【SSCI】教育学期刊《Journal of New Approaches in Educational Research》最新论文推送（2024年10月）
《Journal of New Approaches in Educational Research》共18篇，祝大家阅读愉快。
《The psycho-social impact of video games on K12 Spanish students》
《电子游戏对 K12西班牙学生的心理社会影响》
作者：Esteban Vázquez Cano · Mercedes Quero-Gervilla · María del Pilar Quicios García · Eloy López Menéses
英文摘要：This research aims to study the psycho-social impact of video games on K12 students. For this, a probabilistic topic modelling analysis method based on text mining approach has been performed. This process is based on nodes’ connectivity and it has been developed through K Means approach; by launching the Jenks-Breaks algorithm. The sex differences are calculated according to a nonlinear dynamics approach based on Hurst exponent and multifractal function and the influence of time with the application of the Sobel test. The results show which are the most used video games by K12 and their psycho-social impact on students based on four categories: (1) boredom and sadness, (2) happiness and socialization, (3) immersion, and (4) families' conflicts. There are significant differences between boys and girls depending on the games they use, a factor that increases when playing more than two hours a day. For boys, games like FIFA and Fortnite produce higher levels of immersion and family conflict, while for girls, games are perceived as sources of greater happiness and a means to reinforce friendship and camaraderie, particularly with games like Brawl Stars, Rocket League, and PKXD.
中文摘要：本研究旨在探讨电子游戏对 K12学生的心理社会影响。为此，提出了一种基于文本挖掘的概率主题建模分析方法。这个过程是基于节点的连通性，它是通过 K 均值方法开发的，通过启动 Jenks-Breaks 算法。采用基于赫斯特指数和多重分形函数的非线性动力学方法，结合索贝尔检验，计算了不同性别间的性别差异，并分析了时间对性别差异的影响。结果表明，K12使用最多的视频游戏及其对学生的心理社会影响分为四类: (1)无聊和悲伤，(2)幸福和社会化，(3)沉浸，(4)家庭冲突。男孩和女孩之间的差异很大，这取决于他们使用的游戏，这一因素在每天玩游戏超过两个小时时会增加。对于男孩子来说，像 FIFA 和 Fortnite 这样的游戏会产生更高水平的沉浸感和家庭冲突，而对于女孩子来说，游戏被认为是更大的幸福的来源，是加强友谊和同志情谊的一种手段，特别是对于像打斗之星、火箭联盟和 PKXD 这样的游戏。
https://doi.org/10.1007/s44322-024-00014-9
《Transmedia skill derived from the process of converting films into educational games with augmented reality and artificial intelligence》
《跨媒体技能源于将电影转化为具有扩增实境和人工智能的教育游戏的过程》
作者：María Esther del Moral Pérez · Nerea López-Bouzas · Jonathan Castañeda Fernández
英文摘要：Transmedia skill, derived from the process of converting films into educational games using augmented reality and artificial intelligence, involves employing various languages and mediums to adapt an original narrative to another format. This transmedia practice presents an opportunity to cultivate diverse skills in teacher training by transforming film narratives into educational games with Augmented Reality (AR) and Artificial Intelligence (AI). Moreover, these educational games enable student engagement in missions or challenges, enhancing their engagement with educational activities. Thus, this research stems from an Innovation project implemented in the Degree in Early Childhood Education (N=77) with two groups of university students who developed 24 educational games in physical and digital formats. The objectives are: 1) to compare the transmedia process adopted by both groups when converting children's animation films into games, some in digital format and others combining physical and digital resources; and 2) to analyze their transmedia skill reflected in the games developed. The methodology adopted is non-experimental empirical, with a descriptive and comparative nature. Two instruments were designed and validated, one to analyze the transmedia process followed in each case and another to ascertain the level of transmedia skill of the university students. The results reveal that both groups chose different creative approaches to gamify the films, expanding their stories by leveraging the potential of AR and AI to create interactive characters and settings. From this, their transmedia capability could be inferred. Thus, the use of digital applications to collaboratively design games—utilizing film narratives—represented an innovation in their training, holistically enhancing various skills. In conclusion, this experience presents an opportunity to increase the transmedia skills of future educators.
