Search

En el primer trimestre del año 2020 cambió la forma de relacionarnos en todos los ámbitos de nuestras vidas debido a la COVID-19. Las autoras del presente trabajo realizaron, meses antes del confinamiento en España, una investigación sobre las metodologías de enseñanza y el espacio educativo en Ceuta. Tras la alarma sanitaria, se instauraron desde el Ministerio de Educación y Formación Profesional unas normas que establecían un protocolo de actuación para el personal de los centros educativos. Con los datos obtenidos y el protocolo establecido es posible que los docentes puedan tener difícil cumplir las normas previamente citadas.

La patología digital (DIPA) se ha convertido en una disciplina efectiva que genera un entorno gráfico para diagnosticar e interpretar la información patológica de las personas. Al analizar la literatura existente sobre DIPA, se produjo una brecha de conocimiento al no informar un estudio que ha analizado bibliométricamente las publicaciones sobre el tema. El objetivo de este estudio es analizar la producción científica y el rendimiento alcanzado por el término patología digital en la base de datos de Web of Science (WoS). Para ello, se ha llevado a cabo una metodología basada en la bibliometría, complementada con la técnica de mapeo científico para buscar, registrar, analizar y predecir la literatura científica sobre el estado de la cuestión. Hemos trabajado con una unidad de análisis de 1222 documentos reportados desde la base de datos de WoS. Los resultados muestran que no hay un tema de investigación en el campo de estudio de DIPA que se destaque del resto. Se puede observar una brecha conceptual en el desarrollo temático, dado que no hay un tema que se repita en todos los periodos, donde las conexiones son más temáticas que conceptuales. Hay documentos clave para diferentes temas. Los temas principales han sido muy diferentes a lo largo de los años como la telepatología y la inteligencia artificial. Digital pathology (DIPA) has become an effective discipline that generates a graphic environment to diagnose and interpret the pathological information of people. When analyzing the existing literature on DIPA, a knowledge gap was produced by not reporting a study that has bibliometrically analyzed the publications on the subject. The objective of this study is to analyze the scientific production and performance achieved by the term digital pathology in the Web of Science (WoS) database. For this, a methodology based on bibliometrics has been carried out, complemented by the scientific mapping technique to search, recorder, analyze and predict the scientific literature on the state of question. We have worked with an analysis unit of 1222 documents reported from WoS database. The results show that there is no research topic in the field of study of DIPA that stands out from the rest. A conceptual gap can be observed in the thematic development, given that there is no theme that is repeated in all periods, where the connections are more thematic than conceptual. There are key documents for different topics. The main themes have been very different over the years like telepathology and artificial intelligence.

Teachers have to use technology and active methodologies as fundamental tools for teaching basic nutrition issues. The objective of this research was to analyze the potential of a training plan on nutritional education carried out using both educational technology and a gamified methodology. For this, a quasi-experimental design was used in a sample of 237 Spanish students of the third level of Secondary Education. After the training experience on teaching was carried out, data were collected with a questionnaire. The results showed that the teaching of nutritional education through gamification fosters motivation, the relationship among students, autonomy, time perception during classes, and the improvement of marks. It can be concluded that gamification is an effective teaching method for nutritional education for Compulsory Secondary Education students. Resumen. Los docentes deben utilizar la tecnología y las metodologías activas como herramientas fundamentales para la enseñanza de temas básicos de nutrición. El objetivo de esta investigación fue analizar el potencial de un plan de formación en educación nutricional realizado tanto con tecnología educativa como con una metodología gamificada. Para ello, se utilizó un diseño cuasi-experimental en una muestra de 237 alumnos españoles de tercer nivel de Educación Secundaria. Una vez realizada la experiencia formativa en docencia, se recogieron datos con un cuestionario. Los resultados mostraron que la enseñanza de la educación nutricional a través de la gamificación fomenta la motivación, la relación entre los estudiantes, la autonomía, la percepción del tiempo durante las clases y la mejora de las notas. Se puede concluir que la gamificación es un método de enseñanza eficaz para la educación nutricional de los estudiantes de Educación Secundaria Obligatoria.

