Samuel Marcos, A. García-Holgado, F. García-Peñalvo
Over the past decade, the health domain has grown at a fast pace. The stakeholders are not only limited to patients, but also include formal and informal careers, doctors, research institutions and technological solution providers. As such, different technological ecosystems of interconnected health communities have arisen to adopt the best practices to improve the wellbeing and health of patients. In order to identify the lacks and opportunities in this area, this paper aims at providing a comprehensive overview of the ecosystems in the health domain, presenting a systematic mapping study of research projects developed in Europe and related to the field. The systematic mapping review was conducted on the AAL Programme, CORDIS and KEEP databases. The paper describes the methodology employed for conducting such a review, and provides an analysis of results that give an overview of the evolution of related European projects until today along with the conclusions obtained from the study.
{"title":"Trends in European research projects focused on technological ecosystems in the health sector","authors":"Samuel Marcos, A. García-Holgado, F. García-Peñalvo","doi":"10.1145/3284179.3284263","DOIUrl":"https://doi.org/10.1145/3284179.3284263","url":null,"abstract":"Over the past decade, the health domain has grown at a fast pace. The stakeholders are not only limited to patients, but also include formal and informal careers, doctors, research institutions and technological solution providers. As such, different technological ecosystems of interconnected health communities have arisen to adopt the best practices to improve the wellbeing and health of patients. In order to identify the lacks and opportunities in this area, this paper aims at providing a comprehensive overview of the ecosystems in the health domain, presenting a systematic mapping study of research projects developed in Europe and related to the field. The systematic mapping review was conducted on the AAL Programme, CORDIS and KEEP databases. The paper describes the methodology employed for conducting such a review, and provides an analysis of results that give an overview of the evolution of related European projects until today along with the conclusions obtained from the study.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134526509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Rodríguez-Conde, S. Olmos-Migueláñez, Adriana Gamazo, J. O’Hara
After having celebrated the "Evaluation in education and guidance" track in TEEM17 in Cádiz (Spain), we return for this fifth edition of TEEM18 to Salamanca (Spain), to carry on with the presentation of research works dealing with the topics mentioned throughout this introductory paper. In the previous editions we have presented the advances of the studies in Educational Assessment conducted by our research team belonging to the IUCE at the University of Salamanca, as well as those of other national teams specialized in educational assessment and guidance, such as the Universities of Cadiz, Malaga, Córdoba, Oviedo, Burgos, etc. In this edition we would like to open up to the participation of international teams (European, American and Asian), who will contribute with interesting advances in educational fields as relevant as the assessment of programmes, schools and institutions, or the impact of educational actions on learning. Nowadays, educational assessment constitutes a key element for the improvement of the quality of any programme or, in its broadest sense, the quality of the education system as a whole. In this track we seek to share methodologies and research results about diverse assessment objects, whose aim is to improve the education system, both at University and non-university levels. On the other hand, this track will present some research experiences in the fields of evaluation and educational guidance.
{"title":"Evaluation in education and Guidance: a perspective from 2018","authors":"M. Rodríguez-Conde, S. Olmos-Migueláñez, Adriana Gamazo, J. O’Hara","doi":"10.1145/3284179.3284203","DOIUrl":"https://doi.org/10.1145/3284179.3284203","url":null,"abstract":"After having celebrated the \"Evaluation in education and guidance\" track in TEEM17 in Cádiz (Spain), we return for this fifth edition of TEEM18 to Salamanca (Spain), to carry on with the presentation of research works dealing with the topics mentioned throughout this introductory paper. In the previous editions we have presented the advances of the studies in Educational Assessment conducted by our research team belonging to the IUCE at the University of Salamanca, as well as those of other national teams specialized in educational assessment and guidance, such as the Universities of Cadiz, Malaga, Córdoba, Oviedo, Burgos, etc. In this edition we would like to open up to the participation of international teams (European, American and Asian), who will contribute with interesting advances in educational fields as relevant as the assessment of programmes, schools and institutions, or the impact of educational actions on learning. Nowadays, educational assessment constitutes a key element for the improvement of the quality of any programme or, in its broadest sense, the quality of the education system as a whole. In this track we seek to share methodologies and research results about diverse assessment objects, whose aim is to improve the education system, both at University and non-university levels. On the other hand, this track will present some research experiences in the fields of evaluation and educational guidance.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133140368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alicia A. Chaparro, Adriana Gamazo, J. C. Pérez-Moran
This research work explores the results of the psychometric analysis of the items related to school coexistence within the Assessment of Basic Conditions for Teaching and Learning in Upper Secondary Education (ECEA-MS in Spanish). The analyses conducted were: normality, internal consistency and exploratory factor analysis with principal axis factoring extraction and oblimin rotation. The sample was composed of 11 863 upper secondary education teachers who participated in the 2016 assessment process. The results showed that there are items that do not correspond to the theoretical structure of school coexistence, which should inform the composition of the next ECEA so that it can reflect these changes in its structure.