中文摘要：跨媒体技巧源于利用扩增实境和人工智能将电影转化为教育游戏的过程，涉及运用各种语言和媒介将原始叙事改编成另一种形式。这种跨媒体实践提供了一个机会，通过将电影叙事转化为具有扩增实境(AR)和人工智能(AI)的教育游戏，培养教师培训中的多种技能。此外，这些教育游戏使学生能够参与任务或挑战，加强他们对教育活动的参与。因此，这项研究源于一个创新项目实施的早期儿童教育学位(N = 77)与两组大学生谁开发了24个教育游戏的物理和数字格式。目的是: (1)比较两组儿童动画电影转换成游戏时所采用的跨媒体过程，有些是数码格式的，有些是物理和数码资源相结合的; (2)分析他们在所开发的游戏中所反映的跨媒体技能。所采用的方法是非实验经验的，具有描述性和比较性。设计并验证了两种工具，一种用于分析每种情况下的跨媒体过程，另一种用于确定大学生的跨媒体技能水平。结果显示，两个团体都选择了不同的创意方法来游戏化电影，通过利用 AR 和 AI 的潜力来创造互动的人物和场景来扩展他们的故事。由此可以推断出它们的跨媒体能力。因此，使用数字应用程序来合作设计游戏ーー利用电影叙事ーー代表了他们在训练方面的创新，全面提高了各种技能。总之，这次经历提供了一个提高未来教育工作者跨媒体技能的机会。
https://doi.org/10.1007/s44322-024-00015-8
《Eye-tracking contribution on processing of (implicit) reading comprehension》
《眼球追踪对处理(隐性)阅读理解的影响》
作者：Cristina de la Peña Álvarez
英文摘要：Reading comprehension is a fundamental skill to be developed from the early stages of reading acquisition and it is essential for both formative and personal learning. This study examines eye-tracking as a useful and complementary tool in the assessment and improvement of implicit reading comprehension. The aim is to understand the role of eye-tracking in implicit reading comprehension and, complementarily, in intervening skills such as vocabulary, rapid automatized naming, and processing speed. In a final sample of 7–8 year-old 67 students, tests for implicit reading comprehension (literal, inferential, and total), eye-tracking measures, vocabulary, rapid automatized naming, processing speed, as well as tests to control for intellectual and attentional levels were administered. The results of the correlational and regression analyses indicate the existence of predictive relationships between (i) implicit reading comprehension and eye-tracking measures, and additionally, (ii) between intervening skills (vocabulary, rapid automatized naming, processing speed) and eye-tracking measures, and (iii) between implicit reading comprehension and intervening skills (vocabulary, rapid automatized naming, processing speed). In summary, better performance in implicit reading comprehension (literal, inferential, and total) is related to and explained by shorter eye movement times in recognition and access to meaning, larger vocabulary, and faster rapid automatized naming and processing speed. Furthermore, eye-tracking measures are better predictors of implicit reading comprehension. These findings provide promising evidence for the contribution of eye-tracking to optimising the level of implicit reading comprehension, which is applied daily in classrooms.
中文摘要：阅读理解是从阅读习得的早期阶段开始培养的一项基本技能，对于形成性学习和个人学习都是必不可少的。这项研究探讨了眼球追踪作为评估和改善内隐阅读理解的一个有用和补充的工具。目的是了解眼球追踪在内隐阅读理解中的作用，以及在词汇、快速自动命名和处理速度等介入技能中的互补作用。在最后一个样本中，研究人员对7-8岁的67名学生进行了内隐阅读理解测试(文字、推理和总分)、眼球追踪测试、词汇量测试、快速自动命名测试、处理速度测试以及智力和注意力水平控制测试。相关分析和回归分析的结果表明，(i)内隐阅读理解和眼球跟踪测量之间，以及(ii)干预技能(词汇量，快速自动命名，处理速度)和眼球跟踪测量之间，以及(iii)内隐阅读理解和干预技能(词汇量，快速自动命名，处理速度)之间存在预测关系。总而言之，内隐阅读理解(文字、推理和总体)的更好表现与较短的眼球运动时间、更大的词汇量以及更快的自动命名和处理速度有关。此外，眼球追踪测量能更好地预测内隐阅读理解。这些发现为眼球追踪对优化内隐阅读理解水平的贡献提供了有希望的证据，这种方法每天都在课堂上使用。
https://doi.org/10.1007/s44322-024-00013-w
《Enhancing visual and plastic education training: a blended learning and flipped classroom approach》
《加强视觉及整形教育训练: 混合学习及翻转课堂的方法》
作者：Verónica Chuts-Pérez · Rosa Pilar Esteve-Faubel · María del Pilar Aparicio Flores · José-María Esteve-Faubel
英文摘要：This article explores whether the implementation of the B-Learning (BL) and Flipped Classroom (FC) methodologies, using the ICT tool Edpuzzle, in the mandatory subject of Didactics of Plastic Expression in the Early Childhood Education teacher training programme leads to improvements in their education as future teachers. To address this investigation, two different pedagogical interventions were proposed: Unit 1 (U1), implementing BL, and Unit 2 (U2) through traditional lectures. For the analysis, a qualitative methodology using the focus group technique was employed. The results revealed high satisfaction among students regarding U1, implying that the use of ICT through the implementation of BL and FC methodologies has created a more dynamic and enriching educational environment, thereby enhancing their learning.