The term “culture” is used to explain different social phenomena in a very varied way within the educational field; the use of drama favors the adaptation and assimilation of cultural identity. The objective of this study is to analyze the progression, significance, and prospects of the term “cultural” in the education field. A bibliometric study based on the scientific-mapping technique of documents indexed in the Web of Science database was carried out. The unit of analysis was established at 10,776 publications. The results indicate that manuscripts collected on Web of Science topics are written in English, with the University of California system generating the most production. In addition, there has been a change in trends in lines of research from 2012 onwards. Two lines of research were established in time, “race-educational-attainment-inequality-cultural-capital” and “students-students-competence”. This study publicizes the most relevant topics and main lines of research of scientists in each established period. Teachers can also design programs or activities in their practice. Lastly, the most-used instruments to evaluate this cultural competence among students were found.

E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes.

Integral development of students is promoted through tutorial action. Tutorial action is understood as the personal development of students, their learning, and their capabilities for social and labour integration. A descriptive, nonexperimental and ex post facto design was used. The sample consisted of 569 primary school students. The importance of emotional education and student tutoring was highlighted by the results produced. A relationship was established between working on emotions and emotional regulation, cognitive re-evaluation, and capacity to respond in an emotionally appropriate way when faced with different situations., Unidad de Calidad, Innovacion Docente y Prospectiva, Universidad de Granada 19-25

Una de las metodologías con mayor auge educativo hoy en día es la gamificación. Esta metodología implica el uso de la mecánica del juego en el aula. El juego se trata como un elemento motivador en el aula, se considera activa porque el alumno debe estar activo en el proceso de aprendizaje y alienta a los estudiantes a ser activos en su proceso de aprendizaje, haciendo que el proceso de enseñanza-aprendizaje sea motivador y efectivo. Se utiliza la escala GAMEX (Gameful Experience in Gamification) para medir la experiencia gamificada. Se analizó la experiencia de 255 estudiantes y profesores en total. Entre los principales resultados obtenidos, destacamos como conclusiones que la gamificación facilita el desarrollo del pensamiento creativo, una reducción del afecto negativo y una mejora en la colaboración. El efecto de este tipo de experiencias es similar tanto en estudiantes como en maestros., One of the currently booming methodologies is gamification. Gamification in education involves the use of game mechanics in classroom. The game is treated as a motivating element in the classroom, while this methodology is considered active because the student must be active in the learning process. This methodology is considered active because it encourages students to be active in their learning process, making the teaching-learning process motivating and effective. To develop the research GAMEX scale (Gameful Experience in Gamification) is used to measures the gamified experience, this research analysed the gamification experience of 255 students and teachers in Andalusia in the area of Physical Education, a subject in which game-based learning is a widely used methodology. Among the main results obtained, we highlight as conclusions that gamification facilitates the development of creative thinking, a reduction in negative affect, and an improvement in collaboration. The effect of these types of experiences are similar in both students and teachers.

Historically, the most widely used methodologies in teaching have been passive ones, where the teacher was limited only to transmitting knowledge to the students, that is, it was a mere passage of information from the teacher to the student. Gamification has been one of the educational methodologies with more relevance in recent years. Relating the use of gamification with problem-based learning, the use of escape room in education arises. In this sense, the escape room emerges as a fundamental tool at the service of teachers, for teaching, and of students for learning. Blunt spears are an emerging and novel tactic that has been shown to favor attitudes and student learning in different areas of knowledge and educational levels. Given its importance, an intervention in primary education is proposed whose main axis is the escape room.

The fundamental pillars of nursing science—nursing care, management, and teaching and research—are in constant evolution. The adaptation of Spanish nursing to the European Higher Education Area has promoted nursing research. Over the past few years, several institutions have made official statements concerning the difficulty of finding teaching staff for university nursing degrees. This is closely linked to the production of research, given that minimum criteria must be met for university teacher accreditation. The goal of this study is to analyze scientific production in nursing, nursing research and teaching in The Web of Science in order to establish how this is progressing and to gain further insight into the field of academic nursing. A total of 34,497 documents were analyzed using the Bibliometrix software version 4.1.0. The results reveal an increase in nursing research over time. Most of this is published in English and mainly focuses on specific nursing areas, such as oncology or psychiatry. Spain occupies the eighth place worldwide in nursing research. In spite of this position, the data suggest that other factors are blocking the accreditation of university teachers of nursing in Spain. They also reflect the need to encourage nursing research in this setting in the future.