本研究探讨了高中教育基本教学条件评估(ECEA-MS in Spanish)中与学校共存相关的项目的心理测量分析结果。进行了正态性、内部一致性和探索性因子分析,提取主轴因子和oblimin旋转。样本由参加2016年评估过程的11,863名高中教育教师组成。结果表明,有一些项目与学校共存的理论结构不相符,这应该为下一届ECEA的组成提供信息,以便在其结构中反映这些变化。
{"title":"Teacher perceptions of coexistence in Mexican schools: An analysis of the internal structure of a national instrument (ECEA-MS)","authors":"Alicia A. Chaparro, Adriana Gamazo, J. C. Pérez-Moran","doi":"10.1145/3284179.3284217","DOIUrl":"https://doi.org/10.1145/3284179.3284217","url":null,"abstract":"This research work explores the results of the psychometric analysis of the items related to school coexistence within the Assessment of Basic Conditions for Teaching and Learning in Upper Secondary Education (ECEA-MS in Spanish). The analyses conducted were: normality, internal consistency and exploratory factor analysis with principal axis factoring extraction and oblimin rotation. The sample was composed of 11 863 upper secondary education teachers who participated in the 2016 assessment process. The results showed that there are items that do not correspond to the theoretical structure of school coexistence, which should inform the composition of the next ECEA so that it can reflect these changes in its structure.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123163567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of computing tools and methods has irreversibly impacted the creation, use and communication of research. As a result, a still divisive movement of Digital Humanities has emerged over the last few decades. This paper attempts to provide a theoretical contribution to the discussion on the ontology of this field. In order to do so, it takes a sample of papers indexed under Library and Information Science, in the Web of Knowledge database, and studies them using a quantitative data analysis and a qualitative literature review paired with a personal reflection to illustrate the main research topics. It is concluded that digital humanities embody a community patterned by collaborative and shared networks of communication, where computing tools amplify research possibilities, without changing the humanist values of its practitioners.
计算工具和方法的使用对研究的创造、使用和交流产生了不可逆转的影响。因此,在过去的几十年里,一场仍然存在分歧的数字人文学科运动出现了。本文试图为这一领域的本体论讨论提供一种理论贡献。为了做到这一点,它在Web of Knowledge数据库中选取了图书馆与信息科学索引下的论文样本,并使用定量数据分析和定性文献综述相结合的个人反思来研究它们,以说明主要研究主题。结论是,数字人文体现了一个以协作和共享的通信网络为模式的社区,计算工具扩大了研究的可能性,而不会改变其实践者的人文主义价值观。
{"title":"Under the hood of digital humanities: toys or opportunities?","authors":"André Pacheco","doi":"10.1145/3284179.3284223","DOIUrl":"https://doi.org/10.1145/3284179.3284223","url":null,"abstract":"The use of computing tools and methods has irreversibly impacted the creation, use and communication of research. As a result, a still divisive movement of Digital Humanities has emerged over the last few decades. This paper attempts to provide a theoretical contribution to the discussion on the ontology of this field. In order to do so, it takes a sample of papers indexed under Library and Information Science, in the Web of Knowledge database, and studies them using a quantitative data analysis and a qualitative literature review paired with a personal reflection to illustrate the main research topics. It is concluded that digital humanities embody a community patterned by collaborative and shared networks of communication, where computing tools amplify research possibilities, without changing the humanist values of its practitioners.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"16 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132237804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning to program is difficult and requires a lot of work, dedication, and training. The difficulties of teaching and learning programming are a cause for concern for everyone where this subject is needed. It is a universal problem. The theme of teaching and learning programming difficulties is a serious problem not only for the important concepts underlying and structuring the course, but also for the lack of motivation, the failure, and abandonment that such frustration may imply for the student. It is important to act quickly. The follow-up of each student must be immediate and personalized. It is not possible to follow a traditional system of exposing the syntax and semantics of a language, with demonstrative examples of the concept, something more is needed. It is important to make an individual and constant evaluation of all the concepts that are part of the programming course. With this constant and personalized evaluation, it is possible to build a profile of each student's competences -- building skills in introductory programming. Giving each student the opportunity to improve particular skills. This concept is very similar to the skills of a character in a computer game, which can be acquired through training, performing tasks or practicing a certain ability. The paper goal is to describe a system that allows us to suggest exercises and to evaluate the results automatically. That will allow to construct the profile of the student in programming, according to the different phases of learning. This set of skills allow the teacher to have complete and updated information of the students' knowledge at all times, and thus minimizes the students' demotivation and failure.
