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The apps for drawing are present in our children's life. Nevertheless, little is known about the impact of mobile technology on the freehand drawing educational activity. There are few works which are contextualised within short periods of time, with teachers who are not theirs and, in some cases, outside the children's classroom. In this paper, we are focussed on the use of technology on freehand drawing activity. Thus, we have compared the graphics produced by 4- and 5-year-old children with paper&crayon in comparison with those with tablet-finger. Children made the drawings during a planned free-drawing activity, in their ordinary classrooms, with their teachers and during five sessions. Assessment of drawings has evidenced tablet feasibility for making graphics. Nevertheless, with the passing of time, quality of graphics (tablet-finger vs paper&crayons), are nearly matched, demonstrating the low impact level technology has on this activity. In addition, if drawings are analysed specifically according to ages, results have shown that both groups have to develop adaptation strategies of visual perceptual skills and fine motor skills for the touch screen in order to obtain the same quality in the drawings made on both support types. [ABSTRACT FROM AUTHOR]

The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.

There is an increasing interest and growing practice in Citizen Science (CS) that goes along with the usage of websites for communication as well as for capturing and processing data and materials. From an educational perspective, it is expected that by integrating information about CS in a formal educational setting, it will inspire teachers to create learning activities. This is an interesting case for using bots to automate the process of data extraction from online CS platforms to better understand its use in educational contexts. Although this information is publicly available, it has to follow GDPR rules. This paper aims to explain (1) how CS communicates and is promoted on websites, (2) how web scraping methods and anonymization techniques have been designed, developed and applied to collect information from online sources and (3) how these data could be used for educational purposes. After the analysis of 72 websites, some of the results obtained show that only 24.8% includes detailed information about the CS project and 48.61% includes information about educational purposes or materials.

Teachers often use analogies to introduce unfamiliar or complex concepts. However, several studies have found that their knowledge on how to use them is limited or superficial. Similarly, the integration of technological resources in the teaching-learning processes is not always carried out efficiently, which evidences the need to improve teachers' digital competence. This paper provides a formative sequence on the use of analogies in teaching through mediation of technological resources, implemented in the context of the initial training of secondary education teachers. The results show a positive assessment by the students, a change in their perceptions on the subject and some progress in their classroom proposal designs. The conclusion is that it is necessary to train future teachers to deal with common teaching problems in a reflective, comprehensive and innovative way, which will undoubtedly be one of the challenges of education in the 21st century.

This paper introduces a learning analytics policy and strategy framework developed by a cross-European research project team -- SHEILA (Supporting Higher Education to Integrate Learning Analytics), based on interviews with 78 senior managers from 51 European higher education institutions across 16 countries. The framework was developed adapting the RAPID Outcome Mapping Approach (ROMA), which is designed to develop effective strategies and evidence-based policy in complex environments. This paper presents four case studies to illustrate the development process of the SHEILA framework and how it can be used iteratively to inform strategic planning and policy processes in real world environments, particularly for large-scale implementation in higher education contexts. To this end, the selected cases were analyzed at two stages, each a year apart, to investigate the progression of adoption approaches that were followed to solve existing challenges, and identify new challenges that could be addressed by following the SHEILA framework.

This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The general aim is to analyse--by listening to the students themselves--barriers and support identified as affecting access, academic performance and overall perception of the higher education (HE) experience. This paper focuses only on the role that lecturers play in the inclusive education of students with disabilities. Unlike other international research, this paper has explored the barriers and support differentiating between five fields of knowledge: Health Sciences, Experimental Sciences, Social Sciences, Engineering and Technology and Humanities. As mentioned above, the present paper focuses specifically on one of the objectives of our research project: making an analysis of lecturer-centred data obtained by means of biographical-narrative methodology, by the first time in this field. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]

This paper analyses the effect that the fulfilment of the European Higher Education Area (EHEA) has got among engineers in the information and communication technologies (ICT) sector. The focus is on Spain, and the comparison of the technical and managerial knowledge and skills most demanded by the sector in 2008 and 2018, coinciding with the first decade of the EHEA. The study also examines whether the professional skills acquired by university students are consistent with those required in the job market. The following question is answered: Are ICT students adequately trained a decade after the introduction of the EHEA? An empirical study was carried out on the basis of a cross-section of Spanish ICT sector enterprises. The results reveal a gap between employer expectations and the skills acquired by students. Policy and practice performance is also discussed.