INTRODUCCIÓN. El uso de la gamificación en educación consiste en el uso de mecánicas, diseño o estructuras de juegos en las aulas. Hay que destacar la diferencia entre un juego, que es entendido como un producto acabado, algo concreto, y la gamificación, que parte de un contenido didáctico, definiéndola como una actividad que contiene elementos y espíritu de juego. Mediante esta metodología innovadora se premia y valora el esfuerzo, no sólo el logro, mediante insignias. A través de esta metodología, el juego se trata como elemento motivador en clase, y está considerada como una metodología activa ya que el alumno debe estar activo y ser el protagonista en el proceso de aprendizaje. MÉTODO. Este trabajo supone la traducción y validación de una escala GAMEX (Gameful Experience in Gamification) que mide la experiencia gamificada en inglés y alemán. La muestra está compuesta por 235 participantes relacionados con educación y experiencias gamificadas (52% docentes y 48% estudiantes). Se llevaron a cabo análisis factorial exploratorio (AFE) y análisis factorial de confirmatorio (AFC) para confirmar la estructura dimensional de la escala. RESULTADOS. Los resultados muestran la complejidad de evaluar experiencias gamificadas desde una perspectiva única y válida, ya que entran en juego varias dimensiones. Hay instrumentos válidos que no tienen en cuenta todas las dimensiones, y este instrumento propuesto muestra niveles aceptables de ajuste que el modelo original. DISCUSIÓN. Se enfatiza la naturaleza multifadimensional de la experiencia gamificada y se pone de manifiesto la necesidad de crear un instrumento para evaluarla y poder mejorar las experiencias gamificadas futuras.

The present work arises from the guideline marked by the project Teaching Innovation 2.0 with Information and Communication Technologies in the European Higher Education Area, developed within the framework of the Innovation and Teaching Development Projects of the Pablo de Olavide University (UPO), funded by the Vicerectorate of Teaching and European Convergence of that University. Information and communication technologies have revolutionized the world as we knew it before its use and applicability to daily life. This use has also moved to the educational field and has transformed the way it is learned and taught today. In the midst of this panorama, Massive Online Open Courses emerge as an opportunity available for everyone to learn, which has caused many changes in the educational field. This study is presented as an investigation into innovative university practices to analyze the advantages and disadvantages of these MOOCs in the Higher Education environment. For this purpose, a qualitative and descriptive methodology has been implemented. The sample consisted of a total of 274 students of the Degree of Social Education of the Faculty of Social Sciences of the Pablo de Olavide University of Seville of the academic courses 2014-2019. Among the main advantages analyzed, we highlight its gratuity, the establishment of collaboration networks and time flexibility, while among the disadvantages we can highlight the abandonment, that some courses are not adapted or available for easy devices or lack of follow-up. The main idea is that once the advantages and disadvantages of MOOCs are known, the former should be encouraged, given the great benefits they entail for education; and in turn try to solve the disadvantages that have been seen that lead to the use of MOOCs, in order to promote the effectiveness of their use. Las tecnologías de la información y la comunicación han revolucionado el mundo tal como lo conocíamos antes de su uso y aplicabilidad a la vida diaria. Este uso también se ha trasladado al campo educativo y ha transformado la forma en que se aprende y se enseña hoy. En medio de este panorama, los cursos abiertos masivos en línea emergen como una oportunidad disponible para que todos puedan aprender, lo que ha causado muchos cambios en el campo educativo. Este estudio se presenta como una investigación sobre prácticas universitarias innovadoras para analizar las ventajas y desventajas de estos MOOC en el entorno de la educación superior. Entre las principales ventajas analizadas, destacamos su gratuidad, el establecimiento de redes de colaboración y la flexibilidad horaria, mientras que entre las desventajas podemos destacar el abandono, que algunos cursos no están adaptados o disponibles para dispositivos fáciles o falta de seguimiento. La idea principal es que una vez que se conocen las ventajas y desventajas de los MOOC, se debe alentar a los primeros, dados los grandes beneficios que conllevan para la educación; y, a su vez, tratar de resolver las desventajas que se han visto que conducen al uso de MOOC, a fin de promover la efectividad de su uso. Vicerectorate of Teaching and European Convergence

Training processes are mainly based on the pedagogical methods applied by teachers. In many cases, these pedagogical methods are adapted to the social, economic, and cultural environment of the students themselves. In this study, we used a psychometric analysis based on the analysis of structural equations to detect the psychometric properties through classical goodness-of-fit indices. The objective of this study was to translate, adapt, and validate the instrument called the Teaching and Learning Experiences Questionnaire (ETLQ) for the population of Spanish adolescents in secondary education. The rrecommendations in the literature were followed for its translation and adaptation into Spanish. The results indicate that, after translation and adaptation, the model remained in 11 factors with acceptable goodness-of-fit indices. We conclude that the process of translation, adaptation, and validation of the ETLQ has produced a valid and reliable tool due to the psychometric findings revealed in the present work.

