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}
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}
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}
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}
Antonio Jose Rodrigues Neto, M. M. Borges, Licinio Gomes Roque
In this study, we have identified that a Proof of Concept can be characterized as a research practice and instrument of knowledge creation, based on a set of activities that are applied to the study and understanding of certain objects by the actors involved. In Information Systems Development, we have characterized a Proof of Concept as a system that creates socio-technical phenomena and, with the aim of understanding these phenomena, we use the Context Engineering approach. Context Engineering represents the relationship between a set of essential movements in a new framework of activities of Information Systems Development. Furthermore, we highlight Information Science, which allows us to study in formal and rigorous ways the processes, techniques, conditions, and effects that are entailed in improving the efficacy of information, which is used for a range of purposes related to individual, social and organizational needs, as well as new methods of scientific communication. To our knowledge, and following a review of the literature, there is a lack of studies combined with gaps in the knowledge of Proof of Concept practices. The misunderstanding of these practices may strengthen the probability of compromising the reliability, reproducibility, and reusability of the knowledge consumed or constructed in a Proof of Concept, which may affect its appropriate utilization by the organizations, their actors, or communities of practice. In this context, this paper aims to promote a preliminary study of the state-of-the-art scientific knowledge and to contribute to the body of published literature on Proof of Concept practices.
{"title":"A Preliminary Study of Proof of Concept Practices and their Connection with Information Systems and Information Science","authors":"Antonio Jose Rodrigues Neto, M. M. Borges, Licinio Gomes Roque","doi":"10.1145/3284179.3284226","DOIUrl":"https://doi.org/10.1145/3284179.3284226","url":null,"abstract":"In this study, we have identified that a Proof of Concept can be characterized as a research practice and instrument of knowledge creation, based on a set of activities that are applied to the study and understanding of certain objects by the actors involved. In Information Systems Development, we have characterized a Proof of Concept as a system that creates socio-technical phenomena and, with the aim of understanding these phenomena, we use the Context Engineering approach. Context Engineering represents the relationship between a set of essential movements in a new framework of activities of Information Systems Development. Furthermore, we highlight Information Science, which allows us to study in formal and rigorous ways the processes, techniques, conditions, and effects that are entailed in improving the efficacy of information, which is used for a range of purposes related to individual, social and organizational needs, as well as new methods of scientific communication. To our knowledge, and following a review of the literature, there is a lack of studies combined with gaps in the knowledge of Proof of Concept practices. The misunderstanding of these practices may strengthen the probability of compromising the reliability, reproducibility, and reusability of the knowledge consumed or constructed in a Proof of Concept, which may affect its appropriate utilization by the organizations, their actors, or communities of practice. In this context, this paper aims to promote a preliminary study of the state-of-the-art scientific knowledge and to contribute to the body of published literature on Proof of Concept practices.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"74 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":"122810419","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}
Ana Isabel Beltrán-Velasco, Pablo Ruisoto, Alberto Bellido-Esteban, Mónica García-Mateos, V. Clemente-Suárez
The aim of this study was to analyze the psychophysiological response of Physiotherapy degree students during a complete clinical practice. We analyzed in 15 students heart rate variability (HRV) to analyze autonomic modulation in three moments during the entire clinical practices of 3 months (4 h per day, 3 days per week), first session, middle session and last session; perceived stress, personality, life engagement, cognitive flexibility before starting the clinical practice the academic performance after the clinical practice. Results based on HRV and related indexes parameters fail to indicate the expected autonomic adaptation during the practice. A complete clinical practice of Physiotherapy degree students does not produce a habituation process since a high sympathetic autonomic nervous system modulation was measured in the beginning, at the middle and at the final of the clinical practice.
