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Esta investigación se ha planteado, a partir de la implementación de un programa para el desarrollo de la competencia investigadora en la Formación Inicial de Docentes (FID), dar cuenta de las percepciones que tiene el alumnado con respeto al logro y desarrollo de un aprendizaje autónomo, crítico y creativo para la labor investigadora. Este estudio se ha desarrollado desde los fundamentos teóricos y metodológicos del enfoque de investigación cualitativa-interpretativo y particularmente, con la aplicación del método de estudio de caso de nivel evaluativo. Se trabajó con una muestra de 80 estudiantes en formación docente de una universidad hondureña, a quienes se les aplicó una entrevista cualitativa semi estructurada. Para el procesamiento de códigos y la categorización de las unidades de análisis se utilizó el programa especializado para datos cualitativos AQUAD 6. Entre los resultados más relevantes se evidencia que los estudiantes han percibido su propio logro de las habilidades actitudinales para autorregular su proceso de aprendizaje con juicio crítico y responsabilidad innovadora durante la labor investigadora. Y todo esto, en el marco de un ambiente pedagógico colmado de experiencias prácticas de trabajo colaborativo entre pares y con el apoyo docente, y reforzados con información y recursos alojados en la web. This research has been proposed, from the implementation of a program for the development of research competence in Initial Teacher Training (FID), to account for the perceptions that students have, with respect to the achievement and development of learning autonomous, critical and creative for research work. This study has been developed from the theoretical and methodological foundations of the qualitative-interpretive research approach and particularly, with the application of the evaluative level case study method. We worked with a sample of 80 students in teacher training at a Honduran university, to whom a semi-structured qualitative interview was applied. For the processing of codes and the categorization of the units of analysis, the specialized program for qualitative data AQUAD 6 was used. Among the most relevant results, it is evident that the students have perceived their own achievement of attitudinal skills to self-regulate their learning process with critical judgment and innovative responsibility during the investigative work. And all this, within the framework of a pedagogical environment full of practical experiences of collaborative work between peers and with the support of teachers; and reinforced with information and resources hosted on the web.

The objective of this study was to promote the use of metaphorical stories based on classical Greek myths in academic teacher training. The aim is to favour processes of personal assemblage and the constitution of teacher identity. Based on 8 classical myths, 4 of them featuring a female character and another 4 a male character, the group of participants narrated positive as well as disappointing experiences they had lived through during their academic training. Moreover, they selected the myths, among those proposed, that provided the metaphors that best described their specific personal trajectories. Adopting a qualitative approach, we followed a narrative-biographical tradition and collected 37 stories. This narrative corpus was analysed using the AQUAD software. The results showed that classical Greek myths contain and provide a powerful and illuminating narrative scaffolding, helping students to adopt a different perspective in the narration of their own academic trajectories. The myths equally helped them to become more aware of the most genuine life and personal experiences that shaped their own teacher identity.

In today's society, technology plays a fundamental role. More and more activities of daily life are being developed with the help of technology. One of the emerging technologies in recent years is augmented reality, (AR) which generate great benefits por people with disability. These visual technologies provide safe and controlled environments in learning to solve social situations for people with autism spectrum disorders (ASD). For this reason, it is proposed as an objective to analyse the effect of AR as a tool for learning the handwashing process. This research was developed using AR leaving from a quantitative approach, quasi-experimental methodology and pretest–posttest design. The Denver questionnaire was employed to collect data before the intervention and after the end of the intervention. In addition to this, the Onirix application was worked to create the AR environments. In this sense, the experimental group was composed of 6 students diagnosed with ASD (Level I, II, III) who developed activities with the AR application. While the control group was composed of 6 students diagnosed with ASD (level I, II, III) who performed similar activities in the handwashing process with traditional methodologies. The sessions had a duration of 20–30 min over 12 weeks to complete 10 sessions. In addition, a field record was used to leave proof of the children’s behaviour throughout the different sessions. In this way, it was possible to study how the child's behaviour had evolved from the pretest to the end of the intervention (post-test). The results show that there have been improvements in the post-test caused by working with augmented reality in several areas, such as, for example, in eye contact. This is reflected for example in item 3 which has a value of p = 0.005 and which is manifested in that the students due to AR turn towards the therapist when they hear his voice. If the study by Bakhtiarvand (2020) is followed, an improvement in the children's motivation for develop social interaction skills has been found. This is reflected in the fact that a value of p = 0.006 was reached after the intervention with the children who used the AR, having a greater interest in interacting socially. Likewise, Ferreira et al. (2020) note that AR has led to progress in the reaction time of students with ASD. For example, they identify a number or letter faster due to AR. In the opposite direction, are the investigations of Lorenzo et al. (2019) where there have been no improvements due to AR. The possibility of designing an application adapted in real time to the children's needs is considered as a future line of research.

La ansiedad es uno de los trastornos emocionales con mayor relevancia en la población, teniendo en cuenta la excesiva exigencia marcada por la sociedad actual. Esta exigencia desmedida marcada, en ocasiones, por un rasgo de la personalidad perfeccionista, todavía tiende a agravar más si cabe los estados ansiosos y estresantes del individuo. En este sentido, es importante tener presente la etapa estudiantil la cual se enfrenta continuamente a situaciones estresantes. Por ello, es conveniente observar cuál es el vínculo entre las variables perfeccionistas, regidas por el Perfeccionismo Socialmente Prescrito (PSP) y el Perfeccionismo Auto-Orientado (PAO) y la Ansiedad Escolar, compuesta, entre otras, por la Ansiedad ante la agresión y la Ansiedad ante el fracaso escolar y las sanciones disciplinarias. De ahí que el objetivo del presente estudio sea observar si existen diferencias estadísticamente significativas entre el Factor I y II del Inventario de Ansiedad Escolar (IAES) y el PSP y PAO, así como determinar la probabilidad de presentar altas puntuaciones en ambos factores de la Ansiedad Escolar en función del PSP y el PAO. Para ello, se reclutó una muestra de 1588 estudiantes ecuatorianos y se utilizaron medidas como el IAES y el Child and Adolescent Perfectionism Scale (CAPS). Los resultados arrojaron diferencias estadísticamente significativas para el Factor I y II del IAES tanto en PSP como en PAO, siendo estas de baja y moderada magnitud. Asimismo, se observa que a medida que aumenta el PSP y el PAO aumenta la posibilidad de presentar elevadas puntuaciones en Ansiedad ante la agresión y en Ansiedad ante el fracaso escolar y las sanciones disciplinarias. En conclusión, los hallazgos muestran que es necesario incrementar el número de estudios en variables perfeccionistas en el país de Ecuador, teniendo en cuenta su vínculo con la Ansiedad Escolar y lo que ello conlleva. Anxiety is one of the most relevant emotional disorders in the population, taking into account the excessive demand set by today’s society. This excessive demand, sometimes marked by a perfectionist personality trait, tends to further aggravate the anxious and stressful states of the individual. In this sense, it is important to keep in mind the student stage, which continually faces stressful situations. Therefore, it is convenient to observe the link between the perfectionist variables, governed by Socially Prescribed Perfectionism (SPP) and Self-Oriented Perfectionism (SOP) and School Anxiety, composed, among others, by Anxiety in the face of aggression and Anxiety about school failure and disciplinary sanctions. Hence, the objective of the present study is to observe if there are statistically significant differences between Factor I and II of the School Anxiety Inventory (IAES) and the SPP and SOP, as well as to determine the probability of presenting high scores in both Anxiety factors. School based on the SPP and the SOP. For this, a sample of 1588 Ecuadorian students was recruited and measures such as the IAES and the Child and Adolescent Perfectionism Scale (CAPS) were used. The results yielded statistically significant differences for IAES Factor I and II in both SPP and SOP, these being of low and moderate magnitude. Likewise, it is observed that as the SPP and the SOP increase, the possibility of presenting high scores in Anxiety in the face of aggression and in Anxiety in the face of school failure and disciplinary sanctions increases. In conclusion, the findings show that it is necessary to increase the number of studies on perfectionist variables in the country of Ecuador, taking into account its link with School Anxiety and what this entails.

La ansiedad escolar consiste en un conjunto de respuestas de tipo cognitivo, conductual y psicofisiológico que los estudiantes emiten cuando perciben situaciones del ámbito escolar como una amenaza. Aunque el alumnado puede tener mayor probabilidad de manifestar respuestas de ansiedad escolar según su estilo atribucional en el área de Lenguaje, la literatura científica existente sobre la relación entre ambos constructos en la adolescencia es limitada. El presente estudio se propuso examinar la capacidad predictiva de las atribuciones causales en Lenguaje sobre las tres respuestas de ansiedad escolar: ansiedad cognitiva, ansiedad conductual y ansiedad psicofisiológica. Se administró el Inventario de Ansiedad Escolar (IAES) y la Sydney Attribution Scale (SAS) a 586 estudiantes de entre 12 y 18 años (M =14.82; DE = 1.86). Los modelos de regresión logística revelaron valores de la odd ratio (OR) superiores a 1 para el fracaso en lenguaje atribuido al esfuerzo y a la capacidad en ansiedad cognitiva, ansiedad conductual y ansiedad psicofisiológica. Los valores de la OR para el resto de las atribuciones causales examinadas fueron inferiores a 1 en las tres respuestas de ansiedad escolar. Por tanto, se concluye que al aumentar las puntuaciones en atribuciones de éxitos y fracasos en lenguaje a causas externas disminuye la probabilidad de presentar alta ansiedad cognitiva, alta ansiedad conductual y alta ansiedad psicofisiológica. Sin embargo, a medida que aumentan las puntuaciones en las variables de atribuciones causales de los fracasos a causas internas aumenta la probabilidad de presentar altos niveles en las tres respuestas de ansiedad. Estos hallazgos facilitarán el diseño de intervenciones dirigidas a cambiar el estilo atribucional de los adolescentes hacia atribuciones causales adaptativas. School anxiety consists of a set of cognitive, behavioral, and psychophysiological responses that students emit when they perceive situations in the school setting as a threat. Although students may be more likely to manifest school anxiety responses according to their attributional style in the area of language, the existing scientific literature on the relationship between both constructs in adolescence is limited. The present study aimed to examine the predictive capacity of causal attributions in language on the three school anxiety responses: cognitive anxiety, behavioral anxiety and psychophysiological anxiety. The School Anxiety Inventory (SAI) and the Sydney Attribution Scale (SAS) were administered to 586 students between 12 and 18 years old (M = 14.82; SD = 1.86). Logistic regression models revealed odd ratio (OR) values higher than 1 for failure in language attributed to effort and ability in cognitive anxiety, behavioral anxiety and psychophysiological anxiety. The OR values for the rest of the causal attributions examined were less than 1 in the three school anxiety responses. Therefore, it is concluded that by increasing the scores in attributions of successes and failures in language to external causes, the probability of presenting high cognitive anxiety, high behavioral anxiety, and high psychophysiological anxiety decreases. However, as the scores in the variables of causal attributions of failures to internal causes increase, the probability of presenting high levels in the three anxiety responses increases. These findings will facilitate the design of interventions aimed at changing the attributional style of adolescents towards adaptive causal attributions.