This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted of 307 participants enrolled in compulsory secondary education. Reliability with fit indices were good in model B (proposed) with composite reliability, global reliability index, and Cronbach’s alpha. The original model (A) presented small problems that had to be adjusted when carrying out the translation. We concluded that adaptation and subsequent validation of the MSLQ instrument into a Spanish context was positive. In this sense, adequate adjustment rates have been achieved. However, in its contextual adequacy, the need arises to modify the presentation of the items alluding to intrinsic motivation due to the difficulty of measuring such a construct. Among the implications reached in this study is the possibility of having a validated instrument for the Spanish adolescent context to measure motivation on educational aspects. Furthermore, this tool can serve as the basis for the design of other instruments that measure this construct in other age ranges.

Purpose: This study aims to analyze the effects of a flipped and gamified program on the autonomy, competence, relation with others, satisfaction/enjoyment, intrinsic and extrinsic motivation, and boredom of students of Physical Education. Method: The study used a control group and an experimental group to compare pretest and posttest data in both of them. Instruments used were the Basic Psychological Needs in Exercise Scale, Sport Motivation Scale, and Sport Satisfaction Instrument, all of them validated in academic literature. Results: On one hand, data indicated that autonomy has been increased with the application of these teaching methodologies. On the other hand, students’ satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning. Finally, with all dimensions, it seems that academic performance has been improved, although not in a significative way. Discussion/Conclusion: Results of the study provide to educational researchers valuable information for a better understanding of how flipped learning and gamification influence personal performance of Physical Education students.

Within the scientific literature, there has been much debate about the use of the Internet in teaching in university contexts. The potential of this tool and its educational possibilities is well documented. The main purpose of this study is to analyze the use of the Internet in university teaching from a bibliometric perspective. To analyze scientific works, scientific mapping strategies have been used; for example, exploring the co-words and co-authors in works on this topic. We have worked with an analysis unit of 5118 documents which are indexed in the Web of Science database. Among the findings of this research, it can be highlighted that most publications are in English—the topic has been thoroughly studied and works have been published in this language over time. Moreover, the United States is the country which is most productive in relation to educational and computing fields. The most relevant topics themes are “e-learning”, “systems” and “Internet of Things”.

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group, 2 experimental groups) that followed different formative actions (control group&mdash, traditional, experimental groups&mdash, escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

Introduction: Nowadays, education is immersed in a process of constant renewal due to the inference of two fundamental facts: The emergence of new technologies and the development of new active methodologies that lead the teaching and learning processes. Methods: A case study was developed to analyze the effects caused in these processes by the implementation of &ldquo, flipped learning&rdquo, and &ldquo, gamification&rdquo, as teaching models, after the implementation of each one, variables such as learning achievement, learning anxiety, motivation, and autonomy were compared. This work was carried out with secondary school subjects (n = 60) of an educational center of the Autonomous City of Ceuta. A descriptive experimental study was carried out. Gamification and flipped learning effects were compared to analyze both their potentials as educational methodologies. Results: The results show the benefits of both methodologies. All measured dimensions increased positively, in accordance with previous studies on the subject. Conclusion: The implementation of both methodologies in the classroom causes an improvement in the students&rsquo, learning processes, in their achievements, and in their enthusiasm.

This article analyzes Higher Education students&rsquo, development of interpersonal competences when using Information and Communication Technologies. The participating sample was made up of 1490 students from three Spanish universities: Complutense University of Madrid (Spain), Pablo de Olavide University (Spain), and National Distance Education University (UNED). The data were collected through a questionnaire called &ldquo, Basic digital skills 2.0 of university students&rdquo, COBADI&reg, (Registered trademark: 2970648). A factorial analysis was performed to determine possible groupings of representative factors and subsequently the trees technique was applied by running the CHAID (Chi-squared Automatic Interaction Detector) algorithm. This made it possible to develop a map of possible differences between universities, ages, and gender of students. The results showed that university students have higher competences in communicating through interactive presentations and video-images, as well as in collaborating and working with documents online through mobile devices.

