Search

Artificial intelligence (AI) and AI-based chatbots, such as ChatGPT, are transforming the approach to education. In particular, ChatGPT's potential to process large amounts of data and learn from user interactions makes it a beneficial resource for students, albeit with some reluctance from some teachers. This study aimed to explore the acceptance of ChatGPT by university students. The researchers administered an online survey to 400 Spanish university students aged 18-64 (M = 21.80; SD = 6.40). The results of the methodological approach based on the UTAUT2 model for technology adoption showed that: (1) gender was not a determining variable in any construct while the experience of use was a factor conditioning a higher score on all constructs; (2) experience, performance expectancy, hedonic motivation, price value, and habit were influential in behavioral intention to use ChatGPT; (3) facilitating conditions, habit, and behavioral intention were conditioning factors in user behavior. Finally, this report discusses the findings and practical implications of the work and recommends some good uses for ChatGPT.

The irruption of information and communication technologies has brought about an abrupt change in the demands placed on future professionals. In this sense, in recent years, information competencies have gained importance in university education from a cross-cutting perspective, which advocates as its main purpose the training of young people in information search, evaluation, processing and communication skills, especially through a digital network. Based on this idea, the present work aims to develop the Information Competence Scale for Future Teachers (ICS-FT), in order to measure the level of self-perceived skills in this area. For this purpose, a work design is presented below concerning an empirical validation, divided into different phases: the validation of content, construct and reliability, which has taken as a pilot sample a total of 259 university students studying the degree of Primary Education. The results of the validation determined the optimal conditions of content, construct and reliability that allowed the application of this scale as a generic approach to determine the level of competence in the information skills of future teachers.

Mobile learning is a resource that can enhance the teaching-learning process of students and improve the training of future teachers. Specifically, augmented reality (AR) technology allows for immersive and experiential learning without the need to leave the classroom. The purposes of this paper were to apply AR technology in the training of future Primary Education teachers and to analyze the perceived usefulness of AR in the classroom by future teachers. A quantitative approach was used based on a design with a control group and two experimental groups with a post-test using a sample of 171 second-year students studying an education degree. The results showed that experimentation with AR promoted a slight increase in student motivation. However, no significant differences were found between the control group and the experimental groups. Finally, the findings allowed us to establish that the implementation of resources such as AR does not differ in the opinion of future teachers about the inclination to implement AR in the classroom.

The use of mobile devices in classrooms is becoming more and more common. The introduction of these resources to produce learning is part of the mobile learning methodology. Among the possibilities of these devices provide we can find, as an emerging technology, augmented reality, which combines elements of the real world with virtual images. The purpose of this paper is to know the impact of the augmented reality in the educational cooperatives of Andalusia. In this regard, educational cooperatives are centers characterized in their origin by promoting the development of methodologies based on Information and Communication Technologies (ICT). The data collection instrument used in this questionnaire is a quantitative methodology of a descriptive nature. The questionnaire was prepared ad hoc according to the existing literature and the answers coded on a Likert scale. The results show that only a minority of teachers implement the augmented reality in their classes. In addition, there are statistically significant differences in terms of professional experience, so that younger teachers tend to implement methodologies based on the use of emerging mobile technologies such as augmented reality. Finally, it is emphasized that despite the constant technological advance of mobile devices in society, their application in the classroom occurs slowly.

Sharenting is becoming a regular practice that compromises children's safety and privacy. This phenomenon is related to the act of sharing images of underage children on the Internet by their relatives. At the same time, a concern arises about the levels of Internet addiction in the population. In turn, levels of Internet addiction are a current problem in modern societies that has been linked to low self-control. This paper aims to analyse the degree to which images are published and the reasons why the adult segment of the population practices sharenting, to determine the socio-demographic factors that have an impact on sharenting, Internet addiction and self-control, and to establish the correlations between these three variables. A total of 367 Spanish adults aged between 18 and 61 (M=28.98; SD=10.47) completed an online survey. Both the multiple regression analysis and the structural equation modelling revealed that: 1) Age emerges as a predictor of Internet addiction; 2) Age, gender and employment status are predictors of low self-control; 3) No socio-demographic factors were found to be predictors of sharenting; 4) The only significant correlation was observed between Internet addiction and self-control. Finally, practical implications of this paper on the protection of minors and adults' need for information on Internet security are discussed.