Research in recent years has shown an increase in scientific production on the application of virtual reality in people with autism spectrum disorder. However, there is no global picture about the research carried out in the field during the last years. Therefore, we propose to analyze conceptually, intellectually and socially the global trends in the use of virtual reality for learning by people with ASD through bibliometric techniques. A bibliometric analysis was carried out with a sample of 378 documents obtained from the main collection of the Web of Science during the period 1996–2020. Results show that Journal of Autism and Developmental Disorders is the Journal around which the field of publications is organized. In addition, those authors who receive the most citations are not the most producers, but they do take central positions in collaborative networks. Therefore, it produces teams of more authors. Finally, the use of cheaper and more portable VR devices has led to the spread of this tool to various areas of people with ASD that had not been worked on before. These are closely related to factors that influence social interactions. These findings may help to suggest the use of other bibliometric indicators that would broaden the field of knowledge of the study and the creation of a new software to analyse in more detail the application of VR in people with autism spectrum disorders.

La ansiedad escolar es uno de los trastornos emocionales con mayor prevalencia mundial en todas las edades. El presente estudio tuvo como objetivo examinar la relación de la ansiedad escolar con el perfeccionismo, considerado como un factor de vulnerabilidad psicológico que afecta directamente al rendimiento académico, en una muestra de 1588 estudiantes ecuatorianos de 12 a 18 años (M=14.82; D.E.=1.86). Se utilizaron el Inventario de Ansiedad Escolar (IAES) y la Child and Adolescent Perfectionism Scale (CAPS). El análisis de los datos reveló que el alumnado con alta ansiedad escolar mostró niveles significativamente más altos de perfeccionismo y que altos niveles de predicen altos niveles de ansiedad escolar. School anxiety is one of the emotional disorders with the highest worldwide prevalence at all ages. The present study aimed to examine the relationship of school anxiety with perfectionism, which is considered as a factor of psychological vulnerability that directly affects academic performance, in a sample of 1588 Ecuadorian students aged 12 to 18 years (M =14.82; S.D. = 1.86). The School Anxiety Inventory (IAES) and the Child and Adolescent Perfectionism Scale (CAPS) were used. Data analysis revealed that students with high school anxiety showed significantly higher levels of perfectionism and that high levels of perfectionism predict high levels of school anxiety.

The aim of this study was to examine support workers’ perceptions of the benefits and risks of Internet access by adult service users with intellectual disability and their online activities and behaviours. It also aimed to explore support workers’ training needs and mediation strategies implemented to prevent and address online risks. A cross-sectional survey design was conducted including 135 Spanish support workers participating in the study. Findings show that support workers perceive the Internet as an unsafe environment, emphasising online risks over benefits for people with intellectual disability. Support workers reported undesirable online behaviours (e.g. cyberbullying) experienced and engaged in by service users. Although support workers declared the use of active mediation strategies to prevent online risks, they lacked training on Internet safety. Training programs should be designed and implemented by service providers to provide their support workers with strategies to promote the safe use of the Internet. This work was supported by the Conselleria d'Educació, Investigació, Cultura i Esport, Generalitat Valenciana, Spain, under Grant No GV/2017/006.

Las potencialidades del smartphone para el aprendizaje móvil han generado la necesidad de su uso académico en las universidades. Por ello, este estudio se planteó como objetivos: 1) conocer la percepción del alumnado de una universidad española y una iberoamericana respecto al uso del smartphone para el aprendizaje; 2) comparar los resultados obtenidos en este ámbito según la universidad de procedencia. Se adoptó un enfoque metodológico cuantitativo con diseño no experimental y se desarrolló un estudio descriptivo y comparativo. La muestra estuvo integrada por 507 estudiantes noveles de la Universidad de Alicante (España) y de la Universidad Técnica de Manabí (Ecuador). Los resultados del estudio evidenciaron una baja frecuencia de uso del smartphone con fines académicos, otorgándole mayor importancia para la comunicación con compañeros y docentes que para el aprendizaje y la enseñanza. El estudio comparado mostró diferencias significativas entre las percepciones de los estudiantes, destacándose el acceso ubicuo a la información por los españoles, mientras que los iberoamericanos resaltaron la importancia del uso del smartphone en el proceso de enseñanza y aprendizaje. Este trabajo fue financiado con el Programa Redes-I3CE del Vicerrectorado de Calidad e Innovación Educativa de la Universidad de Alicante a través de la ayuda a proyectos de investigación en docencia universitaria. Los autores forman parte del Grupo de Investigación GIDU-EDUTIC/IN de la Universidad de Alicante (Ref. VIGROB-330).

espanolLa Asociacion APSA, la cual desarrolla actividades dirigidas a la mejora de la calidad de vida de personas con discapacidad, se encuentra desarrollando un importante proceso de digitalizacion y a su vez actualizacion, de sus servicios. El proyecto e-APSA surge como reaccion a una serie de necesidades detectadas. La investigacion parte del punto de vista de 261 familiares de alumnos con discapacidad, de los diferentes centros del area educativa de esta asociacion, siendo el instrumento utilizado el Cuestionario NICOA-online. Los resultados obtenidos indican que las familias disponen de Internet en casa y afirman utilizarlo de manera habitual, principalmente desde el movil, aunque tambien desde el ordenador. Ahora bien, aunque la mayoria de dichas familias afirma encontrarse bastante capacitada para asesorarse a traves de Internet, aseguran, paradojicamente, no consultar la informacion que comparte APSA en su pagina web. Es mas, admiten mantener la comunicacion con la Asociacion de manera presencial. En funcion del genero y el nivel de estudios, las diferencias encontradas resultan estadisticamente significativas. EnglishThe APSA Association, which carries out activities aimed at improving the quality of life of people with disabilities, is developing an important process of digitization and, in turn, updating of its services. The e-APSA project arises as a reaction to a series of detected needs. The research starts from the point of view of 261 relatives of students with disabilities, from the different centers of the educational area, being the instrument used the NICOA-Online Questionnaire. The results obtained indicate that families have internet at home and claim to use it regularly, mainly from their mobile phones, but also from their computers. But, although most of them affirm that they are quite capable of consulting on the Internet, paradoxically they claim not to consult the information that APSA shares on its website. Furthermore, they admit to maintaining communication with the Association in person. Depending on gender and educational level, the differences found are statistically significant.

In current societies, the use of technology has revealed a wide range of applications due to the diverse needs that exist. One of the technologies that is most notable for its versatility is augmented reality. Being the ASD one of the specific educational needs where this type of technology has application possibilities. For this reason, the objective of the research is to review the scientific production in Web of Science (WOS) and SCOPUS of 1990-2020 on the application of augmented reality in people with ASD based on bibliometric indicators. The final sample was 77 documents. The results show that 2018 and 2019 are the most productive years in both databases. Furthermore, USA and Taiwan have the most productive centres. The results would be used by therapists to know what parameters to take into account for the application of augmented reality in people with ASD. For example the research centres to contact, the most important countries. As future lines of work, the possibility of carrying out a qualitative study of the contents of the documents is considered, which will allow for the detailed analysis of the knowledge areas worked on as well as the applications used.

[Resumen] En el presente artículo se investigaron los efectos de un programa de entrenamiento físico de una duración de ocho semanas sobre la cognición del alumnado de 1º de Bachillerato. Para lograr nuestro objetivo, dispusimos de dos grupos (Grupo control Vs Grupo experimental). Mientras, que el grupo control no realizó el entrenamiento, el grupo experimental realizó dos descansos activos a lo largo de una jornada escolar (1º A las 10:00 a.m. y 2º A las 12:30 p.m.). Antes de comenzar la intervención, en la primera semana, se tomaron los datos ambos grupos (pre). La intervención demostró su eficacia a nivel cognitivo, concretamente en atención sostenida. Por tanto, los resultados fueron coincidentes con la mayor parte investigaciones encontradas en la literatura sobre ejercicio físico regular y efectos positivos sobre las funciones cognitivas. [Abstract] The present paper investigated the effect of a physical training program of 8-weeks on cognition of students of firs of high school to achieve or goal, we work with two groups (Control Group Vs Experimental Group). Control group did not to the intervention, the experimental group performed two active breaks during the school day (1 at 10:00 a.m. and 2 12:30 a.m.). Before to start the intervention, in first week, both groups (pre-intervention) data were registered. An intra-subject design with group condition factors was used. The reaction times were measured by a repeated measurement ANOVA. Perception of effort data was analyzed by performing T-Student tests corrected by a Bonferroni test for multiple comparisons. The intervention demonstrated its effectiveness at cognitive level, concretely in sustained attention. Therefore, results were consistent with most research found in the literature on regular physical exercise and positive effects on cognitive functions.

