The acquisition of digital and research competencies for educating university students is a requirement that is becoming more relevant given the demands of today's society. However, learning methodologies used by professors seem to be detached from reality, preventing the development of applicable learning, as well as the acquisition of those skills necessary in the twenty-first century. The main objective of the research is to analyze the Lean Startup method as a learning methodology in the creation of digital and research competencies in students from the UNED Costa Rica during the development of the course: Mixed Methods Research (MMR). The sample consisted of 531 individuals, teachers and students from different degrees of the School of Education from the UNED who took the course during the years 2015 to 2017. A mixed explanatory sequential design was used, with a theoretical part of an exploration of the method, a quantitative part (descriptive analysis and contrast of means) and another qualitative part by means of content analysis. The results showed the effectiveness of an innovative methodology such as Lean Startup in the development of digital and research skills, and the change of the teacher's role in the teaching process.
{"title":"Lean Startup as a Learning Methodology for Developing Digital and Research Competencies","authors":"C. Ávalos, Ana Pérez-Escoda, L. Monge","doi":"10.7821/NAER.2019.7.438","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.438","url":null,"abstract":"The acquisition of digital and research competencies for educating university students is a requirement that is becoming more relevant given the demands of today's society. However, learning methodologies used by professors seem to be detached from reality, preventing the development of applicable learning, as well as the acquisition of those skills necessary in the twenty-first century. The main objective of the research is to analyze the Lean Startup method as a learning methodology in the creation of digital and research competencies in students from the UNED Costa Rica during the development of the course: Mixed Methods Research (MMR). The sample consisted of 531 individuals, teachers and students from different degrees of the School of Education from the UNED who took the course during the years 2015 to 2017. A mixed explanatory sequential design was used, with a theoretical part of an exploration of the method, a quantitative part (descriptive analysis and contrast of means) and another qualitative part by means of content analysis. The results showed the effectiveness of an innovative methodology such as Lean Startup in the development of digital and research skills, and the change of the teacher's role in the teaching process.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41767133","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 work presents the analysis of a proposal designed in the field of initial teacher training, the aim of which is to promote the presence of schools in a university context. With the objective of enabling students to experience practical and reflective learning, we have designed a process of interuniversity collaboration focused on horizontally developing interaction and the generation of knowledge. The deconstruction of the process, based on a narrative approach, has allowed us to open a space to reflect on the actions that encourage participation and exchange between undergraduate students from different universities and promote links with schools. The results show the transformations of the protagonists of the experience and of those who participated indirectly, redefining personal stories in the context of collaborative work and the improvement of our professional development. It also shows the implications of an interuniversity project, recounting the richness inherent in the mixture of geographical and cultural contexts involved. The dilemmas and critical incidents allow us to guide the introduction of improvements in the next cycle of collaboration.
{"title":"University-School Scenarios and Voices from Classrooms. Rethinking Collaboration within the Framework of an Interuniversity Project","authors":"Elia Fernández-Díaz, Prudencia Gutiérrez Esteban, Lorea Fernández Olaskoaga","doi":"10.7821/NAER.2019.7.372","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.372","url":null,"abstract":"This work presents the analysis of a proposal designed in the field of initial teacher training, the aim of which is to promote the presence of schools in a university context. With the objective of enabling students to experience practical and reflective learning, we have designed a process of interuniversity collaboration focused on horizontally developing interaction and the generation of knowledge. The deconstruction of the process, based on a narrative approach, has allowed us to open a space to reflect on the actions that encourage participation and exchange between undergraduate students from different universities and promote links with schools. The results show the transformations of the protagonists of the experience and of those who participated indirectly, redefining personal stories in the context of collaborative work and the improvement of our professional development. It also shows the implications of an interuniversity project, recounting the richness inherent in the mixture of geographical and cultural contexts involved. The dilemmas and critical incidents allow us to guide the introduction of improvements in the next cycle of collaboration.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45996540","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}
Jesús López Belmonte, Santiago Pozo Sánchez, María José Del Pino Espejo
Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.
