Prof. Dr. Oriol Borrás-Gené
Rey Juan Carlos University, Madrid, Spain
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Academic Career Length
13Years (2014-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
View All Publications1 July 2017 in Computers in Human Behavior
Journal Article
AFAngel Fidalgo-Blanco
Angel Fidalgo-Blanco
Margarita Martinez-NuñezOriol Borrás-Gené
Javier Sanchez-MedinaJournal Article
JPJ. Ignacio Pichardo
J. Ignacio Pichardo
Esteban Francisco López Medina
Olga I. Mancha-CáceresIEIsabel Gonzalez Enríquez
Isabel Gonzalez EnríquezAHAlejandro D. Hernández-Melián
Alejandro D. Hernández-MeliánOriol Borrás-Gené +7
The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was answered by 400 students and 12 participating academics. These 12 academic respondents also participated in a focus group after experiencing this software during an academic course. Qualitative and quantitative data was collected and analyzed to conclude that this software not only facilitated student participation during the pandemic (both face-to-face and online) in synchronous and asynchronous ways but also improved attention, engagement, collaborative learning and interaction. Immediate feedback made it possible for teachers to monitor the students’ learning processes and to adjust the content and pace accordingly. Students and educators highlighted the inclusive potential of this tool, as it allows participation from a diverse audience with different backgrounds and capacities, ensuring inclusive and equitable education for all. Some opportunities for improvement were also identified, namely more functions to make the software more attractive and adapt it to different educational objectives.
1 October 2014
Conference Paper
Oriol Borrás-GenéMargarita Martinez-NuñezÁBÁngel Fidalgo Blanco
Ángel Fidalgo Blanco
Journal Article
Almudena Macías Macías GuillénRDRaquel Montes Diez
Raquel Montes DiezLSLUCIA SERRANO
LUCIA SERRANOOriol Borrás-GenéEducational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.
Journal Article
Oriol Borrás-GenéMargarita Martinez-NuñezLMLuis Martín-Fernández
Luis Martín-FernándezMassive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.
1 January 2015
Book Chapter
Francisco García-Peñalvo
Juan Cruz-BenitoOriol Borrás-GenéÁBÁngel Fidalgo Blanco
Ángel Fidalgo BlancoAbout Me
Oriol Borrás-Gene is an Associate Professor in the Department of Computer Science and Statistics at Universidad Rey Juan Carlos (URJC) in Madrid, Spain, where he also serves as a key researcher at the Center for Innovation in Digital Education (CIED). His research focuses on educational technology and digital innovation in higher education, with a particular emphasis on MOOCs, social learning, gamification, and the application of artificial intelligence in educational settings.
At URJC, he has played a crucial role in advancing digital transformation strategies and promoting digital competencies among the faculty and students. His research portfolio includes significant contributions to e-learning, educational innovation, and digital pedagogy, with pioneering work on gamification in educational contexts and the development of social learning environments.
As an educator, he has developed numerous courses and workshops on digital competencies and online teaching methodologies, emphasizing practical applications and hands-on experiences.
Dr. Borrás-Gene maintains an active presence in the educational technology community through international conferences and collaborative research projects. His ongoing work aims to bridge the gap between technological innovation and pedagogical practice, contributing to the advancement of digital education while maintaining a strong commitment to student-centered learning approaches.
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