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Dr. José-Antonio Marín-Marín
Department of Didactics and School Organization, University of Granada

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Short Biography

Graduated in Teaching, specialization in Primary Education, Degree in Pedagogy and PhD in the University of Granada. He has worked as an Educational Guidance Counselor with pre-school, primary and secondary education students for 18 years. In addition, he has been an Associate Professor at the International Postgraduate School of the University of Granada for eight years. He is currently a Doctoral Assistant Professor in the Department of Didactics and School Organization at the University of Granada. He belongs to the Research Group "Analysis of Educational Reality" (AREA) of the University of Granada and is a member of the Spanish Society of Pedagogy. He has made several stays abroad in Higher Education institutions. He is the author of several publications in the field of Educational Sciences, as well as of articles in prestigious journals. His areas of work are educational guidance, active methodologies in teaching, internet addiction, educational technology and teacher training.

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Journal article
Published: 01 July 2021 in Comunicar
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Flipped learning is a didactic method that requires the teacher to have a series of competences for its application. The aim of this research is to analyse the abilities of Spanish teachers of Compulsory Secondary Education (CSE) to develop good practices in flipped learning and to discover the factors which influence the development of good practices in these teachers. The research method is based on a quantitative methodology with a descriptive and correlational design. A total of 1,743 teachers in Spain participated in the study. The instrument used was the Flipped Classroom Teacher Scale (FCTS) questionnaire. The results show that 758 teachers, less than half the teachers surveyed, show competences to adequately develop a methodology based on flipped learning, where age, use of information and communication technologies (ICTs) in education, time spent using them in the personal sphere, number of devices and teaching experience have an influence on the application of the method. The conclusion reached is that there is a linear relationship between institutional support, technological self-efficacy, teaching beliefs and teaching strategies for the development of good practices in flipped learning in the teachers analysed, so these factors are postulated as conditioning factors. El flipped learning se considera un método didáctico en el que el docente requiere de una serie de competencias para su aplicación. El objetivo de esta investigación es analizar las capacidades para desarrollar buenas prácticas sobre flipped learning en docentes españoles de Educación Secundaria Obligatoria (ESO) y descubrir los factores que influyen en el desarrollo de buenas prácticas en dichos docentes. El método de investigación se fundamenta en una metodología cuantitativa, con un diseño de tipo descriptivo y correlacional. En el estudio participaron 1.743 docentes del territorio español. El instrumento usado es el cuestionario Flipped Classroom Teacher Scale (FCTS). Los resultados muestran que menos de la mitad de los docentes encuestados revelan competencias para desarrollar de forma adecuada una metodología fundamentada en el flipped learning, concretamente 758 docentes, donde la edad, el uso de las tecnologías de la información y comunicación (TIC) en el ámbito educativo, el tiempo de uso de las mismas en el ámbito personal, el número de dispositivos y la experiencia docente influyen en la aplicación del método. Se concluye que existe una relación lineal entre el apoyo institucional, la autoeficacia tecnológica, las creencias docentes y las estrategias de enseñanza para el desarrollo de buenas prácticas con flipped learning en el profesorado analizado, por lo que se postulan como factores condicionantes.

ACS Style

Antonio-José Moreno-Guerrero; Rebeca Soler-Costa; José-Antonio Marín-Marín; Jesús López-Belmonte. Flipped learning and good teaching practices in secondary education. Comunicar 2021, 29, 107 -117.

AMA Style

Antonio-José Moreno-Guerrero, Rebeca Soler-Costa, José-Antonio Marín-Marín, Jesús López-Belmonte. Flipped learning and good teaching practices in secondary education. Comunicar. 2021; 29 (68):107-117.

Chicago/Turabian Style

Antonio-José Moreno-Guerrero; Rebeca Soler-Costa; José-Antonio Marín-Marín; Jesús López-Belmonte. 2021. "Flipped learning and good teaching practices in secondary education." Comunicar 29, no. 68: 107-117.

Review
Published: 25 June 2021 in International Journal of STEM Education
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Background Emerging methodologies that apply and integrate science, technology, engineering, art, and math (STEAM) in education have appeared in recent years as a pedagogical alternative providing more holistic and attractive education. Method The research methodology used in this work is of a bibliometric nature. Specifically, an academic performance analysis and a co-word analysis has been carried out. The term STEAM was analyzed in the Web of Science (WoS) database. The WoS programs Analyze Results, Creation Citation Report, and SciMAT were used. A total of 1116 manuscripts were analyzed. Results The results show that studies in the field education of STEAM began in 2006 and have continued uninterruptedly up to the present day, although interest generated in the scientific community has been irregular. Conclusions It can be concluded that STEAM studies have not had an established and robust line of research over time, although it can be observed that the trends in this aspect are focused on the scientific branch of education. In addition, the topics of study on STEAM include points related to gender differences, the influence of STEAM on people of different races, the skills developed by students, and training teachers to implement teaching and learning processes with STEAM.

