Search

Playful learning is an educational method in which students experience fun and curiosity in an active context that is meaningful to them. Game-based learning, serious games, and gamification can be highlighted here. The purpose of this study is to conduct a systematic review of studies that have used gamified resources as a game-based strategy for bullying prevention. For this study, a search of several databases (Scopus, PubMed, Web of Science, and Dialnet) was conducted. 606 studies were collected, of which 12 scientific studies were selected. Playful strategies are effective in identifying and processing different variables related to bullying. The use of playful strategies in the classroom has many benefits and several studies confirm that it is an effective method for raising awareness and preventing bullying.

The present study aims to evaluate the effectiveness of an educational gamification program in the reading processes of secondary school students. A quasi-experimental design of comparison between groups with pretest and posttest measurements was carried out with a sample of 271 students (M = 14.42, SD = 0.72). The evaluation battery of the PROLEC-SE reading processes is used. The intervention program consists of 7 or 15 sessions of one hour, and the results of two experimental groups and a control group are compared. The results indicate that, compared to the control group, the experimental groups significantly improve their score in reading processes. The implications of the results obtained, the limitations of the study and some recommendations for future research are discussed and analyzed.

José M Rodríguez-Ferrer,1 Ana Manzano-León,1 Adolfo J Cangas,1 José M Aguilar-Parra,1 Carolina Fernández-Jiménez,2 Juan M Fernández-Campoy,3 Antonio Luque de la Rosa,3 Ana M Martínez-Martínez3 1Department of Psychology, University of Almería, Almería, Spain; 2Department of Psychology, University of Granada, Granada, Spain; 3Department of Education, University of Almería, Almería, SpainCorrespondence: Ana Manzano-LeónDepartment of Psychology, University of Almería, Carretera Sacramento s/n, Almería, 04120, SpainTel +34 640272890Email Aml570@ual.esBackground: Currently, there are still prejudices and negative beliefs towards people with severe mental disorder. The stigma of healthcare professionals can affect both recovery time and patients’ own self-stigma. In universities, it is necessary to reduce these prejudices through training on mental health.Purpose: The purpose of this research has been to assess the use of educational escape rooms as a learning and awareness strategy on stigmatizing attitudes towards people with serious mental disorders in university students.Methods: An online escape room has been designed whose narrative shows the daily life of a person with a serious mental illness. An exploratory qualitative study has been carried out to explore the perception of 44 university students from two Andalusian universities about this escape room.Results: The results of the study show that most of the interviewed students consider that the educational escape room has been a fun and motivating learning strategy, which has allowed them to learn cooperatively and empathize with the protagonist with a mental disorder.Conclusion: Online escape rooms can be a useful strategy for teaching health sciences students. Considering it a fun activity, students are more participatory and engaged to the curricular content, in our case, stigmatizing attitudes towards people with serious mental disorders.Keywords: escape room, stigma, serious mental disorder, educational innovation, motivation, empathy

Resumen El presente estudio tiene como finalidad evaluar la eficacia de un programa de gamificacion educativa en los procesos lectores de alumnado de secundaria. Se realiza un diseno cuasiexperimental de comparacion entre grupos con medidas pretest y postest con una muestra de 271 estudiantes (M = 14.42, DT = 0.72). Se emplea la bateria de evaluacion de los procesos lectores PROLEC-SE. El programa de intervencion consta de 7 o 15 sesiones de una hora, y se comparan los resultados de dos grupos experimentales y un grupo control. Los resultados indican que, en comparacion con el grupo control, los grupos experimentales mejoran significativamente su puntuacion en procesos lectores. Se discuten y analizan las implicaciones de los resultados obtenidos, las limitaciones del estudio y algunas recomendaciones para futuras investigaciones.

This study evaluates the impact of game-based learning (GBL) and Service-Learning on the flow and engagement of teacher education students. A quasi-experimental between-group comparison design with pre-test and post-test measures was conducted with a sample of 113 students majoring in childhood education. The results indicate that the experimental group statistically significantly improved their flow and engagement scores compared to the control group. It is concluded that the GBL and SL methodology in initial teacher training allows students to learn about inclusive education in a motivating way and to design different strategies and resources that they will be able to use in their professional future.

