241 research outputs found
Comparación entre los modelos de gamificación en la enseñanza superior que utilizan escape rooms fÃsicas 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 metodologÃas 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, autonomÃa, 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 estadÃsticamente significativos que constaten su eficacia según el entorno pero sà 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
Design and validation of a questionnaire for the evaluation of educational experiences in the metaverse in Spanish students (METAEDU)
The aim of this study is to design and validate an instrument that allows the evaluation of educational experiences
and formative assessment in the metaverse from a holistic perspective. Hence, a research design based on the
development of a scale has been used. Three hundred and sixty-two Spanish secondary school students participated
in the study, selected through purposive sampling. The instrument created has been subjected to an analysis
of content validity, validity by expert judgment, construct validity, and reliability. For data analysis, the SPSS and
AMOS programs have been used. An exploratory factor analysis and a confirmatory factor analysis have been
performed to determine the construct validity. In addition, the Cronbach's alpha has been calculated to verify the
internal consistency of the tool. The results reveal several findings that position the resulting questionnaire as a
valid and reliable instrument to evaluate educational experiences and practices in the metaverse. In short, this
study has led to the development of a comprehensive evaluation tool at the service of educators or any institution
interested in implementing its educational praxis within the metaverse, a field of research that has yet to be
explored.GOAL! Teaching Methodology for the Transformation of Learning in the METAVERSE 2211
Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education
Educational technology is achieving great potential in the formative processes of today’s
society. Flipped learning is considered as a pedagogical innovation derived from the technological
influence in learning spaces. The general objective of the research is to analyze the e ectiveness
of flipped learning on a traditional teaching and learning approach in the subject of Mathematics.
To achieve this objective, an experimental design of a descriptive and correlational type has been
followed through a quantitative research method. Two study groups have been set up. In the control
group, the contents have been imparted from a traditional perspective, and in the experimental group,
innovation has been applied through the use of flipped learning. The sample of participants has
been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year
of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used
for data collection. The results reflect that the application of flipped learning has obtained better
assessment in established attitudinal and mathematical indicators. It is concluded that with the use
of flipped learning, motivation and skills are increased in the analysis and representation of graphs
Twitch as a Techno-Pedagogical Resource to Complement the Flipped Learning Methodology in a Time of Academic Uncertainty
Flipped learning methodology has the potential to be combined with a multitude of didactic
actions and techno-pedagogical resources that are adapted to the needs of the student. Access to
resources and training outside the classroom can be carried out from various platforms. Following
this line, Twitch is an interactive video transmission platform that is presented as an interesting digital
resource to enhance the motivation of students in turning over learning moments. The objective of
the study is to analyze the motivation of students in two different methodological approaches, one
traditional and the other innovative through the Twitch application. A quasi-experimental pre-post
design was carried out. A total of 52 Spanish students from the fourth level of secondary education
participated in the research. Data collection was carried out by adapting the Motivated Strategies
for Learning Questionnaire (MSLQ) instrument to the Spanish context. The results reflect higher
levels of motivation in the implementation of Twitch with respect to its materialization without using
said techno-pedagogical complement. This difference is especially significant in intrinsic motivation,
since in the case of extrinsic motivation, the difference between both pedagogical proposals is smaller.
In short, the implementation of Twitch in the flipped learning supposes an optimization of this
pedagogical methodology, increasing the extrinsic and intrinsic motivation of the students and
modifying the centers of interest of students from quantitative aspects to other, qualitative ones.I+D+i OTRI-Universidad de Granada CNT-431
Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement
Educational innovation is a reality that is present in learning spaces. The use of emerging
methodologies such as gamification and flipped learning has shown great potential in improving
the teaching and learning process. This study aims to analyze the e ectiveness of innovative
mixed practices, combining gamification and flipped learning in the subject of Spanish Language
and Literature against the isolated use of flipped learning. For this, a quasi-experimental design
of descriptive and correlational type, based on a quantitative methodology has been carried out.