Since open universities can adapt to students' work schedules, personal preferences, age, and so on, they have facilitated access to education for a large group of people. The open university phenomenon, which arose in the 1960s, fostered countries' cultural growth; higher education was now longer exclusively for a privileged few. This paper presents a bibliometric study on the existing scientific output on open universities throughout the last 40 years. A bespoke methodology of bibliometric studies has been used, by setting key descriptors to be consulted in the most prestigious scientific database Web of Science. The sample was composed of 809 papers in total, indexed in prestigious journals and published during the period 1969 to 2018. The output, scattering, and impact bibliometric indicators were analysed in those papers. Among the results obtained, it was found that scientific output on open universities is in a phase of exponential growth, in which 2015 was the most productive year. Furthermore, the UK, where the phenomenon of open universities started, is the country with the most scientific output. Finally, the bibliometric study of the output indexed in the Web of Science shows a panoramic vision of the past, present, and future of open universities, emphasising the idea that this phenomenon is continuing to grow.

Artificial intelligence has experienced major developments in recent years and represents an emerging technology that will revolutionize the ways in which human beings live. This technology is already being introduced in the field of higher education, although many teachers are unaware of its scope and, above all, of what it consists of. Therefore, the purpose of this paper was to analyse the scientific production on artificial intelligence in higher education indexed in Web of Science and Scopus databases during 2007-2017. A bespoke methodology of bibliometric studies was used in the most relevant databases in social science. The sample was composed of 132 papers in total. From the results obtained, it was observed that there is a worldwide interest in the topic and that the literature on this subject is just at an incipient stage. We conclude that, although artificial intelligence is a reality, the scientific production about its application in higher education has not been consolidated.

Cyberbullying has become a global problem; cases of violence increase and the rate of suicide by victims has skyrocketed. The purpose of this work was to analyze the scientific production published on cyberbullying in children and adolescents from its beginning until 2018. To this end, a scientific analysis was carried out in the Scopus database, determining diachronic productivity, journals, countries, and institutions with the greatest interest in the subject and articles with greater scientific impact due to the number of citations. In addition, a network map was established to highlight keywords related to cyberbullying in both populations. Among the results, it is worth noting the increase in publications in 2018 and the configuration of certain journals, institutions, countries, and authors as references in the subject. Finally, potential explanations for the findings of the study and suggestions for future research are discussed.

Computational thinking is recognized as a critical competency in contemporary education, preparing individuals to tackle complex challenges in a digitally pervasive world. In this quasi-experimental design study with pretest and post-test measures, the possibility of developing computational thinking from the field of didactics of mathematics in higher education students was investigated. This was performed via a problem-based learning (PBL) methodology using problem solving in the experimental group or, alternatively, focused on the analysis of solved problems in the control group. After the intervention, the control group experienced a statistically significant improvement in the scores obtained in the post-test measure. Thus, PBL and problem solving did not lead to an improvement in the students' computational thinking, whereas the analysis of solved problems approach did. Therefore, the results suggested the potential benefits of this latter methodology for teaching computational thinking. [ABSTRACT FROM AUTHOR]

This article aims to present an analysis of the development of the level of perceived achievement of complex thinking competency in a group of business students at a university in Mexico. The intention was to identify the scaling of the competency and its sub-competencies during the training process and whether the students have the necessary skills to solve the problems and meet the challenges of their future environments. The study conducted exploratory and multivariate descriptive statistical analyses. The results showed that the participants perceived their achievement of the competency and its sub-competencies highly at the end of their training process and that the students scaled up their sub-competencies considerably. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED 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.)