Persona:
Sáez López, José Manuel

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0000-0001-5938-1547
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Sáez López
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José Manuel
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2022 - 20233
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Autor: Vázquez Cano, Esteban × Fecha de inicio: 2020 ×

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Mostrando 1 - 3 de 3
  • Miniatura
    Publicación
    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.
  • Miniatura
    Publicación
    Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia
    (ICIWO vzw, 2022) Sáez López, José Manuel; Vázquez Cano, Esteban; Sevillano Garcia, Maria Luisa
    Resumen Esta investigación evalúa el uso de la instrucción basada en la programación de bloques visuales y sus posibilidades en matemáticas, desde la perspectiva de los futuros profesores. Se utilizó un entorno de programación visual para introducir a los maestros de preservicio a preparar actividades de matemáticas y programación. El estudio siguió un diseño pre-experimental con una muestra de 65 maestros de pre-servicio. Una prueba de Wilcoxon se utilizó para evaluar las ganancias en el conocimiento de los participantes. Analizamos preguntas abiertas para evaluar las actitudes de los participantes sobre las aplicaciones de programación, y su percepción de ventajas en la implementación de la programación en matemáticas. Aunque no hay una mejora significativa en el aprendizaje, se obtuvieron resultados positivos para la programación en el aula, con mejoras significativas en la motivación, aprendizaje activo, diversión y posibilidad de aprender coordenadas cartesianas y otros conceptos matemáticos.
  • 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”.