Combined use of machine learning and large data allows us to analyze data and find explanatory models that would not be possible with traditional techniques, which is basic within the principles of symmetry. The present study focuses on the analysis of the scientific production and performance of the Machine Learning and Big Data (MLBD) concepts. A bibliometric methodology of scientific mapping has been used, based on processes of estimation, quantification, analytical tracking, and evaluation of scientific research. A total of 4240 scientific publications from the Web of Science (WoS) have been analyzed. Our results show a constant and ascending evolution of the scientific production on MLBD, 2018 and 2019 being the most productive years. The productions are mainly in English language. The topics are variable in the different periods analyzed, where “machine-learning” is the one that shows the greatest bibliometric indicators, it is found in most of motor topics and is the one that offers the greatest line of continuity between the different periods. It can be concluded that research on MLBD is of interest and relevance to the scientific community, which focuses its studies on the branch of machine-learning.

espanolLos progresos acaecidos en materia tecnologica han provocado la aparicion de nuevos modelos de aprendizaje en el mundo de la educacion. Entre estos modelos se encuentra el aprendizaje invertido. El objetivo de este estudio pasa por disenar y validar un instrumento para valorar la eficacia del aprendizaje invertido, asi como por conocer la incidencia de determinadas variables sociales y exogenas en su aplicacion. Para ello se ha seguido un metodo cuantitativo a traves de un diseno experimental de corte longitudinal, descriptivo y correlacional, en una muestra de 360 discentes universitarios. Para la recogida de datos se ha empleado el cuestionario generado tras el proceso de validacion. Los resultados obtenidos han permitido concluir que valores adecuados en el contexto familiar, motivacion, autoestima y autonomia, inciden favorablemente en la eficacia del enfoque innovador. Asimismo, la edad y el desempeno laboral de los estudiantes tambien resultan influyentes. Y se ha podido determinar que factores externos ejercen mayor incidencia sobre cada aspecto constitutivo de la eficacia del aprendizaje invertido. EnglishThe progress made in technology has led to the emergence of new learning models in the world of education. Among these models is flipped learning. The objective of this study is to design and validate an instrument to assess the effectiveness of flipped learning, as well as to know the incidence of certain social and exogenous variables in its application. For this, a quantitative method has been followed through an experimental design of longitudinal, descriptive and correlational cut, in a sample of 360 university students. For the collection of data, the questionnaire generated after the validation process was used. The results obtained have allowed us to conclude that adequate values in the family context, motivation, self-esteem and autonomy, favorably affect the effectiveness of the innovative approach. Also, the age and work performance of students are also influential. In the same way it has been possible to determine which external factors exert greater incidence on each constitutive aspect of the effectiveness of flipped learning.

Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term. Cada vez son más los docentes que introducen, en cualquier etapa o ámbito educativo, el uso de metodologías activas e investigan sobre ello. El objetivo de esta investigación fue desarrollar un estudio bibliométrico con el objetivo de realizar una radiografía de la literatura científica sobre metodologías activas en educación. Se llevó a cabo un análisis de los descriptivos clásicos de la bibliometría, los índices de coautoría y las redes de colaboración, de los documentos indizados por la Web of Science sobre metodologías activas en educación entre 2009 y 2019. El corpus final de datos lo componen 513 documentos. Los resultados muestran que las publicaciones sobre este tipo de investigación están en auge, mostrando un interés creciente por los estudios de este tipo a corto y medio plazo. Por otro lado, el idioma predominante de este tipo de estudios, como ocurre en la literatura científica general es el inglés. Los resultados mostraron un grupo reducido de temas estudiados en la actualidad y el crecimiento positivo para los próximos años, por lo que se puede considerar este tipo de investigaciones como un ámbito de estudio relevante para la comunidad científica a corto y medio plazo.

Societies comprise multiple cultures, meaning that di erent cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant di erences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research.

