Assessing Gamified Experiences in Physical Education Teachers and Students

Una de las metodologías con mayor auge educativo hoy en día es la gamificación. Esta metodología implica el uso de la mecánica del juego en el aula. El juego se trata como un elemento motivador en el aula, se considera activa porque el alumno debe estar activo en el proceso de aprendizaje y alienta a los estudiantes a ser activos en su proceso de aprendizaje, haciendo que el proceso de enseñanza-aprendizaje sea motivador y efectivo. Se utiliza la escala GAMEX (Gameful Experience in Gamification) para medir la experiencia gamificada. Se analizó la experiencia de 255 estudiantes y profesores en total. Entre los principales resultados obtenidos, destacamos como conclusiones que la gamificación facilita el desarrollo del pensamiento creativo, una reducción del afecto negativo y una mejora en la colaboración. El efecto de este tipo de experiencias es similar tanto en estudiantes como en maestros.One of the currently booming methodologies is gamification. Gamification in education involves the use of game mechanics in classroom. The game is treated as a motivating element in the classroom, while this methodology is considered active because the student must be active in the learning process. This methodology is considered active because it encourages students to be active in their learning process, making the teaching-learning process motivating and effective. To develop the research GAMEX scale (Gameful Experience in Gamification) is used to measures the gamified experience, this research analysed the gamification experience of 255 students and teachers in Andalusia in the area of Physical Education, a subject in which game-based learning is a widely used methodology. Among the main results obtained, we highlight as conclusions that gamification facilitates the development of creative thinking, a reduction in negative affect, and an improvement in collaboration. The effect of these types of experiences are similar in both students and teachers

Evaluando experiencias gamificadas en docentes y estudiantes de educación física

One of the currently booming methodologies is gamification. Gamification in education involves the use of game mechanics in classroom. The game is treated as a motivating element in the classroom, while this methodology is considered active because the student must be active in the learning process. This methodology is considered active because it encourages students to be active in their learning process, making the teaching-learning process motivating and effective. To develop the research GAMEX scale (Gameful Experience in Gamification) is used to measures the gamified experience, this research analysed the gamification experience of 255 students and teachers in Andalusia in the area of Physical Education, a subject in which game-based learning is a widely used methodology. Among the main results obtained, we highlight as conclusions that gamification facilitates the development of creative thinking, a reduction in negative affect, and an improvement in collaboration. The effect of these types of experiences are similar in both students and teachers.Una de las metodologías con mayor auge educativo hoy en día es la gamificación. Esta metodología implica el uso de la mecánica del juego en el aula. El juego se trata como un elemento motivador en el aula, se considera activa porque el alumno debe estar activo en el proceso de aprendizaje y alienta a los estudiantes a ser activos en su proceso de aprendizaje, haciendo que el proceso de enseñanza-aprendizaje sea motivador y efectivo. Se utiliza la escala GAMEX (Gameful Experience in Gamification) para medir la experiencia gamificada. Se analizó la experiencia de 255 estudiantes y profesores en total. Entre los principales resultados obtenidos, destacamos como conclusiones que la gamificación facilita el desarrollo del pensamiento creativo, una reducción del afecto negativo y una mejora en la colaboración. El efecto de este tipo de experiencias es similar tanto en estudiantes como en maestros.Universidad Pablo de Olavid

Perspectiva histórica del Aprendizaje cooperativo: Un largo y tortuoso camino a través de cuatro siglos

El presente trabajo supone una breve recapitulación histórica del proceso de interacción como elemento favorecedor de la actividad instruccional. Se postulan cuatro momentos históricos en el desarrollo de la actividad cooperativa en el aula. Los ancestros se sitúan en el movimiento humanista francés del siglo XVI que conducen, tras un complejo camino, a la enseñanza mutua de Pestalozzi, que es el primer paso de la cooperación intra-aula. Tras una reflexión sobre los movimientos post-roussonianos y con los inicios de la Psicología científica de finales del XIX se desemboca en el funcionalismo de Dewey y de ahí, pasando por las aportaciones de la psicología social de mediados del siglo XX, a la concepción actual del aprendizaje cooperativo. Un último momento histórico se augura para un futuro efectivo, eficiente y esperanzado de la cooperación y de los métodos de aprendizaje cooperativo y es el determinado por la integración, en un sistema único, de las teorías de Piaget y Vygotsky

Biomimetic gradient scaffolds containing hyaluronic acid and sr/zn folates for osteochondral tissue engineering

