This study delves into the attitudes of educators toward online teaching, their technological proficiency, and access to technology, with a particular emphasis on examining potential gender distinctions. Employing a quantitative-descriptive-correlational research design, this research meticulously examines the intricate relationships among these variables. The primary objectives of this investigation involve scrutinizing teachers' attitudes toward online instruction, evaluating their technological competency, and gauging their accessibility to technology. The results reveal that, by and large, teachers exhibit a moderately favorable disposition toward online teaching, signifying their eagerness to embrace this pedagogical approach. Furthermore, these educators demonstrate a commendable level of technological competence, showcasing their adeptness in harnessing technology for instructional purposes. In the context of technological accessibility, most teachers report encountering minimal impediments; however, science teachers disclose relatively restricted access. A gender-based analysis of the data suggested a notable absence of significant disparities in attitudes, technological proficiency, and access between male and female educators. This finding substantiates the assertion that gender exerts a negligible influence on shaping teachers' perspectives regarding online teaching and their technological adeptness. Moreover, this research revealed a substantial positive correlation between teachers' attitudes toward online teaching and their technological competence, as well as their access to technology. This implies that educators endowed with enhanced technological proficiency and enhanced access are more likely to harbor favorable attitudes toward online teaching. The implications of these findings underscore the paramount significance of supporting teachers in augmenting their technological competence while simultaneously ensuring equitable access to technology resources. These two factors emerge as pivotal catalysts for facilitating the seamless integration of online teaching into contemporary education. In the era of the COVID-19 pandemic, where online instruction has become indispensable, the imperative for ongoing professional development and support has become unmistakably evident. This study calls for a sustained commitment to nurturing and further enhancing teachers' affirmative attitudes toward online teaching to effectively navigate the ever-evolving landscape of education.

Esports has seen a phenomenal explosion in popularity in recent years, gaining increasing interest from the media, sports, and technology industries. The purpose of this study is to show an overview of the recent evolution of the gaming market in representative countries in Eastern Asia, Western Europe, and North America during 2017–2019, and the corresponding growth projections for the next five years. For this purpose, descriptive, correlational, and forecasting analyses were used to assess the relationships among key variables associated with the growth of the gaming industry and to show different possibilities to address the data using data analytics. The games market revenues, total number of players, Google trends data, GDP per capita and online population were studied as possible key influencers to explain the industry's growth. Predictive analytics with MS Power BI revealed a positive correlation between GDP per capita and market revenues and players in European and North American countries, while in Asia was just the opposite. Also, a positive relationship between Google trends in esports and the games market revenues is noted. Forecasts showed significant growth for each region. Practical implications and future research directions are discussed.

The current information ecosystem, crossed by a logic mediamorphosis, is increasingly generating the emergence of digital media and information portals that do not follow the formal publishing procedures of conventional media. The crisis of traditional media has also changed the way we become informed. However, information quality remains a factor for discussion in the absence of unified criteria for analysis. In this regard, the question arises: how do we evaluate and assess the quality of information in digital media? This study aims to seek agreement between academics and media professionals on the areas and dimensions of information quality of digital media according to objective or quantifiable values. For this, a taxonomy of the dimensions related to information quality was created, based on the review of scientific literature and further evaluated and validated by 40 experts, including scholars and media professionals alike, who focused on verifying the classification´s reliability. As a result, three macro areas of information quality, containing 21 areas, inherently comprised of a total of 75 dimensions, were validated. Lastly, this study proposes a structured model that will allow for the analysis of information quality of digital media, both in its pre-information phase catalogued in the media-business and on the media-workers’ socio-occupational characteristics, as well as its final product and informational content. El actual ecosistema informativo, atravesado por una lógica de mediamorfosis, está generando con avidez el surgimiento de medios digitales y portales informativos que no siguen los procedimientos editoriales formales de los medios convencionales. La crisis de los medios de comunicación tradicionales ha cambiado también nuestra forma de informarnos. Sin embargo, la calidad informativa sigue siendo un factor de discusión al no existir unidad de criterios para su análisis. En este sentido surge la pregunta ¿Cómo evaluar y valorar la calidad informativa de los medios digitales? Este trabajo contribuye a buscar convergencias entre académicos y profesionales de la comunicación sobre las áreas y dimensiones de la calidad informativa de los medios digitales en función de valores objetivos o cuantificables. Para ello se ha realizado una taxonomía de dimensiones de la calidad informativa a partir de la revisión de la literatura científica, para posteriormente someterlo a la evaluación y validación por juicio de 40 expertos, académicos y profesionales de la comunicación, para verificar su fiabilidad. Como resultado, quedaron validadas tres macroáreas de la calidad informativa, contentivas en 21 ámbitos que consideran intrínsecamente un total de 75 dimensiones. Esta investigación propone finalmente un modelo estructurado que permitirá analizar la calidad informativa de los medios digitales, tanto en su fase pre-informativa, catalogadas en el medio-empresa, las características sociolaborales de los trabajadores del medio, así como el producto final y el contenido informativo.

The concept of algorithmic political communication has arisen through the joint development of propaganda and communication theories, as well as the findings of computer science. This is a field that generates results that amplify and extend to political communication, such as microsegmentation or automated diffusion of content; likewise, it produces some adverse effects that hinder citizen participation in the cybersphere. This paper presents a review of works published in three Latin American countries (Colombia, Ecuador, and Mexico) with artificial intelligence, communication, and democracy as their constituent elements. The data come from a total of 206 documents, including reports from supranational organisms and associations, and publications in scientific journals indexed in databases such as Google Scholar and Scopus between 2011 and 2021. The selection criterion is based on the total or partial appearance of certain keywords, plus filters by relevance and impact factors. This systematic review is structured based along four axes that explain democracy according to Landman et al. (2009): electoral participation, participation of civil society, media integrity, and impartial administration. The main conclusions indicate that many of the practices in the studied countries are still at an incipient or experimental stage, with algorithmic political communication being used especially during electoral campaigns. Similarly, an increasing resistance from civil society to the influence of social networks is starting to be detected.

This article is a collective response to the 2003 iteration of James Paul Gee’s What Video Games Have to Teach Us About Learning and Literacy. Gee’s book, a foundational text for those working in game studies, literacy studies, and education, identified 36 principles of ‘good learning’ which he argued were built into the design of good games, and which have since been used to unsettle the landscape of formal education. This article brings together 21 short theoretical and empirical contributions which centre postdigital perspectives to re-engage with, and extend, the arguments first raised by Gee regarding the relationship between videogames and learning. Organised into five groups, these contributions suggest that concepts and attitudes associated with the postdigital offer new thinking tools for challenging grand narrative claims about the educative potential of technologies while also providing rich analytical frames for revisiting Gee’s claims in terms of postdigital videogame literacies.

Ludificación y sus posibilidades en el entorno de blended learning: revisión documental