{"title":"Building Skills in Introductory Programming","authors":"José Figueiredo, F. García-Peñalvo","doi":"10.1145/3284179.3284190","DOIUrl":"https://doi.org/10.1145/3284179.3284190","url":null,"abstract":"Learning to program is difficult and requires a lot of work, dedication, and training. The difficulties of teaching and learning programming are a cause for concern for everyone where this subject is needed. It is a universal problem. The theme of teaching and learning programming difficulties is a serious problem not only for the important concepts underlying and structuring the course, but also for the lack of motivation, the failure, and abandonment that such frustration may imply for the student. It is important to act quickly. The follow-up of each student must be immediate and personalized. It is not possible to follow a traditional system of exposing the syntax and semantics of a language, with demonstrative examples of the concept, something more is needed. It is important to make an individual and constant evaluation of all the concepts that are part of the programming course. With this constant and personalized evaluation, it is possible to build a profile of each student's competences -- building skills in introductory programming. Giving each student the opportunity to improve particular skills. This concept is very similar to the skills of a character in a computer game, which can be acquired through training, performing tasks or practicing a certain ability. The paper goal is to describe a system that allows us to suggest exercises and to evaluate the results automatically. That will allow to construct the profile of the student in programming, according to the different phases of learning. This set of skills allow the teacher to have complete and updated information of the students' knowledge at all times, and thus minimizes the students' demotivation and failure.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122309089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this PhD proposal is to develop and test a new methodology to design a specific capacity-building program in energy efficiency for every organization, resulting in ad-hoc training adapted to the company's needs and opportunities. This methodology will be based on three pillars. The first one is, the Organizational/Human Centred Design that link knowledge transfer on energy efficiency with behavioural and organizational change models, second, the Active Peer-Based Flip Teaching to convert individual to organisational knowledge trying to improve results and promote new knowledge and resources generation. Last pillar is a personal learning environment applied on an online open access platform to support and host this knowledge and community. Two approaches are proposed for testing the methodology. General test, based on surveys and focus groups with key actors on the one hand; and sector test, based on real implementation in the agrofood sector employing the INDUCE European project which will create an open access platform and will test the methodology in 15 pilot companies from the food and beverage sector from Spain, Germany, the Netherlands and France.