Regenerative therapies based on tissue engineering are becoming the most promising alternative for the treatment of osteoarthritis and rheumatoid arthritis. However, regeneration of full-thickness articular osteochondral defects that reproduces the complexity of native cartilage and osteochondral interface still remains challenging. Hence, in this work, we present the fabrication, physic-chemical characterization, and in vitro and in vivo evaluation of biomimetic hierarchical scaffolds that mimic both the spatial organization and composition of cartilage and the osteochondral interface. The scaffold is composed of a composite porous support obtained by cryopolymerization of poly(ethylene glycol) dimethacrylate (PEGDMA) in the presence of biodegradable poly(D,L-lactide-co-glycolide) (PLGA), bioactive tricalcium phosphate β-TCP and the bone promoting strontium folate (SrFO), with a gradient biomimetic photo-polymerized methacrylated hyaluronic acid (HAMA) based hydrogel containing the bioactive zinc folic acid derivative (ZnFO). Microscopical analysis of hierarchical scaffolds showed an open interconnected porous open microstructure and the in vitro behaviour results indicated high swelling capacity with a sustained degradation rate. In vitro release studies during 3 weeks indicated the sustained leaching of bioactive compounds, i.e., Sr, Zn and folic acid, within a biologically active range without negative effects on human osteoblast cells (hOBs) and human articular cartilage cells (hACs) cultures. In vitro co-cultures of hOBs and hACs revealed guided cell colonization and proliferation according to the matrix microstructure and composition. In vivo rabbit-condyle experiments in a critical-sized defect model showed the ability of the biomimetic scaffold to promote the regeneration of cartilage-like tissue over the scaffold and neoformation of osteochondral tissue.This research was funded by Spanish MICINN (MAT201573656-JIN), AEI-MICINN (PID2020- 114086RB-100) and CAM (IND2018/BMD-9485

La autoevaluación y coevaluación en la escuela: un reto para la socioformación

El presente capítulo integra los resultados de un trabajo de investigación desarrollado en las escuelas de educación básica en el Estado de Chihuahua, México. Uno de los aspectos de revisión que se obtienen entre los hallazgos, sobresale lo referente a la coevaluación y autoevaluación de los aprendizajes. Entre los resultados más destacados se tiene que estos recursos (autoevaluación y coevaluación) son muy poco utilizados, y con ello, existe cierta confusión en los procedimientos para llevarse a cabo, lo cual origina que sean tomados con reservas en los procesos evaluativos en las aulas. El reto, por un lado, es plantear una ruta de acercamiento a los docentes con los elementos básicos para la efectividad de estos procedimientos necesarios en la evaluación. Por otro, y tal vez de manera paralela, orientar la autoevaluación y coevaluación hacia el enfoque socioformativo, como una alternativa pertinente hacia la mejora en la evaluación del desempeño de los estudiantes

Differential processing of anthropogenic carbon and nitrogen in benthic food webs of A Coruña (NW Spain) traced by stable isotopes

proyectos ANILE (CTM2009- 08396 and CTM2010-08804-E) del Plan Nacional de I+D+i y RADIALES del Instituto Español de Oceanografía (IEO). C.M. e I.G.V. disfrutaron de contratos FPI del IEO y del Ministerio de Economía y Competividad respectivamente.In this study the effect of inputs of organic matter and anthropogenic nitrogen at small spatial scales were investigated in the benthos of the Ria of A Coruña (NW Spain) using stable carbon and nitrogen isotopes. This ria is characteristically enriched in nutrients provided either by marine processes (as coastal upwelling) or by urban and agricultural waste. Stable isotope composition in trophic guilds of infaunal benthos revealed spatial differences related to their nutrient inputs. The main difference was the presence of an additional chemoautotrophic food web at the site with a large accumulation of organic matter. The enrichment in heavy nitrogen isotopes observed in most compartments suggests the influence of sewage-derived nitrogen, despite large inputs of marine nitrogen. Macroalgae (Fucus vesiculosus) resulted significantly enriched at the site influenced by estuarine waters. In contrast, no differences were found in mussels (Mytilus galloprovincialis), thus suggesting a major dependence on marine nutrient sources for this species. However, the estimations of anthropogenic influence were largely dependent on assumptions required to model the different contributions of sources. The measurement of stable isotope signatures in various compartments revealed that, despite anthropogenic nutrients are readily incorporated into local food webs, a major influence of natural marine nutrient sources cannot be discarded.IEO, Plan nacional I+D+iPreprint2,277

Bioactives Overproduction through Operational Strategies in the Ichthyotoxic Microalga Heterosigma akashiwo Culture