中文摘要：本文探讨在幼儿教育教师培训计划的强制性科目「塑性表达教学法」中，使用资讯及通讯科技工具「拼图」(Edille) ，实施「基础学习」(b-Learning)及「翻转课堂学习」(FC)方法，是否有助提升他们作为未来教师的教育质素。为了解决这一调查，提出了两种不同的教学干预措施: 单元1(U1) ，实施基本法和单元2(U2)通过传统讲座。为了进行分析，采用了定性的方法，使用焦点小组技术。调查结果显示，学生对 U1的满意度很高，这意味着通过实施基本法和功能界面方法使用信息和通信技术创造了一个更有活力、更丰富的教育环境，从而提高了他们的学习水平。
https://doi.org/10.1007/s44322-024-00011-y
《Exploring the persistence of adults on secondary education courses: occupational status, satisfaction and self-efficacy as key factors》
《成人对中等教育课程持续性的探讨: 职业地位、满意度和自我效能感为关键因素》
作者：Lidia Daza-Pérez · Juan Llanes Ordóñez · Pilar Figuera-Gazo
英文摘要：One of the most worrying issues in Spanish education is the high school dropout rate, especially for those students who leave compulsory secondary education with no qualifications. Some of these students re-enter the system via adult education centres (AECs), where they can obtain the minimum qualification required by the labour market (the Secondary Education Graduate Certificate, the equivalent of GCSE in UK education). Entry into and adaptation to the AECs was explored in a non-probabilistic sample of 234 individuals from a total population of 2033 enrolled in 14 Catalan AECs, and the roles of a range of factors in shaping successful trajectories were analysed. The aim was to contribute to the design of strategies boosting students’ well-being and raising the probability of their persisting in their studies. The results showed that when study was full-time or combined with a part-time job of half a day or fewer working hours, when there was high academic satisfaction with the centre, and when there was a feeling of empowerment and efficacy in studying, the bond to the centre and the will to continue studying there were enhanced.
中文摘要：西班牙教育中最令人担忧的问题之一是高中辍学率，特别是对于那些没有学历的义务中等教育毕业生而言。其中一些学生通过成人教育中心(AECs)重新进入该系统，在那里他们可以获得劳动力市场所要求的最低资格(中等教育研究生证书，相当于英国教育中的普通中等教育证书)。在14个加泰罗尼亚 AEC 中登记的2033年总人口中的234人的非概率抽样中探讨了加入和适应 AEC 的问题，并分析了一系列因素在形成成功轨迹中的作用。目的是为了促进学生的幸福感和提高他们坚持学习的可能性的策略的设计做出贡献。研究结果显示，当学习是全职或兼职工作半天或更少的工作时间时，当学生对中心有较高的学业满意度时，当学习中有一种授权感和效能感时，他们与中心的联系和继续学习的意愿增强了。
https://doi.org/10.1007/s44322-023-00005-2
《Unlocking the cosmos: evaluating the efficacy of augmented reality in secondary education astronomy instruction》
《开启宇宙: 评估扩增实境在中学天文学教学中的效能》
作者：Enzo Ferrari · Pablo Herrero Teijón · Carlos José González Ruiz
英文摘要：Augmented Reality (AR) is now being used in education across various subjects. The number of AR applications has increased with the popularity of smartphones. In this study, we explore the use of AR-based apps for teaching astronomy in the last four years of secondary education in Spain. The study includes an experimental group and a control group to show the benefits of using AR in the classroom. We conducted a pretest-posttest design, with a knowledge questionnaire given before and after the teaching period. 130 students aged 12 to 16, from a secondary school in Spain were divided into four groups, each having a control and an experimental group. The experimental group showed significant improvement in academic performance through the use of AR. This research aligns with previous studies, confirming that the use of AR makes Science, Technology, Engineering, and Mathematics (STEM) learning more engaging compared to traditional teaching methods.
中文摘要：扩增实境现正应用于不同科目的教育。随着智能手机的普及，增强现实应用程序的数量有所增加。在这项研究中，我们探讨使用 AR 为基础的应用程序教学天文学在过去四年的中等教育在西班牙。该研究包括一个实验组和一个对照组，以显示在课堂上使用 AR 的好处。采用前测-后测设计，在教学前后分别进行知识问卷调查。来自西班牙一所中学的130名12至16岁的学生被分为四组，每组有一个对照组和一个实验组。实验组通过使用增强自回归显著提高了学习成绩。这项研究与之前的研究结果一致，证实了 AR 的使用使得科学、技术、工程和数学(STEM)的学习比传统的教学方法更具吸引力。
https://doi.org/10.1007/s44322-024-00007-8
《Complex trajectories in higher education students: online and face-to-face universities》
《高等教育学生的复杂轨迹: 在线大学和面对面大学》
作者：Alícia Villar Aguilés · D. Muñoz-Rodríguez
英文摘要：Expansion in higher education and changes in student profiles have led to an increase in non-linear trajectories that do not fit into a time frame considered standard. However, universities continue to establish success and failure parameters relating to performance indicators that do not consider the heterogeneity of trajectories. The theoretical perspective on which we base our work is the complexity approach, which resituates what we understand as a trajectory of success (and failure), incorporating a broader view to better understand how students navigate through higher education. Based on research on university dropout and changes of trajectory, we present the results of a study carried out using sequence analysis in face-to-face and online universities. The research question on which this study focuses is whether, given the context of greater heterogeneity and complexity, there could be a greater similarity between the students’ trajectories in face-to-face and online modalities in relation to complex trajectories. The results show that complex trajectories are very present in both modalities, and differences are observed according to students’ gender and age. A key conclusion is the discussion on how we consider success and failure student trajectories in the contemporary university taking into account the perspective of complexity.
