Julio Barroso-Osuna

Bio: Julio Barroso-Osuna is an academic researcher from University of Seville. The author has contributed to research in topics: Competence (human resources) & Augmented reality. The author has an hindex of 5, co-authored 11 publications receiving 111 citations.

Educational uses of Augmented Reality (AR): experiences in Educational Science

Abstract: Augmented Reality (AR) is an emerging technology that is gaining greater influence on teaching every day. AR, together with mobile technology, is defined as one of the most efficient pairs for supporting significant and ubiquitous learning. Purpose of the study: the Instructional Material Motivational Survey (IMMS), by Keller, was used to determine the degree of motivation possessed by the Pedagogy students on the utilization of the notes enriched with AR in the classroom, available for their didactic use through mobile devices. Methods: through an app designed for the courses Education Technology (ET) and Information and Communication Technologies (ICT) Applied to Education, the motivation gained when participating in this experience, and how it influences the improvement of academic performance, was evaluated. Results and conclusions: the most notable main result was finding a strong relationship between the motivation of the students when using the enriched notes and the increase of performance in the academic subject where it was used. Likewise, it was proved that the use of Augmented Reality benefited the learning process itself.

Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)

Abstract: We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency.

The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain).

Abstract: The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Mixed, Augmented and Virtual, Reality Applied to the Teaching of Mathematics for Architects

Abstract: This paper examines the possibilities of Mixed Reality, the combination of two emerging technologies—Augmented Reality and Virtual Reality—in university education. For this purpose, an object was elaborated in Mixed Reality that underwent the evaluation of 44 first-year students from the degree in architecture who were enrolled in the subject “Mathematical Foundations for Architecture.” The instrument utilized was based on the TAM model, which analyzes the degree of acceptance of the technology used. The analysis of the responses provided by students supported the 23 hypotheses formulated in this study. It was found that MR significantly influences the perceived usefulness and ease of use. The results imply that MR utilization has positive effects on the mathematical teaching-learning processes in architecture from the students’ perception of their mastery of technology. It becomes necessary to offer support to those university teachers who promote the use of active MR-based methodologies in classrooms.

Digital competence in higher education research: A systematic literature review

Abstract: In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.

University Students’ Perception of Video-Based Learning in Times of COVID-19: A TAM/TTF Perspective

Abstract: Physical closure of educational institutes worldwide due to the COVID-19 pandemic has resulted in the emergence of a new era of video-based learning. The current circumstances are unique that have ...

A systematic mapping review of augmented reality applications to support STEM learning in higher education

Abstract: While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.

Teachers’ digital competencies in higher education: a systematic literature review

Abstract: Abstract Digital competence has gained a strong prominence in the educational context, being one of the key competencies that teachers must master in today's society. Although most models and frameworks focus on the pre-university level, there is a growing interest in knowing the state of digital competencies of university teachers, that is, the set of knowledge, skills and attitudes necessary for a teacher to make effective use of technologies. The aim of this research is to present a systematic review of the literature in the Web of Science and Scopus, to identify, analyze and classify the published articles between 2000 and 2021 on digital competences, and thus find and improve the research being done on digital skills and future avenues of teachers in the university context. The SciMAT software is used in the analysis. The initial search reveals more than 343 articles in English, of which 152 are duplicates and 135 are not related to the topic of study. After this filtering, 56 articles are obtained and analyzed in depth. The results reveal a predominance of research that focuses on analyzing teachers' self-assessment and reflection of their digital competencies. Teachers recognize that they have a low or medium–low digital competence, as well as the absence of certain competencies, especially those related to the evaluation of educational practice. Despite the multiple studies that address this issue, it is necessary to continue improving research in this area, deepening the assessment of teachers' digital competencies and design, on this basis, more practical and personalized training programs that respond to the needs of teachers in the digital era.