The potential benefits from the introduction of programming environments such as Scratch for learning mathematics has reactivated research in this area. Nonetheless, there are few studies which attempt to analyse their influence at the stage of Primary Education. We present the results of a quasi-experimental piece of research with sixth-grade students which studies the influence of Scratch both on the acquisition of mathematical concepts, and on the development of computational thinking. The experiment consisted of two different phases, a programming phase linked to the instruction in Scratch and focused on the acquisition of basic concepts of computational thinking (sequences, iterations, conditionals, and events-handling), and a mathematical phase completely oriented towards the resolution of mathematical tasks. In particular, the mathematical phase focused on word problems whose resolution involves the use of the least common multiple and the greatest common divisor. In order to evaluate the aims of the study, results from tests before and after instruction, both in computational thinking and in the mathematical standards, were compared. The results seem to indicate that Scratch can be used to develop both students’ mathematical ideas and computational thinking.

This study analyzes the application of game-based learning and gamification using MinecraftEdu, which allows for an exploration of the possibilities regarding immersive learning environments. We analyze the contributions of second-year university students who are pursuing a degree in Primary Education and are enrolled in a subject entitled Social Sciences II: History and Teaching at Castilla-La Mancha University. On four scales, we detail descriptive data and statistical inference through a quasi-experimental design using a Wilcoxon test and a sign test. The instruments provide content and construct validation based on data triangulation as a strategy. Despite the fact that participants consider video games as non-essential tools in an educational context, they value the fact that game-based learning through immersive environments allows for learning that involves a higher level of activity and engagement of the students. Interest level, educational innovation and motivation are valued positively and show statistically significant improvements.

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.