Digital Education Review最新文献

{"title":"Can Artificial Intelligence help provide more sustainable feed-back?","authors":"Eloi Puertas Prats, María Elena Cano García","doi":"10.1344/der.2024.45.50-58","DOIUrl":"https://doi.org/10.1344/der.2024.45.50-58","url":null,"abstract":"\u0000Peer assessment is a strategy wherein students evaluate the level, value, or quality of their peers' work within the same educational setting. Research has demonstrated that peer evaluation processes positively impact skill development and academic performance. By applying evaluation criteria to their peers' work and offering comments, corrections, and suggestions for improvement, students not only enhance their own work but also cultivate critical thinking skills. To effectively nurture students' role as evaluators, deliberate and structured opportunities for practice, along with training and guidance, are essential.\u0000\u0000\u0000Artificial Intelligence (AI) can offer a means to assess peer evaluations automatically, ensuring their quality and assisting students in executing assessments with precision. This approach allows educators to focus on evaluating student productions without necessitating specialized training in feedback evaluation.\u0000\u0000This paper presents the process developed to automate the assessment of feedback quality. Through the utilization of feedback fragments evaluated by researchers based on pre-established criteria, an Artificial Intelligence (AI) Large Language Model (LM) was trained to achieve automated evaluation.  The findings show the similarity between human evaluation and automated evaluation, which allows expectations to be generated regarding the possibilities of AI for this purpose. The challenges and prospects of this process are discussed, along with recommendations for\u0000optimizing results.\u0000\u0000Artificial intelligence can offer a means to assess peer evaluations automatically, ensuring their quality and assisting students in executing assessments with precision. This approach allows educators to focus on evaluating student productions without necessitating specialized training in feedback evaluation.\u0000This paper presents the process developed to automate the assessment of feedback quality. Through the utilization of feedback fragments evaluated by researchers based on pre-established criteria, an artificial intelligence Large Language Model was trained to achieve automated evaluation. The challenges and prospects of this process are discussed, along with recommendations for optimizing results.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141710984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dinámicas, estrategias y retroalimentación aplicadas con gamificación mixta: ¿mejoran el bajo rendimiento cognitivo escolar?","authors":"Jhon Holguin-Alvarez, Juana Cruz-Montero, Jenny Ruiz Salazar, Raquel Leonor Atoche Wong, Irene Merino-Flores","doi":"10.1344/der.2024.45.179-190","DOIUrl":"https://doi.org/10.1344/der.2024.45.179-190","url":null,"abstract":"La educación digital en Latinoamérica ha traído consigo el desarrollo de estrategias apoyadas en el uso de plataformas y juegos de ocio y juegos serios. El objetivo fue diferenciar los efectos de dos metodologías: (a) gamificación mixta, (b) utilidad de plataformas lúdico-participativas en el bajo rendimiento escolar. Estas metodologías se han comparado en un diseño experimental. La evaluación se realizó en 150 escolares de Perú, clasificados en tres grupos de comparación (8,5 años de edad± 0,4). Se administraron 40 sesiones de aprendizaje con metodología D-E-R (dinámica, estrategia, retroalimentación) incluyendo el uso de las plataformas virtuales y el uso de videojuegos. La evaluación se desarrolló con pruebas sobre el aprendizaje en matemáticas, ciencias y comunicación, con los cuales se obtuvieron resultados significativos en los procesos cognitivos a partir de las actividades diseñadas con gamificación mixta sin ser discriminantes en los aprendizajes del área de comunicación. Se concluye que la gamificación reduce el bajo rendimiento para elevar los procesos cognitivos del razonamiento lógico, la deducción cognitiva en matemáticas, las habilidades en ciencias; y las de lectura y expresión oral. Se sugiere incluir variables basadas en una evaluación digital de la escritura de textos para superar las limitaciones.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141708739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comportamiento digital de educadoras y educadores en el tiempo libre durante la COVID-19. Resiliencia e innovación contra la incertidumbre","authors":"Miquel A. Essomba Gelabert","doi":"10.1344/der.2022.42.154-170","DOIUrl":"https://doi.org/10.1344/der.2022.42.154-170","url":null,"abstract":"El presente artículo resume una investigación realizada en Cataluña (España) sobre el comportamiento digital de educadoras y educadores en entidades de educación en el tiempo libre durante la COVID-19, momento en que se suspendieron sus actividades presenciales como medida de salud pública. Se desean analizar los procesos y las dinámicas que éstos han llevado a cabo, poniendo especial énfasis en sus competencias de resiliencia e innovación. Se ha aplicado el método de la encuesta mediante cuestionario con 69 ítems a una muestra de 646 jóvenes educadoras y educadores de estas entidades. Se ha llevado a cabo un análisis estadístico descriptivo univariado y bivariado en función de variables de población (edad, género, residencia y tipología de entidad). Los resultados nos describen un comportamiento resiliente de educadoras y educadores con el fin de mantener la actividad educativa durante la suspensión de presencialidad. Sin embargo, el impacto educativo y los niveles de satisfacción con las actividades educativas online son bajos, y se observa una incompatibilidad metodológica entre presencialidad y online. También se constatan diferencias significativas entre educadoras y educadores según el tipo de entidad. Las educadoras y educadores esperan más presencialidad en el futuro inmediato, y más reconocimiento social y político.