ACS Style

José-Antonio Marín-Marín; Antonio-José Moreno-Guerrero; Pablo Dúo-Terrón; Jesús López-Belmonte. STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education 2021, 8, 1 -21.

AMA Style

José-Antonio Marín-Marín, Antonio-José Moreno-Guerrero, Pablo Dúo-Terrón, Jesús López-Belmonte. STEAM in education: a bibliometric analysis of performance and co-words in Web of Science. International Journal of STEM Education. 2021; 8 (1):1-21.

Chicago/Turabian Style

José-Antonio Marín-Marín; Antonio-José Moreno-Guerrero; Pablo Dúo-Terrón; Jesús López-Belmonte. 2021. "STEAM in education: a bibliometric analysis of performance and co-words in Web of Science." International Journal of STEM Education 8, no. 1: 1-21.

Articulos
Published: 01 June 2021 in Información tecnológica
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El objetivo de este estudio es analizar la producción científica sobre las competencias lectoras del alumnado de educación primaria en los últimos 30 años. La adquisición de las competencias lectoras es fundamental en educación. Sin embargo, no todo el alumnado llega a adquirirlas. Se examinaron 824 referencias indexadas en Scopus entre los años 1990 y 2020. Los resultados muestran que al principio de los años noventa se publicaron entre 0 (0%) documentos en 1991 y 7 documentos (0,85%) en 1996. A partir del año 2005, se produce una subida exponencial, que sigue una línea ascendente hasta llegar al máximo de 99 documentos (12,01%) publicados en 2019. Se concluye que se tiende a investigar cada vez más sobre las competencias lectoras del alumnado, especialmente a partir del año 2005, y que esta temática es objeto de interés de determinadas revistas, instituciones y autores.

ACS Style

Magdalena Ramos-Navas-Parejo; M. Pilar Cáceres-Reche; José A. Marín-Marín; Carmen Rodríguez-Jiménez. Las competencias lectoras del alumnado de educación primaria en riesgo de exclusión social: análisis de la producción científica. Información tecnológica 2021, 32, 89 -100.

AMA Style

Magdalena Ramos-Navas-Parejo, M. Pilar Cáceres-Reche, José A. Marín-Marín, Carmen Rodríguez-Jiménez. Las competencias lectoras del alumnado de educación primaria en riesgo de exclusión social: análisis de la producción científica. Información tecnológica. 2021; 32 (3):89-100.

Chicago/Turabian Style

Magdalena Ramos-Navas-Parejo; M. Pilar Cáceres-Reche; José A. Marín-Marín; Carmen Rodríguez-Jiménez. 2021. "Las competencias lectoras del alumnado de educación primaria en riesgo de exclusión social: análisis de la producción científica." Información tecnológica 32, no. 3: 89-100.

Journal article
Published: 23 May 2021 in Sustainability
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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.

ACS Style

Sara Domínguez-Lloria; Sara Fernández-Aguayo; José-Antonio Marín-Marín; Myriam Alvariñas-Villaverde. Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19. Sustainability 2021, 13, 5854 .

AMA Style

Sara Domínguez-Lloria, Sara Fernández-Aguayo, José-Antonio Marín-Marín, Myriam Alvariñas-Villaverde. Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19. Sustainability. 2021; 13 (11):5854.

Chicago/Turabian Style

Sara Domínguez-Lloria; Sara Fernández-Aguayo; José-Antonio Marín-Marín; Myriam Alvariñas-Villaverde. 2021. "Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19." Sustainability 13, no. 11: 5854.

Journal article
Published: 18 May 2021 in Texto Livre: Linguagem e Tecnologia
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El estado de alarma decretado en la mayoría de los países, a causa de la COVID-19, obligó a cerrar las escuelas. Lo que supuso un cambio abrupto en la forma de enseñanza para el que muchos de los docentes, familias y alumnado no estaban preparados. Las TIC adquirieron un especial protagonismo, ya que se convirtieron en la única vía para acceder a la educación. Esta situación ha llegado en un momento en el que las diferencias socioeconómicas mantienen una brecha digital abierta que impide que se pueda hablar de igualdad de oportunidades en educación y por tanto de inclusión educativa. El objetivo de este trabajo ha sido realizar una revisión bibliográfica para poder determinar las consecuencias que este cambio radical de enseñanza ha tenido en el proceso de inclusión educativa, cómo ha afectado a la población más vulnerable y a los docentes y qué ha supuesto para la conocida brecha digital. Para ello, se ha accedido a los distintos artículos publicados sobre este ámbito en el último año en diferentes bases de datos que hacen referencia a la inclusión educativa. Las conclusiones más relevantes parten de la evidencia de la importancia de cerrar esta brecha digital que ha dejado sin acceso a la educación a millones de estudiantes en todo el mundo y del gran avance que se ha obtenido en cuestiones de experiencia y formación de la comunidad educativa en general, en TIC y metodologías activas y autónomas para el aprendizaje del alumnado.

