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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

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

New technologies are changing the way we see and understand university education, with the advent of new, more flexible organization methods capable of reaching people via class formats like Small Private Online Courses (SPOCs). However, studies which have analyzed these types of courses have focused on their implementation and not on the cognitive and emotional processes of students. Therefore, the present study aims to examine the teacher's influence on emotions, dispositional flow, motivation, and metacognitive strategies among university students. There were 1,347 participants in this study (678 men and 669 women), ranging from 18 to 26 years of age (M = 21.43; SD = 2.64). The results were evaluated using a descriptive statistics analysis, a reliability analysis, and a structural equations model which explains the causal relationships between the study variables. In this sense, autonomy support exerted a positive influence on positive emotions and a negative influence on negative emotions. In contrast, psychological control by the teacher positively influenced negative emotions and negatively influenced positive emotions. Moreover, positive emotions exerted a positive influence on dispositional flow, whereas negative emotions exerted a negative influence on dispositional flow. In addition, dispositional flow exerted a positive influence on autonomous motivation, metacognitive strategies, and academic performance. Finally, autonomous motivation exerted a positive influence on academic performance and metacognitive strategies. These results reveal the influence of emotions, motivation, and perception of SPOCs on the adoption of adaptive habits and academic performance among university students.

Los estudiantes con necesidades específicas de apoyo educativo, concretamente los estudiantes en situación de incorporación tardía al sistema educativo tienden a tener una baja motivación y desarrollan bajas expectativas respecto a sus capacidades. Este estudio propone la utilización de juegos de mesa mediante un programa de intervención para desarrollar las funciones ejecutivas y el vocabulario en español. Se realizó un estudio cuantitativo pretest-postest con grupo control donde se evaluó la efectividad del programa con los instrumentos Figura de Rey (Rey, 2003) y Fluidez verbal de la Evaluación Neuropsicológica de las Funciones Ejecutivas en Niños (Portellano et al., 2009). Participaron 46 estudiantes inmigrantes en situación de incorporación tardía al sistema educativo de un centro educativo andaluz ubicado en una zona en riesgo de exclusión social. Los resultados demuestran que los participantes del grupo experimental se beneficiaron del programa, observándose diferencias significativas en las variables estudiadas. Se concluye que el aprendizaje basado en juego puede ser una herramienta educativa eficaz para el desarrollo de las capacidades cognitivas y el fomento del vocabulario para estudiantes con necesidades de adaptación lingüística.

Confinement due to the COVID-19 pandemic has hastened an educational shift from face-to-face to online classrooms. This distanced education seeks to achieve learning goals mediated by technology as they would be achieved in the face-to-face classroom, without ignoring the psychological and social impact that COVID-19 has had on students and teachers. Faced with this situation, the use of online educational escape rooms has been proposed as a motivating strategy for students to review curriculum content in a cooperative and fun way. A qualitative investigation was carried out to explore the perceptions of university students in the Social Education degree program after the implementation of an educational escape room. Our main findings are that most students found that it allowed them to interact with their peers beyond traditional education, that it was useful for their learning and that it was a pleasant activity. However, it was also mentioned that it can be a stressful activity as being an online activity, some students may have connectivity problems. It is concluded that online escape rooms can be active and effective learning strategies for university students.

Abstract 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.

PurposeThe purpose of this study is to analyze the effects of a game-based learning (GBL) program on the classroom climate and engagement of high schools in socially deprived communities in Spain.MethodsThe study included 277 students from two secondary schools located in Southern Spain, situated in Zones in Need of Social Transformation. Sampling was non-probabilistic and accidental, based on the accessibility of the school and the willingness of the management and teaching staff to participate in the GBL program. The study employed a control group and two experimental groups (cooperative games group only and cooperative and competitive games group) to compare pre-test and post-test data in both groups. The Brief Class Climate Scale and Engagement Inventory, validated in academic literature, were used as assessment instruments.ResultsThe study used a series of ANOVA tests to compare the experimental groups with the control group. The results indicated statistically significant changes in all study variables. In all cases, the experimental groups demonstrated greater benefits than the control group.Discussion and conclusionThe study findings reveal that games can provide significant benefits to students, regardless of whether they are cooperative or competitive. The study provides evidence of the benefits of GBL in high schools located in socially deprived communities in Spain.