{"title":"Projection of the Flipped Learning Methodology in the Teaching Staff of Cross-Border Contexts","authors":"Jesús López Belmonte, Santiago Pozo Sánchez, María José Del Pino Espejo","doi":"10.7821/NAER.2019.7.431","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.431","url":null,"abstract":"Technological impact and immigration have resulted in ICT playing a significant role in educational adaptation to multicultural environments. This study focuses on flipped learning as an innovative teaching method. The overall objectives of this research are, on the one hand, to carry out a review of the scientific literature about flipped learning, and, on the other hand, to know the extent of its scope amongst teaching staff in cross-border regions. To achieve these objectives, a quantitative method has been developed through a descriptive model. 316 teachers from different educational centres of the Spanish Autonomous City of Ceuta (Spain) were selected as a sample, and an ad hoc questionnaire was used as an instrument for collecting personal data. Statistical procedures were performed through SPSS software, using location and scattering parameters (median and standard deviation), measurements (Pearson’s asymmetry coefficient and Fisher’s pointing coefficient) and association tasks between variables. The results show that teachers claim to have the necessary knowledge to implement flipped learning in their programmes, but they still have certain deficiencies in their specific training. A significant number of these teachers do not use it because they lack training and digital assets, and also because of a certain apprehension towards innovative practices. The main benefits include the improvement in the student’s autonomy, their participation, interaction and motivation, as well as the teachers’ satisfaction. Regarding the teachers’ perception, it therefore follows that flipped learning contributes to the attention towards diversity created by the multicultural environments, which in this case is a result of the migration phenomenon.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47757086","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 order to disseminate the findings and recommendations from their studies, researchers publish papers in scientific journals in their subject area. Research communities thus emerge as a result of the communication between authors who cite other relevant papers. This study focuses on the relationships between Spanish and English research communities in the specific field of Educational Technology. We explore as hypotheses whether there are signs of scientific journal communication between authors in these two communities, and if the English authors reciprocate citations by Spanish authors. In order to verify them, a social network analysis was conducted by considering outgoing and incoming citations in eight open access journals (four in English and four in Spanish) published over ten years (2007-2016). The sample includes 3,407 articles, which were analysed using UCINET and Gephi software. The results show partial confirmation of the hypotheses, since two separate research communities were recognized, with almost no communication between them. However, the Spanish community was presented as more connected than the English one. We interpret these results by considering not only language factors, but also the journal roots and the particular subject field under consideration. Finally, we highlight some general recommendations to enhance future communication between these two education research communities.
{"title":"Scientific Communication between Spanish and English Educational Technology Journals. A Citation Analysis of eight Journals","authors":"Victoria I. Marín, Olaf Zawacki-Richter","doi":"10.7821/NAER.2019.7.393","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.393","url":null,"abstract":"In order to disseminate the findings and recommendations from their studies, researchers publish papers in scientific journals in their subject area. Research communities thus emerge as a result of the communication between authors who cite other relevant papers. This study focuses on the relationships between Spanish and English research communities in the specific field of Educational Technology. We explore as hypotheses whether there are signs of scientific journal communication between authors in these two communities, and if the English authors reciprocate citations by Spanish authors. In order to verify them, a social network analysis was conducted by considering outgoing and incoming citations in eight open access journals (four in English and four in Spanish) published over ten years (2007-2016). The sample includes 3,407 articles, which were analysed using UCINET and Gephi software. The results show partial confirmation of the hypotheses, since two separate research communities were recognized, with almost no communication between them. However, the Spanish community was presented as more connected than the English one. We interpret these results by considering not only language factors, but also the journal roots and the particular subject field under consideration. Finally, we highlight some general recommendations to enhance future communication between these two education research communities.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43221018","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}
Emilio José Delgado-Algarra, C. Bernal-Bravo, Eloy López-Meneses
The increase in the internationalization of universities has been accompanied by an increase in multiculturalism in classrooms. Due to this situation, with the objective of knowing the conceptions of university professors around pluricultural competence and attending to the connection with their positioning in relation to the models of cosmopolitan citizenship; a mixed research is developed in the Hispanic-Japanese context of higher education, focusing attention on education and social sciences professors. In general, it is concluded that there are connections between the positioning of multiculturalism and cosmopolitan citizenship. Thus, the university professors of both countries highlight the advantages of cultural plurality in educational environments and, despite the fact that there is governmental support for academic internationalization, in the sample of Japanese professors, there is a greater concern about the preservation of national identity in cultural plurality.