{"title":"Exploring students psychophysiological stress response in physiotherapy","authors":"Ana Isabel Beltrán-Velasco, Pablo Ruisoto, Alberto Bellido-Esteban, Mónica García-Mateos, V. Clemente-Suárez","doi":"10.1145/3284179.3284261","DOIUrl":"https://doi.org/10.1145/3284179.3284261","url":null,"abstract":"The aim of this study was to analyze the psychophysiological response of Physiotherapy degree students during a complete clinical practice. We analyzed in 15 students heart rate variability (HRV) to analyze autonomic modulation in three moments during the entire clinical practices of 3 months (4 h per day, 3 days per week), first session, middle session and last session; perceived stress, personality, life engagement, cognitive flexibility before starting the clinical practice the academic performance after the clinical practice. Results based on HRV and related indexes parameters fail to indicate the expected autonomic adaptation during the practice. A complete clinical practice of Physiotherapy degree students does not produce a habituation process since a high sympathetic autonomic nervous system modulation was measured in the beginning, at the middle and at the final of the clinical practice.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"1 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":"129425855","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}
Vanessa Izquierdo-Álvarez, Eva Lahuerta-Otero, Rebeca Cordero-Gutiérrez
With the arrival of the millennials and generation Z to the university classrooms, the greatest teaching challenge is to adapt the traditional masterclass and turn the classroom into a collaborative space that takes advantage of Information and communication technology to introduce dynamic elements that encourage the participation of increasingly unmotivated students. With the emergence and penetration of mobile devices in all aspects of everyday life, the teaching-learning process must be changed to encourage participation and to achieve effective results. Thus, the use of gamification tools such as Kahoot can help in this challenge, as they encourage the effective acquisition of competences through play and competition. This study demonstrates the positive results of including gamification processes in the Spanish public and private university classroom, contrasting their effectiveness in different degrees and subjects.
{"title":"Kahoot, win the learning race","authors":"Vanessa Izquierdo-Álvarez, Eva Lahuerta-Otero, Rebeca Cordero-Gutiérrez","doi":"10.1145/3284179.3284303","DOIUrl":"https://doi.org/10.1145/3284179.3284303","url":null,"abstract":"With the arrival of the millennials and generation Z to the university classrooms, the greatest teaching challenge is to adapt the traditional masterclass and turn the classroom into a collaborative space that takes advantage of Information and communication technology to introduce dynamic elements that encourage the participation of increasingly unmotivated students. With the emergence and penetration of mobile devices in all aspects of everyday life, the teaching-learning process must be changed to encourage participation and to achieve effective results. Thus, the use of gamification tools such as Kahoot can help in this challenge, as they encourage the effective acquisition of competences through play and competition. This study demonstrates the positive results of including gamification processes in the Spanish public and private university classroom, contrasting their effectiveness in different degrees and subjects.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"22 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":"128284233","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}
This research analyses the benefits of Music in improving the learning of a foreign language. A theoretical review was carried out about the importance of musical training in the learning of other languages and the importance of starting it in the earliest possible way. Subsequently, a study was conducted with conservatory students about their perception of whether studying music helps them learn languages. A questionnaire of seventeen items was applied. After the analysis of the results, we can conclude that there are many positive aspects that music contributes to the learning of a second language, since it helps to improve auditory discrimination, to improve pronunciation and to automate the process of language acquisition, even though not all students are aware of this.
{"title":"Importance of auditory development in conservatory students and its repercussion in the learning of another language: Case study","authors":"Rocío Chao-Fernández, Ruth Alonso-Jartín, Aurelio Chao-Fernández","doi":"10.1145/3284179.3284302","DOIUrl":"https://doi.org/10.1145/3284179.3284302","url":null,"abstract":"This research analyses the benefits of Music in improving the learning of a foreign language. A theoretical review was carried out about the importance of musical training in the learning of other languages and the importance of starting it in the earliest possible way. Subsequently, a study was conducted with conservatory students about their perception of whether studying music helps them learn languages. A questionnaire of seventeen items was applied. After the analysis of the results, we can conclude that there are many positive aspects that music contributes to the learning of a second language, since it helps to improve auditory discrimination, to improve pronunciation and to automate the process of language acquisition, even though not all students are aware of this.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"1 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":"128834526","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}
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