Many factors are involved in the learning of a language, and homework is one such example to be taken into account. The main objective of this descriptive and correlational study is to study and analyze variables that can be related to homework and the learning of English in Primary Education, to ascertain and analyze the situation and offer proposals for improvement. The study sample was composed of 747 students, 679 families and 57 teachers of 4th, 5th and 6th grade of Primary Education and the respondents answered three ad-hoc questionnaires. The perceived difficulty of homework, the need for help, the frequency, marks and the effort spent on homework, can be found among the analyzed variables. The main results show that students spent more time doing English homework, but that homework for this subject was also the most difficult and required more effort and help. These findings correlate with the difficulty that families have in helping their children and, in line with other studies, suggests that further guidance on homework from teachers is necessary to minimize difficulties. After having analyzed the results, the authors’ general conclusion is that careful homework design is crucial for its optimal autonomous development., En el aprendizaje de un idioma intervienen muchos factores y los deberes para casa son una herramienta a tener en cuenta. Esta investigación de carácter descriptivo y correlacional tiene como objetivo estudiar y analizar variables que pueden tener relación entre los deberes y el aprendizaje del Inglés en Educación Primaria, para conocer y analizar la situación y ofrecer propuestas de mejora. La muestra de estudio ha estado compuesta por 747 alumnos, 679 familias y 57 docentes de 4º, 5º y 6º de Educación Primaria. Los informantes han respondido a tres cuestionarios construidos ad hoc. Entre las variables analizadas están la dificultad percibida de los deberes, si hay necesidad de ayuda, la frecuencia, las calificaciones y el esfuerzo empleado en los deberes. Entre los principales resultados se ha obtenido que a los deberes de Inglés se les dedica más tiempo y son los más difíciles para los alumnos, concluyéndose que requieren de más esfuerzo y ayuda. Esto se correlaciona con la dificultad que encuentran las familias para ayudar, haciéndose necesarias orientaciones sobre los deberes por parte de los docentes para reducir esta situación de dificultad y en consonancia con otros estudios. Se concluye que es crucial cómo los deberes estén diseñados para su óptimo desarrollo de forma autónoma.

Resumen basado en el de la publicación Título, resumen y palabras clave también en inglés La importancia de los deberes para casa ha quedado demostrada en diversos estudios nacionales e internacionales. Uno de los efectos positivos de los deberes tiene relación con la mejora del rendimiento académico de los alumnos. Presentamos esta investigación de carácter descriptivo y correlacional centrada en Educación Primaria en Ceuta, donde se analiza principalmente la labor del docente en cuanto a los deberes para casa. La muestra objeto de estudio la han formado 747 alumnos, 679 familias y 57 docentes. Todos ellos son de los cursos 4º, 5º y 6º de Educación Primaria, que han respondido a tres cuestionarios construidos ad hoc para cada grupo informante. Entre los principales elementos que se han analizado se pueden encontrar la formación docente, la finalidad y el tipo de deberes o la elaboración/selección de los deberes por parte de los docentes. Se ha detectado principalmente escasa formación docente en cuanto a los deberes, así como la importancia y la necesidad de un buen diseño de los mismos y la coordinación docente. Finalmente se ofrecen propuestas de actuación y mejora. ESP

The technological revolution has created new educational opportunities. Today, robotics is one of the most modern systems to be introduced in educational settings. The main objective of this research was to analyze the evolution of the “robotics” concept in the educational field while having, as a reference point, the reported literature in the Web of Science (WoS). The methodology applied in this research was bibliometrics, which we used to analyze the structural and dynamic development of the concept. The collection of WoS studies on robotics in education began in 1975. Its evolution has been irregular, reaching peak production in 2019. Although the focus was on collecting studies with educational knowledge areas, other knowledge areas were also present, such as engineering and computing. It was found that the types of manuscript most commonly used to present scientific results in this area are proceedings papers. The country with the highest level of production in this field of study is the United States. The results confirm the potential of this type of study in the scientific field. The importance of this technology in the training of future surgeons and in the results they produce in their own learning was also detected.

Nowadays, different methodologies are booming in the field of education, and active gamification-based methodologies such as the Escape Room are an example of these methodologies, which is the base of this research. The purpose of this research is to analyze the effectiveness of the use of an Escape Room as an active methodology to learn mathematics. A quantitative research method was performed through an experimental design. Two study groups were set up. With the control group, a traditional training methodology was used, and with the experimental group, an innovative one was used through an Escape room experience. A total of 62 students of the 3rd level of Secondary Education from an educational center in Ceuta (Spain) participated. Results show how the experience developed through the escape room improved achievement, motivation and autonomy in a significant way. It has also reduced learning anxiety significantly. It is concluded that the use of the Escape room in Mathematics improves learning achievement, anxiety, motivation and autonomy, with gender being a variable to be taken into account, especially in motivation and autonomy. Therefore, the escape room has a greater potential than a traditional methodology in Mathematics.