中文摘要：高等教育的扩展和学生情况的变化导致了非线性轨迹的增加，这种轨迹不符合被视为标准的时间框架。然而，大学继续确定与绩效指标有关的成功和失败参数，而没有考虑到轨迹的异质性。我们工作所依据的理论视角是复杂性方法，它重新定位了我们所理解的成功(和失败)的轨迹，纳入了更广泛的视角，以更好地理解学生如何通过高等教育导航。基于对大学辍学和学习轨迹变化的研究，我们展示了一项在面对面和在线大学中使用序列分析进行的研究结果。本研究关注的研究问题是，在更大的异质性和复杂性的背景下，学生在面对面和在线模式中的轨迹与复杂轨迹之间是否存在更大的相似性。结果表明，两种教学模式都存在着复杂的学习轨迹，学生的性别和年龄有显著差异。一个关键的结论是讨论我们如何考虑成功和失败的学生轨迹在当代大学考虑到复杂性的角度。
https://doi.org/10.1007/s44322-023-00006-1
《The IndagApp mobile app: an inquiry-based science teaching resource: usability evaluation with pre-service teachers》
《IndagApp 移动应用程序: 一个基于探究的科学教学资源: 可用性评估与职前教师》
作者：Iraya Yánez-Pérez · Radu Bogdan Toma · Jesús Ángel Meneses Villagrá
英文摘要：Virtual laboratories and simulations have emerged as innovative solutions for science teaching. However, existing resources have various limitations and constraints including cognitive load/mental burden and limited coverage of all necessary steps in scientific inquiry, focusing mainly on the experimental simulation. To bridge this gap and address these challenges, the present study introduces the design and usability evaluation of IndagApp, an innovative educational resource explicitly developed to support inquiry-based science teaching. A convergent mixed methods design and a convenience sampling of 90 pre-service teachers were used. The findings indicate that IndagApp exhibits a high level of technological and pedagogical usability. Feedback from the users was incorporated to improve the app, resulting in its final version, which incorporates best practices from existing literature on authentic inquiry-based science teaching. IndagApp is freely accessible in the Spanish language, and compatible with Android 5.0 + smartphones and tablets, as well as PCs running Windows 7 or above operating systems. This research provides a timely and significant educational resource that may assist educators in enacting reform-oriented teaching practices.
中文摘要：虚拟实验室和模拟已经成为科学教学的创新解决方案。然而，现有资源存在各种局限性和限制，包括认知负荷/心理负担和科学探究中所有必要步骤的覆盖面有限，主要集中在实验模拟。为了弥补这一差距，并解决这些挑战，本研究介绍了 IndagApp 的设计和可用性评估，这是一个明确开发的创新教育资源，以支持基于探究的科学教学。采用收敛性混合方法设计和方便抽样方法对90名职前教师进行了调查。研究结果表明，IndagApp 具有高水平的技术和教学可用性。用户的反馈被用来改进这个应用程序，最终形成了它的最终版本，其中包含了现有文献中关于真实的基于探究的科学教学的最佳实践。IndagApp 可以免费使用西班牙语，兼容 Android 5.0以上的智能手机和平板电脑，以及运行 Windows 7或以上操作系统的个人电脑。这项研究提供了一个及时和重要的教育资源，可能有助于教育工作者颁布面向改革的教学实践。
https://doi.org/10.1007/s44322-024-00008-7
《Feasibility of teaching and assessing medical students in the metaverse: design and features for its learning efficiency》
《元医学教学与评价的可行性: 学习效率的设计与特点》
作者：M. A. Rodríguez-Florido · José Juan Reyes-Cabrera · Aday Melián · Carmen N. Hernández‐Flores · Juan Ruiz-Azola · Manuel Maynar
英文摘要：The metaverse is known as the hypothetical iteration of the Internet as a single, connected, universal and immersive virtual world that can be accessed via immersive technology devices. One approach to this concept can be achieved through the use of multi-user immersive virtual reality applications.