ACS Style

María Pilar Cáceres Reche; José Antonio Marín Marín; Magdalena Ramos Navas-Parejo; Blanca Berral Ortiz. impacto del estado de alarma decretado por la COVID-19 en la inclusión educativa. Texto Livre: Linguagem e Tecnologia 2021, 14, e34204 -e34204.

AMA Style

María Pilar Cáceres Reche, José Antonio Marín Marín, Magdalena Ramos Navas-Parejo, Blanca Berral Ortiz. impacto del estado de alarma decretado por la COVID-19 en la inclusión educativa. Texto Livre: Linguagem e Tecnologia. 2021; 14 (2):e34204-e34204.

Chicago/Turabian Style

María Pilar Cáceres Reche; José Antonio Marín Marín; Magdalena Ramos Navas-Parejo; Blanca Berral Ortiz. 2021. "impacto del estado de alarma decretado por la COVID-19 en la inclusión educativa." Texto Livre: Linguagem e Tecnologia 14, no. 2: e34204-e34204.

Review
Published: 13 May 2021 in Sustainability
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COVID-19 has produced a transformation in society that has, in turn, influenced the field of education. The purpose of this study was to analyze the influence of COVID-19 on education using the Web of Science database. A methodology based on bibliometrics was used. Specifically, a scientific mapping of the literature was carried out, as well as a co-word analysis on the state of the question. The analysis included 940 publications. The results show that the institution with the highest volume of production in this field is the University of London. Among the journals, the Journal of Chemical Education stands out. Furthermore, in the analysis of the structural and thematic development of co-words, a high percentage of keyword matching was observed. In 2020, the motor themes were mental-health, organic-chemistry, general-public, first-year-undergraduate, and upper-division-undergraduate, while in 2021, they were autism-spectrum-disorder, adoption, internet, and intervention. It can be concluded that investigation into COVID-19 in the educational field is in its initial process. The research is currently mainly oriented to pedagogical methods, especially e-learning or collaborative learning, although they are not the only trends in this field. Research is also focusing on mental health, students with various disorders, and higher education. In the near future, research on COVID-19 in the field of education will probably be oriented to the application of effective pedagogical methods to train students at various educational stages.

ACS Style

Alfredo Corell-Almuzara; Jesús López-Belmonte; José-Antonio Marín-Marín; Antonio-José Moreno-Guerrero. COVID-19 in the Field of Education: State of the Art. Sustainability 2021, 13, 5452 .

AMA Style

Alfredo Corell-Almuzara, Jesús López-Belmonte, José-Antonio Marín-Marín, Antonio-José Moreno-Guerrero. COVID-19 in the Field of Education: State of the Art. Sustainability. 2021; 13 (10):5452.

Chicago/Turabian Style

Alfredo Corell-Almuzara; Jesús López-Belmonte; José-Antonio Marín-Marín; Antonio-José Moreno-Guerrero. 2021. "COVID-19 in the Field of Education: State of the Art." Sustainability 13, no. 10: 5452.

Journal article
Published: 22 April 2021 in International Journal of Environmental Research and Public Health
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Technological progress not only brings with it resources that improve and facilitate the day-to-day life of the people who make up society but also entails health risks, with the emergence of terms, such as nomophobia, which is considered an anxiety disorder produced by the fear that not having a mobile phone generates in a person. This research aims to identify the relationship and influence between levels of nomophobia and the age or educational stage of students. The research method is based on a correlational and predictive design of quantitative methodology. The instrument used is the NMP-Q questionnaire. The study population is students from different educational stages (obligatory secondary education, baccalaureate, vocational training and university). The results show that students over 12 years old present an average level of “nomophobia” (no-mobile-phone phobia), namely, not being able to communicate with the family where the highest levels are presented. We conclude that students over 12 years of age and of any educational stage present an average level of nomophobia, and it cannot be determined that either the educational stage or the age are determining factors in the presentation of this problem. This can occur at any age and at any level of the different educational stages, although there are risk indicators that we should bear in mind to avoid the appearance of nomophobia.

ACS Style

Antonio-Manuel Rodríguez-García; José-Antonio Marín-Marín; Juan-Antonio López-Núñez; Antonio-José Moreno-Guerrero. Do Age and Educational Stage Influence No-Mobile-Phone Phobia? International Journal of Environmental Research and Public Health 2021, 18, 4450 .