The red tide-forming microalga Heterosigma akashiwo has been associated with massive events of fish deaths, both wild and cultured. Culture conditions are responsible for the synthesis or accumulation of some metabolites with different interesting bioactivities. H. akashiwo LC269919 strain was grown in a 10 L bubble column photobioreactor artificially illuminated with multi-coloured LED lights. Growth and production of exopolysaccharides, polyunsaturated fatty acids (PUFAs), and carotenoids were evaluated under different culture modes (batch, fed-batch, semicontinuous, and continuous) at two irradiance levels (300 and 700 µE·s−1·m−2). Continuous mode at the dilution rate of 0.2·day−1 and 700 µE·s−1·m−2 provided the highest production of biomass, PUFAs (132.6 and 2.3 mg·L−1·day−1), and maximum fucoxanthin productivity (0.16 mg·L−1·day−1). The fed-batch mode accumulated exopolysaccharides in a concentration (1.02 g·L−1) 10-fold over the batch mode. An extraction process based on a sequential gradient partition with water and four water-immiscible organic solvents allowed the isolation of bioactive fucoxanthin from methanolic extracts of H. akashiwo. Metabolites present in H. akashiwo, fucoxanthin and polar lipids (i.e., eicosapentaenoic acid (EPA)), or probably such as phytosterol (β-Sitosterol) from other microalgae, were responsible for the antitumor activity obtained.This research was funded by the General Secretariat of Universities, Research and Technology of the Andalusian Government (grant: P18-RT-2477) and the State Research Agency (grants PID2019-109476RB-C22) of the Spanish Ministry of Science, Innovation and Universities

Indicators and predictors modifiable by the nursing department during the preoperative period: A scoping review

Aim and objectives The aim of this study is to identify preoperative indicators and/or predictors of complications or inefficiencies in the surgical process that can be modified within nursing practice. Background Due to rapid sociodemographic and technological change, the global demand for surgical attention is rising exponentially, requiring new strategies for optimisation and sustainability in perioperative care. Design We conduced the scoping review using the methodology recommended by the Joanna Briggs Institute supported with The PAGER framework and guided by the PRISMA-ScR Checklist. Methods Four databases (CINAHL, MEDLINE, SCOPUS and PUBMED) were examined to extract relevant published results for elective surgery on adult patients during the period 2011–2021. This process identified 609 records. Exclusion criteria were applied, and the sample was then evaluated with the Quality Assessment Tool for Studies with Diverse Designs (QATSDD), after which 15 studies remained. Results The following preoperative indicators and/or predictors were considered: (1) Anxiety; (2) Pain; (3) Health education, knowledge and training; (4) Satisfaction; (5) Management/organisation (including costs, resources used/available, organisational issues, hospital stay (preoperative), standardisation and protocolisation. Conclusion The identification of five indicators and/or predictors of complications or inefficiencies in the surgical process, which can be modified by nursing, allows the effective application of interventions in the preoperative phase, optimising care and improving health outcomes. Relevance to clinical practice The development and implementation of specific nursing skills in the preoperative phase are essential to optimise the surgical process.Funding for open access charge: Universidad de Málaga / CBU

TGFβ Governs the Pleiotropic Activity of NDRG1 in Triple-Negative Breast Cancer Progression

In triple-negative breast cancer (TNBC), the pleiotropic NDRG1 (N-Myc downstream regulated gene 1) promotes progression and worse survival, yet contradictory results were documented, and the mechanisms remain unknown. Phosphorylation and localization could drive NDRG1 pleiotropy, nonetheless, their role in TNBC progression and clinical outcome was not investigated. We found enhanced p-NDRG1 (Thr346) by TGFβ1 and explored whether it drives NDRG1 pleiotropy and TNBC progression. In tissue microarrays of 81 TNBC patients, we identified that staining and localization of NDRG1 and p-NDRG1 (Thr346) are biomarkers and risk factors associated with shorter overall survival. We found that TGFβ1 leads NDRG1, downstream of GSK3β, and upstream of NF-κB, to differentially regulate migration, invasion, epithelial-mesenchymal transition, tumor initiation, and maintenance of different populations of cancer stem cells (CSCs), depending on the progression stage of tumor cells, and the combination of TGFβ and GSK3β inhibitors impaired CSCs. The present study revealed the striking importance to assess both total NDRG1 and p-NDRG1 (Thr346) positiveness and subcellular localization to evaluate patient prognosis and their stratification. NDRG1 pleiotropy is driven by TGFβ to differentially promote metastasis and/or maintenance of CSCs at different stages of tumor progression, which could be abrogated by the inhibition of TGFβ and GSK3β.Instituto de Salud Carlos III European Commission PI15/00336 PI19/01533 CP14/00197 CP19/00029 PIE16/00045Ministry of Science and Innovation, Spain (MICINN)Instituto de Salud Carlos IIISpanish Government RTI2018.101309B-C22Chair "Doctors Galera-Requena in cancer stem cell research" CMC-CTS963European Regional Development Fund (European Union)Ministerio de Universidades FPU19/04450Junta de Andalucia RH-0139-2020Sistema Nacional de Garantia Juvenil (Fondo Social Europeo) 8064Junta de Andalucia, Consejeria de Transformacion Economica, Industria, Conocimiento y Universidades DOC_01686Fundacion Cientifica Asociacion Espanola Contra el Cancer, Junta Provincial de Jaen (AECC) PRDJA19001BLA

Mapa Geológico de España E 1:200000, hoja 69, Pozoblanco

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