中文摘要：元宇宙被称为互联网的假想迭代，它是一个单一的、连接的、通用的、沉浸式的虚拟世界，可以通过沉浸式技术设备访问。可以通过使用多用户沉浸式虚拟现实应用程序来实现这一概念的一种方法。
https://doi.org/10.1007/s44322-024-00009-6
《Relationship and variation of dimensions in gamified experiences associated with the predictive model using GAMEX》
《游戏化体验维度与 GAMEX 预测模型的关系及变化》
作者：María del Carmen Llorente Cejudo
英文摘要：Gamifying educational practices is a trend in the field of education, especially in universities. Knowing which dimensions are significant in active gamified methodologies allows understanding the extent to which a dimension depends on another if there is a correlation between them. Through the GAMEX (gameful experience in gamification) scale, which measures gamified experiences (Journal of Interactive Marketing, Elsevier 43:98–115, 2018), the aims of this study were to: 1) explore, using the structural equations model, the viability of the GAMEX model formulated to analyse the gamified experience level of university students; and 2) determine the influence of the GAMEX variables on the students’ degree of mastery in gamified experiences. The sample was constituted by 405 university students. A structural equation modeling (SEM) analysis was carried from a PLS (partial least squares) approach, using SmartPLS software. The results show the reliability of the different constructs considered in the proposed model. The items presented acceptable reliability levels and strong consistency with the dimensions of the model. The model emphasises the multidimensional character of gamified experience and supports the students’ mastery over the different gamified experiences.
中文摘要：游戏化教育实践是教育领域，特别是大学教育领域的一种趋势。知道哪些维度在活跃的游戏化方法中是重要的，可以理解一个维度在多大程度上依赖于另一个维度，如果它们之间存在相关性的话。通过测量游戏化体验的 GAMEX 量表(2018年，爱思唯尔互动营销杂志，43:98-115) ，本研究的目的是: 1)利用结构方程模型，探索用于分析大学生游戏化体验水平的 GAMEX 模型的可行性; 2)确定 GAMEX 变量对学生游戏化体验掌握程度的影响。样本由405名大学生组成。采用偏最小二乘法(PLS) ，利用 SmartPLS 软件进行结构方程建模(SEM)分析。计算结果表明，该模型考虑了不同结构的可靠性。这些项目呈现出可接受的可靠性水平和与模型维度的强烈一致性。该模型强调游戏化体验的多维性，支持学生对不同游戏化体验的掌握。
https://doi.org/10.1007/s44322-023-00002-5
《Perceived usefulness of mobile devices in assessment: a comparative study of three technology acceptance models using PLS-SEM》
《移动设备在评估中的有用性感知: 使用 PLS-SEM 对三种技术接受模型的比较研究》
作者：Alberto Ortiz-López · José Carlos Sánchez Prieto · Susana Olmos Migueláñéz
英文摘要：The use of digital media in education has already been addressed in numerous technology acceptance models, but there is very little research on establishing a link between acceptance and assessment using mobile devices, a reality in educational institutions. This work aims to extend research by developing the TAM model and studying teachers’ perceived usefulness of mobile devices in terms of how they understand assessment: generically, as a summative and a formative assessment, or as the complementarity of these. This study proposes a comparison between three models using the partial least squares structural equation modeling (PLS-SEM) on a sample of 262 master’s degree students (pre-service teachers). The results show the validity of the three proposals and confirm the advantages to specifically consider assessment in acceptance models, as well as the importance of addressing its modalities differently after obtaining better results in the two models that do so. The study also confirms the importance of self-efficacy in the use of mobile devices as a predictor of usefulness and intention to use in the three models. The use of a comparative approach and the development of the perceived usefulness construct in assessment represents a new contribution to the field of acceptance studies.
中文摘要：数字媒体在教育中的使用已经在许多技术接受模式中得到处理，但是很少有关于使用移动设备在接受和评估之间建立联系的研究，这是教育机构的现实情况。这项工作旨在通过开发 TAM 模型和研究移动设备对教师理解评估的有用性来扩展研究: 一般来说，作为总结性和形成性评估，或者作为这些评估的互补性。采用偏最小二乘结构方程模型(PLS-SEM)对262名硕士研究生(职前教师)进行了比较研究。结果显示了这三项建议的有效性，并确认了在接受模式中具体考虑评估的好处，以及在这样做的两个模式取得更好的结果之后以不同方式处理评估模式的重要性。该研究还证实了自我效能感在三个模型中作为有用性和使用意图的预测因子在移动设备使用中的重要性。在评估中采用比较方法和发展认为有用的结构是对接受研究领域的新贡献。
https://doi.org/10.1007/s44322-023-00001-6
《Exploring student and family concerns and confidence in BigTech digital platforms in public schools》
《探索学生和家庭对公立学校大科技数字平台的关注和信心》
作者：Pablo Rivera-Vargas · Diego Calderón-Garrido · Judith Jacovkis · Lluís Parcerisa
英文摘要：The use of commercial digital platforms in public schools like Google and Microsoft, which was exacerbated during the pandemic, requires analysis to encourage a safer and more appropriate educational use. The research objective behind this article was to analyse the concerns of school students in obligatory primary and secondary education in public schools within the Autonomous Region of Catalonia (Spain) together with the opinions of their families regarding the use of digital platforms offered by large technology companies (BigTech) in schools. This is a mixed design study, consisting of eight discussion groups with pupils (n = 56) and a questionnaire issued to 2,330 family members. The results show that both students and families are concerned about the lack of knowledge surrounding the data they generate when using these digital platforms, and their effect on democratic school governance and the reproduction of gender stereotypes. In conclusion, the study suggests it is necessary to create greater critical awareness among children, adolescents and families at all socio-economic levels, particularly in those who are most vulnerable.