For its development, two study groups (control-experimental) have been set up. The selected
sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary
Education of an educational center in Southern Spain. The data has been collected through a validated
questionnaire. The results determine that the complement of gamification in flipped learning has led
to improvements in various academic indicators. It is concluded that the development of gamified
actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers,
and interactions of students
Three-stage application of flipped learning in the area of science
Se ha analizado la aplicabilidad del flipped learning para la enseñanza de la conciencia
medioambiental en comparación con una metodologÃa tradicional a partir de un análisis trietápico
estratificado (educación primaria, secundaria y superior) en las asignaturas de Ciencias de la
naturaleza, biologÃa y geologÃa, y didáctica de las Ciencias Experimentales. Se trata de un estudio
cuantitativo, descriptivo y correlacional de corte experimental que emplea un cuestionario ad hoc
sobre 180 estudiantes. En comparación con la metodologÃa tradicional, la enseñanza
medioambiental mediante flipped learning favorece aspectos actitudinales-procedimentales como la
participación, la autonomÃa, el pensamiento crÃtico-analÃtico, el pensamiento divergente y la
capacidad resolutiva, además de aspectos interactivos-consecutivos como la interacción, el
aprovechamiento temporal, la competencia medioambiental y las calificacionesThe applicability of flipped learning for the teaching of environmental awareness has
been analyzed in comparison with a traditional methodology based on a stratified three-stage analysis
(primary, secondary and higher education) in the subjects of nature Sciences, biology and geology, and Teaching experimental sciences. This is an experimental, quantitative, descriptive and
correlational study that uses an ad hoc questionnaire on 180 students. Compared to traditional
methodology, environmental teaching through flipped learning favors attitudinal-procedural aspects
such as participation, autonomy, critical-analytical thinking, divergent thinking and resolving capacity, in addition to interactive-consecutive aspects such as interaction, temporary use, environmental
competence and qualification
El impacto del género en el uso de la realidad aumentada y la realidad virtual en estudiantes con TEA
Today’s education is in the process of transformation as a consequence of the inclusion of educational
technology in learning spaces. Among the most prominent technologies is augmented and
virtual reality. These emerging technologies have reflected great educational potential in different
contexts. The study's objective is focused on knowing the influence of gender in the application
of augmented and virtual reality in students with ASD. They have been considered in various
dimensions such as motivation, attention, communication, autonomy, and learning outcomes. A
quantitative research methodology has been used through a descriptive and correlational nonexperimental
design to achieve this objective. 46 Spanish students with ASD participated in the
study. The data were collected through a questionnaire. The results reveal differences in motivation,
attention, and communication based on gender. However, in terms of autonomy and in
learning outcomes, gender does not suppose any conditioner. The work culminates with various
theoretical and practical implications.La educación actual se encuentra en un proceso de transformación como consecuencia de la
inclusión de la tecnologÃa educativa en los espacios de aprendizaje. Entre las tecnologÃas más
destacadas se encuentran la realidad aumentada y la virtual. Estas tecnologÃas emergentes han
reflejado un gran potencial educativo en diferentes contextos. El objetivo del estudio se centra en
conocer la influencia del género en la aplicación de realidad aumentada y virtual en estudiantes
con TEA. Se han tenido en cuenta en varias dimensiones como la motivación, la atención, la comunicación,
la autonomÃa y los resultados del aprendizaje. Para lograr este objetivo se ha utilizado
una metodologÃa de investigación cuantitativa a través de un diseño no experimental descriptivo
y correlacional. En el estudio participaron 46 estudiantes españoles con TEA. Los datos
fueron recopilados a través de un cuestionario. Los resultados revelan diferencias en motivación,
atención y comunicación en función del género. Sin embargo, en la autonomÃa y en los resultados
de aprendizaje, el género no supone ningún condicionante. El trabajo culmina con diversas implicaciones
teóricas y prácticas.I + D + i project OTRI-University of Granada 499
La computadora en la educación en el siglo XXI. Un mapeo cientÃfico de la literatura en Web of Science
I+d+i Project oTRI-University of granada with financing code number 4995: Services related to the pilot phase of the evaluation of educational programs.Computers have evolved over the course of history through successive generations. The impact of this technology on society has
revolutionised the way we communicate, participate in the political life of a country or access education. The potential of the computer in the field of
education has been highlighted by last year's global event. The objective of the study is to analyze the literature on the term computer in the field of education
(CoMPU-EdU) in the Web of Science database. for this, a bibliometric methodology based on a scientific mapping of the publications on the state of the
question has been used. It has worked with an analysis unit of 10939 documents. The results indicate that research related to "computer" in education is