Las sociedades actuales han ido evolucionando hacía nuevas formas de comunicación que ha proporcionado la tecnología. Las redes sociales han permitido la creación de entornos interactivos para compartir información y crear conocimiento. La influencia de estas herramientas en los diferentes contextos han lugar a un incremento en las investigaciones sobre su uso en el campo educativo. Por ello, el objetivo de esta investigación ha sido analizar la producción científica sobre el uso de las redes sociales como herramientas formativas durante periodo 2009-2018. Para ello se han utilizado diversas bases de datos entre las que destacan la Science Citation Index, Emerging Source Citation Index y la Science Citation Index Expanded. Se introdujeron una serie de palabras clave que permitieron obtener una muestra de 252 documentos que fueron analizados en función de una serie de indicadores bibliométricos como el índice de inmediatez, el índice de aislamiento o el número de publicaciones anuales. Los resultados constatan que el periodo de mayor producción ha sido el comprendido entre2015-2018, siendo la gran mayoría de los artículos publicados en revistas del Q1 tanto en la Social Science Citation Index y la Science Citation Index Expanded. Por otro lado, existe un 19% de solape entre las revistas de ambas bases de datos. Asimismo, los equipos de trabajo oscilan entre uno y tresautores. Como futuras líneas de trabajo se plantea completar la muestra de documentos desde una perspectiva más de análisis de temáticas. Today's societies have been evolving towards new forms of communication provided by technology. Social networks have enabled the creation of interactive environments for sharing information and creating knowledge. The influence of these tools in different contexts is being recognized in the scientific literature. Therefore, the objective of this research has been to analyze the scientific production on the use of social networks as training tools during the period 2009-2018. For this purpose, several databases have been used, including the Science Citation Index, Emerging Source Citation Index and Science Citation Index Expanded. A series of key words were introduced that allowed us to obtain a sample of 252 documents that were analyzed according to a series of bibliometric indicators such as the immediacy index, the isolation index or the number of annual publications. The results show that the period of greatest production has been between 2015-2018, with the vast majority of articles published in Q1 journals in both the Social Science Citation Index and the Science Citation Index Expanded. On the other hand, there is a 19% overlap between the journals in both databases. Likewise, the working teams range from one to three authors. As future lines of work, the idea is to complete the sample of documents from a more thematic analysis perspective.

PurposeDiversity is one of the main characteristics of modern societies. To be teachers and trainers, it is necessary to use all the tools to respond to students with diversified needs. Therefore, the main aim of this study is to review the scientific production in Web of Science (WOS) and SCOPUS of 1996-2019 on the application of Virtual reality in people with Autism Spectrum Disoders (ASD) for the improvement of social skills.Design/methodology/approachFor this purpose, two databases have been used: The Web of Science (WOS) and SCOPUS from the advanced search tab. After applying the search terms, 267 documents were obtained which were analysed according to a series of indicators.FindingsThe results indicate that the period 2016-2019 was the most productive and that SCOPUS has a focus on conferences and WOS is intended for journals. Furthermore, in SCOPUS, there are journals with higher quartiles (Q1) than in WOS. The study shows the great importance of virtual reality in people with ASD and its recent dissemination.Originality/valueCurrently, to the best of the authors’ knowledge, there are no studies on the use of virtual reality in people with ASD using bibliometric indicators. The study allows us to know which databases publish higher quality research. Likewise, information can be obtained about the most productive centres and the most important authors on the subject.

School attendance problems are a serious issue for educators, psychologists and physicians. Nonattendance is a key risk factor for academic failure, violence, psychiatric disorders or economic deprivation. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on several psychopathological symptoms (somatization, obsessive-compulsive, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation and psychoticism). The participants were 1894 Spanish adolescents (53% boys) aged 15–18 years (M = 16.84, SD = 1.03). The School Refusal Assessment Scale-Revised (SRAS-R) and the Symptom Assessment-45 Questionnaire (SA-45) were administered. Latent class analysis revealed four school refusal behavior profiles: Non-School Refusal Behavior, High School Refusal Behavior, Moderately Low School Refusal Behavior and Moderately High School Refusal Behavior. The results indicated that the High School Refusal Behavior and Moderately High School Refusal Behavior groups were the most maladaptive profiles and revealed the highest mean scores on the psychopathological symptoms. These findings highlight the importance of promoting good mental health to prevent school refusal behaviors. This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with the grant number RTI2018–098197-B-I00 awarded to José M. García-Fernández and the project GV/2019/075 awarded to Carolina Gonzálvez.

espanolObjetivo: Calcular el consumo maximo de oxigeno a traves de un test de campo submaximo (Yo-Yo de recuperacion intermitente I) y valorar la percepcion subjetiva del esfuerzo y la percepcion del grado de recuperacion entre jugadores y sus diferentes posiciones en el campo. Metodo: 32 jugadores de futbol masculino de 1a Division Andaluza Sub 15, realizaron el test de campo Yo-Yo de recuperacion intermitente I para calcular el consumo maximo de oxigeno, posteriormente se registro la percepcion de los esfuerzos y la frecuencia cardiaca. Resultados: Diferentes pruebas t comparando los datos obtenidos mostraron tan solo diferencias significativas en la frecuencia cardiaca tras recuperacion de 1’ entre centrocampistas vs delanteros, t(10)= 3.04, p Conclusion: Estos datos indican un mejor comportamiento cardiovascular en los centrocampistas, coincidiendo con lo datos existentes en la literatura. EnglishObjective: Calculate the maximum oxygen consumption during physical effort in a submaximal field test (Intermittent Recovery Yo-Yo I) and obtain subjective perception of effort and perception of degree of recovery between the different positions occupied by youth soccer’s on the field. Method: 32 male soccer players from the 1st Andalusian Division U15. The maximum oxygen consumption was calculated using the Intermittent Recovery Yo-Yo I field test, consequently efforts perception and heart rate was recorded. Results: Different t-test comparing the data obtained, only reflected significant differences between midfielders vs. forwards in heart rate after of 1’ recovery, t (10) = 3.04, p Conclusions: The data show a better cardiovascular performance in midfielders coincided with literature. portuguesObjetivo: Calcular o consumo maximo de oxigenio atraves de um teste de campo submaximo (Recuperacao intermitente Yo-Yo I) e avaliar a percepcao subjetiva do esforco e a percepcao do grau de recuperacao entre jogadores e suas diferentes posicoes em campo. Metodos: 32 jogadores de futebol do sexo masculino da 1a Divisao da Andaluzia Sub 15 realizaram o teste de campo Recuperacao intermitente Yo-Yo I para calcular o consumo maximo de oxigenio, posteriormente foram registradas a percepcao de esforcos e a frequencia cardiaca. Resultados: Diferentes testes t comparando os dados obtidos mostraram apenas diferencas significativas na frequencia cardiaca apos a recuperacao de 1' entre os medios e os avancados, t (10) = 3.04, p Conclusao: Esses dados indicam melhor comportamento cardiovascular em medios, coincidindo com o que existe na literatura.

La atención hacia las personas con discapacidad, en este caso discapacidad visual, tiene una especial relevancia para lograr un contexto educativo inclusivo en cualquier universidad. Durante el periodo de confinamiento y distanciamiento social de la actual pandemia fue necesario adaptar los programas presenciales de orientación psicoeducativa a sus necesidades. El propósito de este trabajo es presentar todo el proceso seguido en la reorganización virtual de un programa de atención dirigido a estudiantes con discapacidad visual desarrollado en el Centro de Apoyo al Estudiante de la Universidad de Alicante. Se ha utilizado una metodología basada en diseño a partir de la propia práctica educativa. Los resultados confirmaron que la nueva orientación en el formato online fomentó un ambiente estimulante con interacciones altamente activas entre el orientador y los estudiantes, autorregulación conducente al aprendizaje y habilidades interpersonales y de comunicación utilizando el formato virtual. Se concluyó que una adecuada planificación, desarrollo y evaluación de este tipo de programas puede enriquecer el desarrollo psicosocial y educativo de los estudiantes. No obstante, se necesita avanzar más en la digitalización de la orientación universitaria y afianzar la modalidad online en el contexto actual, propio de una sociedad tecnológica del siglo XXI. Attention to people with disabilities, in this case visual impairment, is particularly relevant to achieve an inclusive educational context in any university. During the period of confinement and social distancing of the current pandemic, it was necessary to adapt the face-to-face psychoeducational counselling programmes to their needs. The purpose of this paper is to present the whole process followed in the virtual reorganisation of a care programme for visually impaired students developed at the Student Support Centre of the University of Alicante. A design-based methodology based on educational practice has been used. The results confirmed that the new counselling in the online format fostered a stimulating environment with highly active interactions between counsellor and students, self-regulation conducive to learning and interpersonal and communication skills using the virtual format. It was concluded that proper planning, development and evaluation of such programmes can enrich the psychosocial and educational development of students. However, more progress needs to be made in the digitalisation of university counselling and to strengthen the online modality in the current context of a 21st century technological society. A atenção às pessoas com deficiência, neste caso a deficiência visual, é particularmente relevante para alcançar um contexto educacional inclusivo em qualquer universidade. Durante o período de confinamento e distanciamento social da actual pandemia, foi necessário adaptar os programas de orientação psico-educativa cara a cara às suas necessidades. O objectivo deste documento é apresentar todo o processo seguido na reorganização virtual de um programa de cuidados para estudantes com deficiência visual desenvolvido no Centro de Apoio ao Estudante da Universidade de Alicante. Tem sido utilizada uma metodologia baseada no design baseada na prática educativa. Os resultados confirmaram que o novo aconselhamento no formato online promoveu um ambiente estimulante com interacções altamente activas entre conselheiro e estudantes, auto-regulação conducente à aprendizagem e capacidades interpessoais e de comunicação utilizando o formato virtual. Concluiu-se que o planeamento, desenvolvimento e avaliação adequados de tais programas podem enriquecer o desenvolvimento psicossocial e educacional dos estudantes. No entanto, é necessário fazer mais progressos na digitalização do aconselhamento universitário e reforçar a modalidade online no contexto actual de uma sociedade tecnológica do século XXI. Esta investigación ha sido financiada por el Vicerrectorado de Investigación de la Universidad de Alicante (PPVI AII- Ayudas para Estudios de Máster Oficial e iniciación a la investigación 2021), número de referencia del proyecto AII21-14.