AMA Style

Antonio-Manuel Rodríguez-García, José-Antonio Marín-Marín, Juan-Antonio López-Núñez, Antonio-José Moreno-Guerrero. Do Age and Educational Stage Influence No-Mobile-Phone Phobia? International Journal of Environmental Research and Public Health. 2021; 18 (9):4450.

Chicago/Turabian Style

Antonio-Manuel Rodríguez-García; José-Antonio Marín-Marín; Juan-Antonio López-Núñez; Antonio-José Moreno-Guerrero. 2021. "Do Age and Educational Stage Influence No-Mobile-Phone Phobia?" International Journal of Environmental Research and Public Health 18, no. 9: 4450.

Research article
Published: 15 March 2021 in Social Science Computer Review
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The problematic Internet use (PIU) has become a topic of special relevance since it is a problem that affects the whole world. It has been detected that the population at greatest risk is university students along with adolescents. At the same time, Spain is one of the countries with the highest PIU rate. The purposes of this article were to analyze the presence and degree of Internet addiction among university students and to check the sociodemographic factors that influence the PIU. To this end, 13 hypotheses were put forward and contrasted using a structural equation model. The study adopted a cross-sectional approach by applying the Internet addiction test to a sample of undergraduate students in southern Spain ( n = 1,013). The results indicated a prevalence of PIU among students of almost 12.5% and with a moderate degree of addiction. In turn, the following hypotheses that had a significant effect on the PIU were supported: gender; field of knowledge; living in the parents’ home; Internet daily use for leisure; Internet daily use for academic purposes; number of social networks; sexual orientation; marital status. Finally, the main findings of the study were reviewed, and the main recommendations and implications for mitigating the negative effects of technology and enhancing the positive ones were established.

ACS Style

José-María Romero-Rodríguez; José-Antonio Marín-Marín; Francisco-Javier Hinojo-Lucena; Gerardo Gómez-García. An Explanatory Model of Problematic Internet Use of Southern Spanish University Students. Social Science Computer Review 2021, 1 .

AMA Style

José-María Romero-Rodríguez, José-Antonio Marín-Marín, Francisco-Javier Hinojo-Lucena, Gerardo Gómez-García. An Explanatory Model of Problematic Internet Use of Southern Spanish University Students. Social Science Computer Review. 2021; ():1.

Chicago/Turabian Style

José-María Romero-Rodríguez; José-Antonio Marín-Marín; Francisco-Javier Hinojo-Lucena; Gerardo Gómez-García. 2021. "An Explanatory Model of Problematic Internet Use of Southern Spanish University Students." Social Science Computer Review , no. : 1.

Review
Published: 01 February 2021 in Sustainability
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The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, pedagogy and theoretical content. The aim of this research is to analyze the significance and evolution of the TPACK concept in the publications contained in Web of Science (WoS). The research method chosen is based on bibliometrics, specifically on the analysis of academic performance and on the analysis of co-words. The total number of documents analyzed is 471. The results show that research on TPACK is on the rise, increasing progressively in recent years. The main area of research is education and educational research, with articles, written in English, being the medium used by researchers to present their results. It can be concluded that, although there is an established research base, there is no single line of research. In this case, the main lines of research are “framework-framework-TPACK” and “technology-pedagogy-beliefs”. It can be determined that the studies on TPACK deal with the integration of technological resources and the analysis of their perception in student learning.

ACS Style

Rebeca Soler-Costa; Antonio-José Moreno-Guerrero; Jesús López-Belmonte; José-Antonio Marín-Marín. Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science. Sustainability 2021, 13, 1481 .

AMA Style

Rebeca Soler-Costa, Antonio-José Moreno-Guerrero, Jesús López-Belmonte, José-Antonio Marín-Marín. Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science. Sustainability. 2021; 13 (3):1481.

Chicago/Turabian Style

Rebeca Soler-Costa; Antonio-José Moreno-Guerrero; Jesús López-Belmonte; José-Antonio Marín-Marín. 2021. "Co-Word Analysis and Academic Performance of the Term TPACK in Web of Science." Sustainability 13, no. 3: 1481.

Review
Published: 08 January 2021 in Brain Sciences
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Parents interventions are relevant to address autism spectrum disorder (ASD). The objective of this study is to analyze the importance and evolution of ASD and its relationship with the parents (ASD-PAR) in the publications indexed in Web of Science. For this, a bibliometric methodology has been used, based on a scientific mapping of the reported documents. We have worked with an analysis unit of 1381 documents. The results show that the beginnings of scientific production date back to 1971. There are two clearly differentiated moments in scientific production. A first moment (1971–2004), where the production volume is low. A second moment (2005–2019), where the volume of production increases considerably. Therefore, it can be said that the subject began to be relevant for the scientific community from 2005 to the present. The keyword match rate between set periods marks a high level of match between periods. It is concluded that the main focus of the research on ASD-PAR is on the stress that is generated in families with children with ASD, in addition to the family problems that the fact that these children also have behavior problems can cause.

