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Envíos recientes

Miniatura
Publicación
Influence of Age, Gender and Years of Experience on Teachers in Promoting Strategies for Digital Sustainability and Data Protection
(Springer Nature, 2023-07-15) Vázquez Cano, Esteban; Sáez López, José Manuel; Grimaldo Santamaría, Rolando Óscar; Quicios García, Mª Del Pilar
The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers’ age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall’s Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: “foster strategies”, “advise students” and “inform families”.
Miniatura
Publicación
Latent factors on the design and adoption of gamified apps in primary education
(Springer, 2023-04-25) Vázquez Cano, Esteban; Fombona, Javier; Rodríguez Arce, Jorge; Quicios García, Mª Del Pilar
The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was daeveloped, using a structural equations model to calcuate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching–learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching–learning processes.
Miniatura
Publicación
Libro blanco de la orientación a lo largo de la vida
(AEOP_ Asociación Española de Orientación y Psicopedagogía, 2025) Asociación Española de Orientación y Psicopedagogía (AEOP)