Secondary education needs to find learning strategies that favor student engagement, particularly in socially deprived communities. The objective of this study is to analyze the influence of gamification on educational flow and academic performance. A quasi-experimental pre-test/post-test study has been carried out with 207 secondary school students that compares the gamified cooperative learning method with the directive teaching methodology. The results show statistically significant differences in perceived class flow and academic performance in favor of the gamified group. In addition, it has been analyzed whether these improvements vary according to sex, proving that the gamified methodology is just as effective for girls as for boys. It is concluded that the game systems achieved with gamification favor student engagement because they perceive the tasks as enjoyable and immersive.

Additional file 1. The escape room presented can be found at the following link: x (Last access date 09/05/2022). Throughout the escape room, various clues appear which allow players to pass the tests. After reading the tests, in the event that the team does not know how to solve it, they can ask the facilitator as many times as they need for assistance.

Negative attitudes and prejudices towards people with a mental disorder are common across cultures and societies. The stigma associated with mental illness leads to a lower quality of life, given the discrimination and social exclusion suffered by people with this type of disorder. In the field of health, research has shown that doctors and nurses also manifest these types of stigmatizing behaviors and attitudes. The present study aims to create and apply an educational escape room for the purpose of training nursing students in mental health, promoting positive attitudes towards people who have a mental disorder. To do so, a pre-post study was conducted with an experimental group and a control group to determine whether the escape room was effective for the modification of stigmatizing behaviors compared to transmissive lecture class, and a third measurement was made at 6 months only to the experimental group to evaluate whether the changes produced by the escape room were maintained in the long term. The results indicate that the students participating in the study obtained better scores in sensitization and these remain better over time. It is concluded that the escape room used is suitable for the training and sensitization of future nursing professionals in the field of mental health, facilitating the learning of knowledge and positive attitudes towards severe mental disorder., FEDER "A way to make Europe" (Una manera de hacer Europa) UAL2020-SEJ-D1912

Ana Manzano-León,1 José M Rodríguez-Ferrer,1 José Manuel Aguilar-Parra,1 Rubén Trigueros,1 Maria P del Pilar Díaz-López,1 Nuria Torres-López,2 Carolina Fernández-Jiménez3 1Department of Psychology, University of Almería, Almeria, Spain; 2Department of Humanities, University of Almería, Almeria, Spain; 3Department of Psychology, University of Granada, Granada, SpainCorrespondence: José Manuel Aguilar-Parra; Rubén Trigueros Email jmaguilar@ual.es; rtr088@ual.esIntroduction: The purpose of the study was to test the factorial validity of Classroom Engagement Inventory of Wang, Bergin and Bergin with Spanish high school students.Methods: In this study, 546 students participated (mean = 13.27, standard deviation = 0.629), from several high schools in Andalusia. To analyze the psychometric properties of the scale, several analyses were carried out.Results: The results offered support for the five-factor structure. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales.Discussion: The results of this study demonstrated the reliability and validity of the Spanish version of the Classroom Engagement Inventory with high school students.Keywords: engagement, academic motivation, factorial analysis, teenagers

Ana Manzano-León,1 José M Rodríguez-Ferrer,1 José Manuel Aguilar-Parra,1 Rubén Trigueros,1 Maria P del Pilar Díaz-López,1 Nuria Torres-López,2 Carolina Fernández-Jiménez3 1Department of Psychology, University of Almería, Almeria, Spain; 2Department of Humanities, University of Almería, Almeria, Spain; 3Department of Psychology, University of Granada, Granada, SpainCorrespondence: José Manuel Aguilar-Parra; Rubén Trigueros Email jmaguilar@ual.es; rtr088@ual.esIntroduction: The purpose of the study was to test the factorial validity of Classroom Engagement Inventory of Wang, Bergin and Bergin with Spanish high school students.Methods: In this study, 546 students participated (mean = 13.27, standard deviation = 0.629), from several high schools in Andalusia. To analyze the psychometric properties of the scale, several analyses were carried out.Results: The results offered support for the five-factor structure. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales.Discussion: The results of this study demonstrated the reliability and validity of the Spanish version of the Classroom Engagement Inventory with high school students.Keywords: engagement, academic motivation, factorial analysis, teenagers