Nowadays, the Internet is commonly used by students for both social activities and the academic field [...]

En los últimos años el uso de la tecnología en la educación ha dado lugar a un aumento de la producción científica. Entre las diversas tecnologías, la realidad virtual está adquiriendo un mayor uso en las aulas educativas. Sin embargo, aún no existe una imagen global de cómo está cambiando la producción de investigaciones sobre el uso de la realidad virtual en la educación. En este sentido, el objetivo de este estudio es analizar la evolución en la producción científica sobre el uso de la realidad virtual en la educación mediante la aproximación bibliométrica del mapeado científico a partir del estudio de la estructura conceptual, social e intelectual del campo de conocimiento. La muestra está compuesta de 1163 documentos obtenidos de la Web of Science durante el periodo 1996-2019. Los resultados muestran que existen dos líneas de investigación: una de ellas Tecnología y Educación mientras que la otra es Medicina y Educación. Mientras que las redes de colaboración más importantes la forman los autores más productivos. Asimismo, los documentos de autores como Merchant et al., (2014) y Nicholson et al., (2006) son elementos de referencia para el trabajo de la realidad virtual en educación. In recent years, the use of technology in education has led to an increase in scientific production. Among the various technologies, virtual reality is gaining greater use in educational classrooms. However, there is still no global picture of how research production on the use of virtual reality in education is changing. In this sense, the aim of this study is to analyze the evolution of scientific production on the use of virtual reality in education through the bibliometric approach of scientific mapping based on the study of the conceptual, social, and intellectual structure of the field of knowledge. The sample is composed of 1163 documents obtained from the Web of Science during the period 1996-2019. The results show that there are two lines of research: one of them Technology and Education while the other is Medicine and Education. While the most important collaborative networks are formed by the most productive authors. Likewise, the papers of authors such as Merchant et al., (2014) and Nicholson et al., (2006) are key elements for the work of virtual reality in education.

In recent years, the study of perfectionistic automatic thoughts (PAT) has increased given its maladaptive nature since it is link to numerous psychological disorders. From our knowledge, no previous research has addressed the relationship between PAT and the four components of aggressive behavior (anger, hostility, verbal aggression, and physical aggression). This study had a double goal. The first aim was to identify distinct profiles of PAT in a sample of 3060 Ecuadorian undergraduates ( Mage = 22.7, SD = 2.46). The second aim of this study was to determine whether or not statistically significant differences exist between these profiles, based on the four components of aggressive behavior. The Perfectionism Cognitions Inventory (PCI) and the Aggression Questionnaire (AQ) were used. Five profiles with different intensities in the dimensions of perfectionistic automatic thoughts were identified by Latent Class Analysis ((1) No-Perfectionistic Automatic Thoughts, (2) Low Perfectionistic Automatic Thoughts, (3) High Perfectionistic Demands, (4) Moderate Perfectionistic Automatic Thoughts, and (5) High Perfectionistic Automatic Thoughts). The moderate and high perfectionistic automatic thoughts profiles obtained the highest mean scores for all components of aggressive behavior (i.e., the four factors that make up AQ: Physical Aggression, Verbal Aggression, Anger, and Hostility), while the No-perfectionistic automatic thoughts and Low perfectionistic automatic thoughts profiles had the lowest mean scores. These results provide new knowledge about the prevalence of PAT in the context of Ecuador. Also, they suggest further research on the topic given the positive relationship of PAT and aggressive behavior.

In recent years there has been a gradual increase in scientific production on the application of Augmented Reality (AR) in students with Autism Spectrum Disorders (ASD). However, a global picture of the field of study has not been established to allow us to study its evolution. As a result, we propose to analyse conceptually, intellectually and socially the global trends in the application of AR in students with ASD using bibliometric techniques in the Web of Science (WOS) and Scopus. A bibliometric study was implemented with a sample of 88 documents obtained from the Web of Science (WOS) and Scopus during the period 1996–2020. The results show that this is a field with several defined thematic lines: firstly, the inclusion of students with ASD in school. Secondly, the diverse technological tools that allow to improve the AR scenarios and finally the determination of the most worked areas in the ASD. In addition to this, most of the authors work individually, but there are co-citation networks around the most cited papers. This means that, especially in WOS, there are very robust networks. As future lines of research, the possibility of adding new bibliometric software that makes it possible to obtain more bibliometric indicators on the documents is considered.

The COVID-19 pandemic has meant a rapid transfer of everyday activities to the online world. Information and communication technologies (ICTs) have become more embedded than ever in people's lives. This investigation addresses how this change has affected the lives of people with intellectual disabilities (ID). A two-step design was used. A rapid review was conducted on empirical studies published between January 2019 and June 2021. Search terms related to ID, ICT use and COVID-19. A qualitative international bricolage was also conducted corresponding to author nationalities. Data gathered from the review and bricolage were analysed separately using thematic analysis and relationally synthesised. Digital solutions to provide access to COVID-19 information and guidance seemed inadequate but were seldom empirically studied. Digital poverty, literacy and exclusion remain significant issues for people with ID internationally. People and their carers experienced reduced and removed service provision, loneliness and impoverished daily lives during the pandemic; amelioration of which was facilitated by digital solutions. One solution often used was videoconferencing. Prior experience of digital participation, adequate finances, connection, support and digital literacy mentoring for both people with ID and those providing services and support facilitated digital inclusion. Digital exclusion during COVID-19 was exacerbated by sociopolitical, structural, individual and support-related barriers. Although awareness of digital exclusion appears to have been raised, the extent to which this has led to action and change remains unclear. Despite digital exclusion and digital participation benefitting continuation of life, social and emotional well-being and autonomy, COVID-19 has not provided the impetus to eradicate digital poverty for people with ID. Governmental support, digital education, creativity and problem solving are required to enable people with ID the human right to be included in the digital world at this essential time and into the future.

Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training that future teachers in Spain receive outside of their teaching degree for the didactic use of cinema. In addition, we sought to understand the influence of training on perceptions regarding the educational potential of cinema and the predisposition to its use. Using a quantitative approach, information was collected from 4659 students from 58 Spanish universities. The questionnaire used covered perceptions about the potencialities of cinema as a didactic resource in pre-school and primary classrooms (PECID). The results showed that 95.1% of the students had not received training. In addition, we found a significant influence of training on their perceptions of the educational possibilities of cinema. Furthermore, we found an influence on their predisposition to use training in their future teaching practice. Overall, it is necessary to implement training actions to fill the gaps detected in favor of a quality education with active learning and linked to society.

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits “being enthusiastic”, “developing positive self-esteem” and “having self-confidence” correlating most strongly with CT. The regression analysis shows that EP influences the development of students’ CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents. This research was financed by the University of Alicante and the Generalitat Valenciana (Spain) in the framework of the project “Design and implementation of University Master’s Programmes and Postgraduate Courses on Sustainable Development Goals: Education, Equality and Inclusion” (RES. CUD-10-2020).

El inicio de la pandemia provocó, entre otros efectos, una profunda transformación digital de los procesos de enseñanza-aprendizaje a nivel mundial. A partir de entonces, y como consecuencia de la obligada virtualización, el estudio de las habilidades digitales ha despertado un interés creciente. Por ello, la presente investigación se planteó analizar la producción científica iberoamericana en torno a las competencias digitales en tiempos de COVID-19 (2020-2021), publicada en 3 bases de datos (Scopus, Redalyc y Redib). Se obtuvieron 62 documentos que fueron analizados en base a un amplio conjunto de indicadores bibliométricos, como la producción temporal, el índice de producción por revista, el índice de coautoría, el país de filiación institucional, el idioma del documento, el tipo de estudio y el enfoque metodológico, entre otros. De acuerdo con los resultados, se produce una clara tendencia hacia los trabajos colaborativos, destacando como país productor España. Además, se aprecia una clara prevalencia de las investigaciones empíricas de carácter cuantitativo. Estas se dirigen, sobre todo, al estudio de las competencias digitales docentes, especialmente entre el profesorado universitario. El análisis realizado documenta la producción científica en este ámbito y sirve como referencia para futuras investigaciones centradas en programas de capacitación digital en Iberoamérica., The start of the pandemic caused, among other effects, a profound digital transformation of teaching and learning processes worldwide. Since then, and as a consequence of the obligatory virtualization, the study of digital skills has aroused growing interest. Therefore, this research set out to analyse the Ibero-American scientific production on digital competences in times of COVID-19 (2020-2021), published in 3 databases (Scopus, Redalyc and Redib). Sixty-two documents were obtained and analyzed on the basis of a broad set of bibliometric indicators, such as temporal production, production index per journal, co-author index, country of institutional affiliation, language of the document, type of study and methodological approach, among others. According to the results, there is a clear trend towards collaborative works, with Spain standing out as the leading producer country. Furthermore, there is a clear prevalence of quantitative empirical research. The main focus is on the study of digital competences in teaching, especially among university teaching staff. This analysis documents the scientific production in this field and serves as a reference for future research on digital literacy programmes in Ibero-America., Facultad de Informática

El alto grado de desarrollo y complejidad alcanzado por la sociedad del siglo XXI –al menos según los estándares de lo que se conoce como “sociedad occidental”— requerían, de hace tiempo, reflexionar, investigar, repensar y proponer soluciones en torno a los nuevos procesos educativos (Schofer, Ramirez y Meyer, 2021). Estos deben estar en permanente estado de revisión y estudio para poder realizar los ajustes y calibrado necesarios que requieren la intensidad y densidad de los procesos y acuciantes necesidades que determinan la vida del siglo XXI (Chinn et al., 2021; Reimers, 2016).

