Magdalena Ramos Navas-Parejo

Bio: Magdalena Ramos Navas-Parejo is an academic researcher from University of Granada. The author has contributed to research in topics: Competence (human resources) & Higher education. The author has an hindex of 7, co-authored 30 publications receiving 175 citations.

Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training

Abstract: Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms.

Realidad virtual y motivación en el contexto educativo: Estudio bibliométrico de los últimos veinte años de Scopus

Abstract: Las tecnologias de la informacion y comunicacion han acontecido grandes cambios en todos los sectores de la sociedad actual, pero, especialmente en el ambito educativo, promoviendo el desarrollo de nuevas metodologias. Dentro de estos nuevos metodos de ensenanza se encuentra la Realidad Virtual que en los ultimos anos ha tenido una gran transcendencia ya que se ha demostrado que influye de forma positiva en la motivacion del alumnado y, a la vez, en la mejora de su atencion. De aqui surge el interes por realizar este estudio, con el objetivo de analizar en que situacion actual se encuentran las investigaciones existentes en la base de datos Scopus sobre el uso de la Realidad Virtual en educacion para la mejora de la motivacion en los procesos de ensenanza-aprendizaje. Los resultados revelan que en los ultimos veinte anos (1998-2018) la produccion cientifica sobre el tema en cuestion ha crecido de forma exponencial, pasando de publicar un 0.27% en 1998, a un 14,48% en 2018. Terminamos el estudio proponiendo seguir investigando sobre este tema con la finalidad de seguir comprobando hasta que punto es posible mejorar la calidad educativa gracias al uso de nuevas metodologias como la Realidad Virtual.

Scientific Performance and Mapping of the Term STEM in Education on the Web of Science

Abstract: Technological progress is causing terms such as “STEM”, an acronym for Science, Technology, Engineering and Mathematics, to burst into the educational arena, marking a new era in the application of innovative and motivating teaching and learning processes. The objective of this research is to analyze the trajectory and the transcendence of the “STEM” concept in the educational field, having as reference the reported literature of Web of Science. The methodology applied in this research is based on bibliometrics, analyzing both the performance and the structural and dynamic development of the concept through a co-word analysis. The total number of documents analyzed is 4390. The results show that the scientific community mainly uses English and research papers to present their results. From 2015 onwards, the main lines of research are beginning to be established, which focus on “women” and “science”. It can be concluded that the term “STEM” in education is beginning to have a greater incidence and impact on the processes of teaching and learning, especially in the field of science, although there are currently discrepancies between men and women in its use.

Effect of the flipped classroom and gamification methods in the development of a didactic unit on healthy habits and diet in primary education

Abstract: Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.

Augmented Reality as a Resource for Improving Learning in the Physical Education Classroom

Abstract: Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content.

RETOS. Nuevas Tendencias en Educación Física, Deporte y Recreación

Abstract: Resumen es: La nueva aproximacion de formacion de expertos ha modificado la antigua vision del proceso de deteccion de talentos. Dicha pers pectiva consiste en evalu...

REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Abstract: Resumen es: Este trabajo analiza la Direccion Escolar como factor de eficacia y cambio en la realidad chilena, ofreciendo, en primer lugar, una vision panoramica del...

Between Level Up and Game Over: A Systematic Literature Review of Gamification in Education

Abstract: Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.

E-learning in the teaching of mathematics: An educational experience in adult high school

Abstract: Currently, the e-learning method, due to the period of confinement that is occurring due to COVID-19, has increased its use and application in the teaching and learning processes. The main objective of this research is to identify the effectiveness of the e-learning method in the teaching of mathematics with adults who are in high school, in contrast to the traditional expository method. The study developed is quantitative, descriptive and correlational. The research design is quasi-experimental, with a control group and an experimental group. The results show that the use of the e-learning method has a positive influence on motivation, autonomy, participation, mathematical concepts, results and grades. It can be concluded that the e-learning method leads to improvement in adult students who are studying the mathematical subject in the educational stage of high school, provided that it is compared with the expository method. Therefore, this method is considered effective for its implementation in adults.