Several epidemiological studies have demonstrated that particulate matter (PM) in air pollution can be involved in the genesis or aggravation of different cardiovascular, respiratory, perinatal, and cancer diseases. This study assessed the in vitro effects of PM10 on the secretion of cytokines by a human monocytic cell line (THP-1). We compared the chemotactic, pro-inflammatory, and anti-inflammatory cytokines induced by PM10 collected for two years during three different seasons in five different Mexico City locations. MIP-1α, IP-10, MCP-1, TNF-α, and VEGF were the main secretion products after stimulation with 80 μg/mL of PM10 for 24 h. The THP-1 cells showed a differential response to PM10 obtained in the different sites of Mexico City. The PM10 from the north and the central city areas induced a higher pro-inflammatory cytokine response than those from the south. Seasonal pro-inflammatory cytokine secretion always exceeded anti-inflammatory secretion. The rainy-season-derived particles caused the lowest pro-inflammatory effects. We concluded that toxicological assessment of airborne particles provides evidence supporting their potential role in the chronic exacerbation of local or systemic inflammatory responses that may worsen the evolution of some chronic diseases.

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.

This article examines the implementation of a cooperative training workshop for Spanish undergraduate social educators. The workshop aimed to explore the integration of escape rooms and breakouts in teaching, specifically addressing cyberbullying as a curricular topic. A total of 40 students participated in designing and qualitatively evaluating the training workshop. The findings highlight the workshop’s effectiveness in enhancing social education students’ training, preparing them for future professional careers, and enhancing their learning, teamwork, and proficiency in utilising ICT programs and resources. The study underscores the significance of incorporating these innovative approaches to improve student motivation, interest, and overall skill development.

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.

Los escape room, junto con otras estrategias de aprendizaje lúdico, son una tendencia creciente en la educación. Las salas de escape son juegos narrativos inmersivos donde los participantes deben resolver tareas y rompecabezas para escapar de una habitación. Esta estrategia permite la creación de actividades motivadoras, cooperativas y didácticas para alumnos de diferentes etapas educativas. Para favorecer su aplicación en el sistema educativo, es necesario facilitar el aprendizaje de su uso didáctico en la formación docente. Desde esta perspectiva, el objetivo de este estudio fue utilizar las salas de escape como recursos metodológicos para trabajar el tema Investigación en Educación de un máster en educación. Cuatro estudiantes universitarias participaron en el curso formativo. Se implementó un curso de capacitación de nueve horas sobre la conceptualización, las herramientas y el diseño de una sala de escape educativa. Para la evaluación de este caso de estudio se utilizó el Cuestionario de Motivación para Estrategias Cooperativas de Aprendizaje Lúdico y se realizó una encuesta de preguntas abiertas sobre la experiencia. Los resultados muestran que las estudiantes muestran la adquisición de conocimientos para la aplicación de esta estrategia en el aula, así como niveles muy positivos de satisfacción con la metodología utilizada en el curso.

BackgroundPeople 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. ObjectiveThis study aimed to examine the effect of the Without Memories escape room on nursing students’ stigma against SMI. MethodsA 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. ResultsAfter the intervention, a significant reduction (P.05) were observed. In contrast, the linear regression (t195=−22.15; P

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.

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.

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.

Currently, artificial intelligence (AI) is beginning to integrate into higher education, demonstrating its ability to personalize and enrich learning processes. This study evaluates the impact of ChatGPT, an AI tool from OpenAI, on students' learning in the Social Education degree, focusing on the design and development of practical cases. Two main areas are investigated: the influence of ChatGPT on the acquisition of cross-cutting skills essential for professional development and student perceptions of its use in learning. The study was conducted at the University of [name removed] with 28 Social Education students during the 2023/2024 academic year, using a mixedmethods approach of quantitative and qualitative methods. Instruments included the Cross-Cutting Skills Assessment Questionnaire for Degrees (CECTGRA), a ChatGPT usage scale, an open-ended questionnaire, and an assessment rubric. Results showed significant improvements in the development of cross-cutting skills, mastery of these skills, and perceptions of the importance of these skills for professional growth. Most students positively evaluated ChatGPT, highlighting its convenience and accuracy. The educational possibilities of integrating ChatGPT into higher education are discussed, given its potential to enhance cross-cutting skills and enrich the educational experience. [ABSTRACT FROM AUTHOR]