中文摘要：谷歌和微软等公立学校使用商业数字平台的情况在流感大流行期间加剧，需要进行分析，以鼓励更安全和更适当的教育使用。这篇文章背后的研究目的是分析加泰罗尼亚(西班牙)自治地方公立学校义务小学和中学学生的担忧，以及他们的家庭对大型科技公司(BigTech)提供的数字平台在学校的使用的意见。这是一个混合设计的研究，包括8个小组的学生(n = 56)和一个问卷发放给2,330个家庭成员。调查结果表明，学生和家庭都对使用这些数字平台产生的数据缺乏了解，以及这些数据对民主学校治理和重现性别陈规定型观念的影响感到关切。最后，研究报告建议，有必要在所有社会经济层面的儿童、青少年和家庭中，特别是在最弱势群体中，提高批判意识。
https://doi.org/10.1007/s44322-023-00003-4
《Social media and non-university teachers from a gender perspective in Spain》
《从性别角度看西班牙的社会媒体和非大学教师》
作者：Ángela Martín‐Gutiérrez · Elías Said-Hung · Jesús Conde Jiménez
英文摘要：Non-university teaching staff must use social media platforms (SMP) to update themselves on educational matters. This study aims to analyze how these teachers in Spanish non-university education, differentiating between men and women, value and use SMPs to update themselves in educational matters. A total of 463 Spanish teachers participated in this survey-type study. The results show that the perception of usefulness, responsible use, and the role of educational institutions and agents remains medium or low. At the descriptive level, differences between men and women are detected in the perceptions of the teachers surveyed, with female teachers having a more favourable perception of the usefulness, use, and role of social media assumed by the institutions in which they work professionally compared to male teachers. It is concluded that there are three profiles of non-university teachers according to the variables analyzed that do not show differences according to the sex of the teachers. The implications of this study help to propose actions that help improve the scenario by 1) increasing the training channels, 2) increasing the levels of educational innovation through SMP, 3) increasing the effectiveness of teaching–learning strategies, and 4) promoting of skills that contribute to greater use and perception of these scenarios for the training of teachers and students.
中文摘要：非大学教师必须使用社交媒体平台(SMP)来更新自己的教育事务。本研究旨在分析西班牙非大学教育中的这些教师如何区分男性和女性，重视和使用 SMP 来更新自己在教育事务中的地位。共有463名西班牙语教师参与了这项调查型研究。研究结果显示，学生对有用性、负责任使用、教育机构与代理人角色的认知程度仍处于中等或低水平。在描述层面，男女在被调查教师的看法上存在差异，与男教师相比，女教师对其从事专业工作的机构所承担的社交媒体的用途、使用和作用有更加有利的认识。研究结果表明，非大学教师的概况存在三种不同的变量，这三种变量并没有因教师性别的不同而显示出差异。这项研究的意义有助于提出行动，有助于改善情景: 1)增加培训渠道，2)通过 SMP 提高教育创新水平，3)提高教学策略的有效性，4)促进技能，有助于更多地使用和感知这些情景的教师和学生的培训。
https://doi.org/10.1007/s44322-024-00010-z
《Language bursts and text quality in digital writing by young EFL learners》
《年轻英语学习者数字写作中的语言爆发与文本质量》
作者：Aitor Garcés-Manzanera
英文摘要：This study investigates the relationship between pausing and revision behaviors, as captured by pause bursts (P-bursts) and revision bursts (R-bursts), and text quality in digital L2 writing contexts among young English as a Foreign Language (EFL) learners. The study involved 22 elementary school students aged 10–11 years, with English proficiency levels ranging from A1 to A2 (CEFRL). Participants completed a picture description writing task, and their writing processes were recorded using keystroke logging software. The results revealed that frequent pauses (P-bursts) were negatively correlated with text quality, suggesting cognitive overload or difficulties in language processing. In contrast, revision bursts (R-bursts) exhibited a positive correlation with text quality, indicating that the revision process played a crucial role in refining and improving the written output. Regression analysis further demonstrated that R-bursts significantly predicted text quality, underscoring the importance of revision behavior among young L2 writers. These findings contribute to our understanding of the cognitive processes underlying L2 writing in digital contexts and highlight the central role of revisions in enhancing text quality among young EFL learners. Educational implications emphasize the need for instructional practices that encourage and support the revision process in writing instruction for this population.
