Videojuegos como herramienta en Educación Primaria: caso de estudio con eAdventure

Los videojuegos son herramientas interactivas y sociales de aprendizaje de la Web 2.0, con las que los usuarios pueden jugar, participar, comunicarse y aprender, creando y sacando partido de los contenidos. No obstante el profesorado necesita formación para exprimir de forma eficaz estas herramientas. Con el ánimo de comprobar la eficacia del videojuego como herramienta de enseñanza en el aula, en este artículo se presenta un estudio de caso de la adopción de los videojuegos en Educación Primaria, donde la herramienta eAdventure se ha utilizado para impartir una Unidad Didáctica de la asignatura Ciencias de la Naturaleza a alumnos de siete años. La conclusión a la que se ha llegado tras su realización es que los videojuegos pueden ser utilizados como herramientas educativas y las principales fortalezas de su uso en clase son: (i) la reducción en la temporalización a la hora de impartir un contenido y (ii) el incremento en la atención de los alumnos.Videogames are social and interactive learning tools of Web 2.0 which enable users to play, participate, communicate and learn, creating and taking advantages out of content. However, teachers need training to effectively squeeze these tools. With the aim to test the effectiveness of the use of videogames in the classroom as teaching tools, this paper presents a case study of videogames adoption in Primary School, where eAdventure tool was used in a real classroom to teach Natural Science to a group of seven year old students. The case study concludes that videogames may be used as teaching tools and their main strengths are: (i) time reduction when teaching content and (ii) increase of student engagement.Facultad de Informátic

Aprendizaje basado en videojuegos con eAdventure

Videogames are social and interactive tools which enable users to play, participate, communicate and learn. With the aim to test the effectiveness of the use of videogames in the classroom as teaching tools, this paper presents a case study of videogames adoption in Primary School, where eAdventure was used in a real classroom to teach Natural Science to a group of seven years old students. The case study concludes that videogames may be used as teaching tools and their main strengths are: (i) time reduction when teaching content and (ii) increase of student engagement

Videojuegos como herramienta en Educación Primaria: caso de estudio con eAdventure

Los videojuegos son herramientas interactivas y sociales de aprendizaje de la Web 2.0, con las que los usuarios pueden jugar, participar, comunicarse y aprender, creando y sacando partido de los contenidos. No obstante el profesorado necesita formación para exprimir de forma eficaz estas herramientas. Con el ánimo de comprobar la eficacia del videojuego como herramienta de enseñanza en el aula, en este artículo se presenta un estudio de caso de la adopción de los videojuegos en Educación Primaria, donde la herramienta eAdventure se ha utilizado para impartir una Unidad Didáctica de la asignatura Ciencias de la Naturaleza a alumnos de siete años. La conclusión a la que se ha llegado tras su realización es que los videojuegos pueden ser utilizados como herramientas educativas y las principales fortalezas de su uso en clase son: (i) la reducción en la temporalización a la hora de impartir un contenido y (ii) el incremento en la atención de los alumnos.Videogames are social and interactive learning tools of Web 2.0 which enable users to play, participate, communicate and learn, creating and taking advantages out of content. However, teachers need training to effectively squeeze these tools. With the aim to test the effectiveness of the use of videogames in the classroom as teaching tools, this paper presents a case study of videogames adoption in Primary School, where eAdventure tool was used in a real classroom to teach Natural Science to a group of seven year old students. The case study concludes that videogames may be used as teaching tools and their main strengths are: (i) time reduction when teaching content and (ii) increase of student engagement.Facultad de Informátic

Videojuegos como herramienta en Educación Primaria: caso de estudio con eAdventure

Los videojuegos son herramientas interactivas y sociales de aprendizaje de la Web 2.0, con las que los usuarios pueden jugar, participar, comunicarse y aprender, creando y sacando partido de los contenidos. No obstante el profesorado necesita formación para exprimir de forma eficaz estas herramientas. Con el ánimo de comprobar la eficacia del videojuego como herramienta de enseñanza en el aula, en este artículo se presenta un estudio de caso de la adopción de los videojuegos en Educación Primaria, donde la herramienta eAdventure se ha utilizado para impartir una Unidad Didáctica de la asignatura Ciencias de la Naturaleza a alumnos de siete años. La conclusión a la que se ha llegado tras su realización es que los videojuegos pueden ser utilizados como herramientas educativas y las principales fortalezas de su uso en clase son: (i) la reducción en la temporalización a la hora de impartir un contenido y (ii) el incremento en la atención de los alumnos