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New technologies are changing the way we see and understand university education, with the advent of new, more flexible organization methods capable of reaching people via class formats like Small Private Online Courses (SPOCs). However, studies which have analyzed these types of courses have focused on their implementation and not on the cognitive and emotional processes of students. Therefore, the present study aims to examine the teacher's influence on emotions, dispositional flow, motivation, and metacognitive strategies among university students. There were 1,347 participants in this study (678 men and 669 women), ranging from 18 to 26 years of age (M = 21.43; SD = 2.64). The results were evaluated using a descriptive statistics analysis, a reliability analysis, and a structural equations model which explains the causal relationships between the study variables. In this sense, autonomy support exerted a positive influence on positive emotions and a negative influence on negative emotions. In contrast, psychological control by the teacher positively influenced negative emotions and negatively influenced positive emotions. Moreover, positive emotions exerted a positive influence on dispositional flow, whereas negative emotions exerted a negative influence on dispositional flow. In addition, dispositional flow exerted a positive influence on autonomous motivation, metacognitive strategies, and academic performance. Finally, autonomous motivation exerted a positive influence on academic performance and metacognitive strategies. These results reveal the influence of emotions, motivation, and perception of SPOCs on the adoption of adaptive habits and academic performance among university students. [ABSTRACT FROM AUTHOR]

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.

Abstract Background Exposure to particulate matter (PM) is associated with an adverse intrauterine environment, which can promote adult cardiovascular disease (CVD) risk. Ultrafine particles (UFP) (small size and large surface area/mass ratio) are systemically distributed, induce inflammation and oxidative stress, and have been associated with vascular endothelial dysfunction and arterial vasoconstriction, increasing hypertension risk. Placental stress and alterations in methylation of promoter regions of renin-angiotensin system (RAS)-related elements could be involved in UFP exposure-related programming of hypertension. We investigated whether in utero UFP exposure promotes placental stress by inflammation and oxidative stress, alterations in hydroxysteroid dehydrogenase 11b-type 2 (HSD11B2) and programming of RAS-related elements, and result in altered blood pressure in adult offspring. UFP were collected from ambient air using an aerosol concentrator and physicochemically characterized. Pregnant C57BL/6J p un/p un female mice were exposed to collected UFP (400 μg/kg accumulated dose) by intratracheal instillation and compared to control (nonexposed) and sterile H2O (vehicle) exposed mice. Embryo reabsorption and placental stress by measurement of the uterus, placental and fetal weights, dam serum and fetal cortisol, placental HSD11B2 DNA methylation and protein levels, were evaluated. Polycyclic aromatic hydrocarbon (PAH) biotransformation (CYP1A1 and NQO1 (NAD(P)H dehydrogenase (quinone)1)) enzymes, inflammation and oxidative stress in placentas and fetuses were measured. Postnatal day (PND) 50 in male offspring blood pressure was measured. Methylation and protein expression of (RAS)-related elements, angiotensin II receptor type 1 (AT1R) and angiotensin I-converting enzyme (ACE) in fetuses and lungs of PND 50 male offspring were also assessed. Results In utero UFP exposure induced placental stress as indicated by an increase in embryo reabsorption, decreases in the uterus, placental, and fetal weights, and HSD11B2 hypermethylation and protein downregulation. In utero UFP exposure induced increases in the PAH-biotransforming enzymes, intrauterine oxidative damage and inflammation and stimulated programming and activation of AT1R and ACE, which resulted in increased blood pressure in the PND 50 male offspring. Conclusions In utero UFP exposure promotes placental stress through inflammation and oxidative stress, and programs RAS-related elements that result in altered blood pressure in the offspring. Exposure to UFP during fetal development could influence susceptibility to CVD in adulthood.