In Spain, the number of universities holding "archivos personales" is growing. This article analyses, on a global scale, the management of personal papers in 110 universities selected from across all continents and within diverse archival cultures. The starting point is an examination of terms similar to "archivo personal" in English and French. The main sources used are the database of the Multilingual Archival Terminology project (led by Dr. Luciana Duranti), the official websites of each of the 110 selected universities, their own publications on their "fondos personales" and the results of surveys carried out among responsible for the archives. The analysis of all the data obtained provides, on a comparative basis, answers to questions such as: why do universities keep "fondos personales"? How do they acquire them? How do they describe them? What kind of services are provided to make these records available for research? [ABSTRACT FROM AUTHOR]

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

Functional Analytic Psychotherapy (FAP), a therapy based on radical behaviorism, establishes the priority of the therapeutic interaction as a mechanism of change in psychotherapy. Since the first book on FAP appeared in 1991, it has been the focus of many papers and has been incorporated by the community of behavior therapists. This paper is a review of 80 international publications on FAP from 1990 to 2010, including publications from Brazil, the United States, Spain, Switzerland and Colombia. The goal was to analyze how FAP has been treated and developed across these 20 years, and also to propose some directions for further studies. The analysis suggests a diverse range of FAP publications, points to the necessity of more empirical studies with tighter control of variables and objective measurement of data to better understand FAP's process and effectiveness, and highlights the importance of increased communication between international research groups to increase the potential benefits of singular and collective research efforts on FAP. (Contains 2 tables and 7 figures.)

This paper describes the results of a study to compare contemporary e-journal licenses from two research universities in the United States and Spain in terms of e-reserves, interlibrary loan, text and data mining, authors' rights and treatment of copyright exceptions, usage statistics, governing law, data privacy, and obligations entailing security. The data include a higher proportion of scholarly society and academic press publishers than earlier license analyses. This analysis compares license terms over time, across publisher types and between the two libraries, and it compares findings with recommendations from model licenses. The results show progress toward model license goals in some areas, but deficiencies in others including self-archiving, usage statistics clauses, and clauses related to e-resource data privacy and library security and disciplinary obligations. Our findings also raise questions about international ILL and governing venue clauses in library licenses outside the North American context.

The main objective of this paper is to analyse the effect of the affordances of a virtual learning environment and a personal learning environment (PLE) in the configuration of the students' personal networks in a higher education context. The results are discussed in light of the adaptation of the students to the learning network made up by two undergraduate, inter-university and online courses. Besides, we also examine the influence of this effect in the learning process. The findings reflect the effectiveness of a PLE for facilitating student participation and for assisting students in the creation of larger and more balanced personal networks with richer social capital. However, the findings do not provide evidences about a difference in the learning performance between the two environments. From a methodological point of view, this paper serves as an illustration of the analysis of personal networks on digital data collected from technology-enhanced learning environments.

Even though undeniable social changes such as gender discrimination have occurred, the forms of access to public education and employment, as well as the conditions under which these jobs are carried out, are often loaded with sexist biases. Using the biographical-narrative method and a combination of techniques and strategies for gathering and analysing information, the current paper presents an empirical longitudinal study examining the labour situation of rural women who participate in different employment--professional and guidance--training activities. The women's perceptions and interpretations of their training and professional situations were analysed, as well as their opportunities related to finding a job when they completed their education. Additionally, this study examined the extent to which the public services for employment training were adequate and functional for women regarding whether these services achieved their anticipated aims. We concluded gender inequalities on the employment situation of women, and the importance of implementing urgent measures to fight against the employment crisis from an equality way.

