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Vázquez Cano, Esteban

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0000-0002-6694-7948
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Vázquez Cano
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Esteban
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2015 - 201972020 - 20246
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Mostrando 1 - 10 de 13
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    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 Manuel
    La 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.
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    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.
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    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, Esteban
    The 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.
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    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, Esteban
    Several 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.
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    An evaluation of university students' latent and self-perceived digital competence in the use of mobile devices
    (Wiley, 2020) Sevillano García, 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.
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    Teaching the Use of Gamification in Elementary School: A Case in Spanish Formal Education
    (Springer, 2023-06-02) Sáez López, José Manuel; Grimaldo Santamaría, Rolando Óscar; Quicios García, Mª Del Pilar; Vázquez Cano, Esteban
    Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.
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    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, Maria 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.
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    Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia
    (Universidad de Barcelona, 2016-06) Vázquez Cano, Esteban; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
    This paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.
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    Guía práctica para el diseño y tutorización de MOOC
    (UNED Universidad Nacional de Educación a Distancia (España), 2018-01) Castrillo de Larreta-Azelain, María Dolores; Martín Monje, Elena María; Vázquez Cano, Esteban
    Desde la irrupción de los cursos MOOC, han surgido una gran variedad de diseños y desarrollo de los mismos para adaptarse a la diferente tipología de destinatarios o situaciones de enseñanza-aprendizaje. ​
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    Análisis de factores de sostenibilidad digital en la adopción de app educativas en Educación Primaria
    (Edutec. Asociación para el Desarrollo de la Tecnología Educativa, 2023-03) Vázquez Cano, Esteban; Quero Gervilla, María Mercedes; Díez Arcón, Mª Paz; Pascual Moscoso, Carolina; https://orcid.org/0000-0002-4095-7881; https://orcid.org/0000-0003-1850-4170
    This article presents a study to measure the importance for teachers of the digital sustainability factors that facilitate or inhibit adoption of learning apps as a support to the teaching-learning process in primary education. A structural equations model methodology was used to conduct the importance-performance analysis (IPA). IPA aims to identify the value alloted by users in terms of the importance and performance of a series of quality criteria to obtain an indirect measure of the elements of digital sustainability that encourage or discourage the adoption of educational apps. The sample was formed by 212 teachers with experience using apps in teaching-learning process. The results indicated four areas of digital sustainability to be improved in order to guarantee good educational and sustainable use of apps inside and outside the classroom: safe and transparent use of data and algorithms, the apps compliance with the functional diversity of all students, the promotion of safe collaborative environments and the need for awareness regarding energy efficiency.