Efficacy and safety of the CVnCoV SARS-CoV-2 mRNA vaccine candidate in ten countries in Europe and Latin America (HERALD): a randomised, observer-blinded, placebo-controlled, phase 2b/3 trial

Background: Additional safe and efficacious vaccines are needed to control the COVID-19 pandemic. We aimed to analyse the efficacy and safety of the CVnCoV SARS-CoV-2 mRNA vaccine candidate. Methods: HERALD is a randomised, observer-blinded, placebo-controlled, phase 2b/3 clinical trial conducted in 47 centres in ten countries in Europe and Latin America. By use of an interactive web response system and stratification by country and age group (18–60 years and ≥61 years), adults with no history of virologically confirmed COVID-19 were randomly assigned (1:1) to receive intramuscularly either two 0·6 mL doses of CVnCoV containing 12 μg of mRNA or two 0·6 mL doses of 0·9% NaCl (placebo) on days 1 and 29. The primary efficacy endpoint was the occurrence of a first episode of virologically confirmed symptomatic COVID-19 of any severity and caused by any strain from 15 days after the second dose. For the primary endpoint, the trial was considered successful if the lower limit of the CI was greater than 30%. Key secondary endpoints were the occurrence of a first episode of virologically confirmed moderate-to-severe COVID-19, severe COVID-19, and COVID-19 of any severity by age group. Primary safety outcomes were solicited local and systemic adverse events within 7 days after each dose and unsolicited adverse events within 28 days after each dose in phase 2b participants, and serious adverse events and adverse events of special interest up to 1 year after the second dose in phase 2b and phase 3 participants. Here, we report data up to June 18, 2021. The study is registered at ClinicalTrials.gov, NCT04652102, and EudraCT, 2020–003998–22, and is ongoing. Findings: Between Dec 11, 2020, and April 12, 2021, 39 680 participants were enrolled and randomly assigned to receive either CVnCoV (n=19 846) or placebo (n=19 834), of whom 19 783 received at least one dose of CVnCoV and 19 746 received at least one dose of placebo. After a mean observation period of 48·2 days (SE 0·2), 83 cases of COVID-19 occurred in the CVnCoV group (n=12 851) in 1735·29 person-years and 145 cases occurred in the placebo group (n=12 211) in 1569·87 person-years, resulting in an overall vaccine efficacy against symptomatic COVID-19 of 48·2% (95·826% CI 31·0–61·4; p=0·016). Vaccine efficacy against moderate-to-severe COVID-19 was 70·7% (95% CI 42·5–86·1; CVnCoV 12 cases in 1735·29 person-years, placebo 37 cases in 1569·87 person-years). In participants aged 18–60 years, vaccine efficacy against symptomatic disease was 52·5% (95% CI 36·2–64·8; CVnCoV 71 cases in 1591·47 person-years, placebo, 136 cases in 1449·23 person-years). Too few cases occurred in participants aged 61 years or older (CVnCoV 12, placebo nine) to allow meaningful assessment of vaccine efficacy. Solicited adverse events, which were mostly systemic, were more common in CVnCoV recipients (1933 [96·5%] of 2003) than in placebo recipients (1344 [67·9%] of 1978), with 542 (27·1%) CVnCoV recipients and 61 (3·1%) placebo recipients reporting grade 3 solicited adverse events. The most frequently reported local reaction after any dose in the CVnCoV group was injection-site pain (1678 [83·6%] of 2007), with 22 grade 3 reactions, and the most frequently reported systematic reactions were fatigue (1603 [80·0%] of 2003) and headache (1541 [76·9%] of 2003). 82 (0·4%) of 19 783 CVnCoV recipients reported 100 serious adverse events and 66 (0·3%) of 19 746 placebo recipients reported 76 serious adverse events. Eight serious adverse events in five CVnCoV recipients and two serious adverse events in two placebo recipients were considered vaccination-related. None of the fatal serious adverse events reported (eight in the CVnCoV group and six in the placebo group) were considered to be related to study vaccination. Adverse events of special interest were reported for 38 (0·2%) participants in the CVnCoV group and 31 (0·2%) participants in the placebo group. These events were considered to be related to the trial vaccine for 14 (<0·1%) participants in the CVnCoV group and for five (<0·1%) participants in the placebo group. Interpretation: CVnCoV was efficacious in the prevention of COVID-19 of any severity and had an acceptable safety profile. Taking into account the changing environment, including the emergence of SARS-CoV-2 variants, and timelines for further development, the decision has been made to cease activities on the CVnCoV candidate and to focus efforts on the development of next-generation vaccine candidates. Funding: German Federal Ministry of Education and Research and CureVac