Gamification and Game-Based Learning: Two Strategies for the 21st Century Learner

The use of emergent technologies in education has evolved tremendously since the 21st century. For plenty of educators this has become a challenging task, most of all when 21st century learners fill the classrooms. But these digital natives differ tremendously from those who started the millennium. These students want to be challenged, engaged and motivated through a learning process, which connects them to a different learning experience. This has become a challenging task for educators due to the student profile and characteristics. Although to achieve the learning outcomes necessary for the 21st century, educators are adapting approaches suited for these learners, involving game theory, video games, and gamifying instruction. Two of these approaches are Gamification and Game-Based Learning (GBL). These two approaches have been widely used based on the theoretical approach towards game design and the opportunity they bring for the learner to be engaged and motivated throughout instruction. The following article provides a clear overview of both strategies, and howmotivation is integrated with both. In addition it provides a clear description on planning effective instruction using aligned learning objectives, research and educational implications, and resources for the teaching and learning process using these approaches and strategies

The Development of Digital Competencies through Video Games

Using today's video games in the classroom is beginning to become a reality. It’s perceived as a way to approach technology from early childhood and drawn as a complement to the curriculum development of the young. This new perspective is becoming a trend in the mind of the teachers, who are gradually incorporating it into the classroom as a tool. This article presents the results of an experience carried out with students from elementary school. The overall objective was to determine whether video games could become an additional tool in curriculum development for children during this educational stage, as seen from the perspective of future teachers doing initial elementary education training, and if its integration would determine behavioral patterns towards the development of the socialization process. A Likert scale questionnaire was constructed in response to an ex post facto research model. The initial results obtained demonstrated the willingness of the current students enrolled in the education program to employ video games in their classrooms, after a didactic introduction to the use was given, in addition to confirming the hypothesis in regards to socialization, pointing which are behavioral modulators, stereotypes and peer group views, among others aspect

The Time Is Now: Modeling the Tenets of Critical Pedagogy for Our Future Teachers at Hispanic Serving Institutions

At this historic moment, the quest to develop equitable and inclusive curriculum is even more imperative to support all students in the learning process. This urgency becomes even more relevant when our K-12 schools need teacher education programs to prepare future teachers from diverse backgrounds with necessary tools to engage and empower underrepresented groups in social justice practices. One of the best guides for this task is critical pedagogy. This study sought to determine if Education Preparation Programs (EPPs) at three Hispanic Serving Institutes (HSIs) in North Texas were devoting their curriculum to principles of critical pedagogy. The study was guided by a critical pedagogy framework developed by Giroux (2020). This framework was used to analyze the EPPs required courses’ syllabi. In our article, we discuss how the EPPs are supporting preservice teachers’ knowledge of critical pedagogy aspects and inconsistencies found among the HSIs in our region. Additionally, implications are shared for further use of the framework to assess EPP curriculum, guide program revisions, and encourage discourse among EPPs at HSIs on how to best serve our students

The Perceptions of Early Childhood Educators Regarding the Uses of the Interactive Whiteboard

Nowadays, there is an increase in the use of the Interactive White Board (IWB) in the classroom. This allows the instructor to integrate new and more attractive learning methodologies towards the learning process. In early childhood education the instructor relies too much on images, making the IWB a great teaching resource. However, are teachers prepared to use and implement the IWB? Do they consider it a good resource towards this educational stage? From these questions and through an ad-hoc questionnaire, a multiple case study was conducted with early childhood educators (N=30) from different public schools in Córdoba, Spain. From these questions and through an ad-hoc questionnaire, a multiple case study was conducted with early childhood educators (N=30) from different public schools in Córdoba, Spain. As a result, it’s recommended that the government takes action and implement a teacher training program along with improving the Internet accessibility of the school

The Learning of Mind Mapping in Higher Education: A Comparative Study Between Universidad de Córdoba and Università di Roma-La Sapienza

In this paper we propose Mind Mapping as a technique which enhances holistic learning or whole brain learning in higher education. The dynamics performed in the learning and application of Mind Mapping is part of a participatory approach in the classroom as an element of the learning process. The research approach follows a quantitative methodology. The results reflect the views of students about the learning of Mind Mapping and its effectiveness in the study. The findings indicate that mental maps can be used with any type of material, making it a tool applicable to any university degree course

Fusionando la realidad aumentada en la educación bilingüe y ESL: Percepciones de futuros maestros

