Augmented reality is a technology that is bringing great benefits in the educational field. This study focuses on knowing the performance and scientific production of augmented reality in the field of education. This research has been approached from a bibliometric perspective. A novel documentary analysis technique based on scientific mapping and co-word analysis has been used. We have worked with an analysis unit of 777 reported publications of Web of Science. The results reveal the language, knowledge areas, type of document, institutions, authors, sources of origin, countries and most cited articles on augmented reality in the entire educational field. In addition, it is shown that research on augmented reality has focused on teaching people to use this technology effectively, in the learning environments it generates, in its educational application, and in attending to the diversity of students.

Conocer los factores que inciden en la competencia digital docente es imprescindible para que los centros educativos elaboren planes formativos adaptados a las necesidades del alumnado actual. El objetivo de investigación se centra en conocer la incidencia que ejercen en el nivel de competencia digital algunos factores inherentes a la función docente: sexo, edad, experiencia, etapa educativa y nivel de formación. Se ha empleado un diseño cuantitativo sustentado en un enfoque descriptivo y correlacional, con una muestra de 520 docentes españoles de las etapas de infantil, primaria y secundaria. Se empleó un cuestionario validado para medir la competencia digital y otro cuestionario ad hoc para los datos sociodemográficos y formativos. Los resultados revelan que las mujeres disponen de mayor nivel en la creación de contenidos digitales que los hombres, los cuales destacan en la resolución de problemas; existe una relación inversamente proporcional entre edad y nivel competencial; la experiencia mejora el nivel de seguridad digital; la etapa incide en el nivel de información y alfabetización, comunicación y creación de contenidos; el nivel de formación continua es directamente proporcional al nivel competencial. Se concluye que los factores inherentes a la práctica educativa indicen significativamente en el nivel de competencia digital docente. Knowing the factors that affect the digital teaching competence is essential for schools to develop training plans tailored to the needs of current students. The research objective is focused on knowing the incidence that some factors inherent to the teaching function have on the level of digital competence: sex, age, experience, educational stage and level of training. A quantitative design based on a descriptive and correlational approach has been used, with a sample of 520 Spanish teachers from the infant, primary and secondary stages. A validated questionnaire was used to measure digital competence and another ad hoc questionnaire for sociodemographic and formative data. The results reveal that women have a higher level of digital content creation than men, which stand out in solving problems; there is an inversely proportional relationship between age and competence level; the experience improves the level of digital security; the stage affects the level of information and literacy, communication and content creation; The level of continuing education is directly proportional to the competence level. It is concluded that the factors inherent in educational practice significantly indicate the level of digital teaching competence.

Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students.

Augmented reality is an emerging technology that has gained great relevance thanks to the benefits of its use in learning spaces. The present study focuses on determining the performance and scientific production of augmented reality in higher education (ARHE). A bibliometric methodology for scientific mapping has been used, based on processes of estimation, quantification, analytical tracking, and evaluation of scientific research, taking as its reference the analysis protocols included in the Preferred Reporting Items for Systematic reviews and Meta-analyses for Protocols (PRISMA-P) matrix. A total of 552 scientific publications on the Web of Science (WoS) have been analyzed. Our results show that scientific productions on ARHE are not abundant, tracing its beginnings to the year 1997, with its most productive period beginning in 2015. The most abundant studies are communications and articles (generally in English), with a wide thematic variety in which the bibliometric indicators “virtual environments” and “higher education” stand out. The main sources of origin are International Technology, Education and Development Conference (INTED) Proceedings and Education and New Learning Technologies (EDULEARN) Proceedings, although Spanish institutions are the most prolific. In conclusion, studies related to ARHE in the WoS have become increasingly abundant since ARHE’s research inception in 1997 (and especially since 2009), dealing with a wide thematic variety focused on “virtual environments” and “higher education”; abundant manuscripts are written in English (communications and articles) and originate from Spanish institutions. The main limitation of the study is that the results only reveal the status of this issue in the WoS database.

University students’ digital skills depend significantly on educators’ proficiency, necessitating regular assessments. Tools like DigComp and the TPACK model are provided in this technological context. A systematic review, following PRISMA criteria, aims to evaluate digital competencies through globally used tools. DigCompEdu is prominent, with Spain leading the research, while unvalidated instruments from Asia highlight global disparities. This review will identify key tools and expose geographical and validation gaps, stressing the need for standardized assessments. Understanding the predominance of DigCompEdu and seeing the variation that is generated in Asia highlights the poor ability to transmit self-perceived competencies to learners.

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.