The need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the acquisition of competences. The aim of this study is to evaluate the effectiveness of a digital application for the development of competences of primary education undergraduate students in a non-face-to-face teaching context derived from the pandemic through a service-learning project. To achieve this objective, a specific programme was designed using a collaborative platform. Numerous instruments were used to assess the acquisition of basic, specific, general and transversal competences. On a quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a qualitative level, a student field diary, a survey to measure satisfaction and an observational record were used. The main results show that after the implementation of the use of the platform, both the level of competence of the students and their satisfaction with the project were very high and that the impact on their training was very positive. Among the main conclusions, we highlight that the use of this type of platform allows students to acquire competences in non-classroom contexts. On the other hand, we conclude that training in the use of digital tools in initial teacher training is necessary for good professional performance. On the other hand, this experience allowed future teachers to realise the need to master new technologies in order to be able to adapt to the new needs that different educational scenarios pose in the information society.

Empirical research about using drama therapy (DT) for people who have Parkinson’s disease (PD) is absent in the literature despite growing, worldwide prevalence of the disease. This article presents an intrinsic case study involving a concurrent mixed-method design within a social constructivist framework that explores the benefits of a short DT program designed for a small group of people who have PD in Vigo, Spain. Two Spanish drama therapists and eight research participants co-designed and co-created material for analysis during five DT workshops that took place once every two weeks over ten weeks. In addition to this, psychometric instruments to assess self-esteem, quality of life (QoL), depression, and purpose in life were administered prior to and after the five-week intervention. Findings are supported by qualitative analysis and are not statistically significant, but suggest an amelioration of depressive symptoms as well as other benefits.

An increasing number of health professionals advocate for psychosocial attention as a vital part of treating mental health illnesses and not only a pharmacological intervention. Drama therapy offers a space where patients can improve socially, physically, and mentally, thus reaching a complete state of wellbeing. So, we aimed to design and evaluate a drama therapy program to develop assertiveness, quality of life, and social interaction in patients suffering from mental health decline. The study was performed under a participatory action design and a critical focus using a case study methodology that required a pretest–posttest and tracking of activities during the whole process. The results suggest that there was a rise in social interactions, an improvement in the quality of life and, significantly, assertiveness, perception of dependency, and isolation. The program improves the assertiveness of the participants and helps a person to feel less isolated and more independent. We conclude that the creation works help them to know themselves and favors their improvement.

This article presents the results of the content analysis of 32 painting and drawing mobile applications aimed at children between 4 and 12 years old. The characteristics of the artistic dimension were studied, such as the possibilities of drawing, color, and experimentation, as well as the characteristics of the technical dimension related to the visual design of the interface, usability, and adaptability to users. The results collected show that mobile apps offer tools that have great potential for artistic and creative development, but also reveal certain limitations and problems in the quality of the graphic tools and interface design. One of the central problems of the interfaces of these apps is related to decontextualization and the lack of attention to the diversity and the heterogeneity of users in that age group.