For some years now, the scientific community has been studying how videogames foster acquisition of mental representations of the world around us. Research to date suggests that the efficiency of videogames as learning tools largely depends on the instructional design in which they are included. This article provides empirical evidence related to the use of the videogame Angry Birds and how it can modify students’ conceptions regarding object motion. We selected a sample of 110 16- to 17-year-old students in postcompulsory secondary school. Both quantitative and qualitative data are provided. Our results show that (a) merely playing Angry Birds does not produce significant learning, (b) learning occurs when Angry Birds is guided by epistemic goals. Students who used the videogame in this way were able to recognize more variables, provide better explanations, and understand more fully the relationship between angle and distance, (c) naïf belief regarding the effect of mass on falling objects (“mass-speed belief”) remained unchanged after using Angry Birds guided either pragmatic or epistemic goals, and (d) there was no significant difference between students who worked collaboratively in pairs and those who worked individually. In the light of these results, we discuss potential implications for the future.

This article theorizes the construction of a classification framework to explore teachers’ beliefs and pedagogical practices for the use of digital technologies in the classroom. There are currently many individual schemas and models that represent both developmental and divergent concepts associated with technology-enabled practice. This article draws from a depth of literature in this field to synthesize a classification framework used as an analytic tool to interpret technology-enabled practice. The framework was drawn from literature covering teachers’ epistemic beliefs, pedagogical beliefs, pedagogical approaches, technological competency, and perceived levels of learning. It emerged as a result of the need to analysis case study data from a large-scale research project into the effective use of digital games in the classroom: Serious Play: Digital Games, Learning and Literacy for Twenty First Century Schooling. Yin suggests the use of a uniform framework to enable cross-case synthesis. The framework provides an analytical tool to help interpret why and how teachers are using, in this case, digital games in their classrooms. It also provides a significant contribution to the variances in technology-enabled practice along the traditional-constructivist continuum as well as to the relationship in how teacher beliefs direct pedagogical practice and choice of technologies used for learning.

Introduction. Several studies show that one of the essential factors in the way teachers use Information and Communication Technologies (ICT) in their lessons are the beliefs they hold regarding ICT as tools for teaching and learning. This study analyses the relationship between these beliefs and the way teachers use ICT in the classroom through design of a System of Categories for the Analysis of Beliefs about and Uses of ICT.Method. We applied an open-ended questionnaire about beliefs and uses of ICT to 16 teachers of Child and Primary Education and collected 42 activities proposed by them where ICT were crucial. To analyse the answers, we designed a System of Categories for the Analysis of Beliefs about and Uses of ICT, based on three essential dimensions: what teachers said they taught, the psychological processes they activated in their students and the activities or tasks they proposed to achieve that learning.Results. The results indicate that there is a wide gap between the beliefs teachers hold and the way they actually use ICT. While they said that ICT should be used to make learning more student-centred and to foster motivation, most of the activities proposed were aimed at onedirectional conveyance of contents, and were neither highly developed nor did they noticeably transform traditional ways of teaching.Conclusions and Discussion. The paper concludes with a few reflections and suggestions about how ICT could really be integrated in the classroom based on a new learning culture.

La Inteligencia Artificial está transformando profundamente el empleo, lo que afecta directamente al alumnado de Formación Profesional (FP). En paralelo, el uso de la Inteligencia Artificial Generativa (IAg) en contextos educativos es cada vez más habitual. No obstante, su impacto depende de cómo se integre en las prácticas de enseñanza y aprendizaje. Este estudio analiza las creencias del alumnado de FP sobre la incorporación de la IAg en la educación. Para ello, se aplicó un cuestionario previamente utilizado (Cabellos et al., 2024), que fue completado por 566 estudiantes de ciclos formativos de grado medio y superior. Los resultados muestran una actitud mayoritariamente positiva hacia el uso de la IAg, especialmente cuando es utilizada por el profesorado como herramienta para el diseño de clases y la evaluación. Además, los estudiantes con creencias pedagógicas de carácter constructivista y mayor uso previo de estas tecnologías manifestaron actitudes más favorables hacia su integración educativa. Estos hallazgos subrayan la necesidad de incorporar la IAg desde un enfoque constructivista que fomente una enseñanza centrada en el estudiante. Solo así será posible desarrollar competencias clave como el pensamiento crítico o la toma de decisiones, esenciales tanto para adaptarse al futuro del trabajo como para contribuir activamente a su transformación.

Purpose: This paper presents rESSuME: Employability Skills Social Media SurvEy, which is a tool developed to understand if and how employers screen candidates’ social media (SM) to identify personal employability attributes. In doing so, the purpose of this paper is to shed light into the potential mismatch between the personal purpose of SM and recruiters’ job-related use of this data. Design/methodology/approach: rESSuME maps personal employability attributes to elements of Facebook (FB). It was delivered to 708 employers in the UK and the USA. The 415 completed surveys were statically analysed. Findings: More than 75 per cent of those surveyed use FB to screen most candidates. Loyalty and reliability are the personal attributes employers most search for. They look for personal attributes examining posts, comments and photos. Country and gender differences are also reported. While in the USA, they focus on determining whether candidates have good appearance, in the UK they are more interested in gauging if candidates are reliable. Females are more concerned with establishing whether candidates display common sense than their male counterpart. Originality/value: This work is the first to articulate a rationale and systematic approach to screen candidates’ SMPs to: identify personal employability attributes and systematically map personal attributes to features of FB. Thus, it contributes a novel, systematic and structured tool to do so: rESSuME. It is the largest study with recruiters to date and the first to provide empirical evidence on how candidates’ SMPs are screened: what personal employability attributes do recruiters looked for in SMPs; and what sections and features of FB do recruiters looked at to identify the candidates’ personal employability attributes.