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Lecturer at the University of Zaragoza in the Developmental and Educational Psychology Area of the Department of Psychology and Sociology. He has undertaken his line of research in the study fields of Neuroscience and Neuroimaging, and also has emerging research lines in the fields of socio-personal development and ICT inclusion in Education and Neuroeducation.
The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged.
Carlos Peñarrubia-Lozano; Manuel Segura-Berges; Manuel Lizalde-Gil; Juan Bustamante. A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown. Sustainability 2021, 13, 3317 .
AMA StyleCarlos Peñarrubia-Lozano, Manuel Segura-Berges, Manuel Lizalde-Gil, Juan Bustamante. A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown. Sustainability. 2021; 13 (6):3317.
Chicago/Turabian StyleCarlos Peñarrubia-Lozano; Manuel Segura-Berges; Manuel Lizalde-Gil; Juan Bustamante. 2021. "A Qualitative Analysis of Implementing E-Learning during the COVID-19 Lockdown." Sustainability 13, no. 6: 3317.
One of the main objectives of Physical Education in elementary schools is to encourage motivation so that the subject enhances academic performance and the practice of physical exercise. Didactic research should evaluate the effectiveness of educational methods to know if they are applicable, useful, and in what sense. Exergames are digital motor games that aim to stimulate players’ motor skills. Gamification refers to the use of game-based elements in nongame contexts to motivate actions. This research evaluates a gamified exergaming intervention, designed to improve children’s academic performance by focusing on understanding applicability and usefulness. A natural experiment was set up in schools according to a mixed methods design. The qualitative data herein reported were collected during a natural experiment with a nonrandomized controlled design. The qualitative research design was used with field notes, an open-questions questionnaire, individual semi-structured interviews and focus group interviews. Eight teachers and 417 students took part. A content analysis was chosen as the methodological orientation. The facilitators were the realism of their didactic design and their adaptability to different educational contexts. The main barriers were the required materials and facilities. Teachers and students’ attitudes were very positive, although future use was inconclusive. These findings may imply that this study is one of the few to provide positive evidence for educational gamification. The “Mechanics-Dynamics-Aesthetics” gamification model and the “Just Dance Now” exergame may be applicable and useful for didactics in Physical Education, but all the participants’ suggestions need to be considered to improve teaching interventions.
Alejandro Quintas-Hijós; Carlos Peñarrubia-Lozano; Juan Carlos Bustamante. Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PLOS ONE 2020, 15, e0231269 .
AMA StyleAlejandro Quintas-Hijós, Carlos Peñarrubia-Lozano, Juan Carlos Bustamante. Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PLOS ONE. 2020; 15 (4):e0231269.
Chicago/Turabian StyleAlejandro Quintas-Hijós; Carlos Peñarrubia-Lozano; Juan Carlos Bustamante. 2020. "Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment." PLOS ONE 15, no. 4: e0231269.
The physical effects of exergaming have been proven, but less is known about the psychological effects in elementary schools that make exergames an effective educational tool. The application of gamification to education is still an emerging practice that has been barely studied. The aim of this study was to analyse the effects of a gamified exergaming intervention in Physical Education classes in primary schools on psychological variables like motivation, flow, basic psychological needs and academic performance. A natural experiment with a non-randomised controlled design was run. The participants were recruited from four schools (n = 417), and received traditional didactic intervention or a gamified exergaming intervention. Both lasted 1 month. The results showed better positive gamified exergaming effects on basic psychological needs, academic performance and some flow dimensions. No interaction effects were found in intrinsic motivation, external regulation and amotivation, although specific improvements in the gamified exergaming group are discussed. The Mechanics-Dynamics-Aesthetics gamification model and the Just Dance Now exergame may be resources capable of producing positive psychological effects on school-based Physical Education.
Alejandro Quintas; Juan-Carlos Bustamante; Francisco Pradas; Carlos Castellar. Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment. Computers & Education 2020, 152, 103874 .
AMA StyleAlejandro Quintas, Juan-Carlos Bustamante, Francisco Pradas, Carlos Castellar. Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment. Computers & Education. 2020; 152 ():103874.
Chicago/Turabian StyleAlejandro Quintas; Juan-Carlos Bustamante; Francisco Pradas; Carlos Castellar. 2020. "Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment." Computers & Education 152, no. : 103874.
Attention deficit hyperactivity disorder (ADHD) is a condition that begins in childhood but can continue into adulthood, and may be the cause of many disadaptive behaviors, as in the case of homeless people, who often display a high incidence of personality disorders. The goal of this study is to analyze the comorbidity of ADHD with axis II disorders in a Spanish homeless population. The outcomes show high comorbidity between these two kinds of disorders, and that the prevalence of axis II disorders is higher among people with ADHD than among the general population. From these results we can draw the conclusion that in homeless people ADHD in childhood continues into adulthood, when it is very often observed together with personality disorders. Finally, the implications of this study both for clinical practice and for future lines of research are discussed.
Carlos Salavera; José Luis Antoñanzas; Juan Carlos Bustamante; José Carrón; Pablo Usán; Pilar Teruel; Carmen Bericat; Lucía Monteagudo; Soledad Larrosa; José M Tricás; Orosia Lucha; Raquel Noé; Laurane Jarie; Raquel Cerra. Comorbidity of attention deficit hyperactivity disorder with personality disorders in homeless people. BMC Research Notes 2014, 7, 916 .
AMA StyleCarlos Salavera, José Luis Antoñanzas, Juan Carlos Bustamante, José Carrón, Pablo Usán, Pilar Teruel, Carmen Bericat, Lucía Monteagudo, Soledad Larrosa, José M Tricás, Orosia Lucha, Raquel Noé, Laurane Jarie, Raquel Cerra. Comorbidity of attention deficit hyperactivity disorder with personality disorders in homeless people. BMC Research Notes. 2014; 7 (1):916.
Chicago/Turabian StyleCarlos Salavera; José Luis Antoñanzas; Juan Carlos Bustamante; José Carrón; Pablo Usán; Pilar Teruel; Carmen Bericat; Lucía Monteagudo; Soledad Larrosa; José M Tricás; Orosia Lucha; Raquel Noé; Laurane Jarie; Raquel Cerra. 2014. "Comorbidity of attention deficit hyperactivity disorder with personality disorders in homeless people." BMC Research Notes 7, no. 1: 916.