Evaluating science teachers' flipped learning readiness: a GETAMEL approach test

Flipped learning has become an ally in education. However, although the literature has identified multiple benefits of using this strategy to improve student learning outcomes, its adoption and implementation by teachers in science education remain scarce. This study examines antecedents of science teachers' flipped teaching readiness to act, aiming to encourage more teachers to use this strategy. The study implemented the General Extended Technology Acceptance Model for E-Learning (GETAMEL) approach as the theoretical framework. A cross-sectional research design study, including 398 in-service science teachers, was implemented in five Turkish cities during the first semester of 2022. The results indicated that the GETAMEL approach provided adequate prediction power to explain science teachers' flipped teaching readiness. It was also shown that all hypotheses were supported, and constructs of the conceptual model were significant activators of intention to use the flipped learning approach for science teaching. Moreover, subjective norm, experience, perceived enjoyment, anxiety, and self-efficacy on perceived usefulness, attitude, and intention acted as mediator constructs. Overall, this study guides researchers and practitioners to better comprehend science teachers' flipped teaching readiness

Social Media in Education: A Case Study Regarding Higher Education Students’ Viewpoints

The digital prevalence on everyday life caused by the coronavirus pandemic (COVID-19) has drastically impacted the whole world. The educational domain was no exception and has been affected by this rapid shift to online and virtual learning environments. Social media are widely used as a means to share ideas and opinions, acquire knowledge, get informed about news, communicate and collaborate. Moreover, social media are in line with several learning theories. Therefore, their integration in educational settings has the potential to yield several benefits. The aim of the study is to examine this digital shift by analyzing and comprehending higher education students’ experiences and viewpoints regarding the use of social media in education. In total 130 students participated in this study. Based on the results, the majority of students viewed the integration of social media in education positively and regarded it as a means that promotes and enhances communication, group work, collaboration as well as knowledge and ideas sharing with both fellow students and educators. Moreover, students considered social media to be an invaluable teaching tool that when used in a student-centered manner can increase their productivity, engagement, motivation and academic performance as well as improve the teaching and learning process. Finally, social media was assessed as essential for today’s life and as a promising tool that will be more widely used in educational settings in the near future.©2022 Springer. This is a post-peer-review, pre-copyedit version of an article published in Mobility for Smart Cities and Regional Development - Challenges for Higher Education: Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021). The final authenticated version is available online at: http://dx.doi.org/10.1007/978-3-030-93904-5_73fi=vertaisarvioitu|en=peerReviewed

Connecting services to product (goods) development : a study based on 2 strategic orientation and customer experience

This paper provides the preliminary analysis based on the survey which we conducted on Strategic Orientation (SO) and Customer eXperience (CX) issues. The results indicated that both understanding, and business perspectives are important. The findings also show that especially in designing human-based services, the view based CX should be emphasized. In addition, regarding goods design, CX was considered more important than the comprehension of the SO.©2022 The authors. Published by Universitat Politècnica de València. Please cite the original version: Makkonen, P., Lampropoulos, G. & Siakas, K. (2022). Connecting services to product (goods) development : a study based on 2 strategic orientation and customer experience. In: Tracey, B., Heinonen, K., Trull-Domínguez, O. & Peiró-Signes, Á. (eds.) Proceedings of the QUIS17 : The 17th International Research Symposium on Service Excellence in Management. València: Universitat Politècnica de València. http://dx.doi.org/10.4995/QUIS17.2022.15169fi=vertaisarvioitu|en=peerReviewed

Comparación entre los modelos de gamificación en la enseñanza superior que utilizan escape rooms físicas y virtuales

Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.La gamificación es un modelo formativo que fomenta la inclusión de metodologías activas en los entornos de aprendizaje. El objetivo de esta investigación es analizar los efectos de una experiencia gamificada a través de salas de escape virtuales y presenciales para determinar los niveles generados de diversión, absorción, pensamiento creativo, dominio, activación, ausencia de efecto negativo y calificaciones de los estudiantes. Se ha utilizado un diseño experimental de tipo descriptivo y correlacional. Han participado 105 estudiantes universitarios españoles. Los datos han sido recogidos mediante una escala validada al contexto español denominada Gameful Experience in Gamification (GAMEX). Los resultados revelan variabilidad significativa según el entorno formativo. De forma presencial se potencian la diversión y la activación de los estudiantes generando experiencias de entretenimiento placentero. De manera digital se incrementan la influencia, autonomía, la creatividad y exploración de los estudiantes. Asimismo, estos dos entornos comparten en común altos niveles de absorción espacio temporal y una ausencia de efecto negativo. En cuanto a las calificaciones, no se han determinado resultados estadísticamente significativos que constaten su eficacia según el entorno pero sí se obtienen buenas puntuaciones. Se concluye que la elección del entorno gamificado dependerá de las dimensiones que el docente pretenda alcanzar durante el proceso de aprendizaje