ACS Style

Noemí Carmona-Serrano; Antonio-José Moreno-Guerrero; José-Antonio Marín-Marín; Jesús López-Belmonte. Evolution of the Autism Literature and the Influence of Parents: A Scientific Mapping in Web of Science. Brain Sciences 2021, 11, 74 .

AMA Style

Noemí Carmona-Serrano, Antonio-José Moreno-Guerrero, José-Antonio Marín-Marín, Jesús López-Belmonte. Evolution of the Autism Literature and the Influence of Parents: A Scientific Mapping in Web of Science. Brain Sciences. 2021; 11 (1):74.

Chicago/Turabian Style

Noemí Carmona-Serrano; Antonio-José Moreno-Guerrero; José-Antonio Marín-Marín; Jesús López-Belmonte. 2021. "Evolution of the Autism Literature and the Influence of Parents: A Scientific Mapping in Web of Science." Brain Sciences 11, no. 1: 74.

Journal article
Published: 12 November 2020 in Nutrients
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Vocational training of students in diet habits and active lifestyle habits has recently become an important issue, given the health problems caused as a result of a poor diet. The objective of this study is to analyze the effectiveness of different training actions (traditional method and digital resources) carried out in a program of dietary habits and active lifestyle at the vocational training stage. A quasi-experimental design of the pre-post type was developed. A sample of 177 participants was chosen. The instrument to collect the data was the validated ECHAES questionnaire. The results show that all study groups demonstrated similar averages across all dimensions, except in the digital resource post-test design, where the averages were higher than the rest. There was a significant relationship between the traditional teaching method and the post-test digital resources design in all dimensions. There was also a significant relationship between the pre-test and post-test of the traditional teaching method and the digital resource group in the dimensions. It can be concluded that both the traditional and the innovative method lead to learning in the vocational training student, although the values achieved by the group where the innovative method was adopted were much higher than in the traditional group.

ACS Style

José-Antonio Marín-Marín; Rebeca Soler-Costa; Antonio-José Moreno-Guerrero; Jesús López-Belmonte. Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources. Nutrients 2020, 12, 3475 .

AMA Style

José-Antonio Marín-Marín, Rebeca Soler-Costa, Antonio-José Moreno-Guerrero, Jesús López-Belmonte. Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources. Nutrients. 2020; 12 (11):3475.

Chicago/Turabian Style

José-Antonio Marín-Marín; Rebeca Soler-Costa; Antonio-José Moreno-Guerrero; Jesús López-Belmonte. 2020. "Effectiveness of Diet Habits and Active Life in Vocational Training for Higher Technician in Dietetics: Contrast between the Traditional Method and the Digital Resources." Nutrients 12, no. 11: 3475.

Journal article
Published: 09 September 2020 in Education Sciences
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Information and communication technologies (ICT) are immersed in the teaching and learning processes. Specifically, educational robotics is a technology with great projection in learning spaces. This educational technology has revealed great potential in educational processes in the scientific literature. In this study, the Makey Makey device has been used to carry out a methodological contrast at the instructional level. The objective of this study is to verify if the use of the Makey Makey robotic device influences various psycho-social and educational dimensions in the subject of physical education. A quasi-experimental research design has been used in a sample of 177 students from secondary education. A questionnaire was used as the data collection instrument. The results show the ratings made by the control group students are lower than those of the experimental group in all dimensions, although there is no relationship of significance in all dimensions. This fact only occurs in motivation, teacher–student, student–content, collaboration, resolution, and teacher-rating dimensions. Conclusions show that the teaching method in which robotics is used leads to more success in the field of physical education if we compared it to the more conventional method. The outstanding data show the teaching–learning process has the highest influence on motivation, teacher–student, student–content, collaboration, resolution, and teacher rating.

ACS Style

José-Antonio Marín-Marín; Rebeca Soler Costa; Antonio-José Moreno-Guerrero; Jesús López-Belmonte. Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts. Education Sciences 2020, 10, 239 .

AMA Style

José-Antonio Marín-Marín, Rebeca Soler Costa, Antonio-José Moreno-Guerrero, Jesús López-Belmonte. Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts. Education Sciences. 2020; 10 (9):239.

Chicago/Turabian Style

José-Antonio Marín-Marín; Rebeca Soler Costa; Antonio-José Moreno-Guerrero; Jesús López-Belmonte. 2020. "Makey Makey as an Interactive Robotic Tool for High School Students’ Learning in Multicultural Contexts." Education Sciences 10, no. 9: 239.