El mundo, tal como lo conocemos, se detuvo con la aparición de la cepa mutante de coronavirus SARS-CoV-2, iniciado en China en diciembre de 2019 y que, para marzo del 2020, la OMS declaró la situación como pandemia mundial. Esto trajo un sinfín de problemas económicos, sociales, de salud y, por supuesto, educativos, sin precedentes, poniendo a las instituciones educativas presenciales en una situación difícil. Hubo que adaptar las enseñanzas con metodologías que incluyeran el uso de tecnología digital. Es así como la Universidad Central del Ecuador decidió trabajar de manera remota en los procesos de enseñanza-aprendizaje a través de la plataforma Moodle. Este estudio se plantea como objetivo analizar esta experiencia partiendo del modelo de aceptación tecnológica TAM. Como instrumento de evaluación se utilizó un cuestionario elaborado ad hoc que permitió valorar las distintas dimensiones que conforman este modelo. El grupo investigado estuvo conformado por una población de 156 participantes de diferentes niveles académicos de la titulación “Pedagogía de la Ciencias Experimentales de la Informática” de la Universidad en mención. Entre las principales conclusiones encontradas, se observa que la calidad técnica del sistema influyó positivamente en el aprendizaje del alumnado. Se hace necesario investigar el uso de los entornos virtuales de aprendizaje con el fin de acotar las metodologías más adecuadas en situaciones sobrevenidas de enseñanza virtual. The world as we know it came to a halt with the emergence of the mutant strain of SARS-CoV-2 coronavirus, which started in China in December 2019 and which, by March 2020, the OMS declared a global pandemic. This brought a host of unprecedented economic, social, health and, of course, educational problems, putting face-to-face educational institutions in a difficult situation. Teaching had to be adapted with methodologies that included the use of digital technology. This is how the Central University of Ecuador decided to work remotely in the teaching-learning processes through the Moodle platform. The objective of this study is to analyse this experience based on the TAM technology acceptance model. An ad hoc questionnaire was used as an evaluation instrument to assess the different dimensions that make up this model. The research group consisted of a population of 156 participants from different academic levels of the degree course "Pedagogy of Experimental Sciences of Computer Science" of the University in question. Among the main conclusions found, it was observed that the technical quality of the system had a positive influence on student learning. It is necessary to investigate the use of virtual learning environments in order to define the most appropriate methodologies in virtual teaching situations.

La tesis doctoral que se presenta se estructura en dos bloques: un primer bloque, denominado “Revisión teórica” y formado por tres capítulos, en el que describen los fundamentos teóricos de la investigación; un segundo bloque, denominado “Estudio empírico” y compuesto por tres capítulos en los que se presenta la parte experimental de la investigación y, finalmente; se incluye un resumen de la tesis en lengua inglesa y se aportan las referencias bibliográficas y legislativas de los trabajos citados en el estudio. De acuerdo con esto, se considera importante describir brevemente las partes nucleares de la estructura de esta investigación dada su relevancia. Por un lado, una primera parte bajo el título de “Revisión teórica”, donde se lleva a cabo la delimitación conceptual de la temática de estudio, así como la revisión del estado del arte. Dentro del primer bloque, en el capítulo uno se realiza una aproximación conceptual al Trastorno del Espectro Autista (TEA), la caracterización y atención de este trastorno y el tipo de aprendizaje de este alumnado. Para ello, en primer lugar, se realiza una revisión a cerca del término del Trastorno del Espectro Autista desde el siglo XIX hasta la actualidad. A continuación, en este capítulo, se detalla una explicación de las hipótesis explicativas del TEA. Finalmente, se analiza la prevalencia de este trastorno a nivel mundial y nacional, así como se analizan las características del TEA las cuales deben tenerse en cuenta en la planificación y puesta en marcha de su proceso de enseñanza-aprendizaje. Por su parte, en el capítulo dos se presenta una revisión teórica de los modelos educativos abordados a lo largo de la historia desde el modelo del déficit hasta el modelo de la educación inclusiva. A continuación, se aborda el desarrollo normativo de la Educación Especial hasta la actualidad en España, que ha supuesto multitud de adaptaciones del proceso educativo para dar respuesta a las necesidades del alumnado, tanto sociales como de aprendizaje. Seguidamente, se enfatiza en la legislación en materia de inclusión educativa vigente en la Comunidad Valenciana. Por último, se hace referencia a la atención educativa del alumnado con TEA y a los diferentes principios para una adecuada intervención educativa con este colectivo. En último lugar, el capítulo tres profundiza sobre la Realidad Aumentada (RA) como herramienta educativa para el alumnado con TEA, realizando una categorización de las Tecnologías de la Información y Comunicación en el marco de la educación inclusiva, en particular de la RA como entidad propia, reflexionando sobre la idoneidad de la utilización de las tecnologías como medio educativo para el alumnado con TEA y realizando un estudio exhaustivo de intervenciones educativas que utilizan la RA para el aprendizaje de la comunicación y de las habilidades sociales de los estudiantes con TEA. Por otro lado, en la segunda parte de este trabajo se recoge el estudio empírico de la tesis, que se compone, como se ha mencionado previamente, de tres capítulos. En el capítulo cuatro se formulan los objetivos y preguntas de investigación, tomando como referencia la revisión teórica realizada y, se desarrolla el enfoque y diseño de la investigación. A continuación, se indica el contexto y la muestra de participantes en el estudio, la definición de las variables, el instrumento utilizado en la investigación y el proceso de planificación e implementación para la recogida de datos, el diseño y el análisis estadístico escogido. Del mismo modo, en un quinto capítulo se presentan los resultados del estudio de campo de los tres años que ha durado esta investigación, siendo interpretados según el sistema de análisis descrito en el capítulo previo, en coherencia con los objetivos y preguntas de investigación definidos por la investigación. Así pues, el capítulo comienza exponiendo los resultados en relación con la competencia en el área de la comunicación social del alumnado con TEA del grupo control y del grupo experimental, según los resultados del pretest y del post test. De esta manera, se incluye la descripción de la evolución del alumnado con TEA entre el inicio y el final de la intervención y las observaciones del cuaderno de campo del alumnado. A continuación, se muestran los resultados en relación con el área de la comunicación social del alumnado con TEA por grupos y entre grupos, en los que se incluye los estadísticos descriptivos del grupo control y del grupo experimental y, de igual forma se exponen las diferencias significativas en el área de comunicación social entre el grupo control y el grupo experimental antes y después de desarrollar la intervención. Posteriormente, se enuncian los resultados en relación con la evaluación de las posibles diferencias en la mejora del área de la comunicación social entre el alumnado con TEA tras la utilización de la Realidad Aumentada en las tres dimensiones: comunicación receptiva, comunicación expresiva y habilidades sociales. Finalmente, se detallan los resultados en base a las posibles diferencias en la competencia en el área de comunicación social del alumnado con TEA a través de la Realidad Aumentada, en función del tipo de comunicación, del nivel de severidad del TEA, de la edad, del centro educativo y del nivel de competencia curricular. En el sexto capítulo, se presentan las discusiones y conclusiones, así como las limitaciones encontradas, las futuras líneas de trabajo y las publicaciones. Por un lado, el primer apartado referente a las discusiones se estructura en función de las trece preguntas de investigación a las que se trata de dar respuesta en la presente tesis doctoral. Seguidamente, se reflejan las conclusiones de la investigación, las limitaciones encontradas y las nuevas vías de investigación que abre el presente estudio. De igual forma, se incluye un apartado con las diferentes publicaciones que se han realizado a lo largo de los años de escritura de la tesis doctoral relacionadas con la temática de estudio. Para finalizar, en el séptimo capítulo, se incorpora un resumen de la tesis en lengua inglesa y, por último, se incluyen las referencias bibliográficas y legislativas de los trabajos citados en el estudio.

Hoy en día los jóvenes son usuarios habituales de los smartphones empleándolos, prácticamente, en todos los ámbitos de su vida. Por sus cualidades y versatilidad, estos dispositivos se han convertido en excepcionales herramientas para el aprendizaje y la adopción de estilos de vida más saludables, especialmente entre los más jóvenes. Prueba de ello son las aplicaciones que están surgiendo durante los últimos años para mejorar la conducta alimentaria y la calidad de la dieta de este colectivo. Desde este marco de consideraciones, el presente estudio se propuso: (1) comprobar si una herramienta de este tipo puede hacer que la compra y el consumo de alimentos entre los jóvenes sea más saludable, e (2) identificar su percepción sobre el uso de este tipo de aplicaciones. Para el logro de dichos objetivos, se contó con la participación de 71 estudiantes del Grado en Maestro en Educación Infantil de la Universidad de Alicante, quienes utilizaron una de estas aplicaciones durante dos meses. La recogida de los datos se efectuó mediante un cuestionario elaborado ad hoc. De acuerdo con los resultados, aunque se produjo un cambio notable hacia una dieta más equilibrada, también fue posible apreciar algunas limitaciones como, por ejemplo, el dejarse llevar por el consumo de comida más apetecible a estas edades. A la vista de tales hallazgos, y con el fin de mejorar el comportamiento alimentario del alumnado universitario, se concluye que el uso de estas aplicaciones precisa de una formación adecuada que acompañe y guíe su utilización. Today, young people are regular users of smartphones, using them in practically all areas of their lives. Due to their qualities and versatility, these devices have become exceptional tools for learning and adopting healthier lifestyles, especially among the youngest. Proof of this are the applications that have been emerging in recent years to improve eating behavior and the quality of the diet of this group. From this framework of considerations, the present study set out to: (1) verify whether a tool of this type can make the purchase and consumption of food among young people healthier, and (2) identify their perception of the use of these types of applications. In order to achieve these objectives, 71 students of the Degree in Teacher in Early Childhood Education at the University of Alicante participated, who used one of these applications for two months. Data collection was carried out by means of an ad hoc questionnaire. According to the results, although there was a notable change towards a more balanced diet, it was also possible to appreciate some limitations, such as letting oneself be carried away by the consumption of more appetizing food at these ages. In view of these findings, and in order to improve the eating behavior of university students, it is concluded that the use of these applications requires adequate training to accompany and guide their use.