{"title":"Methodology for Improvement in Energy Efficiency Training Programs in Professional Environments","authors":"F. Barrio, F. García-Peñalvo, M. Sein-Echaluce","doi":"10.1145/3284179.3284353","DOIUrl":"https://doi.org/10.1145/3284179.3284353","url":null,"abstract":"The aim of this PhD proposal is to develop and test a new methodology to design a specific capacity-building program in energy efficiency for every organization, resulting in ad-hoc training adapted to the company's needs and opportunities. This methodology will be based on three pillars. The first one is, the Organizational/Human Centred Design that link knowledge transfer on energy efficiency with behavioural and organizational change models, second, the Active Peer-Based Flip Teaching to convert individual to organisational knowledge trying to improve results and promote new knowledge and resources generation. Last pillar is a personal learning environment applied on an online open access platform to support and host this knowledge and community. Two approaches are proposed for testing the methodology. General test, based on surveys and focus groups with key actors on the one hand; and sector test, based on real implementation in the agrofood sector employing the INDUCE European project which will create an open access platform and will test the methodology in 15 pilot companies from the food and beverage sector from Spain, Germany, the Netherlands and France.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121930491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria Teresa Ugidos Lozano, R. D’Amato, A. Ruggiero, S. Manzoor, F. Haro, J. A. J. Méndez
This work presents a study carried out by taking a survey involving students that belong to the field of health sciences. The purpose of the survey was to evaluate the use of 3D models for the study of anatomy and how students found them useful or preferred them over original bone pieces from corpses. 250 students from various faculties of health sciences from University of Salamanca, Spain participated in the survey. The results demonstrated that the 3D bone models are very well accepted by the students and fulfil the pedagogical objectives in a significant way. Furthermore, the results showed that the use of this material for university anatomy teaching is valued.
{"title":"A study evaluating the level of satisfaction of the students of health sciences about the use of 3D printed bone models","authors":"Maria Teresa Ugidos Lozano, R. D’Amato, A. Ruggiero, S. Manzoor, F. Haro, J. A. J. Méndez","doi":"10.1145/3284179.3284242","DOIUrl":"https://doi.org/10.1145/3284179.3284242","url":null,"abstract":"This work presents a study carried out by taking a survey involving students that belong to the field of health sciences. The purpose of the survey was to evaluate the use of 3D models for the study of anatomy and how students found them useful or preferred them over original bone pieces from corpses. 250 students from various faculties of health sciences from University of Salamanca, Spain participated in the survey. The results demonstrated that the 3D bone models are very well accepted by the students and fulfil the pedagogical objectives in a significant way. Furthermore, the results showed that the use of this material for university anatomy teaching is valued.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115288935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. A. Martínez-Valdés, Nathalia Andrea Martínez-Ijají
App Inventor is an online tool for creating applications for mobile devices for the Android operating system. With this tool, it is possible to program applications without the need to learn a programming language, an excellent approximation to be introduced in the development of applications. Consequently, App Inventor has also been effectively used for professional development workshops for K12 teachers, as well as introductory computing courses at the college level. Their experiences report on students' high motivation and sometimes also on higher performance. We adopted App Inventor as the introductory programming language for a CS0 in an introductory course to programming in high school. The results we obtained for both the App Inventor language and the CodeMaster tool were less satisfactory than expected and, in some regards, disappointing. We describe our experience, analyze students' acceptance and discuss some consequences and lessons learnt to App Inventor in pre-university courses.
{"title":"An experience with the App Inventor in CS0 for the development of the STEM didactics","authors":"J. A. Martínez-Valdés, Nathalia Andrea Martínez-Ijají","doi":"10.1145/3284179.3284189","DOIUrl":"https://doi.org/10.1145/3284179.3284189","url":null,"abstract":"App Inventor is an online tool for creating applications for mobile devices for the Android operating system. With this tool, it is possible to program applications without the need to learn a programming language, an excellent approximation to be introduced in the development of applications. Consequently, App Inventor has also been effectively used for professional development workshops for K12 teachers, as well as introductory computing courses at the college level. Their experiences report on students' high motivation and sometimes also on higher performance. We adopted App Inventor as the introductory programming language for a CS0 in an introductory course to programming in high school. The results we obtained for both the App Inventor language and the CodeMaster tool were less satisfactory than expected and, in some regards, disappointing. We describe our experience, analyze students' acceptance and discuss some consequences and lessons learnt to App Inventor in pre-university courses.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123385623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Project we are leading in the General Directorate for Universities and Research is the Twinning Project ""Support to the Higher Education System in Morocco as part of a rapprochement with the European Higher Education Area" Tw REFERENCE: MA13/ENPI/SO/02-17 (MA/58). Twinning is a European Union instrument for institutional cooperation between Public Administrations of EU Member States and of beneficiary or partner countries. Twinning projects bring together public sector expertise from EU Member States and beneficiary countries with the aim of achieving concrete mandatory operational results through peer to peer activities.