As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on institutional higher education approaches. This paper reflects on the need to extend these ethical frameworks to cover other approaches to LA; more concretely, small-scale classroom-oriented approaches that aim to support teachers in their practice. This reflection is based on three studies where we applied our teacher-led learning analytics approach in higher education and primary school contexts. We describe the ethical issues that emerged in these learning scenarios, and discuss them according to three dimensions: the overall learning analytics approach, the particular solution to learning analytics adopted, and the educational contexts where the analytics are applied. We see this effort as a first step towards the wider objective of providing a more comprehensive and adapted ethical framework to learning analytics that is able to address the needs of different learning analytics approaches and educational contexts.

As the prevalence of service-learning (S-L) within higher education institutions grows across the globe, it makes sense to explore, describe and discuss the recent situation in Spain. As a relatively new pedagogy, S-L has gained prominence in Spanish higher education since its emergence in the early 2000s, and it is increasingly used. This article analyses S-L in higher education in Spain with the purpose of understanding the expression of this promising teaching strategy. The paper is based on documentary analysis of key documents from the last official conference of the S-L that took place in Bilbao (2013). Data was analyzed using thematic analysis and grounded theory, with Atlas.Ti. The process of data analysis was based on a thematic framework of three categories: [1] S-L University Qualifications, [2] S-L Institutionalization status, and [3] S-L Possibilities and Positive effects. This analysis can deepen understanding of the S-L pedagogy, improve practice and create a framework for future research.

This paper provides evidence on the sources of differences in inequality in educational scores and their evolution over time in four European countries. Using Programme for International Student Assessment data from the 2000 and the 2006 waves, the paper shows that inequality decreased in Germany and Spain (two "decentralised" schooling systems), whilst it increased in France and Italy (two "centralised" systems). The decomposition exercise shows that educational inequality not only does reflect the background related inequality, but also schools' characteristics especially. These characteristics are responsible for the observed evolution over time of inequality.

When laws change the rules of the game, it is important to observe the effects on the players' behavior. Some effects can be anticipated while others are difficult to enunciate before the law comes into force. In this paper we have analyzed articles authored by Spanish accounting academics between 1996 and 2005 to assess the impact of a change in the Spanish university regulation. Results indicate a switch from publishing professional papers to academic ones and also to change research methodologies in order to meet the new requirements. This was to be expected due to the explicit mention of the law in favor of academic journals. However, we have also detected a significant decrease in the publication of professional papers. These side-effects could have a negative impact on the transmission of knowledge from university to society putting the relationship between accounting research and professional practice in jeopardy.

The purpose of this study is to analyze how global research cooperation patterns in the secondary battery industry have changed over recent years and to identify the evolution in the focus of research. To this end, network analysis was performed using the nationality information of the authors of a 10-year multinational joint research paper related to lithium-ion batteries. Furthermore, keyword analysis and topic modeling were performed using the abstract data from the study. The results of this study confirm that some countries that are not well-known in the field, such as Australia, Spain, and France, showed high centrality, compared with the level of cooperation scale. Additionally, six research topics were identified. According to a comparison over the first half of the decade, no difference was observed in the appearance of keywords indicating high energy density and conductivity with lithium, a key mineral. Keyword distribution was high for topics like battery charging and discharging in the first half of the decade, and for next-generation battery materials, such as solid electrolytes, lithium metal anodes, and lithium–sulfur batteries in the second. These results provide insights into the establishment of research and development (R&D) cooperation strategies by countries and pre-planning by companies in the battery industry. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate the factors that determine the acceptance of the WebCT learning system among students of the faculties of Business and Education Sciences at the University of Huelva, and to verify the direct and indirect effects of these factors. Design/methodology/approach: A total of 226 students at the University of Huelva completed a survey questionnaire measuring their responses to six constructs which explain the system usage in the context of e-learning: technical support (TS); computer self-efficacy (CSE); perceived ease of use (PEOU); perceived usefulness (PU); attitude (A); and system usage (SU). Structural equation modelling (SEM) was employed for modelling and data analysis. Findings: The most significant results point to the need to rethink the original structural model in terms of the relations of certain variables, although the authors also establish the importance of the direct effect of technical support on perceived ease of use and perceived usefulness among the students. The authors also confirm that WebCT usage and acceptance is directly influenced by perceived usefulness and indirectly by perceived ease of use. Originality/value: The findings in this study have implications for the virtual learning systems managers at the University of Huelva, and for other universities that use online tuition systems. This paper reflects a lack of technical support which students need to use WebCT more efficiently and shows that training courses and technical assistance for students must be extended. (Contains 7 tables and 2 figures.)

