Análisis de la Competencia Digital Docente: Factor Clave en el Desempeño de Pedagogías Activas con Realidad Aumentada

The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

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.

The Addressing the new educational needs and requirements still remains a challenge. Moreover, due to the COVID-19 pandemic and the technological advancements, learning environments are being transformed. Metaverse is a computer-generated lifelike 3D virtual extension of the physical world as it immerses users, allows them to interact with others and with digital objects, and eliminates the constraints of distance and time differences. It is characterized by persistence, interactivity, and embodiment. The use of the metaverse in educational and training processes to create new learning environments that allow learners to function in a parallel, safe and personalized reality is gaining ground. The aim of this study is to analyze the existing research into the metaverse in the educational field. Hence, a systematic literature review has been carried out using the Web of Science (WoS) and Scopus databases. To provide more complete and constructive results, no year, educational level, or subject restrictions were set. As metaverse is a new topic and taking the inclusion and exclusion criteria into account, a total of 17 articles has been analyzed. Based on the findings, metaverse has the potential to enrich and transform education and lead to increased learning outcomes and enhanced students’ engagement and motivation. Despite this fact, the use of metaverse in education is in its infancy, thus, more research and experiments should be carried out in all educational levels and populations to assess its impact and improve its effectiveness. Finally, the need for designing valid instruments to evaluate the educational experiences generated within the metaverse was evident. Abordar las nuevas necesidades y requerimientos educativos sigue siendo un desafío. Debido a la pandemia de COVID-19 y los avances tecnológicos, los entornos de aprendizaje se están transformando. El metaverso es una extensión virtual 3D realista del mundo físico generada por computadora, ya que sumerge a los usuarios, les permite interactuar con otros y con objetos digitales, y elimina las limitaciones de distancia y diferencias de tiempo. Se caracteriza por la inmersividad, la interactividad y la personificación. Está ganando terreno el uso del metaverso en los procesos educativos y formativos para crear nuevos entornos de aprendizaje que permitan a los aprendices desenvolverse en una realidad paralela, segura y personalizada. El objetivo de este estudio es analizar la investigación existente sobre el metaverso en el ámbito educativo. Por lo tanto, se ha llevado a cabo una revisión sistemática de la literatura utilizando las bases de datos Web of Science (WoS) y Scopus. Para proporcionar resultados más completos y constructivos, no se establecieron restricciones de año, nivel educativo o materias. Como el metaverso es un tema nuevo y teniendo en cuenta los criterios de inclusión y exclusión, se han analizado un total de 17 artículos. Según los hallazgos, el metaverso tiene el potencial de enriquecer y transformar la educación y conducir a mejores resultados de aprendizaje y una mayor participación y motivación de los estudiantes. A pesar de este hecho, el uso del metaverso en educación es todavía preliminar, por lo que se deben realizar más investigaciones y experimentos en todos los niveles educativos y poblaciones para evaluar su impacto y mejorar su efectividad. Finalmente, se evidenció la necesidad de diseñar instrumentos válidos para evaluar las experiencias educativas generadas dentro del metaverso.

Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students’ fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.

The aim of this study is to design and validate an instrument that allows the evaluation of educational experiences and formative assessment in the metaverse from a holistic perspective. Hence, a research design based on the development of a scale has been used. Three hundred and sixty-two Spanish secondary school students participated in the study, selected through purposive sampling. The instrument created has been subjected to an analysis of content validity, validity by expert judgment, construct validity, and reliability. For data analysis, the SPSS and AMOS programs have been used. An exploratory factor analysis and a confirmatory factor analysis have been performed to determine the construct validity. In addition, the Cronbach's alpha has been calculated to verify the internal consistency of the tool. The results reveal several findings that position the resulting questionnaire as a valid and reliable instrument to evaluate educational experiences and practices in the metaverse. In short, this study has led to the development of a comprehensive evaluation tool at the service of educators or any institution interested in implementing its educational praxis within the metaverse, a field of research that has yet to be explored.