Higher education is in constant challenge to increase the quality of teaching and the motivation of students. This study evaluates the impact of a Service-Learning program to promote meaningful learning and motivation in initial teacher training. Service-Learning consists of a teaching-learning approach that integrates curriculum content with community service. This research reflects the experience of 31 students of the Early Childhood Education degree in a Service-Learning program where they developed games and didactic materials adapted to the needs of children with learning difficulties in the educational centers of the area. After the completion of the project, a qualitative study was carried out through online surveys to know the opinions and experiences of the students about the methodology. The results indicate that Service-Learning, on the one hand, improves the acquisition of practical learning about attention to diversity and is a methodology that can be motivating, and on the other hand, that when Service-Learning is carried out, university students feel more supportive and consider that their actions can have a positive impact on their environment. La educación superior se encuentra en un reto constante para aumentar la calidad de la enseñanza y la motivación de los estudiantes. Este estudio evalúa el impacto de un programa de Aprendizaje-Servicio para promover el aprendizaje significativo y la motivación en la formación inicial docente. El Aprendizaje-Servicio consiste en un enfoque de enseñanza y aprendizaje que integra el contenido curricular con el servicio comunitario. Esta investigación refleja la experiencia de 31 estudiantes del grado de Educación Infantil en un programa de Aprendizaje-Servicio donde desarrollaron juegos y materiales didácticos adaptados a las necesidades de los niños con dificultades de aprendizaje de los centros educativos de la zona. Tras la finalización del proyecto, se realizó un estudio cualitativo a través de encuestas online para conocer las opiniones y experiencias de los estudiantes sobre la metodología. Los resultados indican que el Aprendizaje-Servicio, por un lado, mejora la adquisición de aprendizaje práctico sobre la atención a la diversidad y es una metodología que puede ser motivadora, y, por otro lado, que cuando se lleva a cabo el Aprendizaje-Servicio, los estudiantes universitarios se sienten más solidarios y consideran que sus acciones pueden tener un impacto positivo en su entorno. O ensino superior é constantemente desafiado a aumentar a qualidade do ensino e a motivação dos alunos. Este estudo avalia o impacto de um programa de Aprendizagem-Serviço para promover aprendizagem significativa e motivação na formação inicial de professores. Aprendizagem-Serviço é uma abordagem de ensino e aprendizagem que integra o conteúdo curricular com o serviço comunitário. Esta pesquisa reflete a experiência de 31 alunos do grau de Educação Infantil em um programa de Aprendizagem-Serviço no qual se desenvolveram jogos e materiais didáticos adaptados às necessidades de crianças com dificuldades de aprendizagem em escolas da região. Após o término do projeto, foi realizado um estudo qualitativo por meio de pesquisas on-line para conhecer as opiniões e experiências dos alunos sobre a metodologia. Os resultados indicam que o Aprendizagem-Serviço, por um lado, melhora a aquisição de aprendizagem prática sobre a atenção à diversidade e é uma metodologia que pode ser motivadora, e, por outro lado, que quando o Aprendizagem-Serviço é realizado, os estudantes universitários se sentem mais solidários e consideram que suas ações podem ter um impacto positivo em seu ambiente.

Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, “Super-Profes”, for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching.

The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI), TMM-24 and school grades. To analyze the results, a model of structural equations was used by estimating the maximum likelihood together with the bootstrapping procedure. We concluded that EI stands as a protector against bullying and has a positive impact on academic performance. This infers that having greater clarity, repair and emotional attention correlates with a lower possibility of being bullied, at the same time, a school climate without aggressiveness generates positive links towards the school and towards optimal learning environments.