Actively open-minded thinking (AOT) is a crucial aspect in the education of adolescents; however, it has been insufficiently researched in the Spanish context. The purpose of this study is to analyse AOT and its relationship to critical thinking skills and personality. The participants in this research comprise 877 Spanish secondary school students. The study design is multidisciplinary, correlational and predictive. The findings show that personality traits, especially honesty, empathy and solidarity, and critical thinking skills, the development of new knowledge, analytical skills, and not learning by memory, are directly related to AOT. Actively open-minded thinking is the synapse of critical thinking because it allows for the achievement of objectives, reflection on and/or consideration of alternatives before making decisions. It is concluded that AOT is significantly related to the projection and value of critical thinking skills. Personality traits as well as identified competences can be used to integrate specific skills of both kinds of thinking into the educational curriculum.

Se hace muy necesario en la actualidad que los docentes y futuros docentes de cualquier etapa educativa, pero más concretamente los de educación infantil, sean competentes digitalmente. Con este fin, se analizan los planes de estudio y guías docentes de las 6 universidades de la Comunidad Valenciana que ofertan el grado de maestro en educación infantil, para comprobar si la formación inicial en tecnología educativa que ofrecen es adecuada o insuficiente. Los resultados obtenidos demuestran que la disparidad de enfoques es muy variada además de insuficiente. Se recomienda establecer un consenso y un incremento en la tecnología educativa a desarrollar en este grado. It is currently very necessary for teachers and future teachers at any educational stage, but more specifically those in early childhood education, to be digitally competent. To this end, the study plans and teaching guides of the 6 universities of the Valencian Community that offer the degree of teacher in early childhood education are analyzed, to verify if the initial training in educational technology that they offer is adequate or insufficient. The results obtained show that the disparity of approaches is very varied as well as insufficient. It is recommended to establish a consensus and an increase in the educational technology to be developed in this grade.

La integración de las tecnologías digitales en los espacios educativos depende, en buena medida, de la visión que el profesorado tenga de tales recursos. En el caso de los videojuegos, se ha constatado que su incorporación a las aulas de infantil, aunque progresiva, sigue siendo todavía escasa y controvertida. Desde esta perspectiva, este estudio se propuso identificar la opinión que el futuro profesorado de esta etapa tiene respecto al uso didáctico de los videojuegos. Para ello, se adoptó un enfoque metodológico mixto y se contó con la participación de 48 estudiantes del Grado en maestro en educación infantil de la Universidad de Alicante, quienes cumplimentaron un cuestionario sobre dicha temática. Para el tratamiento de los datos se utilizó el programa estadístico SPSS y el software AQUAD 7, con el que se realizó un análisis de contenido de la información cualitativa. De acuerdo con los resultados, aunque el futuro profesorado se mostró proclive hacia la utilización didáctica de los videojuegos, también hubo quien manifestó ciertas reticencias. A la vista de tales hallazgos, se concluye la necesidad de mejorar la capacitación del futuro profesorado en esta área y, en concreto, de mostrarles las posibilidades que los videojuegos tienen para el aprendizaje infantil. The integration of digital technologies in educational spaces depends, to a large extent, on the vision that teachers have of such resources. In the case of video games, it has been found that their incorporation into early childhood classrooms, although progressive, is still scarce and controversial. From this perspective, this study set out to identify the opinion that future teachers of this stage have regarding the didactic use of video games. For this purpose, a mixed methodological approach was adopted, with the participation of 48 students of the Degree in early childhood education at the University of Alicante, who completed a questionnaire on this topic. The SPSS statistical program and the AQUAD 7 software were used for data processing, with which a content analysis of the qualitative information was carried out. According to the results, although the future teachers were inclined towards the didactic use of video games, there were also those who expressed some reluctance. In view of these findings, we conclude that there is a need to improve the training of future teachers in this area and, specifically, to show them the possibilities that video games have for children’s learning.

La atención hacia las personas con discapacidad, en este caso discapacidad visual, tiene una especial relevancia para lograr un contexto educativo inclusivo en cualquier universidad. Durante el periodo de confinamiento y distanciamiento social de la actual pandemia fue necesario adaptar los programas presenciales de orientación psicoeducativa a sus necesidades. El propósito de este trabajo es presentar todo el proceso seguido en la reorganización virtual de un programa de atención dirigido a estudiantes con discapacidad visual desarrollado en el Centro de Apoyo al Estudiante de la Universidad de Alicante. Se ha utilizado una metodología basada en diseño a partir de la propia práctica educativa. Los resultados confirmaron que la nueva orientación en el formato online fomentó un ambiente estimulante con interacciones altamente activas entre el orientador y los estudiantes, autorregulación conducente al aprendizaje y habilidades interpersonales y de comunicación utilizando el formato virtual. Se concluyó que una adecuada planificación, desarrollo y evaluación de este tipo de programas puede enriquecer el desarrollo psicosocial y educativo de los estudiantes. No obstante, se necesita avanzar más en la digitalización de la orientación universitaria y afianzar la modalidad online en el contexto actual, propio de una sociedad tecnológica del siglo XXI. Attention to people with disabilities, in this case visual impairment, is particularly relevant to achieve an inclusive educational context in any university. During the period of confinement and social distancing of the current pandemic, it was necessary to adapt the face-to-face psychoeducational counselling programmes to their needs. The purpose of this paper is to present the whole process followed in the virtual reorganisation of a care programme for visually impaired students developed at the Student Support Centre of the University of Alicante. A design-based methodology based on educational practice has been used. The results confirmed that the new counselling in the online format fostered a stimulating environment with highly active interactions between counsellor and students, self-regulation conducive to learning and interpersonal and communication skills using the virtual format. It was concluded that proper planning, development and evaluation of such programmes can enrich the psychosocial and educational development of students. However, more progress needs to be made in the digitalisation of university counselling and to strengthen the online modality in the current context of a 21st century technological society. A atenção às pessoas com deficiência, neste caso a deficiência visual, é particularmente relevante para alcançar um contexto educacional inclusivo em qualquer universidade. Durante o período de confinamento e distanciamento social da actual pandemia, foi necessário adaptar os programas de orientação psico-educativa cara a cara às suas necessidades. O objectivo deste documento é apresentar todo o processo seguido na reorganização virtual de um programa de cuidados para estudantes com deficiência visual desenvolvido no Centro de Apoio ao Estudante da Universidade de Alicante. Tem sido utilizada uma metodologia baseada no design baseada na prática educativa. Os resultados confirmaram que o novo aconselhamento no formato online promoveu um ambiente estimulante com interacções altamente activas entre conselheiro e estudantes, auto-regulação conducente à aprendizagem e capacidades interpessoais e de comunicação utilizando o formato virtual. Concluiu-se que o planeamento, desenvolvimento e avaliação adequados de tais programas podem enriquecer o desenvolvimento psicossocial e educacional dos estudantes. No entanto, é necessário fazer mais progressos na digitalização do aconselhamento universitário e reforçar a modalidade online no contexto actual de uma sociedade tecnológica do século XXI. Esta investigación ha sido financiada por el Vicerrectorado de Investigación de la Universidad de Alicante (PPVI AII- Ayudas para Estudios de Máster Oficial e iniciación a la investigación 2021), número de referencia del proyecto AII21-14.

Esta investigación se ha planteado, a partir de la implementación de un programa para el desarrollo de la competencia investigadora en la Formación Inicial de Docentes (FID), dar cuenta de las percepciones que tiene el alumnado con respeto al logro y desarrollo de un aprendizaje autónomo, crítico y creativo para la labor investigadora. Este estudio se ha desarrollado desde los fundamentos teóricos y metodológicos del enfoque de investigación cualitativa-interpretativo y particularmente, con la aplicación del método de estudio de caso de nivel evaluativo. Se trabajó con una muestra de 80 estudiantes en formación docente de una universidad hondureña, a quienes se les aplicó una entrevista cualitativa semi estructurada. Para el procesamiento de códigos y la categorización de las unidades de análisis se utilizó el programa especializado para datos cualitativos AQUAD 6. Entre los resultados más relevantes se evidencia que los estudiantes han percibido su propio logro de las habilidades actitudinales para autorregular su proceso de aprendizaje con juicio crítico y responsabilidad innovadora durante la labor investigadora. Y todo esto, en el marco de un ambiente pedagógico colmado de experiencias prácticas de trabajo colaborativo entre pares y con el apoyo docente, y reforzados con información y recursos alojados en la web. This research has been proposed, from the implementation of a program for the development of research competence in Initial Teacher Training (FID), to account for the perceptions that students have, with respect to the achievement and development of learning autonomous, critical and creative for research work. This study has been developed from the theoretical and methodological foundations of the qualitative-interpretive research approach and particularly, with the application of the evaluative level case study method. We worked with a sample of 80 students in teacher training at a Honduran university, to whom a semi-structured qualitative interview was applied. For the processing of codes and the categorization of the units of analysis, the specialized program for qualitative data AQUAD 6 was used. Among the most relevant results, it is evident that the students have perceived their own achievement of attitudinal skills to self-regulate their learning process with critical judgment and innovative responsibility during the investigative work. And all this, within the framework of a pedagogical environment full of practical experiences of collaborative work between peers and with the support of teachers; and reinforced with information and resources hosted on the web.

