This review examines the current literature focused on nomophobia (objectives, methodological design, main variables, sample details, and measurement methods) in the Scopus and Web of Science databases. To this end, we conducted a systematic literature review in accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The initial sample consisted of 142 articles, of which 42 met the inclusion criteria and were analyzed in detail. The findings show that the current research is in an exploratory phase, with a greater predominance of descriptive, nonexperimental, and cross-sectional studies that explore the prevalence of nomophobia mainly in adolescents and university students. The most widely used measurement instrument is the Nomophobia Questionnaire (NMP-Q) proposed by Yildrim and Correia. In addition, the research suggests that nomophobia negatively affects personality, self-esteem, anxiety, stress, academic performance, and other physical and mental health problems. We are therefore faced with a health problem, which negatively affects a person, causing psychological problems and physical and behavioral changes.

Competencia digital, educación superior y formación del profesorado: un estudio de meta-análisis en la web of science

The use of Information and Communication Technologies (ICT) is generating the emergence of new pathologies such as nomophobia. The aim of this research was to analyze the prevalence of nomophobia among young people, as well as to check whether the level of nomophobia is higher in males or females and in those students who claim to have less healthy nutrition due to the use of their mobile phones. The research method was based on a correlational and predictive design with a quantitative methodology. The measurement tool used is the Nomophobia Questionnaire (NMP-Q). The participating sample was 1743 students between 12 and 20 years old from different educational stages of the Autonomous City of Ceuta (Spain). The results show that highest rates of nomophobia were found in relation to the inability to communicate and contact others immediately. About gender, women have higher rates of nomophobia than men. In relation to age, no significant differences were found; thus, the problem may affect all ages equally. Finally, students who think that their smartphone use is detrimental to their good nutrition show higher levels on the scale provided.

Digital competence can be understood as a set of essential skills that everyone must have developed by the end of the basic studies, as a requirement for lifelong learning and to get better future employment. The scientific interest projected in this subject has created different investigations, which are done with diverse populations. In this case, the present study aims to analyze the scientific production with the greatest impact on digital competence in teacher training in the field of higher education. To do this, eight combined searches were conducted using different keywords in two databases of international relevance: Scopus and Web of Science. The data were analyzed according to ten variables: year of publication, document type, journal or book where the paper is indexed, most productive authors, institutions, countries, subject area, keywords, language and most cited papers. The results show an overview of research on digital competence in future teachers. The highest scientific production is in recent years (2014-2017). There is a strong line of research that is published mainly through proceedings and articles in journals, written in English and that places Spain as the country that has conducted more research on this topic.

Eficacia del Método Flipped Classroom en la Universidad: Meta-Análisis de la Producción Científica de Impacto

La Realidad Virtual es una de las herramientas tecnológicas emergentes y su tendencia va en aumento en relación a su aplicación en el ámbito educativo. El presente escrito forma parte de una investigación más amplia sobre la aplicación de la metodología mobile learning en la Universidad española. En concreto en este trabajo se recoge la literatura científica sobre Realidad Virtual aplicada a través de los dispositivos digitales móviles en España entre los años 2000 y finales de 2017. Se ha seguido una metodología propia de la investigación bibliográfica que ha consistido en el establecimiento de una serie de palabras clave y criterios para la realización de la búsqueda sistemática de documentación en bases de datos científicas. Entre los resultados obtenidos se ha determinado el creciente interés a partir del año 2015, siendo la mayor parte de los documentos publicados artículos de revista. Así pues, se constata el auge en la implementación de la Realidad Virtual en diferentes niveles y ámbitos educativos gracias a la universalización del smartphone y el abaratamiento de los visores de Realidad Virtual.