Phyllosticta citricarpa is a fungal pathogen causing citrus black spot (CBS). As a regulated pest in some countries, the presence of the pathogen limits the export of fruit and is therefore of agricultural and economic importance. In this study, we used high throughput sequencing data to infer the global phylogeographic distribution of this pathogen, including 71 isolates from eight countries, Argentina, Australia, Brazil, China, Cuba, Eswatini, South Africa and the United States of America. We assembled draft genomes and used a pairwise read mapping approach for the detection and enumeration of variants between isolates. We performed SSR marker discovery based on the assembled genome with the best assembly statistics, and generated genotype profiles for all isolates with 1987 SSR markers in silico. Furthermore, we identified 32,560 SNPs relative to a reference sequence followed by population genetic analyses based on the three datasets; pairwise variant counts, SSR genotypes and SNP genotypes. All three analysis approaches gave similar overall results. Possible pathways of dissemination among the populations from China, Australia, southern Africa and the Americas are postulated. The Chinese population is the most diverse, and is genetically the furthest removed from all other populations, and is therefore considered the closest to the origin of the pathogen. Isolates from Australia, Eswatini and the South African province Mpumalanga are closely associated and clustered together with those from Argentina and Brazil. The Eastern Cape, North West, and KwaZulu-Natal populations in South Africa grouped in another cluster, while isolates from Limpopo are distributed between the two aforementioned clusters. Southern African populations showed a close relationship to populations in North America, and could be a possible source of P. citricarpa populations that are now found in North America. This study represents the largest whole genome sequencing survey of P. citricarpa to date and provides a more comprehensive assessment of the population genetic diversity and connectivity of P. citricarpa from different geographic origins. This information could further assist in a better understanding of the epidemiology of the CBS pathogen, its long-distance dispersal and dissemination pathways, and can be used to refine phytosanitary regulations and management programmes for the disease.

Technology proliferated in our daily lives, including in the educational system. To make good use of it, it is so important that teachers have the best training in its use and possibilities. The main objective of this study was to analyze the different methods of training for future primary school teachers and assess the efficacy of the methods. We used SCOPUS, and Web of Science databases to carry out this systematic review and we followed the PRISMA statement. Two authors independently conducted the literature search, and then, they reached a consensus. A total of 13 relevant articles were selected to be analyzed in detail. Our results showed that the training programs carried out improved the digital competencies of students of primary education degrees. Moreover, they improved the knowledge of theoretical content, improved linguistic competence and fostered cooperative work and creativity. In conclusion, we encourage teachers, not only future teachers but also current teachers, to take these types of training programs in order to improve their digital competency, which is a necessity in current society.