{"title":"Multicultural Competence and Cosmopolitan Citizenship in the Hispanic-Japanese Context of Higher Education","authors":"Emilio José Delgado-Algarra, C. Bernal-Bravo, Eloy López-Meneses","doi":"10.7821/NAER.2019.7.425","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.425","url":null,"abstract":"The increase in the internationalization of universities has been accompanied by an increase in multiculturalism in classrooms. Due to this situation, with the objective of knowing the conceptions of university professors around pluricultural competence and attending to the connection with their positioning in relation to the models of cosmopolitan citizenship; a mixed research is developed in the Hispanic-Japanese context of higher education, focusing attention on education and social sciences professors. In general, it is concluded that there are connections between the positioning of multiculturalism and cosmopolitan citizenship. Thus, the university professors of both countries highlight the advantages of cultural plurality in educational environments and, despite the fact that there is governmental support for academic internationalization, in the sample of Japanese professors, there is a greater concern about the preservation of national identity in cultural plurality.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48780586","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}
Luis Matosas-López, Juan Carlos Aguado-Franco, José Gómez-Galán
The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task. This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality. The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies. The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.
{"title":"Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities","authors":"Luis Matosas-López, Juan Carlos Aguado-Franco, José Gómez-Galán","doi":"10.7821/NAER.2019.7.410","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.410","url":null,"abstract":"The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task. This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality. The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies. The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45040969","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}
A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez
To date, the knowledge and use of ICT (Information and Communication Technologies) has become an almost essential requirement when someone wants to find employment in our society. For this reason, this study aims to analyze the importance that students of the Faculty of Business Studies and Tourism of the University of Huelva (Spain) give to the acquisition of ICT skills for their future professional performance and the domain they have over them (achieved throughout their years of learning). This research is developed through a questionnaire completed by 90 students of the Faculty and concludes that in general they give these ICT skills the importance that they deserve and that their domain goes in parallel (except for some skills that show formative need), even being able to observe that in the majority of cases the dominion of these skills is tied to the importance that they give them.
{"title":"The Importance of ICTs for Students as a Competence for their Future Professional Performance: the Case of the Faculty of Business Studies and Tourism of the University of Huelva","authors":"A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez","doi":"10.7821/NAER.2019.7.434","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.434","url":null,"abstract":"To date, the knowledge and use of ICT (Information and Communication Technologies) has become an almost essential requirement when someone wants to find employment in our society. For this reason, this study aims to analyze the importance that students of the Faculty of Business Studies and Tourism of the University of Huelva (Spain) give to the acquisition of ICT skills for their future professional performance and the domain they have over them (achieved throughout their years of learning). This research is developed through a questionnaire completed by 90 students of the Faculty and concludes that in general they give these ICT skills the importance that they deserve and that their domain goes in parallel (except for some skills that show formative need), even being able to observe that in the majority of cases the dominion of these skills is tied to the importance that they give them.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47061579","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 aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.
{"title":"Academic Writing and the Internet: Cyber-Plagiarism amongst University Students","authors":"Nechita Olivia-Dumitrina, Montserrat Casanovas, Yolanda Capdevila","doi":"10.7821/NAER.2019.7.407","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.407","url":null,"abstract":"This research aims to present a number of findings on the perception that university students have on academic plagiarism. Data has been collected on the procedures of copy and paste, paraphrase, translation, as well as the need for citation of resources taken from the Internet. This study was carried out at the University of Lleida (UdL), via an online questionnaire administered to 1150 first-year students. The results show similar figures in the understanding of plagiarism with respect to two procedures: copy and paste (69.3%) and paraphrase (68.3%). In the case of translation, the figure is higher with 82.1% of students considering that translating a text is plagiarism. Regarding the need to cite digital sources, 13.6% argue it is not necessary. When analysing the results according to the different faculties and affiliated schools, no pattern of behaviour has been detected in relation to the typology of the degree students were enrolled in, but a trend towards different behaviours can be observed in the two faculties in which students have received specific training within the framework of subjects of their degrees (Faculty of Nursing and Physiotherapy and Faculty of Education, Psychology and Social Work). In these cases, the figures related to acknowledging plagiarism procedures are higher and so is the percentage of students who say that resources taken from the Internet should be cited. This leads us to conclude, in line with other studies that have dealt with the same subject, that training is key to tackling the issue of plagiarism in higher education.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":"1 1","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41402266","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}
Julio Barroso Osuna, Juan-Jesús Gutiérrez-Castillo, María del Carmen Llorente-Cejudo, Rubicelia Valencia Ortiz
“Augmented reality” (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument “AR obstacle questionnaire” (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the “K coefficient” (K = ½ Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a ≥ 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.
