Javier Esteban Escaño, Á. F. Blanco, M. Sein-Echaluce, F. García-Peñalvo
In the university teaching context, the MOOCs appear as a different, open, massive and online teaching system available for every participant. This new design does not emerge without difficulties or controversy; the most relevant issue is the lack of a pedagogical model adapted to their features. Two different kinds of MOOC can be distinguished; the connectivist cMOOC and the xMOOC, that is based on a learning platform built as a traditional learning classroom. If the MOOC claims to transfer or create new knowledge among the participants, it has to consider the way this knowledge is created and transferred. This paper is focused on the knowledge management made on a new MOOC, the hMOOC or hybrid MOOC that combines characteristics of the both MOOC models mentioned above. In the conclusions of this paper, it will be presented a better perception of the hMOOC participants in the use made of the knowledge management processes regarding the xMOOC.
{"title":"Influence of the didactical design in the perception of knowledge management in MOOCs","authors":"Javier Esteban Escaño, Á. F. Blanco, M. Sein-Echaluce, F. García-Peñalvo","doi":"10.1145/3284179.3284301","DOIUrl":"https://doi.org/10.1145/3284179.3284301","url":null,"abstract":"In the university teaching context, the MOOCs appear as a different, open, massive and online teaching system available for every participant. This new design does not emerge without difficulties or controversy; the most relevant issue is the lack of a pedagogical model adapted to their features. Two different kinds of MOOC can be distinguished; the connectivist cMOOC and the xMOOC, that is based on a learning platform built as a traditional learning classroom. If the MOOC claims to transfer or create new knowledge among the participants, it has to consider the way this knowledge is created and transferred. This paper is focused on the knowledge management made on a new MOOC, the hMOOC or hybrid MOOC that combines characteristics of the both MOOC models mentioned above. In the conclusions of this paper, it will be presented a better perception of the hMOOC participants in the use made of the knowledge management processes regarding the xMOOC.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"16 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":"125237455","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}
E. Jiménez, G. Mariscal, Manuel Heredia, G. Castilla
The research carried out is based on the implementation of technology based on virtual reality in a subject called "General Laboratory Techniques" of the 1st year of the VET Training Course entitled "Higher Technician in Pathological Anatomy and Cytodiagnosis" at the Universidad Europea de Madrid (UEM). The purpose of this research is to understand the impact on student learning and performance that including technology such as virtual reality in the classroom may have. To this end we have opted for the use of a quasi-experimental design by means of two groups: a first experimental group, that uses a virtual reality application, and a control group that receives a traditionally cut master class. After the quantitative and qualitative analysis carried out, the results show that there are statistically significant differences in the scores of the pretest and posttest tests in favor of the experimental group, that is, of the students who performed the activity with virtual reality. They improved their performance against the students that used the traditional master class methodology. In addition, the results of the user experience survey, passed after using the app, were positive. In most of the cases, the average is above 4 over 5 for the degree of overall satisfaction shown by the students. Being very high/excellent for 60% of students and high for 40%. Due to these factors, we can conclude that the impact of virtual reality activities in the classroom is beneficial for the learning and the academic results of the students, in addition to their motivation.
{"title":"Virtual reality versus master class: a comparative study","authors":"E. Jiménez, G. Mariscal, Manuel Heredia, G. Castilla","doi":"10.1145/3284179.3284276","DOIUrl":"https://doi.org/10.1145/3284179.3284276","url":null,"abstract":"The research carried out is based on the implementation of technology based on virtual reality in a subject called \"General Laboratory Techniques\" of the 1st year of the VET Training Course entitled \"Higher Technician in Pathological Anatomy and Cytodiagnosis\" at the Universidad Europea de Madrid (UEM). The purpose of this research is to understand the impact on student learning and performance that including technology such as virtual reality in the classroom may have. To this end we have opted for the use of a quasi-experimental design by means of two groups: a first experimental group, that uses a virtual reality application, and a control group that receives a traditionally cut master class. After the quantitative and qualitative analysis carried out, the results show that there are statistically significant differences in the scores of the pretest and posttest tests in favor of the experimental group, that is, of the students who performed the activity with virtual reality. They improved their performance against the students that used the traditional master class methodology. In addition, the results of the user experience survey, passed after using the app, were positive. In most of the cases, the average is above 4 over 5 for the degree of overall satisfaction shown by the students. Being very high/excellent for 60% of students and high for 40%. Due to these factors, we can conclude that the impact of virtual reality activities in the classroom is beneficial for the learning and the academic results of the students, in addition to their motivation.","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":"131543353","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}
Francisco-Javier Herrero-Gutiérrez, Wiselis-Rosanna Sena-Rivas, Cruz-Alberto Martínez-Arcos, S. Martín
Education is regarded as a key area virtually anywhere in the world. Disadvantaged and developing countries are the most committed in this area as they are very aware of the benefits education can bring. Latin America has made progress in this field and to pave the way for a prosperous future it is necessary to document what has been done, what is being done and what is being approached from a scientific point of view. Ultimately, the educational advancement of a country, to a large extent, also depends on the advancement of education as a science. Therefore, this work offers a literature review that aims to identify the aspects that are being addressed in this field, taking education as an object of scientific study within the Latin American community. Based on the analysis of the most-cited research articles, we aim to identify the predominant subjects and geographical locations in research on education in Latin America. The application of a method based on systematic literature review indicates that there is still a low incidence of scientific documents that relate the variables "Education" and "Latin America". Other results speak of an object of study based on geographical totality, not specific countries, and references to generic educational levels. Finally, "social policy" stands as the main sub-theme of study related to education.