Extendemos nuestro agradecimiento al Ministerio de Universidades por el Programa de Formación del Profesorado Universitario (FPU21/00004). Los estudiantes pertenecientes a zonas de necesidad de transformación social tienden a tener una menor motivación académica y desarrollan bajas expectativas respecto a sus capacidades. Esta investigación expone el uso didáctico de los juegos de mesa a través de un programa que trabaja los procesos léxicos, semánticos y sintácticos. Se realizó un diseño cuantitativo pretest-postest donde se evaluó la eficacia del programa con la batería PROLEC-SE. Participaron 27 estudiantes de un centro español ubicado en zonas de necesidad de transformación social. Los resultados muestran que el grupo se benefició del programa, observándose diferencias estadísticamente significativas en lectura de palabras y pseudopalabras, velocidad de palabras y pseudopalabras y de texto, emparejamiento imagen-oración, signos de puntuación y comprensión lectora. Se concluye que el aprendizaje basado en juego puede ser un refuerzo positivo para el desarrollo de los procesos lectores en el alumnado en zonas de necesidad de transformación social. Els estudiants pertanyents a zones de necessitat de transformació social tendeixen a tenir menys motivació acadèmica i desenvolupen baixes expectatives respecte a les seves capacitats. Aquesta investigació exposa les didàctic dels jocs de taula a través don programa que treballa els processos lèxics, semàntics i sintàctics. Es va fer un disseny quantitatiu pretest-postest on es va avaluar l'eficàcia del programa amb la bateria PROLEC-SE. Hi van participar 27 estudiants d'un centre espanyol ubicat a zones de necessitat de transformació social. Els resultats mostren que el grup es va beneficiar del programa, observant-se diferències estadísticament significatives en lectura de paraules i pseudoparàlisi, velocitat de paraules i pseudoparàlisi i de text, aparellament imatge-oració, signes de puntuació i comprensió lectora. Es conclou que l'aprenentatge basat en joc pot ser un reforç positiu per al desenvolupament dels processos lectors en l'alumnat en zones de necessitat de transformació social. Students belonging to areas of need for social transformation tend to have less academic motivation and develop low expectations regarding their abilities. This research exposes the didactic use of board games through a program that works on lexical, semantic, and syntactic processes. A quantitative pretest-posttest design was carried out where the effectiveness of the program was evaluated with the PROLEC-SE battery. Twenty-seven students from a Spanish center located in areas in need of social transformation participated. The results show that the group benefited from the program, observing statistically significant differences in word and pseudoword reading, word and pseudoword and text speed, image-sentence pairing, punctuation marks, and reading comprehension. It is concluded that game-based learning can be a positive reinforcement for the development of reading processes in students in areas of need for social transformation. Les étudiants appartenant à des domaines nécessitant une transformation sociale ont tendance à avoir moins de motivation académique et à développer de faibles attentes concernant leurs capacités. Cette recherche expose l'usage didactique des jeux de société à travers un programme qui travaille sur les processus lexicaux, sémantiques et syntaxiques. Une conception quantitative pré-test-post-test a été réalisée où l'efficacité du programme a été évaluée avec la batterie PROLEC-SE. Vingt-sept étudiants d'un centre espagnol situé dans des zones nécessitant une transformation sociale y ont participé. Les résultats montrent que le groupe a bénéficié du programme, observant des différences statistiquement significatives dans la lecture des mots et des pseudo-mots, la vitesse des mots et des pseudo-mots et du texte, l'appariement image-phrase, les signes de ponctuation et la compréhension de la lecture. Il est conclu que l'apprentissage basé sur le jeu peut être un renforcement positif pour le développement des processus de lecture chez les élèves dans les domaines nécessitant une transformation sociale.

José M Rodríguez-Ferrer,1 Ana Manzano-León,1 Adolfo J Cangas,1 José M Aguilar-Parra,1 Carolina Fernández-Jiménez,2 Juan M Fernández-Campoy,3 Antonio Luque de la Rosa,3 Ana M Martínez-Martínez3 1Department of Psychology, University of Almería, Almería, Spain; 2Department of Psychology, University of Granada, Granada, Spain; 3Department of Education, University of Almería, Almería, SpainCorrespondence: Ana Manzano-LeónDepartment of Psychology, University of Almería, Carretera Sacramento s/n, Almería, 04120, SpainTel +34 640272890Email Aml570@ual.esBackground: Currently, there are still prejudices and negative beliefs towards people with severe mental disorder. The stigma of healthcare professionals can affect both recovery time and patients’ own self-stigma. In universities, it is necessary to reduce these prejudices through training on mental health.Purpose: The purpose of this research has been to assess the use of educational escape rooms as a learning and awareness strategy on stigmatizing attitudes towards people with serious mental disorders in university students.Methods: An online escape room has been designed whose narrative shows the daily life of a person with a serious mental illness. An exploratory qualitative study has been carried out to explore the perception of 44 university students from two Andalusian universities about this escape room.Results: The results of the study show that most of the interviewed students consider that the educational escape room has been a fun and motivating learning strategy, which has allowed them to learn cooperatively and empathize with the protagonist with a mental disorder.Conclusion: Online escape rooms can be a useful strategy for teaching health sciences students. Considering it a fun activity, students are more participatory and engaged to the curricular content, in our case, stigmatizing attitudes towards people with serious mental disorders.Keywords: escape room, stigma, serious mental disorder, educational innovation, motivation, empathy

