Aloma: Revista de Psicologia, Ciències de l'Educació i de l'Esport
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La evaluación de actividades competenciales mediante un sistema de videoanálisis: educación no formal con Ninus
Get PDFThis study analyses various teaching and learning situations designed to improve certain competences in a non-formal educational context. During the sessions, an interactive projection system called Ninus is used. The activities are designed through gamification strategies and the creation of a teaching and learning environment which promotes motivation. As a case study, a qualitative analysis of video recordings of the work sessions is carried out. To analyse the data, we used a video analysis program (MED1C) to systematize the evaluation process. To evaluate participants’ achievement in terms of the desired competences, a rubric was prepared and integrated into the video analysis system. This document defines performance levels based on Bloom\u27s taxonomy. The analysis of the results shows that the use of Ninus as a didactic resource promotes motivation and makes it possible to carry out meaningful activities to develop competences.En este estudio se analizan diversas situaciones de enseñanza y aprendizaje diseñadas para trabajar las competencias en un contexto de educación no formal. Durante las sesiones se utiliza un sistema de proyección interactivo: Ninus. Las actividades se diseñan mediante estrategias de ludificación y la creación de un ambiente de enseñanza y aprendizaje que favorece la motivación del alumnado. Mediante un estudio de caso se realiza un análisis cualitativo de las grabaciones en vídeo de las sesiones de trabajo. Para ello se ha utilizado un software de videoanálisis (MED1C) que permite sistematizar el proceso de evaluación. Para evaluar el desempeño de las competencias propuestas se ha elaborado una rúbrica, integrada en el sistema de videoanálisis, en la que se definen los niveles de desempeño a partir de la taxonomía de Bloom. El análisis de los resultados demuestra que el uso de Ninus, como recurso didáctico, promueve la motivación y permite realizar actividades significativas para el desarrollo de competencias
Twitter como herramienta para la autorregulación del aprendizaje: una experiencia en el grado de Ciencias de la Actividad Física y el Deporte
Get PDFThis article describes a university level experience aimed at assessing twitter as a tool to support self-regulated learning. The experience has been carried out in the Teaching and Planning for Sport and Physical Activity class and comprises 150 second-year college students of the Bachelor’s Degree in Physical Education. Throughout the practical sessions, students used Twitter to share several metacognitive strategies so they could self-regulate and reflect upon their own learning. After the analysis of the tweets, following up reports, and a final questionnaire, findings show that Twitter is a useful self-regulating teaching and learning tool, at college level. This, in turn, may lead to new virtual environments capable of generating interaction, feedback and learning.El presente artículo describe una experiencia universitaria que ha tenido como finalidad valorar el uso de Twitter como herramienta para la autorregulación del aprendizaje. La experiencia se ha implementado en la asignatura de Programación de la Enseñanza de la Actividad Física y el Deporte y han participado 150 estudiantes de segundo curso del grado de Ciencias de la Actividad Física y el Deporte. A lo largo de las sesiones prácticas, el alumnado ha utilizado distintas estrategias metacognitivas que ha compartido en Twitter a fin de reflexionar y autorregular su aprendizaje. Los resultados obtenidos en el análisis documental de los tuits, informes de seguimiento y cuestionario final muestran cómo Twitter puede servir de herramienta reguladora del proceso de enseñanza y aprendizaje en el ámbito universitario abriendo las puertas a nuevos escenarios virtuales donde generar interacción, retroalimentación y aprendizaje
Video game industry versus Internet Gaming Disorder: ‘The match of the century’
Get PDFThis article consists of a reflection on the clash between the interests of the video gaming industry and the health of consumers as defined by the World Health Organization and the American Psychiatric Association. The article discusses the history of the self-regulation of the tobacco, alcohol and gambling industries, then goes on to discuss the extent to which video games may gain establishment acceptance as sports, much as bridge and chess did before them. The article concludes that the category of sport can serve as a mediating force between the industry and the health of gamers
Generation Lockdown: Exploring possible predictors of technology phobia during the Coronavirus self-isolation period
Get PDF The purpose of this article is to present possible psychological consequences of using ICT, especially online communication applications, during the Coronavirus lockdown. With humans already testing their mental fortitude due to the enforced isolation period, the paper proposes that predictors of technology phobia such as computer anxiety may also arise. The root causes of technophobia are centred around computer dependency, data surveillance, information overload, poor user experience and personality type. Furthermore, scenarios such as a complete internet shutdown, the development of social distancing apps and the introduction of 5G are also dissected within the article. Finally, the reader is presented with ideas on feasible solutions and coping mechanisms in dealing with technology-related stress. It seems evident that there exists a need for academia and governmental entities to work in- tandem in order to implement common-sense legislation
Discovering civic educational hackathons: an exploratory study
