In the last two decades, the great technological advances sweeping society have made inroads into the educational sphere. The use of information and communication technology and social networks has opened up new possibilities for student learning, which require appropriate treatment by family and teachers. This quantitative study takes a new approach to investigating the relationship between Spanish teenage students’ academic success and their use of technology and social networks. It analyses data published in the 2018 PISA report to assess whether the use of these resources is appropriate, and to determine their impact on students’ learning and performance in reading, mathematics and science. The study takes a new approach in terms of the variables selected and the analysis of the data through two statistical measures. The results suggest that excessive use of technology and social networks, both during the week and at weekends, impairs performance. This finding is more acute in the case of male students, as the data indicates that they start at an earlier age and are more likely to use social media for the detrimental activity of online gaming.

In the last two decades there has been a significant technological development in all areas of society. This technological advance has been transferred to the educational area and now the use of multimedia materials and resources in the teaching and learning process is widespread. The main objective of the study presented in this article is to show the use of an innovative educational materials evaluation tool: the eye tracking technique. The use of this technique makes it possible to evaluate aspects of the format in which such materials are designed as well as aspects related to its usability. An appropriate design of multimedia materials may favour the acquisition of knowledge by pupils. Two experiments involving an eye tracking device in the data collection process were carried out in order to show the application of this evaluation technique. Two homogeneous groups were shown a presentation in which the format varies slightly. The presentations in the first experiment included images and texts as well as color combinations with different contrasts. In the second experiment, a presentation with information in black and white was compared with another in which colors are used. Once analyzed the data it is concluded that a more efficient learning occurs when information is shown using warm colors instead of pastel shades and when color is used to highlight some areas of interest in which we want the pupils to focus their attention

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1-4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

This mixed research aimed to determine if, in their initial training, teaching students consider Scratch and Storybird, digital storytelling applications, as contributing to promoting originality after an intervention in which they previously experimented with them. It was studied whether they considered it convenient to encourage children’s creativity by combining them to create stories in Spanish and English (as EFL) and then having the teacher adapt these two applications. The participants included 134 university students, teachers in initial training at Huelva’s Campus in Spain. The quantitative results as a whole showed significant differences regarding the different dimensions of originality analysed. In the qualitative ones, it was recognised that these apps encourage cognitive development, creativity, learning, communicative competence, and learning attitude, recognising the apps as didactic tools. When cross-examining the data, it was deduced that the digital storytelling applications preferably provide the benefits of encouraging, in a specific way, originality, imagination, and the production of stories in a multimodal manner. Thus, the emerging variables are cognitive.