This study analyzes the perception and usage of ChatGPT based on the technology acceptance model (TAM). Conducting reticular analysis of coincidences (RAC) on a convenience survey among university students in the social sciences, this research delves into the perception and utilization of this artificial intelligence tool. The analysis considers variables such as gender, academic year, prior experience with ChatGPT, and the training provided by university faculty. The networks created with the statistical tool “CARING” highlight the role of perceived utility, credibility, and prior experience in shaping attitudes and behaviors toward this emerging technology. Previous experience, familiarity with video games, and programming knowledge were related to more favorable attitudes towards ChatGPT. Students who received specific training showed lower confidence in the tool. These findings underscore the importance of implementing training strategies that raise awareness among students about both the potential strengths and weaknesses of artificial intelligence in educational contexts.

Objetivo: Mostrar las raíces teóricas del conectivismo en las principales teorías históricas sobre la adquisición de conocimiento y el aprendizaje, ya que se trata del paradigma educativo más útil para entender el aprendizaje en la era digital y los procesos de e-learning. Método: Se realiza una exhaustiva recopilación de fuentes originales pertinentes, seleccionadas en base a su relevancia y significado dentro de cada corriente teórica. A través de esta revisión se presenta al conectivismo como una evolución respecto a las escuelas anteriores y no una revolución teórica en el ámbito pedagógico. Se valora al Psicoanálisis y la Escuela de la Gestalt como antecedentes más remotos y se considera la influencia del Instruccionismo, Constructivismo, Teoría del Caos, Neurociencia, Teoría de redes y Sistemas Adaptativos Complejos como referentes directos. Se continúa con el análisis de las influencias recibidas por las distintas escuelas teóricas coetáneas y actuales, como la Teoría de la Conversación, la Teoría del Actor-Red, la Red de aprendizaje (Network Learning), e-learning 2.0., Microlearning, Nano-learning, Universidad 2.0., Currículum 2.0., Pedagogía 2.0., y el Navegacionismo, para completar los fundamentos teóricos sobre los que se apoya el Conectivismo. Conclusión y discusión: Se confirman las conexiones teóricas del conectivismo con las teorías expuestas y se pronostica cada vez mayor relevancia en el ámbito educativo de este paradigma por su adecuación a la realidad social actual.

Music performance anxiety (MPA) is a natural, emotional, and physiological response to the stress of public performance. Debilitating forms of MPA are severe and persistent reactions that go beyond the normal adaptive response to music evaluation situations and can negatively impact the quality of musical performance and the musician’s life in general. Today, it affects numerous professional performers and can result in an inability to practice their profession, posing a significant threat to their professional activity. Despite its scope, studies exploring this issue and contributing to its resolution are scarce. Thus, this review aims to compile the significant advancements made in the last five years (2018–2023) in the treatment of MPA from a scientific perspective. For this purpose, the PRISMA method was used based on the results obtained from the Web of Science, Scopus, and Google Scholar databases. Reviewed are 10 studies that have made valuable contributions to this matter in this time frame after applying the quality filters using the PRISMA method. It is concluded that, although there are methodological shortcomings and sample limitations in the current research, this field registers advancements that provide valuable information to prevent or solve this problem in professional or aspiring musicians.

Knowing what defines ‘effective teaching’ contributes significantly to the appropriateness and validity of the instruction provided to pre-service teachers during their initial training. This may help them to perform as expert teachers before finishing their university training. This study aims to reflect upon the most significant models and theoretical contributions of each of the five most common methods for investigating teaching effectiveness in the current scientific literature. To that end, the main scientific sources within this field of study have been obtained on the Internet through the Web of Science (WoS), Scopus and ERIC. The sources were selected for their relevance to the topic, which was determined by assessing the citations generated by the academic works and the impact of the journals in which they were published. The results show that the key and most central factor salient in teaching quality is related to the teachers themselves and their training. Thus, any educational model that seeks educational excellence must focus foremost on ensuring care and respect for teaching professionals, beyond economic investment, resource availability, or any other factors.

Psychological well-being seems to be associated with healthy lifestyle habits, with positive personality variables and absence of relevant clinical symptoms. This study aims to: (1) describe the differences of gender and age in the variables: life habits, positive psychological variables and clinical variables; (2) analyze correlations between the variables studied and psychological well-being; (3) investigate the predictive variables of psychological well-being. It was worked with 1075 participants of both sexes of 13 -18, 514 men (47.8%), 542 of 13 - 15 (50.4%) They were evaluated with the psychological well-being scale, Life habits survey, Selfesteem scale of Rosenberg (1965); Scale of body self-esteem; Inventory of psychopathological symptoms SCL 90-R. The results confirm statistically significant differences in life habits, with higher scores for males and younger age. In positive personality variables, males significantly exceed the women and in the negatives to the inverse. It is confirmed that to the better academic performance, the more physical exercise, the better nutrition, the good sleep quality and less consumption of tobacco, alcohol and drugs, the better psychological well-being. Higher scores in positive variables greater psychological well-being. The 56% of psychological well-being is predicted: self-concept, low depression, good sleep quality, body self-esteem, low emotion and high academic performance.

This study describes the social and demographic profile of the first generation of users of marketed virtual reality (VR) viewers in Spain and, subsequently, it assesses the interest in its use as a learning tool. For that purpose, an online questionnaire created ad hoc was administered to a sample of 117 participants. The relationship between twelve variables was analysed comparing means through the Snedecor's F distribution and the contingency tables through the Chi-squared test and Somers' D. Among other issues, it was concluded that the virtual reality user profile at present corresponds to a person older than 36, mainly men, with higher education and having acquired their viewer no longer than one year ago. Concerning the interests of virtual reality users as a learning tool, only a few of them currently use virtual reality for this aim, but they mainly show an interest in using the virtual reality as a learning method and they feel optimism regarding the future use of this technology as a learning tool. However, this is not the case among users of video game consoles (PSVR), who are mainly men not interested in their use as a learning tool at present. Finally, it can be stated that current use as a learning tool among teachers and students is occasional and preferably via smartphones.