Despite sustained efforts to promote engineering careers to young women, it remains the most male-dominated academic discipline in Europe. This paper will provide an overview of UK data and research on women in engineering higher education, within the context of Europe. Comparisons between data from European countries representing various regions of Europe will highlight key differences and similarities between these nations in terms of women in engineering. Also, drawing on qualitative research the paper will explore UK students' experiences of gender, with a particular focus on the decision to study engineering and their experiences in higher education. (Contains 7 notes, 2 tables, and 2 figures.)

The objective of this paper is an efficiency analysis concerning higher education systems in European countries. Data have been extracted from OECD data-sets (Education at a Glance, several years), using a non-parametric technique--data envelopment analysis--to calculate efficiency scores. This paper represents the first attempt to conduct such an efficiency analysis at a system-level in a cross-country comparison, while focusing only on tertiary education. The role of the public sector has also been analysed, by looking at the percentage of public spending devoted to higher education, and the way the public funds are used (channelled through private subsidies or directly assigned to institutions). It has been found that there is a small core of efficient units (e.g. Switzerland, United Kingdom), and that the influence of the public sector seems to play a role in determining efficiency scores. Many elements, related to critical policies, have also been analysed adopting a semi-parametric approach, to better explain the performances and efficiency differentials. Some key-policy implications have been derived. (Contains 12 notes, 11 tables, and 2 figures.)

Educational software tools are considered to enrich teaching strategies, providing a more compelling means of exploration and feedback than traditional blackboard methods. Moreover, software simulators provide a more motivating link between theory and practice than pencil-paper methods, encouraging active and discovery learning in the students. The use and development of educational software is a field that has grasped the attention of teachers and researchers from different disciplines and theoretical frameworks in the last few years. In this paper, the authors present SoftwarE for Learning Formal languages and Automata theory (SELFA), an educational software simulator tool, designed to improve the quality of teaching in Theory of Computation courses. The aim of this tool is to make it easier to teach and to learn the main concepts of this subject, whose level of abstraction makes both activities difficult. The main advantage of this tool over other software tools designed with the same purpose, is that it has been developed using web technologies. This allows the user to collect and analyze data on how and when a student or group has used the tool. These numerical data can then be used to evaluate the student's work. (Contains 5 tables and 4 figures.)