Virtual Reality includes different technologies through which a user can experience a virtual world created in 3 dimensions by computer. Although its adoption has been slow, since the devices required to access virtual reality were expensive, there have been experiences in education since the 1990s. The present study carries out a bibliometric study in which 1074 articles related to the use of virtual reality in education from 1990 to the beginning of 2021 have been analyzed. It has been studied, from a quantitative point of view, the evolution of the annual scientific production, collaboration and production of authors, nationalities and sources of the articles. An analysis of citations, co-citations and bibliographical coupling has also been carried out, La Realidad Virtual incluye diferentes tecnologías a través de las cuales un usuario puede experimentar un mundo virtual en 3 dimensiones creado por ordenador. Aunque su adopción ha sido lenta, ya que los dispositivos requeridos para acceder a la realidad virtual eran caros, ha habido experiencias en el campo de la educación desde 1990. El presente estudio lleva a cabo un análisis bibliométrico en el que se han analizado 1074 artículos relacionados con el uso de la realidad virtual en educación desde 1990 hasta principios de 2021. Se ha analizado, desde un punto de vista cuantitativo, la evolución anual de la producción científica, la colaboración y producción de autores, nacionalidades y fuentes de los artículos. También se ha llevado a cabo un análisis de citaciones, co-citaciones y acoplamiento bibliográfico

The incorporation of mixed, virtual, and augmented reality into the educational context takes place in this study through the development of a 3D object shaped by the artistic expressions of the Church of the Annunciation in Seville. In a study of an experimental and exploratory nature with a single group, we worked with a total of 20 students enrolled in a Master’s degree, taught at Seville University, under the title of “Arte: idea y producción” (Art: idea and production). A questionnaire based on the “Technology Acceptance Model” (TAM) was used to ascertain the degree of acceptance that the utilized technology had created among students after their participation in the experience. Likewise, the questionnaire permitted understanding of the assessment made by students concerning the presented objects. Among the results obtained, it is noticeable that the participating students show a high level of acceptance of augmented and virtual reality technologies, alongside favorable attitudes towards their utilization and the intention to use them. It is worth highlighting as a significant conclusion that the exploratory study was performed within a real classroom situation, suggesting that both technologies can be applied in formal training environments. This research was funded by the Spanish Ministry of Economy and Competitiveness by the R&D+i Research project from the entitled: “Augmented reality for increasing training. Design, production and evaluation of augmented reality programs for university teaching”, grant number (EDU2014-57446-P-RAFODIUN Project).

Observing the teaching-learning situations that arise in educational contexts is a key part of teacher education. The present study examined how forty-three future teachers constructed their professional knowledge. Adopting a qualitative approach, we discuss the teaching situations observed by pre-service teachers in the subjects of reading/writing and mathematics. Based on the results, educational interactions were far from representing collaborative and dialogic teaching/learning models. In addition, the students’ narratives lacked critical professional reflection. Thus, they did not provide support to possible alterations to the instructional design they observed, and thus failed to make them more participatory. To conclude, we believe that pre-service teacher training should promote a more collaborative model, in which critical and reflective skills are developed based on active student participation. The present study showed that teacher training needs to be redesigned: skills and strategies proper to professional teaching competence need to be emphasised so that pre-service teachers acquire them more significantly during their training.

Los problemas de asistencia a la escuela son un tema candente dentro de la sociedad en la que nos encontramos ya que poseen un impacto significativo en el desarrollo del alumnado. El objetivo de este estudio consiste en comprobar si existen diferencias en las puntuaciones medias entre los sujetos con bajas y altas puntuaciones en rechazo escolar en función de las dimensiones de las atribuciones académicas en Lengua. Se administraron la Sydney Attribution Scale (SAS) y la School Refusal Assessment Scale-Revised (SRAS-R) a 732 estudiantes (52% chicos) comprendidos entre 8 y 11 años (M =9.71; SD = 1.06). A partir de los resultados hallados, se confirma la hipótesis de inicio, según la cual se esperaba que el alumnado con altas puntuaciones en rechazo escolar obtuviera puntuaciones significativamente superiores en su atribución del fracaso a la falta de capacidad y esfuerzo. Esto ocurrió en aquellos estudiantes que basaban su rechazo a la escuela en evitar la afectividad negativa generada por determinadas situaciones escolares o escapar de situaciones de aversión social o evaluación. La actual situación ocasionada por la pandemia de la COVID-19, ha acentuado los problemas de la sociedad, y, sobre todo, del alumnado y todo lo que ello conlleva. Con el propósito de prevenir los problemas subyacentes es necesario conocer las necesidades de este alumnado y formar a los docentes para que sepan detectar estas dificultades a la hora de asistir a la escuela y estar preparados para ayudar al alumnado en su proceso de enseñanza-aprendizaje. School attendance problems are a hotly debated topic in our society as they have a major impact in the students’ development. The objective of this research consisted of assessing the differences in the average scores between the individuals who achieved low and high scores in school refusal behavior related to academic self-attributions in Language. The Sydney Attribution Scale (SAS) and the School Refusal Assessment-Scale (SRAS-R) were administered to 732 students (52% boys) aged 8 to 11 (M =9.71; SD = 1.06). From the results found, the hypothesis is confirmed, since it was expected that students with high scores in school refusal behavior obtained significantly higher scores on attributions of failure to ability and effort. This occurred in those students who based their rejection of school on avoiding the negative affectivity generated by certain school situations or escaping from situations of social aversion or evaluation. The current situation caused by the COVID-19 pandemic has accentuated the problems of society, and, above all, of the students and all that this entails. In order to prevent underlying problems, it is necessary to know the needs of these students and train teachers so that they know how to detect these difficulties when attending school and be prepared to help students in their teaching-learning process. Esta investigación ha sido financiada por el Ministerio de Ciencia, Innovación y Universidades, y Fondos FEDER (RTI2018-098197-B-I00) otorgado a José M. García-Fernández y el Proyecto GV/2019/075 otorgado a Carolina Gonzálvez.

The global pandemic caused by COVID-19 has led to changes in many areas, with educational scenarios being affected. In this sense, university education has undergone significant changes owing to the impossibility of following the fully face-to-face mode of teaching. Given this situation, the general objective of this study is to analyze the university educational scenario in the context of COVID-19 and, more specifically, to identify the difficulties perceived by students. Using a mixed quantitative–qualitative methodological approach, an ad hoc questionnaire was designed, and data were collected from a sample of 238 students of the Bachelor’s Degree in Teaching during the 2020/2021 academic year. The results obtained have shown that students have experienced numerous difficulties in adapting to the hybrid teaching model. In this sense, it is worth highlighting the decrease in motivation, the feeling of loneliness, technical connection problems, and less interaction with the teaching staff and other students. The degree of satisfaction with the teaching received is also moderate. As a conclusion, it can be stated that the difficulties identified recommend the introduction of actions to improve the application of the teaching model implemented in favor of university excellence. This research was funded by the Vice-Rectorate for Quality and Educational Innovation of the University of Alicante, Networks-I3CE Program for Research in University Teaching (BOUA: 02/11/2020), and the APC was funded by Education Sciences Institute (ESI).

Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages. This research was supported by the Program Networks-I3CE of the Deputy Vice-Chancellor’s Office for Quality and Educational Innovation of the University of Alicante, under Grant 5337—Digital competencies of university students for e-sustainability. M.U.-S., M.J., H.-A. and G.M.-M. belong to the GIDU-EDUTIC/IN Research Group of the University of Alicante (VIGROB-0330FE) and S.B.-M. belongs to EDUCAFD Research Group of the University of Alicante.

Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal. This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with the grant number RTI 2018-098197-B-I00 awarded to JG-F and the Project GV/2019/075 awarded to CG.

La interculturalización de las prácticas educativas representa, hoy en día, uno de los principales retos a los que se enfrenta la escuela del siglo XXI. Para ello, la mejora de las competencias interculturales del profesorado parece constituir un requisito prioritario, sobre todo cuando esta se lleva a cabo desde un auténtico enfoque colaborativo y participativo. En base a ello, este estudio se planteó con el propósito de conocer las opiniones y experiencias de formación intercultural colaborativa del profesorado novel. Para el logro de este objetivo, se contó con la participación de 10 docentes noveles que desempeñan su labor en un centro de Atención Educativa Preferente de Educación Infantil y Primaria de la Región de Murcia (España). El estudio se llevó a cabo desde un enfoque metodológico mixto, valiéndose para ello del software SPSS 21 y AQUAD 7. Cabe destacar de los resultados obtenidos que, si bien el profesorado novel reconoce la potencialidad de la cultura colaborativa para el desarrollo profesional docente, el principio de colaboración no acaba de ser plenamente valorado como una estrategia para el aprendizaje, sino más bien como un recurso para el funcionamiento institucional. La falta de oportunidades formales de capacitación colaborativa intercultural, tanto a nivel de centro, como en su formación inicial, es suplida por los docentes noveles mediante la colaboración con el resto de miembros del claustro. Los hallazgos del estudio contribuyen, en última instancia, a la propuesta de un modelo de aprendizaje profesional docente para poner en valor la diversidad presente en las aulas. The interculturalization of educational practices is, today, one of the main challenges facing the 21st century school. To this end, the improvement of the intercultural competences of teachers seems to be a priority requirement, especially when it is carried out from a genuine collaborative and participatory approach. Based on this, this study was raised with the purpose of finding out the opinions and experiences of collaborative intercultural training of new teachers. To achieve this objective, ten novice teachers who worked in a Centre for Preferential Educational Care of Early Childhood and Primary Education in the Region of Murcia (Spain) participated. The study was carried out with a mixed methodological approach, using SPSS 21 and AQUAD 7 software. It is worth noting from the results obtained that, while novice teachers recognize the potential of collaborative culture for teaching professional development, the principle of collaboration has not been fully valued as a strategy for learning, but rather as a resource for institutional functioning. The lack of formal opportunities for intercultural collaborative training, both at the centre level and in their initial training, is filled by novice teachers through collaboration with the other members of the cloister. The findings of the study ultimately contribute to the proposal of a model of professional learning for teachers to value the diversity present in classrooms.