The use of educational games or some aspects of games in the educational context is known as game-based learning (GBL) or educational gamification. The objectives of this study are to assess the existing evidence about how GBL and gamification have affected the variables studied in each investigation over the past ten years; to analyse the educational levels, variables, dynamics, and types of games; and to determine the advantages of implementing these games in the classroom. A systematic review is proposed utilising the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology across five multidisciplinary databases by conducting an exhaustive search with inclusion and exclusion criteria, examining quantitative experimental studies exploring the use of gamification and GBL in physical education. The results identify GBL and gamification as significant learning methods due to their impact on student motivation, academic performance, and commitment to improving health and physical performance. Consequently, this study implies that more research is needed on the needs and challenges of students when they are learning through GBL or gamification.

BACKGROUND People with severe mental illness (SMI) face discriminatory situations because of prejudice toward them, even among health care personnel. Escape rooms can be a novel educational strategy for learning about and empathizing with SMI, thus reducing stigma among health care students. OBJECTIVE This study aimed to examine the effect of the Without Memories escape room on nursing students’ stigma against SMI. METHODS A pre- and postintervention study was conducted with a control group and an experimental group. A total of 306 students from 2 Andalusian universities participated in the study. Data were collected through a pre-post study questionnaire, consisting of an adapted version of the Attributional Style Questionnaire and a questionnaire on motivation for cooperative playful learning strategies. The control group carried out an escape room scenario without sensitizing content, whereas the experimental group carried out an escape room scenario on SMI, with both escape rooms being carried out in a 1-hour session of subjects related to mental health. To answer the research questions, a 2-way analysis of variance with repeated measures, a linear regression, and a 2-way analysis of variance were performed. RESULTS After the intervention, a significant reduction (PP>.05) were observed. In contrast, the linear regression (t195=−22.15; PP CONCLUSIONS Our findings suggest that the Without Memories escape room can be used as an effective tool to educate and raise awareness about stigmatizing attitudes toward SMI in university students studying health care. Future testing of the effectiveness of educational escape rooms should be designed with new programs through playful strategies of longer duration to evaluate whether they can achieve a greater impact on motivation, acquisition of knowledge, and awareness. In addition, the feasibility of implementing the Without Memories escape room in other careers related to health and community should be investigated.

Tesis doctoral en período de exposición pública, 8905 Doctorado en Educación (RD99/11)

This study presents a quasi‐experimental longitudinal mixed‐methods research about the participation in leisure activities, physical activity, and games, as part of the family leisure programme (“Lunae Magic School”) for Spanish families with children under 12 years old during COVID‐19 lockdown. The impact on parents and their perception of the psychological well‐being of their children is evaluated. The results show that leisure activities reduce the parent's anxiety levels measured with STAI scale (p = .0001) and their perception of the physical and emotional discomfort of their children, measured with PSC scale (p

The pandemic caused by SARS-CoV-2 has caused great social changes, some of them not yet described. This article tries to give an answer to how it has impacted Spanish adolescents in the field of domestic activity and how they use their free time and if there are differences between the normal population and people who have been involved in non-formal education programs, such as Scouts. In addition, young adolescents who actively participate as Scouts have been compared and, if so, belonging to a group has changed their behavior pattern. The sample has been obtained in a probabilistic way representing all the autonomous communities of Spain with a total of 1280 participants. To obtain the data, an online questionnaire was prepared with which qualitative analyzes were subsequently carried out. The results show statistically significant differences in behavior, both in domestic responsibilities and in what they do with their free time. Young Scouts display different behaviors than their non-Scout peers.