In recent years there has been an increased interest by Teacher Education programs to train its pre-service teachers with immersive technologies. This had led to a greater boom and exploration of teaching possibilities of these technologies, especially with augmented reality and its integration to the bilingual and ESL classroom. The following article presents a recent study that was conducted at Texas Woman’s University with n=27 bilingual and ESL pre-service teachers. It served as a pilot and sought to determine pre-service teachers' perceptions on the strengths and limitations in the use of augmented reality for the bilingual and ESL classroom. It also sought to provide an understanding of potential mobile applications, educational implications and activities for the classroom. The study used a qualitative method following an exploratory design and integrated a content analysis. The findings indicated that the participants view AR as a strength to keep students engaged and motivated. On the other hand, access to AR technology was perceived as a limitation. The integration of AR applications such as Quiver and HP Reveal along with the integration of Culturally Relevant Teaching (Gay, 2013) supported the creation of activities (e.g., AR walls and class demonstrations) that were perceived by pre-service teacher candidates as possibilities to support learning in the bilingual and ESL classroom. The study also pointed out the need for more research on the topic.En los últimos años, los programas de Formación Docente han aumentado el interés por capacitar a sus futuros maestros en la integración de las tecnologías inmersivas. Esto había llevado a un mayor auge y exploración de las posibilidades de enseñanza de estas tecnologías, especialmente con la realidad aumentada y su integración al aula bilingüe y de inglés como segundo idioma (ESL). El siguiente artículo presenta un estudio reciente que se realizó en la Texas Woman’s University con n = 27  futuros maestros bilingües y de ESL. Sirvió como piloto y buscó determinar las percepciones de los futuros maestros en sobre las fortalezas y limitaciones en el uso de la realidad aumentada (RA) para el aula bilingüe y de ESL. También buscó proporcionar una comprensión de posibles aplicaciones móviles, implicaciones educativas y actividades para el aula. El estudio utilizó un método cualitativo siguiendo un diseño exploratorio e integró un análisis de contenido. Los resultados indicaron que los participantes ven la RA como una fortaleza para mantener a los estudiantes comprometidos y motivados. Por otro lado, el acceso a la tecnología fue percibido como una limitación. La integración de aplicaciones de RA como Quiver y HP Reveal junto con la integración de la Enseñanza Culturalmente Relevante (Gay, 2013) apoyó  en la creación de actividades (por ejemplo, muros de RA y demostraciones de clase) que fueron percibidas por los candidatos a maestros como posibilidades para apoyar el aprendizaje en el aula bilingüe y de ESL. El estudio también señaló la necesidad de más investigación sobre el tema

Augmented reality for ESL/EFL and bilingual education: an international comparison

In recent decades, educational technologies have enabled new opportunitiesfor teaching and learning on a recurrent basis. In contemporary educationalcontexts, which are mainly oriented towards active methodologies and studentcentered approaches, educational technologies have led to a significantbreakthrough in education. Among emergent educational technologies, it isinteresting to specifically highlight the current importance of Augmented Reality(AR), which allows overlaying of virtual objects (that is, ‘augmented’ elements)into the real world. This paper, after exploring the potential of AR in education, isaimed at comparing pre-service English as a Second Language (ESL), English asa Foreign Language (EFL) and Bilingual Education (BE) teachers’ perceptions,uses and preferences (n = 53) from two universities (Texas Woman’s University,USA, and University of Córdoba, Spain) regarding the use of AR, and analyzewhether there are similarities and/or differences based on sociocultural context,approaches to education or teacher practices. The findings reveal the positiveattitudes towards integrating AR in ESL/EFL and bilingual contexts of theparticipants of the two institutions. The most noted advantages of AR are thatit enhances classroom engagement and its focus is different from traditionalteaching methods, increasing student motivation and facilitating their learningprocesses. Some reported challenges imposed by AR are that access to mobiledevices is limiting, the cost of technology, technical issues and the necessityfor specialized teacher training. We also found other challenges and numerousadvantages of AR usage in ESL/EFL and bilingual contexts, which are discussedthoroughly. Finally, current needs in the field are identified and suggestions areoffered for further research in AR for ESL/EFL and BE

Adopting VR in the Classroom: perceptions of bilingual and ESL education pre-service teachers