中文摘要：本研究调查了英语作为外语的年轻学习者在数字化二语写作环境中的停顿与修改行为(P 突发和 R 突发)以及文本质量之间的关系。该研究调查了22名10-11岁的小学生，他们的英语水平从 A1到 A2(CEFRL)不等。参与者完成图片描述写作任务，并使用键盘监听软件记录他们的写作过程。研究结果表明，频繁停顿(P 突发)与语篇质量呈负相关，提示语言加工过程中存在认知负荷或难度。相比之下，修订爆发(R-决口)与文本质量呈正相关，表明修订过程在提炼和改善书面输出中起着关键作用。研究回归分析进一步表明，R 爆发显著地预测了文本质量，强调了年轻二语作家修改行为的重要性。这些发现有助于我们理解数字环境下二语写作的认知过程，并强调了修改在提高年轻英语学习者语篇质量中的核心作用。教育方面的影响强调需要采取教学做法，鼓励和支持针对这一人群的书面教学的修订过程。
https://doi.org/10.1007/s44322-024-00012-x
《12-year-old students of Spain and their digital ecosystem: the cyberculture of the Frontier Collective》
《西班牙12岁学生及其数字生态系统: 边疆集体的网络文化》
作者：Eneko Tejada Garitano · Urtza Garay Ruíz · Javier Portillo · Ander Arce
英文摘要：In the context of primary education, students aged 11–12 years old begin to integrate digital devices and online behaviours that are more common and widespread at the secondary level. The objective of this study is to understand the factors that determine the initial digital ecosystem of students, and to evaluate the risks that these students face at a certain threshold age. The 356 participants in the sample completed a questionnaire designed ad hoc based on the findings of other studies with the same aim. The identified correlations and the regression equations obtained indicate, fundamentally, that two out of every three students who own a smartphone use it to communicate with family and friends. Furthermore, the use of mobile phones encourages young people to join and participate in social networks at an early age. The study also reveals that at this age, students use social networks mainly for the consumption of audiovisual content and not so much to share personal information of a critical nature. Finally, students in this particular age group are considered at a threshold age because they begin using smartphones regularly, making autonomous decisions without sufficient supervision regarding digital risks, thus becoming part of the Frontier Collective.
中文摘要：在初等教育背景下，11至12岁的学生开始将数字设备和在线行为结合起来，这些行为在中等教育中更为普遍和普遍。本研究的目的是了解决定学生初始数字生态系统的因素，并评估这些学生在一定阈值年龄所面临的风险。样本中的356名参与者完成了一份根据其他研究结果专门设计的调查问卷，目的相同。已确定的相关性和回归方程表明，从根本上说，每三个拥有智能手机的学生中就有两个使用智能手机与家人和朋友交流。此外，移动电话的使用鼓励年轻人早日加入和参与社交网络。这项研究还表明，在这个年龄段，学生使用社交网络主要是为了消费视听内容，而不是很多分享批判性的个人信息。最后，这一特定年龄组的学生被认为处于一个门槛年龄，因为他们开始经常使用智能手机，在没有充分监督数字风险的情况下自主作出决定，从而成为边境集体的一部分。
https://doi.org/10.1007/s44322-024-00017-6
《Augmented reality and teaching strategies in the study of volcanism in elementary and secondary schools》
《扩增实境及教学策略》
作者：António Faria
英文摘要：This study investigated the impact of two teaching strategies, conventional and drawing principle, associated with the use of Augmented Reality (AR), on the school performance of pupils in the 7th-year of primary school and the 10th-year of secondary school on volcanism learning. Compared to previous research, the novelty of this study lies in the comparative analysis of these two teaching strategies and their association with AR applications. Four classes from the 7th-year and two from the 10th-year were studied, following a quasi-experimental design, with two control classes and two experimental classes in the 7th-year, and one control class and one experimental class in the 10th-year. The Classical Theory of Tests was applied to analyse the evidence of knowledge evaluation on volcanism, used in all groups in post-test and follow-up. Descriptive and inferential statistics, including Student’s t-test, were conducted for paired and unpaired groups after determining the normality and homogeneity of variance of the samples. In the 7th-year, students who used the drawing principle as a learning strategy performed better compared to those who used conventional teaching. When the drawing principle was associated with the use of AR, students achieved better results in the follow-up test. In 10th-year students, the results consistently showed better performance when the conventional teaching strategy was associated with the use of AR.