La gamificación educativa es el uso de dinámicas y mecánicas propias de los juegos al ámbito educativo, con el objetivo de aumentar la motivación escolar del alumnado. Desde la presente aportación se presenta el diseño e implementación de una unidad de trabajo gamificada en Formación Profesional durante el curso 2018/2019 para la asignatura de Apoyo a la Intervención Educativa del Ciclo Formativo de Grado Superior en Integración Social. Se plantea un proceso de enseñanza-aprendizaje cooperativo a través de un proyecto gamificado centrado en la identificación y creación de recursos educativos para alumnado con diversidad funcional. Se concluye que el uso de estrategias gamificadas pueden ser motivadoras para el alumnado y beneficiosas para su aprendizaje. Educational gamification is the use of dynamics and mechanics propers of the games to educational sphere, with the aim to increase the scholastic motivation of students. From the present contribution, is presented the design and implementation of a work-gamificated unit in Vocational Training during the academic year 2018/2019 for the "Supporting to educational intervention" subject of Higher-Level Training Cycle on Social Integration. It states a cooperative teaching - learning process through of a gamification project focuses in identification and creation of educational resources for student body with functional diversity. It is concluded that use of gamification strategies may be motivating for student body and beneficial for their learning.

IntroductionSARS-CoV-2 infection in Mexico has caused ~2.7 million confirmed cases; around 20%–25% of health workers will be infected by the virus at their workplace, with approximately 4.4% of mortality. High infectivity of SARS-CoV-2 is related with cell entry mechanism, through the ACE receptor. SARS-CoV-2 requires transmembrane protease serine 2 to cleave its spike glycoprotein and ensure fusion of host cell and virus membrane. We propose studying prophylactic treatment with hydroxychloroquine (HCQ) and bromhexine (BHH), which have been shown to be effective in preventing SARS-CoV-2 infection progression when administered in early stages. The aim of this study is to assess the efficacy of HCQ and BHH as prophylactic treatments for SARS-CoV-2 infection in healthy health workers exposed to the virus.Methods and analysisDouble-blind randomised clinical trial, with parallel allocation at a 1:1 ratio with placebo, of low doses of HCQ plus BHH, for 60 days. Study groups will be defined as follows: (1) HCQ 200 mg/day+BHH 8 mg/8 hours versus (2) HCQ placebo plus BHH placebo. Primary endpoint will be efficacy of both interventions for the prevention of SARS-CoV-2 infection, determined by the risk ratio of infected personnel and the absolute risk. At least a 16% reduction in absolute risk is expected between the intervention and placebo groups; a minimum of 20% infection is expected in the placebo group. The sample size calculation estimated a total of 214 patients assigned: two groups of 107 participants each.Ethics and disseminationThis protocol has been approved by the local Medical Ethics Committee (National Institute of Rehabilitation ‘Luis Guillermo Ibarra Ibarra’, approval number INRLGII/25/20) and by the Federal Commission for Protection against Sanitary Risks (COFEPRIS, approval number 203 300 410A0058/2020). The results of the study will be submitted for publication in peer-reviewed journals and disseminated through conferences.Trial registration numberNCT04340349.

La educación superior se encuentra en un reto constante para aumentar la calidad de la enseñanza y la motivación de los estudiantes. Este estudio evalúa el impacto de un programa de Aprendizaje-Servicio para promover el aprendizaje significativo y la motivación en la formación inicial docente. El Aprendizaje-Servicio consiste en un enfoque de enseñanza y aprendizaje que integra el contenido curricular con el servicio comunitario. Esta investigación refleja la experiencia de 31 estudiantes del grado de Educación Infantil en un programa de Aprendizaje-Servicio donde desarrollaron juegos y materiales didácticos adaptados a las necesidades de los niños con dificultades de aprendizaje de los centros educativos de la zona. Tras la finalización del proyecto, se realizó un estudio cualitativo a través de encuestas online para conocer las opiniones y experiencias de los estudiantes sobre la metodología. Los resultados indican que el Aprendizaje-Servicio, por un lado, mejora la adquisición de aprendizaje práctico sobre la atención a la diversidad y es una metodología que puede ser motivadora, y, por otro lado, que cuando se lleva a cabo el Aprendizaje-Servicio, los estudiantes universitarios se sienten más solidarios y consideran que sus acciones pueden tener un impacto positivo en su entorno.