Persona:
Vázquez Cano, Esteban

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ORCID
0000-0002-6694-7948
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Vázquez Cano
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Esteban
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2019 - 20203
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Nivel de acceso: info:eu-repo/semantics/openAccess × Autor: Sevillano García, María Luisa ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    El uso académico del ordenador portátil y del smartphone en estudiantes universitarios españoles e iberoamericanos
    (Universidad de Salamanca. EUSAL Revistas, 2019-04-08) Sevillano García, María Luisa; Sáez López, José Manuel; Vázquez Cano, Esteban
    El presente estudio analiza la utilización del ordenador portátil y el smartphone por parte de estudiantes universitarios, identificando sus beneficios y aplicaciones académicas. La muestra es no probabilística compuesta por 469 sujetos en 10 universidades, 5 de España y 5 de países iberoamericanos. Se ha empleado una metodología a partir del análisis descriptivo y factorial. Se concluye que existe una mayor presencia del ordenador portátil en el estudio y tareas académicas, mientras que el smartphone está más presente en la comunicación y el entretenimiento. El ordenador portátil tiene más presencia en las funciones instructiva, informativa, colaboradora e ilustrativa, y en actividades de aprendizaje. El smartphone obtiene mejores resultados en lo relativo a las funciones de entretenimiento y comunicación. En cualquier caso, son claros los beneficios y satisfacción en el uso de ambos dispositivos. Esta realidad obliga e impulsa a los docentes hacia una nueva metodología docente, incluyendo la preparación de recursos para ser aprovechados en línea.
  • Miniatura
    Publicación
    An evaluation of university students' latent and self-perceived digital competence in the use of mobile devices
    (Wiley, 2020) Sevillano García, María Luisa; Leví Orta, Genoveva del Carmen; Vázquez Cano, Esteban
    This article presents an experimental study of the assessment made by university students of their level of digital competence in the use of mobile devices such as smartphones, laptops and tablets. The study was part of an investigation into ubiquitous learning with mobile devices and is based on the analysis of responses from a sample of 203 university students at eleven European and Latin American universities. Participants were asked questions about their performance on a set of digital activities that tested various components of digital competence. The analysis methodology was based on Item Response Theory (IRT). The survey data was analysed by applying a statistical model to represent the probability of obtaining an affirmative answer to each activity proposed. This enabled us to identify the difficulty and discrimination parameters of each activity. As an outcome of the study, measures on latent digital competence in individual participants were articulated. The results allowed us to describe how a number of devices and activities interacted. Understanding these types of interactions is necessary for a continued development of the evaluation of digital competence in students.
  • Miniatura
    Publicación
    The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot
    (Springer, 2019-01-24) Sáez López, José Manuel; Sevillano García, María Luisa; Vázquez Cano, Esteban
    This study highlights the importance of an educational design that includes robotics and programming through a visual programming language as a means to enable students to improve substantially their understanding of the elements of logic and mathematics. Gaining an understanding of computational concepts as well as a high degree of student participation and commitment emphasize the effectiveness of introducing robotics and visual programming based on active methodologies in primary education. Implementation of this design provides sixth-grade elementary education students with activities that integrate programming and robotics in sciences and mathematics; these practices allow students to understand coding, motion, engines, sequences and conditionals. A quasi-experimental design, descriptive analysis and participant observation were applied across various dimensions to 93 sixth-grade students in four primary education schools. Programming and robotics were integrated in one didactic unit of mathematics and another in sciences. Statistically significant improvements were achieved in the understanding of mathematical concepts and in the acquisition of computational concepts, based on an active pedagogical practice that instills motivation, enthusiasm, commitment, fun and interest in the content studied.