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Previous research has established the lack of motivation by primary education students vis-à-vis the acquisition of the necessary key competencies compulsory in the Spanish school curriculum and this is closely linked to poor academic performance on the part of the aforesaid students. Based on this current educational reality, we present a quantitative study regarding the perception of students after the implementation of a new gamified experience in the classroom such that it integrates, for the first time and jointly, the benefits of gamification (Deterding et al., 2011a; Deterding & Zagal, 2018) with interdisciplinary methodologies (Candel, 2018; Cruz-Pichardo & Cabero-Almenara, 2020; Flores-Aguilar, 2019) and technology-enhanced transmedia narratives (Scolari 2018a, 2018b; Jenkins, 2003; Scolari 2018a, 2018b). This integrative and innovative proposal was implemented in a primary school in Valencia (Spain) between October 2019 and February 2020. The research is designed based on survey-type studies, employing an experimental cross-sectional quantitative methodology with pretest and posttest, in addition to experimental and control groups. Regarding the cross-sectional approach, descriptive analyses (means and standard deviation) have been conducted, together with histograms of each of the items in the questionnaire, as well as the Student's t test and an analysis of variance, which is of significant value when working with independent samples from a normal distribution, as in our case. The instrument utilised in the present study confirms the existence of a high and adequate internal consistency (Alpha = .873). The results obtained, as presented herein, confirm that the incorporation of the gamified proposals in primary school classes, unprecedentedly intertwined with the benefits provided by interdisciplinary work and transmedia narratives, notably improves the students' training process and their motivation, while also contributing to the better acquisition of compulsory curricular contents and enhanced academic performance.
Mónica Ruiz-Bañuls; Isabel María Gómez-Trigueros; José Rovira-Collado; María Luisa Rico-Gómez. Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom. Heliyon 2021, 7, e07374 .
AMA StyleMónica Ruiz-Bañuls, Isabel María Gómez-Trigueros, José Rovira-Collado, María Luisa Rico-Gómez. Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom. Heliyon. 2021; 7 (6):e07374.
Chicago/Turabian StyleMónica Ruiz-Bañuls; Isabel María Gómez-Trigueros; José Rovira-Collado; María Luisa Rico-Gómez. 2021. "Gamification and transmedia in interdisciplinary contexts: A didactic intervention for the primary school classroom." Heliyon 7, no. 6: e07374.
Del mismo modo que el cómic norteamericano ha contribuido al conocimiento de panteones mitológicos europeos como el nórdico o el griego, esta investigación analiza la presencia del panteón prehispánico en la narrativa gráfica a través del mito de Quetzalcóatl. Después de una revisión por sus múltiples naturalezas identitarias y la exposición de unos criterios de selección y de análisis, se lleva a cabo un recorrido por la presencia de esta deidad en diversas historietas. Nuestra propuesta de lectura está articulada para contribuir al conocimiento de una figura mitológica esencial mediante el cómic como recurso didáctico en distintos niveles educativos.
Mónica Ruiz Bañuls; José Rovira-Collado; Eduard Baile López. Approaches to the Quetzalcoatl Myth Through Comics: a Didactic Reading. Mitologías hoy 2020, 21, 319 -333.
AMA StyleMónica Ruiz Bañuls, José Rovira-Collado, Eduard Baile López. Approaches to the Quetzalcoatl Myth Through Comics: a Didactic Reading. Mitologías hoy. 2020; 21 ():319-333.
Chicago/Turabian StyleMónica Ruiz Bañuls; José Rovira-Collado; Eduard Baile López. 2020. "Approaches to the Quetzalcoatl Myth Through Comics: a Didactic Reading." Mitologías hoy 21, no. : 319-333.
This paper reflects on the complex narrative universes of the youth trilogy written by Cecilia Eudave and consisting of La criatura del espejo, El enigma de la esfera and Pesadillas a mediodía. These three novels feature doctor Julia Dench, a psychologist who is an expert in paranormal cases who ventures into the mysterious territories of the teenage soul as she battles her own ghosts and demons. From the genres of horror, the fantastic or the unusual, games and prospects for building realities are activated in these novels in which Eudavian narrative mechanisms emerge.
Mónica Ruiz Bañuls. Cecilia Eudave’s Youth Narrative: a Postmodern Proposal Between The Fantastic And The Unusual. Brumal. Revista de investigación sobre lo Fantástico 2020, 8, 93 -111.
