Teaching in Higher Education is with increasing frequency completed within a Learning Management System (LMS) environment in the Blended Learning modality. The use of learning objects (activities and resources) offered by LMS means that both teachers and students require training. In addition, gender differences relating to the number of students in STEM (Science, Technology, Engineering, and Mathematics) and Non-STEM courses might have some influence on the use of those learning objects. The study involves 13 teachers (6 experts in e-Learning and 7 non-experts) on 13 academic courses (4 STEM and 9 Non-STEM) and a detailed examination of the logs of 626 students downloaded from the Moodle platform. Our objectives are: (1) To confirm whether significant differences may be found in relation to the use of learning objects (resources and activities) on Moodle, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (2) To confirm whether there are significant differences between students regarding their use of learning objects, depending on the expertise of the teacher (expert vs. non-expert in e-Learning); (3) To confirm whether there are significant differences for the use of learning objects among students as a function of gender. Differences were found in the use of Moodle learning objects (resources and activities) for teachers and for students depending on the expertise of the teacher. Likewise, differences were found for the use of some learning objects as a function of gender and the degrees that the students were following. Increased technological training for both teachers and students is proposed, especially on Non-STEM qualifications, in order to mitigate the effects of the technological gap and its collateral relation with the gender gap and the digital divide.

Background: The passage through university is a complex experience that can heighten personal susceptibility to eating disorders. The objective of this research is to determine how gender, age, course, educational faculty, and body mass index (BMI) can influence the risk of eating disorders among university students. Method: A transversal and descriptive study is conducted with a sample of 516 Spanish students (57.2% female, 42.8% male; M_age = 21.7, SD_age = 4.1) following 26 university degrees. The Inventory Eating Disorder-Reference criterion (EDI-3-RF) was administered to the students. Contingency tables were used between categorical variables with the chi-squared statistic, at a significance level of p < 0.05. The Student t-test was used for two independent samples and a one-way ANOVA test with the post hoc Bonferroni test for more than two groups. Pearson’s correlation and a simple linear regression analysis were used to analyze the relationship between the variables in its quantitative version. Results: It was found that the female students enrolled in the second year presented a greater obsession with thinness and body dissatisfaction (p = 0.029; d = 0.338); the male students practiced more physical exercise to control their weight (p = 0.003); and that students under the age of twenty (p < 0.010; d = 0.584) and students from both the Health (p = 0.0.13) and Law (p = 0.021) educational faculties showed greater bulimic behavior (d = 0.070). More females are underweight (z = 2.8), and more men are overweight (z = 2.4). Normal-weight students scored significantly higher in thinness obsession (p = 0.033). Overweight students scored significantly higher on thinness obsession (p < 0.001) and body dissatisfaction (p < 0.001). Obese students scored significantly higher on body dissatisfaction (p = 0.04). Conclusions: The data obtained in this study, reinforce the hypothesis that the female gender, at an age within the limits of early adolescence, in the first year of the degree courses, with specific university qualifications, and a high BMI constituted factors that could provoke an eating disorder. Consequently, it is necessary to implement preventive measures adapted to the circumstances of each university student.

While anxiety can be adaptive at moderate levels, it may also develop into a clinical disorder when it becomes excessively intense. In the university academic environment, such disorders not only affect the students’ academic performance but also their overall well-being. This study aims to analyze anxiety levels among students at the University of Burgos and identify factors that may influence the manifestation of anxiety. The State-Trait Anxiety Inventory (STAI) was administrated digitally to 302 students (74 men, 228 women) from the University of Burgos via Microsoft Forms, following a cross-sectional quantitative research design. The study revealed high levels of both state and trait anxiety among the student sample. While trait anxiety levels were similar between genders, women tended to report higher state anxiety. Students in technical fields and those fully dedicated to their studies exhibited higher trait anxiety. Additionally, age, academic discipline, and living away from one’s hometown significantly predicted higher state anxiety. Age and exclusive academic dedication also predicted higher trait anxiety. These findings emphasize the importance of addressing anxiety differences across student subgroups and providing targeted support during this critical developmental period.

Psychological relaxation techniques are now fundamental in stress-management and anxiety-disorder prevention training. Progressive Muscle Relaxation (PMR) stands out among various other training programmes. However, some limitations restrict its widespread usage, such as the requirements for a therapist to be in attendance and for patients to close their eyes during treatment. In such cases, support through immersive Virtual Reality (iVR) during the training procedure may be a suitable solution. In this study, an iVR application was developed for individuals undergoing PMR training, and an experimental design with both independent and subjective measures was conducted to compare this novel approach with conventional PMR training. The study was validated in two population groups: nursing undergraduates (one training session, n=63) and undergraduates following a test anxiety programme (complete training procedure: 7 sessions, n=13). The results pointed to high satisfaction and relaxation levels across all groups. No significant differences were found between the two methodologies, suggesting that the iVR application could be a useful tool in both educational and clinical contexts. In the long experience group (7 sessions), the iVR students showed higher interest which may have contributed to adherence to the entire training procedure. Furthermore, the iVR tool demonstrated potential suitability users unable to follow conventional procedures, exemplified by a student who, due to her own anxiety-related symptoms, felt very uncomfortable when instructed to close her eyes during the relaxation training.

Esta obra es un material dirigido a la formación de nuevos egresados y a la actualización de profesionales en ejercicio en el marco de la atención en edades tempranas (0-6 años). Asimismo, abre la formación a nuevas profesiones como la ingeniería de la salud o la biomedicina. Dicha obra, incluye la utilización de nuevas tecnologías (eye tracking, asistentes personales de voz, etc.), de técnicas de Aprendizaje Automático y de la inteligencia artificial para la mejora del diagnóstico y de la intervención. Este trabajo se ha desarrollado en el marco del proyecto co-financiado por la Unión Europea eEarlyCare-T nº 2021-1-ES01-KA220-SCH-000032661. Por ello, todos sus materiales se han testado por profesionales de las instituciones participantes y especialistas externos.

Since test anxiety is a phenomenon that affects many students both academically and personally, this study presents an innovative exposure intervention based on 360° videos. To reduce test anxiety among university students participating in a test anxiety management intervention program, to evaluate exposure therapy using 360° videos compared to other exposure therapies, and to assess participants satisfaction. An applied experimental pre-post study was conducted using an inter-intra A-B design. Twenty university students participated in the study. Ten of them were randomly assigned to one of three experimental conditions; exposure with 360° videos (360), virtual reality (VR), and imagination (IM); while the remaining ten students constituted the control group. Four questionnaires were used as assessment tools to measure general state and trait anxiety (STAI), as well as state (CRAP) and trait (IAE) test anxiety. A satisfaction questionnaire was also administered. A tendency of reduction in both general anxiety and test anxiety was observed in all participants. No significant differences were found between the three experimental conditions. All students reported high satisfaction scores with the intervention. Exposure through the three modalities appears to be both effective and well-accepted among students.