中文摘要：本研究旨在探讨传统教学法与绘画教学法对小学七年级及中学十年级学生学习火山扩增实境的影响。与以往的研究相比，本研究的新颖之处在于对这两种教学策略及其与 AR 应用的关系进行了比较分析。本研究采用准实验设计，研究了大学七年级四个班级和大学十年级两个班级，其中大学七年级两个对照班、两个实验班，大学十年级一个对照班、一个实验班。运用经典测验理论对火山作用知识评价的证据进行了分析，并对各组进行了后测和随访。在确定样本方差的正常性和同质性之后，对配对组和非配对组进行描述性和推断性统计，包括 Student’s t- 检验。在第七年，使用绘画原理作为学习策略的学生比使用传统教学的学生表现得更好。当绘图原则与 AR 的使用相联系时，学生在后续测试中取得了较好的成绩。在10年级学生中，当常规教学策略与使用 AR 相关时，结果始终显示出更好的表现。
https://doi.org/10.1007/s44322-024-00018-5
《Categorising inclusive education and disability narratives, actors and expertise on Instagram, YouTube and Twitter》
《在 Instagram、 YouTube 和 Twitter 上对包容性教育和残疾叙事、演员和专业知识进行分类》
作者：Carlos Barroso-Moreno · Ana María de las Heras Cuenca · Elena Bañares-Marivela · Laura Rayón Rumayor
英文摘要：Social networks play a relevant role in the construction of narratives on disability and inclusive education. This paper categorises the themes of the most viral publications on Instagram, YouTube and Twitter X, with a twofold objective: to identify the social actors associated with them and to comparatively analyse the value of thematic use for the three digital platforms. Social listening techniques developed using the Twitter X API and web scraping techniques for Instagram and YouTube are applied to store the publications with the keywords education, inclusion and/or disability in Spanish and English. The database consists of 100,091 posts captured from October 2021 to September 2022, a full year. Subsequently, the 100 most viral publications from each social network are selected and a content analysis is applied. The results show a tendency towards thematic specialisation: Instagram defines the demand for rights and disseminates empathetic attitudes; YouTube collects experiences of good practices in informal contexts with a reflective function; Twitter X disseminates reports on the barriers and prejudices experienced by people with disabilities with a critical tone. The main social actors are diverse and varied with different profiles, therapists, politicians and parents with children with disabilities, among others. The impact of the narratives to face the new educational challenges that require an understanding of the network to establish long-term strategies for building a critical digital citizenship is discussed.
中文摘要：社会网络在构建关于残疾和包容性教育的叙述方面发挥着相关作用。本文对 Instagram、 YouTube 和 Twitter X 上最具病毒性的出版物的主题进行了分类，目的有两个: 确定与这些出版物相关的社会参与者，并对这三个数字平台的主题使用价值进行比较分析。使用 Twitter X API 开发的社交倾听技术以及为 Instagram 和 YouTube 开发的网络抓取技术，用于以西班牙语和英语存储关键词教育、包容和/或残疾的出版物。该数据库包括2021年10月至2022年9月期间占用的100091个员额，为期一年。随后，从每个社交网络中选出100个病毒性最强的出版物，并进行内容分析。结果显示出一种专题化的趋势: Instagram 界定了对权利的需求，传播了移情态度; YouTube 收集了具有反思功能的非正式背景下良好做法的经验; Twitter X 以批评的口吻传播了关于残疾人经历的障碍和偏见的报告。主要的社会参与者多种多样，有不同的背景、治疗师、政治家和残疾儿童的父母等等。讨论了叙事对于面对新的教育挑战的影响，这些挑战要求了解网络，以便为建立关键的数字公民制定长期战略。
https://doi.org/10.1007/s44322-024-00016-7
《Analysis of the educational and cultural activity of the Spanish government in social media: a comparison between pandemic and post-pandemic times》
《西班牙政府在社交媒体上的教育和文化活动分析: 大流行与大流行后时代的比较》
作者：Almudena Alonso Ferreiro · María-Ainoa Zabalza-Cerdeiriña · Sergio Da-Vila
英文摘要：The COVID-19 pandemic challenged education systems as a whole, which had to act on emergency and without previous experience. The aim of this study is to examine the Spanish Government's response to the lockdown scenario through social media and the current (post-pandemic) activity. We collected the Twitter output of the 11 accounts linked to educational and cultural bodies and institutions of the Spanish Government and the interaction of citizens with them. We undertook analyses of social media output in pandemic and post-pandemic times. At the same time, we conducted a content analysis of the 126 tweets posted during the pandemic that had the greatest impact. The results point to increased production during the pandemic and a peak in interactions during the period of strict lockdown. The qualitative analysis reveals that Twitter is mainly used as an information and unidirectional communication board, where the Spanish Government's commitment to resources and tools based on open licences stands out, offering alternatives for Education in times of COVID-19, mainly to teachers. Finally, the analysis has allowed us to identify elements of success in social media communication.
中文摘要：2019冠状病毒疾病大流行对整个教育体系构成了挑战，教育体系不得不在没有先前经验的情况下采取紧急行动。这项研究的目的是检查西班牙政府通过社会媒体和当前(大流行后)活动对封锁情景的反应。我们收集了与西班牙政府的教育和文化机构以及公民与这些机构的互动有关的11个账户的推特输出。我们对大流行和大流行后时期的社交媒体产出进行了分析。与此同时，我们对大流行期间发布的影响最大的126条推文进行了内容分析。研究结果表明，在大流行期间，产量增加，在严格封锁期间，相互作用达到高峰。定性分析显示，Twitter 主要被用作信息和单向沟通平台，西班牙政府对基于开放许可的资源和工具的承诺尤为突出，在2019冠状病毒疾病时期为教育提供了替代方案，主要针对教师。最后，分析使我们能够确定社会媒体传播成功的要素。
https://doi.org/10.1007/s44322-023-00004-3
【SSCI】教育学期刊《International Journal of Educational Research》最新论文推送