The adoption of Information and Communication Technologies in early childhood education is crucial for adapting traditional classrooms to the digital era. Over time, young children are increasingly using touch screen technologies such as tablets at home and in early childhood settings. However, the literature shows that there is a significant gap in knowledge of using this technology in early childhood education. Most researchers have focused on the pedagogical theory behind using touch screen devices, but there have not been many empirical studies about how these technologies affect students' learning processes. This paper presents three learning experiences where early childhood students perform educational activities using tablet computers, interactive whiteboards, and paper cards. The results show that students who used the technology were more motivated and achieved better results that those who used paper cards. Lay Description: What is already known about this topic: The use of ICT in childhood education offers new possibilities for teachers to provide new and more visual digital learning content to their students.Touch technologies seem suitable for young students. Because their motor skills are not fully developed yet, interacting with computers through a mouse and a keyboard is more difficult than doing it through natural gestures.There are many studies in higher education levels that demonstrate that proper use of ICT in education can lead to an increase of the students' motivation and learning. What this paper adds: Three empirical studies in three different childhood education classrooms to shed some light about how ICT can impact positively students learning.A comparison of interactive whiteboards and tablet computers benefits regarding more traditional methodologies in childhood education.Insights about how hardware and software can be combined to provide students a suitable learning environment in childhood education classrooms. Implications for practice and/or policy: Teachers should consider how they will create the workgroups. It is highly advisable to create heterogeneous groups taking into account the students' skills. This way, members of the same group can help each other, creating a richer learning scenario.Several teachers who participated in our studies said that they were not able to use ICT in their classrooms because they did not have enough digital competences. Our studies and the results obtained led them consider integrating technology in their classrooms. The good results obtained by the students who worked with technology changed the teachers' perspective about the use of technology in the classroom.Students showed a great interest in the use of tablet computers and interactive whiteboards, which translated into higher motivation compared with the students who solved the activities on paper. [ABSTRACT FROM AUTHOR]

The aim of this article is three-fold: (a) to present an example of best practices in formative assessment in university instruction, offering three different methods of learning and assessment to pass a subject; (b) to analyze differences in academic performance depending on method of learning and assessment chosen; (c) to consider professors' and students' evaluation of these assessment methods, as well as analyze the workload these methods suppose for both students and professors. The design is based on a single case study. The study analyzes the results obtained in a third-year course at the University of Valladolid (Spain) that participated in an ECTS pilot program. Data was collected during academic year 2009-10. Total number of registered students was 77. This paper describes the procedure to develop a formative assessment system and collect data, as well as the main techniques to obtain and analyze data. Findings indicate that there are important differences in student academic performance depending on the learning and assessment method employed in an academic course. Courses using formative and ongoing assessment result in significantly higher student academic performance than courses using other learning and assessment methods. Lastly, empirical data suggest that the workload is in line with the ECTS European Credit Transfer System, and is not excessive for the professor. However, students' subjective perception is that this method involves a heavier workload. These findings may be important, given the current process of convergence towards the new Degrees and ECTS credit system, and the need to adapt these degrees and credits to students' real workload.

Purpose: The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum. Design/methodology/approach: To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using "Atlas.ti." Findings: Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC. Research limitations/implications: The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied. Practical implications: Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD. Originality/value: This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education