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47067246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gamificación mixta con videojuegos y plataformas educativas: un estudio sobre la demanda cognitiva matemática","authors":"Jhon Holguin-Alvarez, Juan Apaza-Quispe, Juana Cruz-Montero, Jenny María Ruiz Salazar, D. Huaita Acha","doi":"10.1344/der.2022.42.136-153","DOIUrl":"https://doi.org/10.1344/der.2022.42.136-153","url":null,"abstract":"La inclusión de la gamificación basada en el uso de recursos tecnológicos cada vez es más urgente en las sesiones de aprendizaje. En especial, ante la eventual educación a distancia, diversas áreas del conocimiento deben potenciarse, y una de ellas son las matemáticas complejas. La investigación presenta la determinación de los efectos de la gamificación mixta en la demanda cognitiva matemática. Se utilizaron plataformas educativas y la competición en videojuegos durante seis meses en una muestra 300 estudiantes de tercero y cuarto grado de primaria (M = 9.1; DE = 0.7), organizados en grupos experimental y control. Los resultados indican incremento de puntajes que indican mejoras en el abordaje de la demanda no conectiva (nivel moderado de rendimiento), y en el abordaje de la demanda conectiva (alto nivel de rendimiento). Las conclusiones permiten aseverar que los efectos combinatorios del uso de recursos tecnológicos para gamificar son positivos en el rendimiento en la demanda cognitiva matemática. Las limitaciones exigen replicar el estudio con la distribución de clases gamificados durante mayor tiempo, y uso permutado de los juegos utilizados en el experimento.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46092171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Distance Educational Relationship and Senses of Belonging: The voices of students","authors":"L. Aires, A. S. Maia, Ana Catarina Carneiro","doi":"10.1344/der.2022.42.101-117","DOIUrl":"https://doi.org/10.1344/der.2022.42.101-117","url":null,"abstract":"In a viral society in which the social being claims the ability to maintain distance and the socially desirable representation of the body, in particular the face, claims its concealment, the distance educational relationship represents a critical area that deserves to be highlighted in the research agendas. This study aims to explore the sense of belonging of 144 students who attend a distance learning university. For this purpose, an open-ended questionnaire was applied, previously disclosed in closed groups on social networks. The students' sense of belonging was analysed through the types of connections they maintain with the campus, course, peers and teachers. The analysis of the narratives expresses a great diversity, density of experiences and expectations in the connections and senses of belonging. Attributing great importance to teachers in the appropriation of knowledge, it is essentially with their peers - other students - that the connections and sense of belonging acquire greater expression.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45636624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of ICT in Secondary Music Education and its relationship with teachers’ beliefs","authors":"Guadalupe Hernández Portero, Pilar Colás Bravo","doi":"10.1344/der.2022.42.1-15","DOIUrl":"https://doi.org/10.1344/der.2022.42.1-15","url":null,"abstract":"One of the most notable effects that COVID 19 has engendered in education is the ICT use in teaching at all educational levels. This study provides data on the ICT usage by teachers in the teaching of Music in Secondary Education in Andalusia (Spain). It also explores the relationship between ICT practices and teachers' perceptions of the educational value of ICT for teaching and learning. The empirical results obtained indicate that Secondary Education Music teachers use ICT in their teaching in a highly heterogeneous manner, with limited use prevailing. A statistically significant relationship is also observed between ICT practices in music teaching and teachers' beliefs regarding the educational value of ICT as a tool for teaching and student learning.