The digital transformation of educational systems requires an evaluation of the effects of the integration of technologies in teaching-learning processes. From a pedagogical approach, Information and Communication Technologies (ICT) are defined, on the one hand, as the set of technologies that contain, store and disseminate information (e.g., e-books, videos, or databases) and, on the other hand, those technologies designed for short-term communication (e.g., social networks and smartphones). Academic achievement is one of the most widely used variables to try to understand how information and communication technologies affect student learning outcomes. Several international studies have shown little improvement in performance attributed to the use of ICT, although other reviews have shown positive results in relation to certain curricular areas. However, in general, the research is inconclusive and more studies are needed on this complex relationship. A systematic review was carried out using the Education Resources Information Center (ERIC) educational database as a documentary source, and research articles on academic performance and ICT use were selected (n = 100). As a result, there was evidence of improved performance in educational practices enriched with ICT. Mathematics and science are the areas of greatest interest to researchers, and it was observed that the educational systems most oriented toward competitiveness and educational selectivity are the most productive in this field. The discrepancies between the “macro-studies” of international organizations and the “micro-studies” analyzed in this review are discussed.

Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation.

Interest in computational thinking (CT) in the scientific community has increased significantly in the last 4 years, as evidenced by the numerous systematic reviews carried out. However, there is a lack of reviews that update the emerging conceptualization of CT and which also examine the roles of the school curriculum and teachers in the face of CT. A systematic literature review (SLR) consists of a collection of research conducted according to previous criteria with the aim of answering research questions with validity and quality. For this reason, the PRISMA-ScR statement was followed. Articles published in scientific journals, from Scopus and WoS, between January 2018 and August 2021 were included, in the English or Spanish language. The initial search resulted in 492 articles, to which the inclusion-exclusion criteria were applied. The final sample of texts for the present systematic review was n = 145. The texts were analyzed from three perspectives: conceptual, documentary and pedagogical. Thus, a renewal of previous literature reviews was carried out, updating the situation with research from recent years and new data, obtained to contribute to the collective intelligence on methodological strategies (80% of the sample was divided into “plugged” and “unplugged”); educational (more than 50% studied CT evaluation); and resources, including a collection of more than 119 educational resources.

The transformation of educational processes, derived from the technological disruption that has taken place in the educational field, has allowed for the development of certain methodologies and techniques that place emphasis on the students as an active element in their own learning. Among these methodologies is learning based on video games. Serious games are video games with an explicit educational objective, that facilitate the generation of motivating contexts, promoting relevant experiences, and with the possibility of creating challenges of a systemic nature. With a systematic literature review (SLR) methodology, this study analysed the pedagogical models and/or approaches that are implemented in the teaching–learning processes brought about by the use of serious games, with the aim of evidencing the potentialities derived from the conception of the video game as an educational resource. The results show a clear conceptual network in relation to the analysed subject, with little interaction between selected studies. A variety of pedagogical models were identified, pertaining to the use of serious games as an educational resource in the classroom context. As an overall conclusion, there is no one reference model able to generate a single pedagogy for serious games.

On the 15th anniversary of Minecraft's release (2009), this systematic review of 106 articles has been conducted to outline the scientific production of the past decade regarding the use of Minecraft in education. Among the most notable findings is the relationship between the most frequently employed game mechanics and the most recurrent educational objectives, determining that construction and programming/problem-solving are the primary mechanics utilized in educational interventions, while the analysis of Minecraft as a tool and its influence on cognitive development constitute the most extensively studied research objectives. Some of the main identified limitations highlight the need to analyse in-game activities through standardized methodological frameworks to enhance comparability with other studies, thereby facilitating the association between game mechanics and learning processes. Finally, further exploration of underdeveloped research areas is encouraged to expand the understanding of Minecraft's impact across diverse educational settings.

Video games have always been an object of leisure and entertainment for children and adults. Ignorance has led many people to view these types of games in a negative, violent or addictive way. The objective of this systematic review was to determine the use of video games in the field of education, specifically in mathematics and history, and to identify the benefits of playing video games on students’ academic performance. Method: a search was carried out in different databases: Pubmed, Web of Science, SciELO and Scopus, including studies published up to March 2021. Results: video games in the historical field improve learning, historical academic performance and their approach to students as well as motivation, fun and engagement, history comprehension and acquisition; and in mathematics, improve academic performance and math learning, problem solving, entertainment, fun and enjoyment, as well as the commitment and involvement of students in mathematics. Conclusions: most of the studies show the usefulness of video games during the learning process of history and mathematics for children. The implementation of video games at school increases the academic performance of students and improves their motivation. Therefore, the incorporation of video games as an educational tool is recommended.