{"title":"Education as an object of study in Latin America and the interests of the scientific community: A bibliographical approach based on a systematic literature review","authors":"Francisco-Javier Herrero-Gutiérrez, Wiselis-Rosanna Sena-Rivas, Cruz-Alberto Martínez-Arcos, S. Martín","doi":"10.1145/3284179.3284225","DOIUrl":"https://doi.org/10.1145/3284179.3284225","url":null,"abstract":"Education is regarded as a key area virtually anywhere in the world. Disadvantaged and developing countries are the most committed in this area as they are very aware of the benefits education can bring. Latin America has made progress in this field and to pave the way for a prosperous future it is necessary to document what has been done, what is being done and what is being approached from a scientific point of view. Ultimately, the educational advancement of a country, to a large extent, also depends on the advancement of education as a science. Therefore, this work offers a literature review that aims to identify the aspects that are being addressed in this field, taking education as an object of scientific study within the Latin American community. Based on the analysis of the most-cited research articles, we aim to identify the predominant subjects and geographical locations in research on education in Latin America. The application of a method based on systematic literature review indicates that there is still a low incidence of scientific documents that relate the variables \"Education\" and \"Latin America\". Other results speak of an object of study based on geographical totality, not specific countries, and references to generic educational levels. Finally, \"social policy\" stands as the main sub-theme of study related to education.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"79 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":"131835173","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}
Topic modeling techniques are applied in the field of Digital Humanities, specifically wit historical texts some often. However, digitizing documents often produces texts with poor readability. This is the case of the historical press, in which to the degrading of the support must be added the layout, the inclusion of advertisements, illustrations, etc. This paper describes the application of topic modeling to a specific Spanish newspaper with these difficulties; as well as the same application during the same period to another newspaper converted to text manually. The comparison of the results shows consistency between both newspapers
{"title":"Applying topic modeling techniques to degraded texts: Spanish historical press during the Transición (1977-1982)","authors":"C. G. Figuerola","doi":"10.1145/3284179.3284319","DOIUrl":"https://doi.org/10.1145/3284179.3284319","url":null,"abstract":"Topic modeling techniques are applied in the field of Digital Humanities, specifically wit historical texts some often. However, digitizing documents often produces texts with poor readability. This is the case of the historical press, in which to the degrading of the support must be added the layout, the inclusion of advertisements, illustrations, etc. This paper describes the application of topic modeling to a specific Spanish newspaper with these difficulties; as well as the same application during the same period to another newspaper converted to text manually. The comparison of the results shows consistency between both newspapers","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"52 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":"131716425","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. Sicilia, E. García-Barriocanal, Salvador Sánchez-Alonso, P. Rózewski, Magdalena Kieruzel, Tomasz Lipczynski, Carme Royo, Francesca Uras, C. Hamill
Digital skills are key enablers in a wide spectrum of jobs that require the use of digital tools for information search, communication and problem-solving. The interest on digital skills training has resulted in frameworks and offerings at different educational levels. However, there is a limited understanding on the relative importance of these skills for different stakeholders, and on the instructional methods that may better facilitate their acquisition in the Higher Education (HE) context as a preparation for the workplace. Here we report the results of a trans-national study on the perceptions of different stakeholder groups (namely students, employers, instructors and civic institutions) about the relative importance of digital competences, the effectiveness of current offerings and the best approaches for their acquisition. The European DigComp 2.1 framework for digital skills was used as a way of structuring the inquiry process based on surveys and focus groups. Results showed some differences in perception across groups and a clear focus on information search and communication abilities as priorities, but also to a perceived gap between the needs and the actual abilities of students. Results also point out to situated and problem-based learning approaches as adequate instructional methods.