AMA StyleMónica Ruiz Bañuls. Cecilia Eudave’s Youth Narrative: a Postmodern Proposal Between The Fantastic And The Unusual. Brumal. Revista de investigación sobre lo Fantástico. 2020; 8 (1):93-111.
Chicago/Turabian StyleMónica Ruiz Bañuls. 2020. "Cecilia Eudave’s Youth Narrative: a Postmodern Proposal Between The Fantastic And The Unusual." Brumal. Revista de investigación sobre lo Fantástico 8, no. 1: 93-111.
This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.
Isabel María Gómez-Trigueros; Mónica Ruiz-Bañuls; Delfín Ortega-Sánchez. Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies). Education Sciences 2019, 9, 274 .
AMA StyleIsabel María Gómez-Trigueros, Mónica Ruiz-Bañuls, Delfín Ortega-Sánchez. Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies). Education Sciences. 2019; 9 (4):274.
Chicago/Turabian StyleIsabel María Gómez-Trigueros; Mónica Ruiz-Bañuls; Delfín Ortega-Sánchez. 2019. "Digital Literacy of Teachers in Training: Moving from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies)." Education Sciences 9, no. 4: 274.
La presente investigación forma parte del proyecto de innovación docente REDES financiado por la Universidad de Alicante, orientada a su alumnado de Grado de Primaria. A partir de la combinación de recursos literarios, geográficos y tecnológicos se han desarrollado contenidos curriculares de dos asignaturas troncales: "Didáctica de las Ciencias Sociales" y "Literatura para Primaria". Se trata de una investigación de tipo mixto (cuantitativa y cualitativa), con un cuestionario online y observación directa en el aula como instrumentos de análisis. Los resultados confirman el valor formativo de las experiencias interdisciplinares con TIC como una metodología innovadora en la formación del docente.
Isabel María Gómez Trigueros; Mónica Ruiz Bañuls. Interdisciplinariedad y TIC: nuevas metodologías docentes aplicadas a la enseñanza superior. Pixel-Bit, Revista de Medios y Educación 2018, 67 -80.
AMA StyleIsabel María Gómez Trigueros, Mónica Ruiz Bañuls. Interdisciplinariedad y TIC: nuevas metodologías docentes aplicadas a la enseñanza superior. Pixel-Bit, Revista de Medios y Educación. 2018; (52):67-80.
Chicago/Turabian StyleIsabel María Gómez Trigueros; Mónica Ruiz Bañuls. 2018. "Interdisciplinariedad y TIC: nuevas metodologías docentes aplicadas a la enseñanza superior." Pixel-Bit, Revista de Medios y Educación , no. 52: 67-80.
Isabel María Gómez Trigueros; José Rovira-Collado; Mónica Ruiz Bañuls. Literatura e Historia a través de un universo transmedia: posibilidades didácticas de El Ministerio del Tiempo. Revista Mediterránea de Comunicación 2018, 9, 1 .
AMA StyleIsabel María Gómez Trigueros, José Rovira-Collado, Mónica Ruiz Bañuls. Literatura e Historia a través de un universo transmedia: posibilidades didácticas de El Ministerio del Tiempo. Revista Mediterránea de Comunicación. 2018; 9 (1):1.
Chicago/Turabian StyleIsabel María Gómez Trigueros; José Rovira-Collado; Mónica Ruiz Bañuls. 2018. "Literatura e Historia a través de un universo transmedia: posibilidades didácticas de El Ministerio del Tiempo." Revista Mediterránea de Comunicación 9, no. 1: 1.
Beatriz Aracil Varón; Mónica Ruiz Bañuls. Fiesta religiosa y teatralidad popular en México: tradición, identidad, presencia indígena. América sin nombre 2005, 3 .
AMA StyleBeatriz Aracil Varón, Mónica Ruiz Bañuls. Fiesta religiosa y teatralidad popular en México: tradición, identidad, presencia indígena. América sin nombre. 2005; (8):3.
Chicago/Turabian StyleBeatriz Aracil Varón; Mónica Ruiz Bañuls. 2005. "Fiesta religiosa y teatralidad popular en México: tradición, identidad, presencia indígena." América sin nombre , no. 8: 3.