La realidad virtual (RV) es una tecnología inmersiva que está ganando impulso en la educación y ha llevado a nuevos enfoques de enseñanza. Además, ha disparado interés en los programas de preparación docente y especialmente en la formación de profesores bilingües y de ESL. Este artículo muestra un estudio cualitativo realizado con n = 27 futuros maestros bilingües y de ESL. El estudio buscó determinar la percepción de los futuros maestros bilingües y de ESL en principio con la RV y proporcionar una comprensión de las experiencias de las aplicaciones móviles de RV. todos los resultados fueron obtenidos a partir de reflexiones guiadas por futuros maestros inscritos en un curso de teorías de adquisición de segunda lengua para ESL y maestros bilingües en una universidad ubicada en el norte de Texas. Se realizó un análisis de contenido para analizar las reflexiones y se determinaron tres categorías: fortalezas y limitaciones de la RV y aplicaciones móviles de RV. Los resultados revelaron una percepción positiva hacia las fortalezas de la RV con 60%, incluyendo que promueve el compromiso de los estudiantes (41%) y motiva a los estudiantes (29%). por otro lado, los futuros maestros percibieron las limitaciones de la RV, incluyendo los costos asociados (44%) y la capacidad de acceder a internet (31%). Finalmente, las aplicaciones que ofrecen viajes virtuales fueron percibidas para mejorar las experiencias de aprendizaje, incluyendo Google Expeditions (51%) y VR Tube (23%).Virtual reality (VR) is an immersive technology that is gaining momentum in education and has led to new teaching approaches. Moreover, it has spark interest in educator preparation programs and especially in the training of bilingual and ESL preservice teachers. This article showcases a qualitative study conducted with n=27 undergraduate bilingual and ESL pre-service teachers. The study sought to determine the perception of bilingual and ESL pre-service teachers with VR and provide an understanding of VR mobile applications' experiences. All results were obtained from guided reflections made by pre-service teachers enrolled in the course theories of second language acquisition for ESL and bilingual teacher at a university located in north Texas. A content analysis was performed to analyze the reflections, and three categories were determined: strengths of VR, limitations of VR, and VR mobile applications. The findings revealed a positive perception towards the strengths of VR with 60%, including promotes student engagement (41%) and motivates students (29%). On the other hand, pre-service teachers perceived limitations of VR, including associated costs (44%) and the ability to access the internet (31%). Finally, VR mobile applications which offered VR tours were perceived to enhance learning experiences, including Google Expeditions (51%) and VR Tube (23%)

Promoción de la salud y entornos saludables

A forestar forestalAplicación de un programa educativo participativo en salud  bucal a una comunidad de adultos mayoresBiblioteca móvil y su implementación en el hospital Padre HurtadoConsumo de riesgo de alcohol en Chile: una propuesta innovadora de intervenciónDiseño de un programa interactivo de promoción de la salud vocal para NB1Encuentro formativo en promoción de salud y gestión de entornos saludables para TenoExperiencia docente: programa intersectorial de promoción/prevención en preescolares de comunas vulnerables, Región MetropolitanaFiltrado glomerular, método preventivo aparición de fibrosis sistémica nefrogénica por gadolinio en examen de RMImplementación de consejerías en vida sana en APS, Región de los RíosMedicina preventiva en feria libre de la población San Gregorio: Cecof San Gregorio, Contagiando SaludMetodología innovadora en la enseñanza de una ectoparasitosisPrevención de accidentes por monóxido de carbono en edificios, Providencia 2002-2009Programa de promoción y prevención en salud bucal para preescolaresPromoviendo hábitos saludables en los vecinos de Reñaca Alto, Viña del Mar, 2009Rol de la capacitación en la implementación de acciones para la prevención de la obesidadSatisfacción usuaria en el Cesfam Natales a un año de su funcionamientoTres estrategias publicitarias y de comunicación aplicadas al consumo de alcohol de bajo riesgoTropa de la salud: uso de los medios como forma de promover la salu

Cause of Death and Predictors of All-Cause Mortality in Anticoagulated Patients With Nonvalvular Atrial Fibrillation : Data From ROCKET AF

M. Kaste on työryhmän ROCKET AF Steering Comm jäsen.Background-Atrial fibrillation is associated with higher mortality. Identification of causes of death and contemporary risk factors for all-cause mortality may guide interventions. Methods and Results-In the Rivaroxaban Once Daily Oral Direct Factor Xa Inhibition Compared with Vitamin K Antagonism for Prevention of Stroke and Embolism Trial in Atrial Fibrillation (ROCKET AF) study, patients with nonvalvular atrial fibrillation were randomized to rivaroxaban or dose-adjusted warfarin. Cox proportional hazards regression with backward elimination identified factors at randomization that were independently associated with all-cause mortality in the 14 171 participants in the intention-to-treat population. The median age was 73 years, and the mean CHADS(2) score was 3.5. Over 1.9 years of median follow-up, 1214 (8.6%) patients died. Kaplan-Meier mortality rates were 4.2% at 1 year and 8.9% at 2 years. The majority of classified deaths (1081) were cardiovascular (72%), whereas only 6% were nonhemorrhagic stroke or systemic embolism. No significant difference in all-cause mortality was observed between the rivaroxaban and warfarin arms (P=0.15). Heart failure (hazard ratio 1.51, 95% CI 1.33-1.70, P= 75 years (hazard ratio 1.69, 95% CI 1.51-1.90, P Conclusions-In a large population of patients anticoagulated for nonvalvular atrial fibrillation, approximate to 7 in 10 deaths were cardiovascular, whereasPeer reviewe