{"title":"Digital skills training in Higher Education: insights about the perceptions of different stakeholders","authors":"M. Sicilia, E. García-Barriocanal, Salvador Sánchez-Alonso, P. Rózewski, Magdalena Kieruzel, Tomasz Lipczynski, Carme Royo, Francesca Uras, C. Hamill","doi":"10.1145/3284179.3284312","DOIUrl":"https://doi.org/10.1145/3284179.3284312","url":null,"abstract":"Digital skills are key enablers in a wide spectrum of jobs that require the use of digital tools for information search, communication and problem-solving. The interest on digital skills training has resulted in frameworks and offerings at different educational levels. However, there is a limited understanding on the relative importance of these skills for different stakeholders, and on the instructional methods that may better facilitate their acquisition in the Higher Education (HE) context as a preparation for the workplace. Here we report the results of a trans-national study on the perceptions of different stakeholder groups (namely students, employers, instructors and civic institutions) about the relative importance of digital competences, the effectiveness of current offerings and the best approaches for their acquisition. The European DigComp 2.1 framework for digital skills was used as a way of structuring the inquiry process based on surveys and focus groups. Results showed some differences in perception across groups and a clear focus on information search and communication abilities as priorities, but also to a perceived gap between the needs and the actual abilities of students. Results also point out to situated and problem-based learning approaches as adequate instructional methods.","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":"129894391","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 paper outlines the research plan to develop the PhD Program in Education in the Knowledge Society by strengthening our understanding of academic plagiarism among university students and how technology has led to its increase. Information overload and easy access to information make it more likely to steal intellectual property and increases the unethical use of information. Problems related to the effective use and management of information persist and lead students to academic plagiarism. The intention therefore, through this research, is to discover whether improvements in the development of information competencies help tackle this problem. A mixed research methodology is proposed, to better understand the extent of the problem based on a quantitative analysis; a qualitative assessment will also be used to understand its causes. Data collection instruments, i.e. university student questionnaires and interviews will be designed to fulfil the objectives set out in this research: to analyse whether university students have developed information competencies or not, and whether these competencies lead to academic plagiarism. The data obtained will be used to create a training program aimed at tackling the problem. The program will be based on resources used from students' very first year at university, thus achieving significant changes in the learning process.
{"title":"The ethical use of information during university students' academic development","authors":"Sandy Antonio Gutiérrez, E. M. Morgado","doi":"10.1145/3284179.3284347","DOIUrl":"https://doi.org/10.1145/3284179.3284347","url":null,"abstract":"This paper outlines the research plan to develop the PhD Program in Education in the Knowledge Society by strengthening our understanding of academic plagiarism among university students and how technology has led to its increase. Information overload and easy access to information make it more likely to steal intellectual property and increases the unethical use of information. Problems related to the effective use and management of information persist and lead students to academic plagiarism. The intention therefore, through this research, is to discover whether improvements in the development of information competencies help tackle this problem. A mixed research methodology is proposed, to better understand the extent of the problem based on a quantitative analysis; a qualitative assessment will also be used to understand its causes. Data collection instruments, i.e. university student questionnaires and interviews will be designed to fulfil the objectives set out in this research: to analyse whether university students have developed information competencies or not, and whether these competencies lead to academic plagiarism. The data obtained will be used to create a training program aimed at tackling the problem. The program will be based on resources used from students' very first year at university, thus achieving significant changes in the learning process.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"137 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":"133827364","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}
María Antonia Fuentes Calderón, Laura Olmedo Jiménez, M. Sánchez-Ledesma
Transcranial magnetic stimulation and transcranial direct current stimulation are two techniques of non-invasive brain stimulation which principal mechanism of action is the cortical excitability modulation. The objective of this study is to perform an updated descriptive review of Transcranial Magnetic Stimulation (TMS) and Transcranial Direct Current Stimulation (tDCS) analyzing the similarities and differences of their therapeutic applications in the rehabilitation of some of the most relevant neurological deficits consecutive to the stroke. Both TMS and tDCS favor the neurological recovery in the chronic phase of stroke. Until the moment, no differences have been published between both procedures in these cases after analyzing the published in relation to its effectiveness over motor dysfunction, aphasia or dysphagia. Clinical studies with greater number of participants and protocols standardized could outline this assessment in future studies.