Journal article
Published: 01 September 2020 in Texto Livre: Linguagem e Tecnologia
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La lectura es clave para el éxito académico y personal. Para adquirir este hábito es necesario realizar intervenciones de animación a la lectura, ya que, sobre todo al principio, supone un gran esfuerzo. Resulta especialmente relevante en el caso del alumnado vulnerable, porque el hecho de adquirir este hábito contribuye a evitar el fracaso escolar y abre la puerta hacia la integración social. Sin embargo, transmitir el gusto por la lectura no es una tarea sencilla para los docentes. Dada la tendencia social que existe hacia las TIC y su valor motivacional, muchos autores las consideran grandes recursos para la animación a la lectura. Por este motivo, se planteó el objetivo de analisar las estrategias TIC para la animación a la lectura y qué importância conceden a la población vulnerable. A través del método de revisión sistemática de la literatura se han analizado 19 artículos indexados en Scopus y la Web of Science, obteniendo como resultado que la mayoría estudian las preferencias entre los formatos digital y tradicional de lectura y, algo más de la mitad, se dirigen a mayores de 18 años. De los estudios que ofrecen estrategias de animación a la lectura, se recogen algunos recursos TIC y metodologías que han servido com éxito para el fomento de la lectura. Por lo que resulta fundamental seguir investigando las formas de animación a la lectura más efectivas para incentivar el hábito de leer y conseguir la inclusión educativa y social del alumnado desfavorecido.

ACS Style

Magdalena Ramos-Navas-Parejo; María Pilar Cáceres-Reche; Rebeca Soler-Costa; José Antonio Marín-Marín. uso de las TIC para la animación a la lectura en contextos vulnerables. Texto Livre: Linguagem e Tecnologia 2020, 13, 240 -261.

AMA Style

Magdalena Ramos-Navas-Parejo, María Pilar Cáceres-Reche, Rebeca Soler-Costa, José Antonio Marín-Marín. uso de las TIC para la animación a la lectura en contextos vulnerables. Texto Livre: Linguagem e Tecnologia. 2020; 13 (3):240-261.

Chicago/Turabian Style

Magdalena Ramos-Navas-Parejo; María Pilar Cáceres-Reche; Rebeca Soler-Costa; José Antonio Marín-Marín. 2020. "uso de las TIC para la animación a la lectura en contextos vulnerables." Texto Livre: Linguagem e Tecnologia 13, no. 3: 240-261.

Journal article
Published: 24 July 2020 in Nutrients
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Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.

ACS Style

Gerardo Gómez-García; José Antonio Marín-Marín; José-María Romero-Rodríguez; Magdalena Ramos Navas-Parejo; Carmen Rodríguez Jiménez. Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education. Nutrients 2020, 12, 2210 .

AMA Style

Gerardo Gómez-García, José Antonio Marín-Marín, José-María Romero-Rodríguez, Magdalena Ramos Navas-Parejo, Carmen Rodríguez Jiménez. Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education. Nutrients. 2020; 12 (8):2210.

Chicago/Turabian Style

Gerardo Gómez-García; José Antonio Marín-Marín; José-María Romero-Rodríguez; Magdalena Ramos Navas-Parejo; Carmen Rodríguez Jiménez. 2020. "Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education." Nutrients 12, no. 8: 2210.

Review
Published: 24 July 2020 in Future Internet
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The social and technological changes that society is undergoing in this century are having a global influence on important aspects such as the economy, health and education. An example of this is the inclusion of artificial intelligence in the teaching–learning processes. The objective of this study was to analyze the importance and the projection that artificial intelligence has acquired in the scientific literature in the Web of Science categories related to the field of education. For this, scientific mapping of the reported documents was carried out. Different bibliometric indicators were analyzed and a word analysis was carried out. We worked with an analysis unit of 379 publications. The results show that scientific production is irregular from its beginnings in 1956 to the present. The language of greatest development is English. The most significant publication area is Education Educational Research, with conference papers as document types. The underlying organization is the Open University UK. It can be concluded that there is an evolution in artificial intelligence (AI) research in the educational field, focusing in the last years on the performance and influence of AI in the educational processes.

ACS Style

Antonio-José Moreno-Guerrero; Jesús López-Belmonte; José-Antonio Marín-Marín; Rebeca Soler-Costa. Scientific Development of Educational Artificial Intelligence in Web of Science. Future Internet 2020, 12, 124 .

AMA Style

Antonio-José Moreno-Guerrero, Jesús López-Belmonte, José-Antonio Marín-Marín, Rebeca Soler-Costa. Scientific Development of Educational Artificial Intelligence in Web of Science. Future Internet. 2020; 12 (8):124.

Chicago/Turabian Style

Antonio-José Moreno-Guerrero; Jesús López-Belmonte; José-Antonio Marín-Marín; Rebeca Soler-Costa. 2020. "Scientific Development of Educational Artificial Intelligence in Web of Science." Future Internet 12, no. 8: 124.