Influência da aplicação de um plano de leitura na motivação, inteligência emocional, fluência e compreensão leitora em alunos espanhóis do ensino fundamental

This study is part of the project with reference OTRI-4995 entitled Services related to the pilot phase of the evaluation of educational programs, financed by the “La Caixa” Foundation and sponsored by the University of Granada and the EducaTech Research Group (SEJ-666).Reading is positioned as an important skill in people’s daily lives. That is why work is done and time is dedicated to its development in educational centers through didactic proposals that are compiled in the Reading Plan. This research focuses on knowing the impact of the Reading Plan on various dimensions such as motivation, emotional intelligence, fluency and reading comprehension in primary school students from different educational centers in Spain. For this, a quantitative methodology has been followed with a pre-post quasi-experimental design with a control and an experimental group. 331 students enrolled between 5th and 6th grade of said educational stage participated in the study. The data has been collected through many validated instruments (Questionnaire of Motivated Strategies for Learning, BarOn Emotional Intelligence Inventory and the EMLE-TALE 2000) for the objectives pursued. After the statistical analysis, the results obtained reveal how the increase in emotional intelligence of the experimental group has improved the students’ motivation, both intrinsically and extrinsically, and this has favoured the acquisition of greater fluency and reading comprehension concerning the control group. It is concluded that motivation, emotional intelligence, fluency and reading comprehension are higher in experimental group than those achieved by students in the control group. This shows that the Reading Plan developed by the experimental group positively impacts the improvement of these dimensions in the students.A leitura se posiciona como uma habilidade importante no cotidiano das pessoas. Por isso, trabalha-se e dedica- -se tempo ao seu desenvolvimento nos centros educativos através de propostas didáticas que constam do Plano de Leitura. Esta pesquisa se concentra em conhecer o impacto do Plano de Leitura em várias dimensões, como motivação, inteligência emocional, fluência e compreensão de leitura em alunos do ensino fundamental de diferentes centros educacionais na Espanha. Para isso, seguiu-se uma metodologia quantitativa com um desenho pré-pós quase-experimental com um grupo controle e um experimental. Participaram do estudo 331 alunos matriculados entre o 5º e o 6º ano da referida etapa de ensino. Os dados foram recolhidos através de vários instrumentos validados (Questionário de Estratégias Motivadas para a Aprendizagem, Inventário de Inteligência Emocional BarOn e o EMLE-TALE 2000) para os objetivos perseguidos. Após a análise estatística, os resultados obtidos revelam como o aumento da inteligência emocional no grupo experimental melhorou a motivação dos alunos, tanto intrínseca quanto extrinsecamente, e isso favoreceu a aquisição de maior fluência e compreensão de leitura em relação ao grupo controle. Conclui-se que motivação, inteligência emocional, fluência e compreensão de leitura são maiores no grupo experimental do que aquelas alcançadas pelos alunosdo grupo controle. Isso mostra que o Plano de Leitura desenvolvido pelo grupo experimental tem um impacto positivo na melhora dessas dimensões nos alunos.“La Caixa” Foundation OTRI-4995Universidad de Granada SEJ-666 UG

The Impact of Personality Traits on Social Media Use and Engagement: An Overview

Social media have become an integral part of everyday life and are used in numerous domains. Hence, it is essential to comprehend how and why users use and engage themselves in social media. Personality traits are patterns of thinking, feeling or behaving that could potentially affect an individual's social media use. This paper aims at enhancing the understanding of the role that personality traits play in the psychological dynamics underlying social media use and engagement. Therefore, this paper conducts an extensive literature review regarding personality, trait theory and personality traits taxonomies and puts emphasis on Big Five Personality Traits – Five Factor Model (FFM). Furthermore, it presents a literature review of recent studies regarding the impact of personality traits on social media use and compares their results. Based on the findings, there is a close interconnection between social media use and engagement and personality traits with some traits affecting it more drastically. Openness and extraversion emerged as the two most significant positive predictors of social media use while conscientiousness, agreeableness and neuroticism were also considered important but at a lesser degree. Consequently, it was concluded that personality traits have an immense impact on social media use and engagement