Get PDFEducational hackathons are a new way to respond to some of the biggest challenges in education. This exploratory study seeks to define the key elements of these hackathons and to offer a theoretical and practical starting point for future publications and research. A literature review is carried out, with the information then contrasted with the experience as organizers of EDhack Raval, the first community-focussed educational hackathon in Catalonia. Observations, a questionnaire and interviews are used to add depth and objectivity to the wealth of data derived from field work. The results point to the valorization of the freedom of the creative process, the generation of community networks and social learning over the creation of solutions, findings that coincide with the latest research.Thus, the study concludes that educational agents would do well to appropriate, adapt and evaluate the assets of the hacker culture, making sure not to commit the error or organising hackathons that promote solutionism, elitism and competition
Fear of missing out (FoMO) and Instagram use: Analysis of the relationships between narcisim and self-esteem
Get PDFThe emerging phenomenon of FoMO has received the attention of a number of researchers. Studies have sought to establish the relationship between this phenomenon and the rise of social networks, and they have examined FoMO’s effects on the users of these networks. This paper continues this research in the form of a cross-sectional study aimed at establishing the relationships between fear of missing out, the use of the social network Instagram, narcissism and self-esteem. The sample consisted of 364 individuals, out of whom 301 participants were selected. Their ages ranged from 18 to 30 years old. For the purposes of this study, an ad hoc questionnaire was used for the variables related to Instagram use. Data were also gathered via the FoMO-E scale, the HSNS (to measure narcissism) and the Rosenberg self-esteem scale. The results show a positive correlation between the variables measuring Instagram use and FoMO, as well as between FoMO and narcissism. Meanwhile, there is a negative correlation between FoMO and self-esteem. Thus, the study’s initial hypotheses are confirmed. The study also has yielded new information on the studied constructs and their links to the use of social networks, specifically Instagram
Design and Validation of a Questionnaire In Order to Assess the Adaptation of Educational Practices to the Flipped Learning Model
Get PDFThis paper details the design and validation process of a questionnaire that allows teachers to assess themselves in how they apply the flipped learning model in their professional teaching practice. More specifically, the tool will assess the degree to which a given teacher’s practices are in keeping with general standards established for this teaching model. In the design phase, a previously existing questionnaire on the same topic was used, and a thorough review of its structure and items was conducted, taking as a reference the general standards established by international experts in the design and application of the model. The validation phase consisted of two procedures. First, 12 teachers and professors who use flipped learning lent their expert judgement, and their answers and suggestions were analysed and incorporated into the design of an initial pilot version of the questionnaire. The second phase consisted of validation and reliability testing through the analysis of the answers offered by the 76 teachers who responded to the questionnaire. After this process, the questionnaire can be regarded as scientifically valid and suitable for its purpose
Aprendizaje entre iguales y desarrollo profesional de los estudiantes en prácticas del Grado de Educación Primaria a través de los foros online
Get PDFEste trabajo presenta el impacto del empleo de los foros online sobre la mejora de los aprendizajes en las prácticas profesionales de los futuros docentes de Educación Primaria. Para ello, se analiza el uso de este recurso por parte de los estudiantes y su percepción sobre la utilidad e idoneidad de esta herramienta para lograr el máximo aprovechamiento de la experiencia de prácticas.Los resultados derivados del análisis cuantitativo de las interacciones registradas en los foros, así como del análisis cualitativo sobre las respuestas otorgadas a un cuestionario de carácter abierto orientado a recoger la valoración del uso del foro como herramienta de aprendizaje en el Practicum, revelan un elevado nivel de satisfacción con las posibilidades que este recurso ofrece. Entre las más destacables se sitúan: las oportunidades para la interacción y el aprendizaje entre iguales en un contexto de aprendizaje que por la distancia física limita procesos colaborativos; la calidad del apoyo y orientación recibidos en momentos de práctica que requiere una respuesta inmediata; las posibilidades para mejorar la regulación emocional ante situaciones de aprendizaje en entornos reales, así como profundizar en la reflexión sobre la práctica y las competencias docentes implementadas, indispensable para el desarrollo profesional
Tinder y conductas sexuales de riesgo en jóvenes españoles
Get PDFLa popularidad de las apps móviles con geolocalización permite ampliar el círculo social de muchas personas, pero existen escasas investigaciones acerca del impacto que puedan tener sobre la salud de los usuarios. Tinder es la app con geolocalización más popular y resulta conveniente analizar cómo afecta a la sexualidad de los usuarios y si puede propiciar conductas de riesgo. El objetivo de la presente investigación es determinar los efectos del uso de Tinder: la búsqueda de sensaciones sexuales, compulsividad sexual y conductas sexuales de riesgo, como el sexo sin preservativo, sexo con múltiples parejas y sexo no consentido. Participaron 262 sujetos de entre 18 y 30 años, 133 usuarios de Tinder y 129 no usuarios. Los usuarios de Tinder obtuvieron puntuaciones mayores en búsqueda de sensaciones sexuales y compulsividad sexual que los no usuarios. No hubo diferencias en las conductas sexuales de riesgo, salvo que los usuarios de Tinder hacen un mayor uso del preservativo. En conclusión, pese a puntuar más alto en compulsividad sexual y búsqueda de sensaciones sexuales, los usuarios de Tinder tienen sexo más seguro que los no usuarios porque presentan mayor uso de preservativo y no hay diferencias en el resto de conductas sexuales de riesgo