Journal article
Published: 24 July 2020 in Future Internet
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Internet of Things (IoT) is an emerging technology in the field of education, which has not yet been consolidated. Acceptance and adoption studies of IoT in higher education are scarce. Accordingly, the purpose of this study was to explore the acceptance of the IoT by university professors for future adoption in higher education. An online survey was implemented based on the unified theory of acceptance and use of technology (UTAUT), in a sample of 587 Spanish university teachers, aged between 21 and 58. The results showed that performance expectancy, facilitating conditions, and attitude toward using technology were influential in behavioral intention to use IoT. While the intention for use was similar between men and women and with respect to age. However, in the different constructs of the UTAUT model, the highest average scores were obtained in men and in teachers over 36 years of age. Finally, the findings and implications of the paper are discussed, showing empirical evidence on the adoption and acceptance of IoT in higher education in the context of Spain, highlighting the need for further research on emerging technologies in a context that is marked by COVID-19.

ACS Style

José-María Romero-Rodríguez; Santiago Alonso-García; José-Antonio Marín-Marín; Gerardo Gómez-García. Considerations on the Implications of the Internet of Things in Spanish Universities: The Usefulness Perceived by Professors. Future Internet 2020, 12, 123 .

AMA Style

José-María Romero-Rodríguez, Santiago Alonso-García, José-Antonio Marín-Marín, Gerardo Gómez-García. Considerations on the Implications of the Internet of Things in Spanish Universities: The Usefulness Perceived by Professors. Future Internet. 2020; 12 (8):123.

Chicago/Turabian Style

José-María Romero-Rodríguez; Santiago Alonso-García; José-Antonio Marín-Marín; Gerardo Gómez-García. 2020. "Considerations on the Implications of the Internet of Things in Spanish Universities: The Usefulness Perceived by Professors." Future Internet 12, no. 8: 123.

Journal article
Published: 10 July 2020 in IEEE Access
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Technology and computer learning have acquired a great projection in the field of education. Arduino arises from current technological innovations with the intention of promoting a new approach to learning through machines. The objective of this research is to analyze the evolution of the Arduino concept in the scientific literature. To achieve this aim, a bibliometric methodology based on scientific mapping and an analysis of co-words has been used. The scientific production of Arduino indexed in Web of Science has been analyzed. We have worked with an analysis unit of 346 documents. The results of this research show that the scientific production on Arduino in the field of education starts in 2010 until today. The communications in the congresses to present the results of the investigations developed are the most used means of diffusion. The National University of Distance Education and the Lucian Blaga University of Sibiu are particularly noteworthy. The authors with more scientific production in this field of study are Bogdan, M. and Castro, M. It is significant that the collection of studies on this subject is carried out, above all, by EDULEARN Proceedings and INTED Proceedings. It can be concluded that the field of study on Arduino in the educational field is relatively recent, so that today, the basis for scientific research is still being established. However, the most relevant aspects in this field of study are physic experiments, computational thinking and computer-based learning.

ACS Style

Jesus Lopez-Belmonte; Jose-Antonio Marin-Marin; Rebeca Soler-Costa; Antonio-Jose Moreno-Guerrero. Arduino Advances in Web of Science. A Scientific Mapping of Literary Production. IEEE Access 2020, 8, 128674 -128682.

AMA Style

Jesus Lopez-Belmonte, Jose-Antonio Marin-Marin, Rebeca Soler-Costa, Antonio-Jose Moreno-Guerrero. Arduino Advances in Web of Science. A Scientific Mapping of Literary Production. IEEE Access. 2020; 8 ():128674-128682.

Chicago/Turabian Style

Jesus Lopez-Belmonte; Jose-Antonio Marin-Marin; Rebeca Soler-Costa; Antonio-Jose Moreno-Guerrero. 2020. "Arduino Advances in Web of Science. A Scientific Mapping of Literary Production." IEEE Access 8, no. : 128674-128682.

Journal article
Published: 05 July 2020 in Mathematics
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Information and communication technologies are a step forward in education, as they have given rise to innovative methodologies, such as blended learning. This type of training can be applied at any stage or educational typology such as basic vocational training. The main objective of this article is to know the degree of effectiveness of this methodology in this stage, specifically in an applied science module. For this purpose, a quasi-experimental design has been applied with a control group and an experimental group with a total of 147 participants. The results show how those students who have worked through b-learning have experienced better results in all the dimensions of the study. In conclusion, the implementation of this methodology in basic vocational training brings benefits, such as motivation and autonomy in the teaching–learning processes of all students.

ACS Style

Francisco-Javier Hinojo-Lucena; Juan-Manuel Trujillo-Torres; José-Antonio Marín-Marín; Carmen Rodríguez-Jiménez. B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I. Mathematics 2020, 8, 1102 .

