This article sets out to conduct a systematic review of the current literature on active video games as potential educational tools for physical education or physical activity. To begin with, research on active video games for educational and physical purposes has been examined with the purpose of verifying improvement of attitudes, intellectual skills, knowledge, motor skills and physical properties associated with physical activity and physical education. A second aim will be to determine the effectiveness of active video games compared with traditional approaches to physical activity. From this perspective, a systematic literature search from relevant international databases was conducted from January to July 2015 in order to find papers published in journals or conference proceedings from January 2010 onwards. Then, 2648 references were identified in database searches and 100 of these papers met the inclusion criteria. Two main conclusions are to be drawn from this research. Firstly, controlled studies demonstrate that active video games increase capacities in relation to physical activity and education. Secondly, Research also shows that physical activity interventions designed and measured using behavioural theories are more likely to be successful in comparison with traditional exercise activities.

Since the last two decades, the scientific community has made an effort to analyze drug-facilitated sexual assault (DFSA). However, a lack of understanding remains about the DFSA problem, particularly concerning the opportunistic variant. Facing this situation, a systematic review of the term DFSA is carried out from its first appearance in the scientific databases consulted (Web of Science, Scopus, and PubMed) to the current day. The search resulted in 773 publications, reduced to a final study sample composed of 19 articles. Eligible studies for this review had to meet certain inclusion criteria, in addition to providing information on DFSA prevalence, DFSA victim profile, DFSA offender profile, involved drugs, or contextual information about the assault. The results demonstrated that the assailants are men, who mostly know victims before the assault. The victims are young women under 30 years old. Alcohol is the drug involved in most DFSA cases, prevailing a voluntary use. Most assaults occur in private spaces, particularly the aggressors’ own homes. Furthermore, there is a detected need for a standard definition of DFSA to allow the different actors involved in dealing with sexual violence to work effectively together, and, at the same time, it is detected that the available studies overrepresent proactive DFSA and underestimate opportunism, the most common modus operandi involved in DFSA cases.

Using commercial videogames as learning objects for the development of 21st century skills in secondary schools has been a relevant topic of study in recent years. But its use in the field of physical education is especially interesting considering its nature. The aim of this article is to explore how elements like technological competence, game-based learning, accessibility, and enjoyment are relevant factors that influence the acceptance of the use of video games as a learning aid in the context of physical education, as well as their influence on academic performance in the subject itself. The study enlisted the participation of 166 secondary school students. A quasi-experimental pre-post design with a non-equivalent control group was used. The intervention consisted of a specific training program entailing nine one-hour sessions once a week. To develop the model, the data was analysed using the optimisation technique of partial least squares (PLS). Our findings show that the factors studied, which are accessibility, enjoyment, technological competence and learning through video games, have an impact on students’ acceptance of video games as an educational tool and how this positive relationship leads to enhanced academic performance in physical education.

Scientific literacy is more than the simple reproduction of traditional school science knowledge and requires a set of skills, among them identifying scientific issues, explaining phenomena scientifically and using scientific evidence. Several studies have indicated that playing computer games in the classroom can support the development of studentsʼ conceptual understanding about scientific phenomena and theories. Our paper presents a research study where the role of the video game Spore as a learning tool was analysed in a Biology class. An ethnographical perspective served as the framework for the organization and development of a workshop comprised of five sessions with 22 4^th grade students, and their Biology teacher. The results show that this video game could become an interesting learning tool to improve studentsʼ understanding of evolution and natural selection. The students could combine their previous knowledge with the academic knowledge obtained though the simulation presented by the video game. To sum up, an attempt has been made to give some empirical guidance about effective approaches to the utilisation of games in classrooms, additionally paying attention to a number of concerns related to the effectiveness of video games as learning tools.

This study aimed to provide epidemiological information on drug-facilitated sexual assault in Spanish youth partying, with a focus on prevalence rates and associated sociodemographic factors. Cross-sectional study. Quota sampling was used to recruit 1601 young people aged 18-35 years in Spain from a digital panel. A validated questionnaire on drug-facilitated sexual assault was used to assess five types of lifetime victimisation experiences while partying. Chi-square and the exact Fisher tests were used to describe the prevalence of victimisation, drug use patterns, and perpetrator profiles. Generalised ordered logistic regression was used to explore factors associated with victimisation, analysed by gender. Half of young women and one-quarter of young men had experienced drug-facilitated sexual assault in their lifetime. Female victimisation due to touching and kissing was notably high, whereas men comprised almost half of the victims of more invasive DFSA experiences involving masturbation, penetration, and oral sex. Opportunism prevailed as the assault tactic, consisting of taking advantage of the victims' incapacity derived from voluntary alcohol use. Among women, risk of victimisation was associated with a lower education level, foreign-born status, and being non-heterosexual. Male victimisation risk was highest among non-heterosexual men. Drug-facilitated sexual violence in youth nightlife contexts is a serious public health issue in Spain, which requires urgent action. Most assaults involve taking advantage of victims who are incapacitated by the effects of voluntary alcohol consumption. This sexual violence primarily affects women with lower educational levels or those who are foreign-born and non-heterosexual men and women.

El uso de aplicaciones móviles educativas en las aulas se proyecta como una herramienta para mejorar el rendimiento en matemáticas. El objetivo del presente trabajo es realizar una revisión sistemática centrada en los beneficios que su uso puede aportar en la adquisición de la competencia matemática temprana. Se ha realizado una revisión sistemática de la literatura publicada en bases de datos nacionales e internacionales, desde enero 2015. Los datos se han clasificado dando lugar a una descripción de estas aplicaciones móviles. Los resultados iniciales facilitaron 1329 referencias, identificando únicamente 25 de estos estudios dentro de los criterios de inclusión prefijados. La mayoría de las evidencias informan de un impacto positivo tras el uso de las aplicaciones móviles educativas en el aula, tanto en el rendimiento y la motivación como en las actitudes de aprendizaje de los estudiantes en el área de matemáticas.