En este estudio se analiza la influencia del uso de aplicaciones móviles (apps) basadas en el método musical “Mago Diapasón” en niños de dos años de edad respecto al desarrollo del oído absoluto. Los participantes del estudio han sido 19 niños/as escolarizados en dos centros infantiles. Diez de ellos pertenecían al grupo experimental y los nueve restantes al grupo control. Los participantes del grupo control asistían a clases semanales de esta metodología, y los del grupo experimental, además de asistir a las clases, estuvieron manipulando las apps durante seis meses con la ayuda de los padres. Con el fin de analizar el proceso de aprendizaje, se pasaron un par de cuestionarios (pre-test y post-test) que consistían en la realización de un dictado musical (sin ritmo). Los resultados muestran que los participantes que han utilizado las apps (grupo experimental), asistiendo, además, a las clases de esta metodología, han empezado a desarrollar el oído absoluto de manera más significativa que los participantes que solamente han asistido a las clases semanales de música. Este resultado sugiere que las apps pueden contribuir al desarrollo del oído absoluto desde tempranas edades. In this study, the influence of the use of mobile applications (apps) based on the musical method “Mago Diapasón” in two-year-old children with respect to the development of the absolute ear is analyzed. The participants of the study were 19 children enrolled in two childhood education schools. Ten of them belonged to the experimental group and the remaining nine belonged to the control group. Participants of the control group attended weekly classes of this methodology, and those of the experimental group, a part of attending the classes, manipulated the applications for six months with the help of their parents. In order to analyse the learning process, we passed a couple of questionnaires (pre-test and post-test) that consisted of a melodic dictation (without rhythm). The results showed that the students who have used the applications (experimental group), a part of attend the classes of this methodology, have begun to develop the absolute pitch in a more meaningful way than the participants who only attended the weekly music classes. This result suggests that applications can contribute to the development of absolute judgment from early ages used by social organizations. El presente trabajo se enmarca en el seno del Grupo de Investigación “GIDU-EDUTIC-IN”, del Programa de Redes de Investigación en Docencia Universitaria del ICE (REDES-I3CE-2018-4423) y del proyecto Instituto Superior de Investigación Cooperativa IVITRA (Ref.: ISIC/2012/022; http://www.ivitra.ua.es), todos ellos de la Universidad de Alicante; y del proyecto “Second Round Art i Lluita a Secundària en Cinema i Audiovisuals” (UV-SFPIE_GER18-848892) de la Universitat de València.

Nowadays, digital culture affects all levels of society. However, differences exist between individuals, commonly named as the “digital divide,” which impedes the equal access to the benefits of new technologies. The Usability and Accessibility (UA) module is a core, first-semester module during the first year of the Multimedia Engineering degree at the University of Alicante. The UA module’s main objective is to provide students with the necessary concepts and tools to design and develop products with usability and accessibility features, thus achieving end products that are more usable and accessible, regardless of the end users’ status, ability or situation. This paper presents a new learning methodology aimed at making students become everyday users of their own digital products. Daily use of these products improves the UA learning process, since students can appreciate their accessibility and usability in everyday life conditions for a better understanding of how their own design decisions affect potential users. A non-equivalent control group design with pre- and post-test control groups was used to test the research hypothesis. The results of this study showed a significant improvement in their academic performance compared to the control group. This work was supported in part by the I3CE Network Program of research in university teaching at the Institute of Educational Sciences of the University of Alicante (ICE call 2018-19)., Ref. 4331.

RESUMEN Los indígenas latinoamericanos han sufrido cambios de identidad cultural, en especial a partir del contacto con culturas de Occidente. Para determinar el grado de cambio de identidad cultural es necesario disponer de un instrumento de medida. En la Amazonía, las dificultades para obtener datos de campo no han permitido establecer indicadores culturales. Este trabajo presenta un instrumento diseñado desde la óptica indígena que permite medir su identidad cultural. El estudio cualitativo enfocado en la Amazonía ecuatoriana dio como resultado un instrumento que aporta información de treinta subescalas y cinco escalas culturales, y fue sometido exitosamente a pruebas de validez y de fiabilidad. Por último, fue aplicado a tres poblaciones de diferente grado de contacto con la sociedad occidental para determinar sus diferencias. ABSTRACT Latin American indigenous people have undergone changes in their cultural identity, especially as a result of their contact with Western cultures. As such, a measuring instrument is required to determine the extent of this change. In the Amazon, difficulties in obtaining field data have not allowed the establishment of cultural indicators. This paper presents an instrument designed from the indigenous perspective that allows us to measure their cultural identity. The qualitative study focusing on the Ecuadorian Amazon resulted in an instrument that provides information on thirty subscale and five cultural scales, and was successfully tested for validity and reliability. Finally, it was applied to three populations with different degrees of contact with Western society in order to determine their differences. RESUMO Os indígenas latino-americanos têm sofrido mudanças de identidade cultural, em especial, a partir do contato com culturas do Ocidente. Para determinar o grau de mudança de identidade cultural, é necessário dispor de instrumentos de medição. Na Amazônia, as dificuldades para obter dados de trabalhos de campo não permitem estabelecer indicadores culturais. Este trabalho apresenta um instrumento elaborado sob a ótica indígena que permite medir sua identidade cultural. O estudo qualitativo focado na Amazônia equatoriana resultou num instrumento que contribui com informação de 30 subescalas e cinco escalas culturais, e foi submetido, com sucesso, a testes de validade e confiabilidade. Por último, foi aplicado a três povos de diferentes graus de contato com a sociedade ocidental para determinar suas diferenças.

En este nuevo marco curricular el profesorado universitario asume nuevos retos metodológicos que nos hagan reflexionar sobre como formar personas competentes y críticas con actitudes de respeto, solidaridad y con puntos de mira abiertos y flexibles. Con la irrupción de las tecnologías de la información y de la comunicación se ha producido cambios importantes en el ámbito metodológico que han afectado a la forma de enseñar con los medios, uno de estos medios es el cine. La inclusión del cine en las metodologías docentes universitarias puede significar una innovación pedagógica que rompa con el tradicional modelo pasivo y de transmisión y dé protagonismo al alumnado para que cree su propio conocimiento. Desde esta perspectiva, el objetivo de este estudio ha sido utilizar el cine como recursos metodológicos para trabajar en asignaturas del Grado de Maestro de Educación Infantil y Primaria contenidos sobre discapacidad. En la acción formativa realizada han participado 156 estudiantes de segundo curso (61 del Grado de Infantil y 95 del Grado de Primaria). Se ha implementado una propuesta didáctica mediante una selección de películas en función de cada discapacidad y una guía de trabajo previa al visionado de la película y posterior de la misma. Se diseñó una rúbrica de autoevaluación de la actividad realizada. La propuesta didáctica planificada ha puesto de manifiesto no solo la adquisición de contenidos referidos a las discapacidades trabajadas sin también creencias favorecedoras hacia la misma, así como también niveles de satisfacción muy positivos con la metodología utilizada con la inclusión del cine en el proceso de enseñanza y aprendizaje. In this new curricular framework, university teaching staff take on new methodological challenges that make us reflect on how to train competent and critical people with attitudes of respect, solidarity and with open and flexible points of view. With the emergence of information and communication technologies, there have been important changes in the methodological field that have affected the way of teaching with the media, one of these media is cinema. The inclusion of cinema in university teaching methodologies can mean a pedagogical innovation that breaks with the traditional passive and transmission model and gives protagonism to the students so that they can create their own knowledge. From this perspective, the aim of this study has been to use cinema as methodological resources to work on subjects of the Infant and Primary Education Teacher’s Degree on disability. 156 second year students (61 from the Infant Grade and 95 from the Primary Grade) took part in the training. A didactic proposal has been implemented through a selection of films according to each disability and a work guide prior to the viewing of the film and after it. A self-evaluation rubric was designed for the activity carried out. The planned didactic proposal has shown not only the acquisition of contents referring to the disabilities worked without also favourable beliefs towards it, as well as very positive levels of satisfaction with the methodology used with the inclusion of cinema in the teaching and learning process.

Las diversas reformas educativas a nivel nacional e internacional han ido abogando por la inclusión de la tecnología como recurso significativo en los procesos de enseñanza-aprendizaje. El objetivo del presente estudio es realizar un análisis bibliométrico de la producción científica en español sobre la inclusión de las TIC en el contexto educativo. La búsqueda de documentos se realizó en la ISI Web of Knowledge a partir de la pestaña de búsqueda avanzada. Tras aplicar los términos de búsqueda se obtuvieron 154 documentos que fueron analizados en función de una serie de indicadores. Los resultados obtenidos indican que el periodo de 2015-2017 fue el más prolijo y en el que se generó el mayor número de citas. El trabajo realizado pone en valor la gran importancia que tienen las revistas científicas en la publicación y difusión de investigaciones sobre las TIC en educación. Various national and international educational reforms have been advocating the inclusion of technology as a significant resource in teaching-learning processes. The aim of this study is to carry out a bibliometric analysis of scientific production in Spanish on the inclusion of ICT in the educational context. The documents were searched in the ISI Web of Knowledge using the advanced search tab. After applying the search terms, 154 documents were obtained and analyzed according to a series of indicators. The results obtained indicate that the 2015-2017 period was the most prolix and the one that generated the greatest number of citations. The work carried out highlights the great importance of scientific journals in the publication and dissemination of research on ICTs in education.

This paper proposes the design and application of a head mounted display (HMD) immersive virtual reality system to improve and train the emotional and social skills of students with autism spectrum disorders. We selected two groups of 7 high functioning ASD children each, ages between 8 and 15, and similar educational capabilities. On the first group, we applied an own intervention design working on social and emotional competences along 10 sessions by using Immersive Virtual Reality (IVR) as a didactical tool, re-creating virtual environments of socialization (a classroom and a play garden). The second group is used as control, and as such is not put through any sort of intervention during the intervention period. The adaptation levels and the improvements obtained suggest that IVR in the presented format is in line with the sensory preferences and visuospatial strength of the ASD children participating in this study. Consequently, we may conclude that IVR can be satisfactory used as educational tool for ASD children.