AMA Style

Francisco-Javier Hinojo-Lucena, Juan-Manuel Trujillo-Torres, José-Antonio Marín-Marín, Carmen Rodríguez-Jiménez. B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I. Mathematics. 2020; 8 (7):1102.

Chicago/Turabian Style

Francisco-Javier Hinojo-Lucena; Juan-Manuel Trujillo-Torres; José-Antonio Marín-Marín; Carmen Rodríguez-Jiménez. 2020. "B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I." Mathematics 8, no. 7: 1102.

Journal article
Published: 17 June 2020 in International Journal of Environmental Research and Public Health
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Mobile devices are a revolutionary element that offer many possibilities, although they can also cause problems for users. This is the case with the development of addictive behaviors that can affect personal well-being. The purpose of this paper has been to analyze the influence of smartphone addiction and Instagram use intensity on the self-esteem of Physical Education students. A cross-sectional research design was adopted by applying an online survey to a sample of undergraduate students (n = 385). The results showed that gender and age were factors that influenced the problematic use of the smartphone. In turn, there was a significant positive correlation between smartphone addiction and Instagram use intensity. The influence of smartphone addiction on students’ self-esteem was also highlighted. In contrast, Instagram use intensity did not affect self-esteem. Finally, the findings are discussed, and the main implications of the study are established, where physical education students take on a special role in order to avoid the improper use of smartphones and Instagram through sport.

ACS Style

José-María Romero-Rodríguez; Inmaculada Aznar-Díaz; José-Antonio Marín-Marín; Rebeca Soler-Costa; Carmen Rodríguez-Jiménez. Impact of Problematic Smartphone Use and Instagram Use Intensity on Self-Esteem with University Students from Physical Education. International Journal of Environmental Research and Public Health 2020, 17, 1 .

AMA Style

José-María Romero-Rodríguez, Inmaculada Aznar-Díaz, José-Antonio Marín-Marín, Rebeca Soler-Costa, Carmen Rodríguez-Jiménez. Impact of Problematic Smartphone Use and Instagram Use Intensity on Self-Esteem with University Students from Physical Education. International Journal of Environmental Research and Public Health. 2020; 17 (12):1.

Chicago/Turabian Style

José-María Romero-Rodríguez; Inmaculada Aznar-Díaz; José-Antonio Marín-Marín; Rebeca Soler-Costa; Carmen Rodríguez-Jiménez. 2020. "Impact of Problematic Smartphone Use and Instagram Use Intensity on Self-Esteem with University Students from Physical Education." International Journal of Environmental Research and Public Health 17, no. 12: 1.

Journal article
Published: 08 June 2020 in International Journal of Environmental Research and Public Health
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It is increasingly common to upload photographs on the Internet of sports practices carried out. However, this behavior can be related to smartphone addiction, which has become a global problem. In turn, the intensive use of the Instagram social network has begun to be linked to addictive behaviors on mobile devices. The purposes of this paper were to analyze the Instagram usage habits of future primary school teachers, to determine the influence of sociodemographic factors on intensive Instagram use and smartphone addiction, and to determine the influence of intensive Instagram use on smartphone addiction. For this purpose, a transversal design was adopted where two standardized scales were applied to a sample of university students of the Primary Education Degree of the University of Granada, Spain (n = 385). The results showed that the type of image most uploaded to this social network was the selfie, well above sport. Furthermore, the structural equation model highlighted the significant influence of the intensive use of Instagram and smartphone addiction. Finally, the implications and findings of this study are discussed, highlighting the importance of generating healthy habits regarding the use of technology.

ACS Style

José-María Romero-Rodríguez; Carmen Rodríguez-Jiménez; Magdalena Ramos Navas-Parejo; José-Antonio Marín-Marín; Gerardo Gómez-García. Use of Instagram by Pre-Service Teacher Education: Smartphone Habits and Dependency Factors. International Journal of Environmental Research and Public Health 2020, 17, 1 .

AMA Style

José-María Romero-Rodríguez, Carmen Rodríguez-Jiménez, Magdalena Ramos Navas-Parejo, José-Antonio Marín-Marín, Gerardo Gómez-García. Use of Instagram by Pre-Service Teacher Education: Smartphone Habits and Dependency Factors. International Journal of Environmental Research and Public Health. 2020; 17 (11):1.

Chicago/Turabian Style

José-María Romero-Rodríguez; Carmen Rodríguez-Jiménez; Magdalena Ramos Navas-Parejo; José-Antonio Marín-Marín; Gerardo Gómez-García. 2020. "Use of Instagram by Pre-Service Teacher Education: Smartphone Habits and Dependency Factors." International Journal of Environmental Research and Public Health 17, no. 11: 1.