{"title":"Support to the Higher Education System in Morocco as part of a rapprochement with the European Higher Education Area","authors":"Pilar Garcés García","doi":"10.1145/3284179.3284182","DOIUrl":"https://doi.org/10.1145/3284179.3284182","url":null,"abstract":"The Project we are leading in the General Directorate for Universities and Research is the Twinning Project \"\"Support to the Higher Education System in Morocco as part of a rapprochement with the European Higher Education Area\" Tw REFERENCE: MA13/ENPI/SO/02-17 (MA/58). Twinning is a European Union instrument for institutional cooperation between Public Administrations of EU Member States and of beneficiary or partner countries. Twinning projects bring together public sector expertise from EU Member States and beneficiary countries with the aim of achieving concrete mandatory operational results through peer to peer activities.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121226150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marta Martín del Pozo, A. G. Muñoz-Repiso, Azucena Hernández Martín
Video games are a common form of entertainment, but they can also be a useful learning resource. To implement video games effectively, it is important to make good video game selections and to consider certain criteria. One of these criteria is the video game content rating system: in Europe, the Pan European Game Information system (PEGI). We focus on this topic as one of the content and activity areas of a teacher training programme about video games and education for pre-service primary school teachers. In this paper, we explore the pre-service primary school teachers' perceptions of their knowledge about the PEGI rating system before and after the training programme, considering, on one hand, the complete sample and, on the other, the participants' gender and prior training in video games as an educational resource. Furthermore, we determine whether there were statistical differences in the teachers' perceptions of knowledge about PEGI before and after the training programme: that is, between the pretest and the posttest. The results indicate differences between before and after the training programme, showing that the teacher training programme and its activities increased the participants' perceptions of knowledge about PEGI. Thus, we can say that the programme was successful in this respect. Finally, we present some limitations of the study that should be considered in further research.
电子游戏是一种常见的娱乐形式,但它们也是一种有用的学习资源。为了有效地执行电子游戏,重要的是做出优秀的电子游戏选择并考虑某些标准。其中一个标准便是电子游戏内容评级系统:在欧洲便是泛欧游戏信息系统(Pan European game Information system, PEGI)。我们将这一主题作为教师培训计划的内容和活动领域之一,为职前小学教师提供有关电子游戏和教育的培训。在本文中,我们探讨了职前小学教师在培训计划前后对他们对PEGI评级系统的认知,一方面考虑了完整的样本,另一方面考虑了参与者的性别和之前对电子游戏作为教育资源的培训。此外,我们确定在培训计划前后,即测试前和测试后,教师对PEGI知识的认知是否存在统计学差异。结果显示培训计划前后的差异,表明教师培训计划及其活动增加了参与者对PEGI知识的认知。因此,我们可以说该方案在这方面是成功的。最后,我们提出了一些研究的局限性,在进一步的研究中应该考虑。
{"title":"A Pre-Service Teacher Training Programme about Video Games: Perceptions of Knowledge about PEGI","authors":"Marta Martín del Pozo, A. G. Muñoz-Repiso, Azucena Hernández Martín","doi":"10.1145/3284179.3284285","DOIUrl":"https://doi.org/10.1145/3284179.3284285","url":null,"abstract":"Video games are a common form of entertainment, but they can also be a useful learning resource. To implement video games effectively, it is important to make good video game selections and to consider certain criteria. One of these criteria is the video game content rating system: in Europe, the Pan European Game Information system (PEGI). We focus on this topic as one of the content and activity areas of a teacher training programme about video games and education for pre-service primary school teachers. In this paper, we explore the pre-service primary school teachers' perceptions of their knowledge about the PEGI rating system before and after the training programme, considering, on one hand, the complete sample and, on the other, the participants' gender and prior training in video games as an educational resource. Furthermore, we determine whether there were statistical differences in the teachers' perceptions of knowledge about PEGI before and after the training programme: that is, between the pretest and the posttest. The results indicate differences between before and after the training programme, showing that the teacher training programme and its activities increased the participants' perceptions of knowledge about PEGI. Thus, we can say that the programme was successful in this respect. Finally, we present some limitations of the study that should be considered in further research.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123806477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}