highlight that the active methodologies, based on computational thinking and on makerspaces of the future classroom, influenced the STEAM dimensions of the experimental group before the pandemic. However, the pandemic and the health restrictions in face-to-face classes led to a negative assessment of the experimental group in the STEAM dimensions

Analysis of <i>Scratch</i> Software in Scientific Production for 20 Years: Programming in Education to Develop Computational Thinking and STEAM Disciplines

Scratch is an educational software based on visual programming blocks. It was created in 2003 by the Massachusetts Institute of Technology Media Lab (MIT) and it develops computational thinking (CT) skills from an early age in schools and allows STEM (science, technology, engineering and mathematics) projects to be carried out. The aim of this research is to know the development of the scientific production of the Scratch programme in the educational field in scientific articles in WoS and its link with the STEM field. The methodology used in this study is of a bibliometric nature with an analysis of the development in the scientific literature and co-words. The Scratch in Education (Scratch-EDU) programme has been studied using the Web of Science (WoS) database. WoS, Vosviewer and SciMAT were used to extract the results and a total of 579 manuscripts were analysed. The results of the study show that the first scientific article on Scratch published in WoS dates back to 2004, although it is from 2011 when a considerable volume of studies began to appear in the scientific literature, and moreover, in recent years the scientific literature relates Scratch-EDU with topics and keywords related to the STEM field. The conclusions of the study are that the Scratch programme has had a progressive evolution in the scientific field related to education from 2012 to 2020, mainly in proceedings papers, with a decrease in manuscripts in the last two years. The emerging themes and keywords that have most influenced Scratch-EDU manuscripts in recent years are related to the terms “Implementation” and “Curriculum”, connected in turn, with terms such as “pedagogy”, “public school” or “students”. Another term that stands out in the development of scientific evolution is “Computational Thinking”, associated with topics such as “Primary Education”, “Learning” or “Problem Solving”. Finally, a discussion and conclusion of the results has been carried out, which can serve as a turning point for future lines of research on programming and CT in the STEM field from an early age in education

STEAM in education: a bibliometric analysis of performance and co-words in Web of Science

This research was funded by the project I+D+i OTRI: Active methodologies for learning through technological resources for the development of society (CNT-4315), University of Granada (Spain).Background: Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education. Method: The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed. Results: The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular. Conclusions: It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.project I+D+i OTRI: Active methodologies for learning through technological resources for the development of society, University of Granada (Spain) CNT-431

Cyberaggression and cybervictimisation in adolescents: Bibliometric analysis in web of science

Worldwide new trends of online cyberbullying are emerging that impact on health and are a factor in adolescent suicide. The objective of this study is to know the development of scientific production and to compare the current trends that encompass the concepts of cyberaggression in young people (CAY) and cybervictimisation in young people (CVY). The methodology used in this study was descriptive with a bibliometric analysis on CAY with 481 documents and CVY with 1087 documents, in addition to a co-word analysis of both terms from the years 2017–2021. These data were extracted from the Web of Science database and network maps were made using VOSviewer software. The results show that the terms CAY and CVY were born in 2006 and have had a different evolutionary progression in the scientific literature until 2021, in addition, the area of psychology stands out with more research on other areas, developed countries are the ones that carry out more studies of CAY and CVY and that the term ''suicide'' is the most prominent term since 2018 from the CVY. Finally, a discussion and conclusion of the results was made, which can serve as a turning point for future lines of research