Persona: Vázquez Cano, Esteban
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Vázquez Cano
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Esteban
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Publicación Exploring application, attitudes and integration of video games: MinecraftEdu in Middle School(2015-01-01) Miller, John; Domínguez Garrido, María Concepción; Sáez López, José Manuel; Vázquez Cano, EstebanThe aim of this study is to assess the use of MinecraftEdu in classroom practice analyzing the outcomes and attitudes of all members of the educational community through a quasi-experimental approach. The research presents three dimensions oriented to assessing the use of this application in a didactic unit “History and Architecture” compared through statistical inference (t-student) to a control group that develops the same unit with slides and traditional expositional methods. The second dimension values the attitudes of teachers, students and parents regarding the implementation of video games in formal education using descriptive analysis and nonparametric statistical inference through the Jonckheere-Terpstra test and the Kruskal-Wallis test, which allows each group ranks to be compared. The third dimension analyzes interactions in a virtual learning environment related to the implementation of MinecraftEdu. Although there are no significant improvements regarding academic outcomes and some parents hold negative attitudes, it is noteworthy that the majority of the sample considered that MinecraftEdu is fun, enhances creativity, develops discovery and is a good application for creating and exploring immersive historical environments.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, EstebanThis 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.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, EstebanEl 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.Publicación Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools(Elsevier, 2016-03-05) Sáez López, José Manuel; Román González, Marcos; Vázquez Cano, EstebanSeveral authors and studies highlight the benefits of the integration of Computer Science into K-12 education. Applications such as Scratch have been demonstrated to be effective in educational environments. The aim of this study is to assess the use of a Visual Pro- gramming Language using Scratch in classroom practice, analyzing the outcomes and at- titudes of 107 primary school students from 5th to 6th grade in five different schools in Spain. The intervention takes place in two academic years analyzing the practice of inte- grating coding and visual blocks programming in sciences and arts. The “Computational concepts and computational practices” dimension details a quasi-experimental approach, which showed significant improvement regarding learning programming concepts, logic, and computational practices with an active approach. The “Learning processes and coding in primary education” dimension analyzes the practice of the experimental group through questionnaires and structured observation. In this pedagogical design, students interact and create their own content related to curricular areas with several advantages, such as motivation, fun, commitment, and enthusiasm, showing improvements related to computational thinking and computational practices. Understanding of computational concepts through an active approach, Project Based Learning, usefulness, motivation, and commitment underline the importance and effectiveness of implementing a Visual Pro- gramming Language from active methodologies in primary education. Due to the afore- mentioned benefits and positive results obtained in this research, it is recommended to implement a Visual Programming Language in educational settings in 5th and 6th grade in primary education through a cross-curricular implementation.Publicación Country Image through Omnipresent Digital Didactics: A Case Study with Mexico(Consejo Mexicano de Investigación Educativa, 2016) López Meneses, Eloy; Vázquez Cano, Esteban; Sáez López, José ManuelLa imagen de un país la conforman múltiples aspectos socioculturales, históricos, políticos, etcétera y se percibe desde fuera principalmente a través de los medios de comunicación y, en especial hoy en día, por medio de Internet. En esta investigación se analiza, a través de una metodología cualitativa en conjunción con el Análisis de Redes Sociales, un estudio de caso en el que profesores y alumnos españoles emplearon teléfonos inteligentes y aplicaciones móviles en la red para conocer y debatir sobre aspectos socioculturales, históricos y geográfi cos de México. Los resultados muestran cómo la imagen de México en los estudiantes españoles de secundaria se ha enriquecido sustancialmente abandonando tópicos preestablecidos; lo que sin duda ha repercutido en una imagen de México más real, completa, interesante y crítica.Publicación Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments(SpringerOpen, 2021-06-28) Vázquez Cano, Esteban; Mengual Andrés, Santiago; López Meneses, EloyThe objective of this article is to analyze the didactic functionality of a chatbot to improve the results of the students of the National University of Distance Education (UNED / Spain) in accessing the university in the subject of Spanish Language. For this, a quasi-experimental experiment was designed, and a quantitative methodology was used through pretest and posttest in a control and experimental group in which the effectiveness of two teaching models was compared, one more traditional based on exercises written on paper and another based on interaction with a chatbot. Subsequently, the perception of the experimental group in an academic forum about the educational use of the chatbot was analyzed through text mining with tests of Latent Dirichlet Allocation (LDA), pairwise distance matrix and bigrams. The quantitative results showed that the students in the experimental group substantially improved the results compared to the students with a more traditional methodology (experimental group / mean: 32.1346 / control group / mean: 28.4706). Punctuation correctness has been improved mainly in the usage of comma, colon and periods in different syntactic patterns. Furthermore, the perception of the students in the experimental group showed that they positively value chatbots in their teaching–learning process in three dimensions: greater “support” and companionship in the learning process, as they perceive greater interactivity due to their conversational nature; greater “feedback” and interaction compared to the more traditional methodology and, lastly, they especially value the ease of use and the possibility of interacting and learning anywhere and anytime.Publicación Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning(SAGE Journals, 2023-12-17) Rodríguez Arce, Jorge; Vázquez Cano, Esteban; Cobá Juárez-Pegueros, Juan Pablo; González García, SalvadorPrevious works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students’ academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students’ learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students’ vocabulary acquisition.Publicación ChatGPT: The brightest student in the class(ELSEVIER, 2023-09) Vázquez Cano, Esteban; Ramírez Hurtado, José M.; Sáez López, José Manuel; López Meneses, EloyThis paper presents a research study that evaluated the score ChatGPT would get when summarizing a reading comprehension text from the PISA international tests with a prompt that made it simulate doing this as if it were a 15-year-old student. For this purpose, the text was camouflaged among 30 other summaries made by real 15-year-old students and was evaluated by 30 Spanish language teachers with different profiles in terms of age, professional experience, and gender who were unaware that one of the texts was made by artificial intelligence (AI). The evaluation of the summary, for which a homogeneous rubric is used, is based on two fundamental criteria: content and style. For the data analysis descriptive and inferential statistical techniques were used. The results show that the ChatGPT summary obtained the best marks in terms of content and style, with its respective marks being 3 and 2.5 points higher than those of the students. Therefore, we can deduce that the style and content of the ChatGPT summary greatly exceeded those presented by the students. These results are independent of the ages, levels of professional experience, and genders of the teachers who corrected the summary. The integration of AI tools such as ChatGPT must be based on solid methodological proposals that integrate their use from a creative and critical perspective that allows learning with the support of these tools and not using them as substitutes for the development of basic student competencies.Publicación Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups(Athabasca University, 2021) Vázquez Cano, Esteban; Díez-Arcón, PazThis article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.Publicación Academic and Social Behaviour Profile of the Primary School Students who Possess and Play Video Games(Springer, 2022-10-22) Vázquez Cano, Esteban; Ramírez Hurtado, J. M.; Díez-Arcón, Paz; Pascual Moscoso, C.The aim of this research was to analyze the typologies of primary education students with regard to possession and use of video games, and the possible psycho-emotional and educational implications. To identify the different typologies, a latent class model using Latent Gold v4.5 software was applied in order to model relations between the variables observed, assuming that the structure of underlying relations was explained by a latent categorical variable (not observed). The results revealed two clearly differentiated clusters: one formed of boys who get better marks in Mathematics, usually play video games with gaming consoles for the TV screen, usually play video games online with friends, play video games for more than two hours at weekends, feel very happy when playing video games, and whose first choice of free-time activity is to play video games; the other consisted of girls who get better marks in Spanish Language and Literature, usually play video games on a tablet, usually with a family member, play video games for more than two hours at weekends, feel very happy playing video games, though to a slightly lesser extent than boys, and whose first choice of free-time activity is not usually to play video games.