Aim: To determine the prevalence and clustering of NANDA‐International nursing diagnoses in patients assisted by pre‐hospital emergency teams. Design: Retrospective descriptive study of electronic record review. Methods: Episodes recorded during 2019, including at least a nursing diagnosis, were recovered from the electronic health records of a Spanish public emergency agency (N = 28,847). Descriptive statistics were used to characterize the sample and determine prevalence. A two‐step cluster analysis was used to group nursing diagnoses. A comparison between clusters in sociodemographic and medical problems was performed. Data were accessed in November 2020. Results: Risk for falls (00155) (27.3%), Anxiety (00146) (23.2%), Acute pain (00132), Fear (00148) and Ineffective breathing pattern (00032) represented 96.1% of all recorded diagnoses. A six‐cluster solution (n = 26.788) was found. Five clusters had a single high‐prevalence diagnosis predominance: Risk for falls (00155) in cluster 1, Anxiety (00146) in cluster 2, Fear (00148) in cluster 3, Acute pain (00132) in cluster 4 and Ineffective breathing pattern (00032) in cluster 6. Cluster 5 had several high prevalence diagnoses which co‐occurred: Risk for unstable blood glucose level (00179), Ineffective coping (00069), Ineffective health management (00078), Impaired comfort (00214) and Impaired verbal communication (00051). Conclusion: Five nursing diagnoses accounted for almost the entire prevalence. The identified clusters showed that pre‐hospital patients present six patterns of nursing diagnoses. Five clusters were predominated by a predominant nursing diagnosis related to patient safety, coping, comfort, and activity/rest, respectively. The sixth cluster grouped several nursing diagnoses applicable to exacerbations of chronic diseases. Implications for the profession and/or patient care: Knowing the prevalence and clustering of nursing diagnoses allows a better understanding of the human responses of patients attended by pre‐hospital emergency teams and increases the evidence of individualized/standardized care plans in the pre‐hospital clinical setting. Impact: What problem did the study address? There are different models of pre‐hospital emergency care services.The use of standardized nursing languages in the pre‐hospital setting is not homogeneous.Studies on NANDA‐I nursing diagnoses in the pre‐hospital context are scarce, and those available are conducted on small samples. What were the main findings? This paper reports the study with the largest sample among the few published on NANDA‐I nursing diagnoses in the pre‐hospital care setting.Five nursing diagnoses represented 96.1% of all recorded. These diagnoses were related to patients' safety/protection and coping/stress tolerance.Patients attended by pre‐hospital care teams are grouped into six clusters based on the nursing diagnoses, and this classification is independent of the medical conditions the patient suffers. Where and on whom will the research have an impact? Knowing the prevalence of nursing diagnoses allows a better understanding of the human responses of patients treated in the pre‐hospital setting, increasing the evidence of individualized and standardized care plans for pre‐hospital care. Reporting method: STROBE checklist has been used as a reporting method. No Patient or Public Contribution: Only patients' records were reviewed without further involvement. [ABSTRACT FROM AUTHOR]

Data mining is known to have a potential for predicting user performance. However, there are few studies that explore its potential for predicting student behavior in a procedural training environment. This paper presents a collective student model, which is built from past student logs. These logs are first grouped into clusters. Then, an extended automaton is created for each cluster based on the sequences of events found in the cluster logs. The main objective of this model is to predict the actions of new students for improving the tutoring feedback provided by an intelligent tutoring system. The proposed model has been validated using student logs collected in a 3D virtual laboratory for teaching biotechnology. As a result of this validation, we concluded that the model can provide reasonably good predictions and can support tutoring feedback that is better adapted to each student type.

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Adequate policies for faculty training in diversity continue to be pending on the agendas of many universities. This paper presents the recommendations of 44 university students with disabilities not only for adequate faculty training, but also on informing them on both matters of the disability itself and how to respond to the needs derived from it. The data analyzed come from research funded by the Spanish Ministry of Economy and Competiveness "University Barriers and Aids Identified by Students with Disabilities", which has been underway since 2011. A biographical-narrative methodology was used. The university life histories of the students were compiled by making use of in-depth interviews, lifelines and photographs. The conclusions of the study discuss the main results along with other previous studies, and recommendations are made so universities can provide training plans leading to inclusive education and learning.

Copyright of Revista Telos is the property of Revista Telos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper has focused on the productive use of information and communications technology (ICT) by university students and its influence on academic performance. The objective is to determine whether a comparison of successful and non-successful students (in relation to academic achievements) versus the variables studied (linked to the process of ICT incorporation) can help us to establish contextual and behavioral patterns associated with good academic performance. This differential analysis is carried out by making basic statistical comparisons (student's t-test). The data analysis is completed by applying receiver operating characteristic curves, a methodology of new application in the area of education. The sample was composed of 1194 students enrolled in 40 different subjects at various universities in two countries, Mexico and Spain. Students gave a very positive appraisal of the value of ICTs to support the teaching process, but they express an intermediate level of satisfaction with the teaching conditions in subjects, which are using the support of these technologies. Moreover, there is a clear relation between high scores in the variables associated with the processes of incorporation of ICT (satisfaction with teaching, higher levels of competence in ICT, less training needs in ICT, more favorable attitudes toward their integration in training processes) and achieving higher academic qualifications. (Contains 8 tables and 2 figures.)