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44418076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La herramienta Kahoot! como propuesta innovadora de gamificación educativa en Educación Superior","authors":"Veronica MARTINEZ LOPEZ, María Ángel Campo Mon, Eva Fueyo Gutiérrez, Alejandra Dobarro González","doi":"10.1344/der.2022.42.34-49","DOIUrl":"https://doi.org/10.1344/der.2022.42.34-49","url":null,"abstract":"En los últimos años se ha introducido la gamificación en las aulas, entendida como el uso de técnicas, elementos y dinámicas propias de los juegos en entornos ajenos al juego. En esta investigación, se ha utilizado una herramienta concreta de gamificación educativa, Kahoot!, plataforma gratuita que integra el juego en la actividad docente y requiere el uso de dispositivos móviles. Se trabajó con una muestra de 814 estudiantes de Educación Superior, de titulaciones, cursos y asignaturas diferentes en la rama de Ciencias Sociales. Cada grupo se dividió en grupo experimental (GE), encargado de realizar los kahoot, y grupo control (GC) que cursaban la asignatura pero no hacían los kahoot. El objetivo principal era mejorar el rendimiento de los alumnos universitarios con el empleo del kahoot. Los objetivos específicos propuestos eran fomentar la asistencia a las clases, reforzar la adquisición y el repaso de contenidos y conocer la opinión de los participantes. El ANOVA confirma que los estudiantes que realizaron los kahoot obtuvieron mejores calificaciones que los que no los habían hecho. Sin embargo, la realización de los kahoot por sí sola no es predictora del éxito académico. Pueden influir otras variables como la asistencia a las clases.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49154094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Storytelling as a Methodology for Articulating the Structure of Responsible Research and Innovation Axes","authors":"Vanessa Maria de Souza, Alessandra Rodrigues","doi":"10.1344/der.2022.42.50-64","DOIUrl":"https://doi.org/10.1344/der.2022.42.50-64","url":null,"abstract":"This study seeks to identify Responsible Research and Innovation (RRI) principles for producing Digital Storytelling (DS) in Investigation Group (IG) among Brazilian basic education students, based on socio-scientific themes. This investigation used qualitative research. The methodological path consisted of developing IG activities aimed at promoting and integrating RRI skills via DS construction by the students. Data were collected using a field diary, video recordings of the IG meetings, and the DS themselves. We observed that RRI axes are directly and indirectly addressed by DS, and seemed to be mostly articulated by elaborating and presenting the narratives within the IG. With the strategy of integrating DS into RRI practices, students took an investigative stance that brought school activities closer to making real changes in society. Communicating student production during and after completing the DS reinforced articulation between RRI and DS.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41950739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From Theory to Practice: Student Podcasting through Online Learning Environments in Political Science","authors":"Ximena Alvarenga Fournier, Ronald Andrés Sáenz Leandro","doi":"10.1344/der.2022.42.81-100","DOIUrl":"https://doi.org/10.1344/der.2022.42.81-100","url":null,"abstract":"This work aims to advance on the systematization of teaching experiences in the formulation of evaluation activities, mediated by ICT, for academic and professional training in the field of Political Science. It explores the usefulness of student podcasting as a didactic strategy for theoretical-active learning in digital university environments during COVID-19 pandemic. Based on the design of an assessment questionnaire and a non-probabilistic convenience sampling strategy, a survey has been administered to N=40 students from two theoretical undergraduate courses of the School of Political Science at the University of Costa Rica, taught during two semesters in 2020. The article reviews the related results according to the degree of satisfaction with podcasting as a way of evaluating the appropriation of theoretical content. It is concluded by arguing that this teaching-learning methodology helps to facilitate among students’ new ways of \"putting theory into practice\", this through the exercise of creative, reflective skills and theoretical-conceptual argumentation according to the creation of student-made podcasts, based on work on theoretical lines and conceptual proposals of relevance to Political Science.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44537101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enseñando matemáticas a través de YouTube: El caso de los edutubers españoles","authors":"Daniel Pattier","doi":"10.1344/der.2022.42.65-80","DOIUrl":"https://doi.org/10.1344/der.2022.42.65-80","url":null,"abstract":"YouTube es la plataforma de referencia para la búsqueda de materiales educativos audiovisuales tanto desde una perspectiva formal como informal. El objetivo de nuestra investigación es analizar la presencia de canales educativos de matemáticas en YouTube y extraer los factores de éxito de dichos canales para establecer una discusión que ayude a la mejora de la formación del profesorado. Para ello, se desarrolla un estudio de los 29 canales de matemáticas de mayor éxito de España a través de la aplicación de un instrumento cualitativo de análisis de canales educativos de YouTube. Los resultados evidencian una alta presencia proporcional de canales de matemáticas, una tendencia positiva de crecimiento y los factores de éxito de las categorías analizadas: variables dependientes (género y etapa educativa), datos y estadísticas del canal, estructuración de los vídeos, proceso de grabación y edición de los vídeos, personalidad del edutuber, utilización de la plataforma YouTube y uso de otras redes sociales. Se discuten los hallazgos con la literatura más reciente sobre la temática. Concluimos una serie de propuestas para la mejora de la didáctica de las matemáticas.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44866535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}