En esta investigación pretendemos mostrar las últimas tendencias de las tecnologías de la información y la comunicación (TIC) y su aplicación en la educación permanente de personas mayores, del mismo modo estudiamos cómo el uso de las TIC tiene una serie de beneficios académicos, psicológicos y sociales en las personas mayores, en definitiva, como mejoran su calidad de vida.

The diagnosis of autism of a child reaches the family with difficulty and mixed emotions. A stage begins in which a great variety of resources are put in place to make the development of the person diagnosed with Autism Spectrum Disorder resemble as much as possible a neurotypic evolution. Objectives: The first objective of this work is to make a bibliographic search of articles that deal with the Programs to deal with the difficulties that parents or families find when it comes to educating or living and teaching to live at home and in schools with their children or family, as well as intervention strategies to address the obstacles in family members of children diagnosed with Autism Spectrum Disorder (ASD). The second objective is to make an intervention proposal with families of children diagnosed with ASD from the framework of Acceptance and Commitment Therapy based on the results found. Methodology: A systematic review of scientific articles has been carried out by consulting the Web of Science, Scopus and INDAGA databases. The materials have been restricted by publication date (2000/2017) and have been searched in Spanish and English. Abstracts / abstracts have been reviewed and the selected articles have been read in depth as well as all the articles with empirical and theoretical results of relevance for this review. Results: As a result of the systematic search, intervention has been proposed in families of children diagnosed with ASD from the framework of Acceptance and Commitment Therapy. Conclusions: It has been proven that there are many lines from which interventions for families of children diagnosed with ASD are proposed, but it is those based on Acceptance and Commitment Therapy (ACT) that have the greatest benefits in improving coexistence at home. and the subsequent integration and coexistence of the child in the classroom. Therefore, the intervention proposal proposed is based on this third generation therapy.

Introducción: Cuando un niño o niña recibe el diagnóstico de TEA su familia sufre un proceso de adaptación a la nueva situación que se afronta. Son muchos los casos de estigmatización en los Trastornos Generalizados del Desarrollo (TGD) y las dificultades que se les plantean a las familias. Por ello se debe dar respuesta a sus dificultades mediante estrategias de intervención útiles. Objetivos: El objetivo del presente trabajo es estudiar, mediante una revisión sistemática de la literatura científica, las dificultades parentales y el efecto de estigma en el ámbito de los trastornos generalizados del desarrollo, así como las estrategias de intervención en familias de niños con autismo. Metodología: Se ha realizado una revisión sistemática de artículos científicos consultando las bases de datos. Los materiales han sido restringidos por fecha de publicación (2000/2017) y se han buscado con los siguientes descriptores en español e inglés: estigma y autismo, autismo y familias, terapias en familias y autismo/ Stigma and autism, autism and families, family therapies and autism. Resultados: Los resultados ponen de manifiesto que hay determinadas conductas parentales consideradas de riesgo para el desarrollo y fomento de las dificultades psicológicas de los hijos, así como las dificultades existentes en el ámbito familiar y escolar relacionado con la estigmatización de los niños diagnosticados de TGD. A lo largo de los años han sido muchas las estrategias de intervención empleadas para paliarlas, siendo las basadas en terapias de tercera generación las que han reportado mejores resultados. Conclusión: Surge la necesidad de fomentar técnicas propias de la Terapia de Aceptación y Compromiso en escuelas de familias, así como seguir investigando al respecto.

This article compares people with severe mental disorders and people without mental disorders regard to use, knowledge, interest and attitudes towards new information technologies (ICT). In the study participated seven persons with severe mental illness, and seven persons without mental illness. The results show that there are significant intergroup differences in relation to the use, knowledge, interest and attitudes toward new information technologies.

The traditional classroom model, where the students remain passive, and sitting at their desks listening to the lesson, is being replaced by new teaching-learning methodologies, by a wide range of professionals. There are more and more people who question their efficacy and believe that innovative methodologies are needed that are more motivating to the students, where they actively participate in the construction of knowledge and constitute a model that attends to the individual needs of each individual. In this research we will focus on a new and innovative model: The Flipped Classroom model, or “inverted classroom”. This model is increasingly used by those teachers who attribute to the traditional model of education many deficits and have made the leap to a total “investment” or change of essence to their classes.