{"title":"Difficulties in the Incorporation of Augmented Reality in University Education: Visions from the Experts","authors":"Julio Barroso Osuna, Juan-Jesús Gutiérrez-Castillo, María del Carmen Llorente-Cejudo, Rubicelia Valencia Ortiz","doi":"10.7821/NAER.2019.7.409","DOIUrl":"https://doi.org/10.7821/NAER.2019.7.409","url":null,"abstract":"“Augmented reality” (AR) is presented as technology that harmonizes, in real time and with user collaboration, digital information with physical information through different technological supports. Such are AR possibilities, that when it is incorporated into teaching, students show high satisfaction rates and positive attitudes for its use, but at the same time, a series of limitations and obstacles can be noticed. As an attempt to investigate the technical, curricular and organizational difficulties of AR incorporation in training contexts, an instrument “AR obstacle questionnaire” (CORA) was designed, which in turn was administered to a total of 264 subject experts for validation through the Delphi method, subsequently applying the “K coefficient” (K = ½ Kc (knowledge coefficient) + Ka (argumentation coefficient)), selecting those experts who obtained a ≥ 0,8 score in the coefficient. Among the results obtained in the study we manage to point out the main obstacles involving AR implementation into university education: the lack of teacher training and improvement, the few educational experiences found, lack of conceptual foundation, limited educational research and lack of institutional support.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44517339","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}
Education mediated by video games is a way of working that is increasingly more evident. Along this line we present the resultsobtained from a group of pre-service teachers (N=169), whothrough a quasi-experimental study and the use a questionnairewith 62 items, with a scale to answer to 5 Likert-type, createdfrom Marín and Martín (2014) and Marín (2016), have reflected that previous experience in the utilisation of video games, which are not educational, is a key element to gaining a position of acceptance for their use and for developing the curriculum at the Primary Education level. It has also been possible to conclude the existence of some significant differences regarding gender in some aspects related to the curricular mediation of video games in which males are more inclined towards their use, as well as in regard to their personal relationship with this theme. Therefore, it can be inferred that video games can be used in the education of children at the primary stage.
{"title":"Educational Possibilities of Video Games in the Primary Education Stage According to Teachers in Training. A Case Study","authors":"Verónica Marín-Díaz, Marina Morales-Díaz, Eloísa Reche-Urbano","doi":"10.7821/NAER.2019.1.330","DOIUrl":"https://doi.org/10.7821/NAER.2019.1.330","url":null,"abstract":"Education mediated by video games is a way of working that is increasingly more evident. Along this line we present the resultsobtained from a group of pre-service teachers (N=169), whothrough a quasi-experimental study and the use a questionnairewith 62 items, with a scale to answer to 5 Likert-type, createdfrom Marín and Martín (2014) and Marín (2016), have reflected that previous experience in the utilisation of video games, which are not educational, is a key element to gaining a position of acceptance for their use and for developing the curriculum at the Primary Education level. It has also been possible to conclude the existence of some significant differences regarding gender in some aspects related to the curricular mediation of video games in which males are more inclined towards their use, as well as in regard to their personal relationship with this theme. Therefore, it can be inferred that video games can be used in the education of children at the primary stage.","PeriodicalId":51833,"journal":{"name":"Journal of New Approaches in Educational Research","volume":" ","pages":""},"PeriodicalIF":4.5,"publicationDate":"2019-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42817930","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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