{"title":"Transcranial Magnetic Stimulation versus Transcranial Direct Current Stimulation as neuromodulatory techniques in stroke rehabilitation","authors":"María Antonia Fuentes Calderón, Laura Olmedo Jiménez, M. Sánchez-Ledesma","doi":"10.1145/3284179.3284251","DOIUrl":"https://doi.org/10.1145/3284179.3284251","url":null,"abstract":"Transcranial magnetic stimulation and transcranial direct current stimulation are two techniques of non-invasive brain stimulation which principal mechanism of action is the cortical excitability modulation. The objective of this study is to perform an updated descriptive review of Transcranial Magnetic Stimulation (TMS) and Transcranial Direct Current Stimulation (tDCS) analyzing the similarities and differences of their therapeutic applications in the rehabilitation of some of the most relevant neurological deficits consecutive to the stroke. Both TMS and tDCS favor the neurological recovery in the chronic phase of stroke. Until the moment, no differences have been published between both procedures in these cases after analyzing the published in relation to its effectiveness over motor dysfunction, aphasia or dysphagia. Clinical studies with greater number of participants and protocols standardized could outline this assessment in future studies.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"136 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":"134115533","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. E. Baños-García, Fernando Lezcano-Barbero, R. Casado-Muñoz
A study including an evaluation of Multimedia Applications aimed to support Young people with Intellectual Disability in relation to the support needs defined by AAID (American Association on Intellectual and Developmental Disabilities), was conducted. A systematic study established the functional areas of support covered by the tools found in the in-depth searches. An important number of areas have been found not to be supported by Multimedia Applications.
{"title":"Evaluation of Multimedia Applications aimed to support the participation of Youth with Intellectual Disability: Evaluation of Multimedia Applications for Youth with Intellectual Disability","authors":"M. E. Baños-García, Fernando Lezcano-Barbero, R. Casado-Muñoz","doi":"10.1145/3284179.3284218","DOIUrl":"https://doi.org/10.1145/3284179.3284218","url":null,"abstract":"A study including an evaluation of Multimedia Applications aimed to support Young people with Intellectual Disability in relation to the support needs defined by AAID (American Association on Intellectual and Developmental Disabilities), was conducted. A systematic study established the functional areas of support covered by the tools found in the in-depth searches. An important number of areas have been found not to be supported by Multimedia Applications.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"211 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":"133537081","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}
In higher education institutions, the use of the virtual platform, rather than a support tool for the training of professionals, should favor the teaching-learning process, as a superlative purpose it should even ally with teaching to favor teaching Innovation. Innovation in higher education strengthens the teacher-student and student-student relationship to make learning achievements effective. Society, immersed in a technological world, demands that this space of digital interaction, become a space for educational Innovation. In addition, it is very important to identify actions implemented by teaching using the platform and even identify the characteristics of the actions that are considered innovative. The study found interesting findings that guide the use of the virtual platform, the training with didactic and technological accompaniment is vital for the teacher, the favorable appreciation to the technology on the part of the teaching must take advantage in education, the innovative practices that have Successful at the Central University are associated with research and collaborative work.
{"title":"Innovation in the university: virtual educational platform","authors":"Susana Cadena-Vela, Jorge Ortiz Herrera, Gisela Torres, Gina Mejía-Madrid","doi":"10.1145/3284179.3284308","DOIUrl":"https://doi.org/10.1145/3284179.3284308","url":null,"abstract":"In higher education institutions, the use of the virtual platform, rather than a support tool for the training of professionals, should favor the teaching-learning process, as a superlative purpose it should even ally with teaching to favor teaching Innovation. Innovation in higher education strengthens the teacher-student and student-student relationship to make learning achievements effective. Society, immersed in a technological world, demands that this space of digital interaction, become a space for educational Innovation. In addition, it is very important to identify actions implemented by teaching using the platform and even identify the characteristics of the actions that are considered innovative. The study found interesting findings that guide the use of the virtual platform, the training with didactic and technological accompaniment is vital for the teacher, the favorable appreciation to the technology on the part of the teaching must take advantage in education, the innovative practices that have Successful at the Central University are associated with research and collaborative work.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"62 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":"132503392","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}
José Carlos Sánchez Prieto, Fang Huang, T. Teo, F. García-Peñalvo, E. T. Sánchez
This paper presents the results of a study focused on the factors that condition the acceptance of mobile technologies among university students from China and Spain, paying special attention to the learning beliefs of the students. A total of 808 students from different universities from Spain and China participated in this study filling a questionnaire design and developed through the collaboration of researchers from both countries. The results of the descriptive analysis show a good level of acceptance of mobile technologies among both groups of students although the hypothesis contrast evidences important differences according to the variable country.
{"title":"Mobile Acceptance and Learning Beliefs: A Cross-Cultural Assessment Between China and Spain","authors":"José Carlos Sánchez Prieto, Fang Huang, T. Teo, F. García-Peñalvo, E. T. Sánchez","doi":"10.1145/3284179.3284220","DOIUrl":"https://doi.org/10.1145/3284179.3284220","url":null,"abstract":"This paper presents the results of a study focused on the factors that condition the acceptance of mobile technologies among university students from China and Spain, paying special attention to the learning beliefs of the students. A total of 808 students from different universities from Spain and China participated in this study filling a questionnaire design and developed through the collaboration of researchers from both countries. The results of the descriptive analysis show a good level of acceptance of mobile technologies among both groups of students although the hypothesis contrast evidences important differences according to the variable country.","PeriodicalId":370465,"journal":{"name":"Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"28 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":"132579123","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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