The traditional school based on repetition and memory is not adapted for students with specific learning difficulties, and having ICT devices in classrooms does not seem to be sufficient. In this article, we study connectivism as a learning theory that allows students with specific learning difficulties to acquire basic skills to manage information and gain access to meaningful and multimodal resources and tools.

Introducción: El diagnóstico de autismo de un hijo llega al seno de la familia con dificultad y emociones encontradas. Se inicia una etapa en la que se ponen en marcha gran variedad de recursos para hacer que el desarrollo de la persona diagnosticada con Trastorno del Espectro Autista (TEA) se asemeje lo más posible a una evolución neurotípica. Objetivos: El primer objetivo de este trabajo es hacer una búsqueda bibliográfica de artículos que versen sobre los Programas para tratar las dificultades que encuentran los padres o familias a la hora de educar o convivir y enseñar a convivir en casa y en escuelas a sus hijos o familiares, así como estrategias de intervención para tratar los obstáculos existentes en familiares de niños con diagnóstico de TEA. Como segundo objetivo se pretende realizar una propuesta de intervención con familias de niños diagnosticados con TEA desde el marco de la Terapia de Aceptación y Compromiso basada en los resultados encontrados. Metodología: Se ha realizado una revisión sistemática de artículos científicos consultando las bases de datos Web of Science, Scopus e INDAGA. Los materiales han sido restringidos por fecha de publicación (2000/2017) y se han buscado en idioma español e inglés. Se han revisado resúmenes/abstracts y se han leído en profundidad los artículos seleccionados así como todos los artículos con resultados empíricos y teóricos de relevancia para esta revisión. Resultados: Como resultado de la búsqueda sistemática se ha propuesto una intervención en familias de niños con diagnóstico de TEA desde el marco de la Terapia de Aceptación y Compromiso. Conclusiones: Se ha comprobado que son muchas las líneas desde las que se proponen intervenciones para familias de niños diagnosticados con TEA, pero son las basadas en Terapia de Aceptación y Compromiso (ACT) las que mayores beneficios reportan en la mejora de la convivencia en casa y la posterior integración y convivencia del niño en el aula. Por ello la propuesta de intervención que se propone está basada en esta terapia de tercera generación.

Confinement due to the COVID-19 pandemic has hastened an educational shift from face-to-face to online classrooms. This distanced education seeks to achieve learning goals mediated by technology as they would be achieved in the face-to-face classroom, without ignoring the psychological and social impact that COVID-19 has had on students and teachers. Faced with this situation, the use of online educational escape rooms has been proposed as a motivating strategy for students to review curriculum content in a cooperative and fun way. A qualitative investigation was carried out to explore the perceptions of university students in the Social Education degree program after the implementation of an educational escape room. Our main findings are that most students found that it allowed them to interact with their peers beyond traditional education, that it was useful for their learning and that it was a pleasant activity. However, it was also mentioned that it can be a stressful activity as being an online activity, some students may have connectivity problems. It is concluded that online escape rooms can be active and effective learning strategies for university students.

Several epidemiological studies have demonstrated that particulate matter (PM) in air pollution can be involved in the genesis or aggravation of different cardiovascular, respiratory, perinatal, and cancer diseases. This study assessed the in vitro effects of PM10 on the secretion of cytokines by a human monocytic cell line (THP-1). We compared the chemotactic, pro-inflammatory, and anti-inflammatory cytokines induced by PM10 collected for two years during three different seasons in five different Mexico City locations. MIP-1α, IP-10, MCP-1, TNF-α, and VEGF were the main secretion products after stimulation with 80 μg/mL of PM10 for 24 h. The THP-1 cells showed a differential response to PM10 obtained in the different sites of Mexico City. The PM10 from the north and the central city areas induced a higher pro-inflammatory cytokine response than those from the south. Seasonal pro-inflammatory cytokine secretion always exceeded anti-inflammatory secretion. The rainy-season-derived particles caused the lowest pro-inflammatory effects. We concluded that toxicological assessment of airborne particles provides evidence supporting their potential role in the chronic exacerbation of local or systemic inflammatory responses that may worsen the evolution of some chronic diseases. [ABSTRACT FROM AUTHOR]