mainly presented in English and in research articles. In addition, the journal with the most manuscripts on this line of research is Computer & Education. The
analysis of the scientific evolution of this line of research shows that studies are mainly focused on teaching and learning processes, as well as on students'
attitudes towards computer use. It can be concluded that the CoMPU-EdU investigations are currently at an inflection point, given that there is a downward
trend, as far as production volume is concerned. The scientific community is beginning to focus its research on other more specific branches of computer,
such as augmented reality or robotics. In addition, the scientific production of CoMPU-EdU in the 21th century focuses mainly on the attitudes of the
members involved in the pedagogical act, on gender differences, on the elements of the teaching and learning processes - pedagogical methods and evaluation
- and in the attention of students with special educational needs. Probably in the future the lines of research will begin to focus on self-regulation of learning,
computational-thinking and gamification.Las computadoras han evolucionado a lo largo de la historia a través de generaciones sucesivas. El impacto de esta tecnologÃa en la
sociedad ha revolucionado la forma en que nos comunicamos, participamos en la vida polÃtica de un paÃs o accedemos a la educación. El potencial de la
computadora en el campo de la educación ha sido destacado por el evento global del año pasado. El objetivo del estudio es analizar la literatura sobre el
término informática en el campo de la educación (CoMPU-EdU) en la base de datos de Web of Science. Para ello se ha utilizado una metodologÃa
bibliométrica basada en un mapeo cientÃfico de las publicaciones sobre el estado de la cuestión. ha trabajado con una unidad de análisis de 10939
documentos. Los resultados indican que la investigación relacionada con la "computadora" en la educación se presenta principalmente en inglés y en artÃculos
de investigación. Además, la revista con más manuscritos en esta lÃnea de investigación es Computer & Education. El análisis de la evolución cientÃfica de
esta lÃnea de investigación muestra que los estudios se centran principalmente en los procesos de enseñanza y aprendizaje, asà como en las actitudes de los
estudiantes hacia el uso de la computadora. Se puede concluir que las investigaciones CoMPU-EdU se encuentran actualmente en un punto de inflexión,
dado que existe una tendencia a la baja, en lo que se refiere al volumen de producción. La comunidad cientÃfica empieza a centrar su investigación en otras
ramas más especÃficas de la informática, como la realidad aumentada o la robótica. Además, la producción cientÃfica de CoMPU-EdU en el siglo XXI se
centra principalmente en las actitudes de los integrantes involucrados en el acto pedagógico, en las diferencias de género, en los elementos de los procesos
de enseñanza y aprendizaje - métodos pedagógicos y de evaluación - y en la atención de alumnos con necesidades educativas especiales. Probablemente en
el futuro las lÃneas de investigación comiencen a centrarse en la autorregulación del aprendizaje, el pensamiento computacional y la gamificación.I+d+i Project oTRI-University of granada 499
Nomophobia: An Individual’s Growing Fear of Being without a Smartphone—A Systematic Literature Review
We acknowledge the researchers of the research group AREA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de AndalucÃa and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of Granada.This review examines the current literature focused on nomophobia (objectives, methodological design, main variables, sample details, and measurement methods) in the Scopus and Web of Science databases. To this end, we conducted a systematic literature review in accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The initial sample consisted of 142 articles, of which 42 met the inclusion criteria and were analyzed in detail. The findings show that the current research is in an exploratory phase, with a greater predominance of descriptive, nonexperimental, and cross-sectional studies that explore the prevalence of nomophobia mainly in adolescents and university students. The most widely used measurement instrument is the Nomophobia Questionnaire (NMP-Q) proposed by Yildrim and Correia. In addition, the research suggests that nomophobia negatively affects personality, self-esteem, anxiety, stress, academic performance, and other physical and mental health problems. We are therefore faced with a health problem, which negatively affects a person, causing psychological problems and physical and behavioral changes.This research has received public funding from the Ministry of Education of the Government of Spain (FPU14/04626)
B-Learning Teaching Method for the Development of the Teaching and Learning Process: An Experience in the Subject Educational Processes and Contexts of the Master’s Degree in Teaching Compulsory Secondary and Upper Secondary School, Vocational Training and Foreign Language Teaching
During the 2017/2018 school year, in the Master’s Degree Program developed at the
Campus of Ceuta, in the area of Educational Processes and Contexts, we applied the B-learning
method, associated with other methods, such as cooperative, collaborative, interactive and by
inquiry, through the Prado platform. The experience has been developed with a total of 72 students,
who made a portfolio, assessing, among other aspects, the development of the subject
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