https://hdl.handle.net/10259/4840 Thu, 28 May 2026 16:49:05 GMT 2026-05-28T16:49:05Z https://hdl.handle.net/10259/11743 Augmented reality for story-related activities in primary and secondary education: a systematic review Christou, Eirini; Parmaxi, Antigoni; Farrugia Caruana, Lawrence; Busuttil, Leonard; Żammit, Jacqueline; Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Alonso Martínez, Laura; Ioannou, Andri Story-related activities such as storytelling, story creation and narrative-based learning have become a popular pedagogical approach used in education. Additionally, Augmented Reality (AR) is a tool that receives significant attention globally. Recognizing this trend, researchers have been seeking ways to integrate story-related activities with AR in educational contexts. This paper presents a systematic literature review focusing on the use of AR in story-related activities within primary and secondary education. By conducting a systematic search of studies published in the past 5 years between 2019 and 2024, 264 relevant papers were initially identified. After applying inclusion, exclusion and quality criteria, 39 studies were selected for in-depth analysis. Framed by the principles of learning experience design, this review explores how AR is integrated into story-based educational practices, highlighting its current applications, benefits, and barriers. Additionally, the review critically reflects on the need to prioritise pedagogy over technological features when designing AR-enhanced learning experiences. The study concludes with recommendations for future research and practical insights for educators aiming to incorporate AR into story-related educational activities Thu, 01 Jan 2026 00:00:00 GMT https://hdl.handle.net/10259/11743 2026-01-01T00:00:00Z https://hdl.handle.net/10259/11153 Una propuesta integradora para el aula bilingüe en primaria: modelo SeLFiE Sancho Sáiz, Inés; Sanz de La Cal, Esther; Martínez Gete, María Nieves El presente artículo tiene como objetivo principal mostrar la puesta en práctica de una situación de aprendizaje basada en el modelo didáctico SELFiE para la educación bilingüe en Primaria. El modelo SeLFiE que se desarrolló en el contexto del Proyecto Erasmus+ SeLFiE (STEAM educational approach and foreign language learning in Europe) aboga por un enfoque integrador de las áreas impartidas en una lengua extranjera. Esta secuencia de aprendizaje se desarrolló en el cuarto curso de Primaria de un centro con sección bilingüe y supuso un trabajo de co-docencia entre los distintos docentes implicados en las fases de planificación, desarrollo y evaluación de la situación de aprendizaje. La situación de aprendizaje se evaluó al finalizar su implementación mediante los siguientes instrumentos de investigación cualitativa y cuantitativa: un cuestionario y un diario de observación. Los resultados demostraron que la implementación de este modelo hace que la motivación y el interés del alumnado incremente al sentirse protagonista de un proyecto integrador en el que un cuento crea un contexto de aprendizaje en el que deben resolver una problemática social relacionada con este. Además, esta conexión interdisciplinar facilita la adquisición de nuevos conocimientos en una lengua extranjera.; The main objective of this article is to show the validation of the implementation of a learning situation based on the SeLFiE didactic model for bilingual education in primary school. The SeLFiE model was developed in the context of the Erasmus+ SeLFiE project (STEAM educational approach and foreign language learning in Europe) that advocates an interdisciplinary approach to the areas taught in a foreign language. This learning sequence was implemented in the fourth year of EPO in a school with a bilingual section and involved co-teaching between the different teachers involved in the learning situation's planning, development, and evaluation phases. The learning situation was evaluated at the end of its implementation using the following qualitative and quantitative research instruments: a questionnaire, and an observation diary. The resultsshowed that the implementation of this model increases the motivation and interest of the students as they feel they are the protagonist of an interdisciplinary project and creates a learning context in which they must solve a problem related to it. Moreover, it could be seen how this facilitates the acquisition of new knowledge. Sat, 01 Jun 2024 00:00:00 GMT https://hdl.handle.net/10259/11153 2024-06-01T00:00:00Z https://hdl.handle.net/10259/11148 La codocencia para la formación docente en educación integrada: una experiencia con STEAM y AICLE Greca Dufranc, Ileana María; Ortiz Revilla, Jairo; Alonso Centeno, Almudena; Sanz de La Cal, Esther La realidad en la que vivimos y los problemas que actualmente se nos presentan requieren de una visión educativa competencial holística y no compartimentada. La implementación efectiva de enfoques educativos integrados pasa obligatoriamente por su comprensión por los docentes. El objetivo de este estudio es conocer si es viable mejorar la conceptualización de la integración disciplinar de estudiantes del Grado en Maestro de Educación Primaria con la implementación de una propuesta de codocencia entre dos disciplinas y tres áreas (Didáctica de las Ciencias Experimentales, de las Ciencias Sociales y de la Lengua y Literatura) donde se solicita al alumnado el diseño de un proyecto con enfoque STEAM y AICLE. Para ello, realizamos un estudio de métodos mixtos en los últimos dos cursos académicos en los que el alumnado desarrolló proyectos con enfoque STEAM y AICLE. En este artículo presentamos lo correspondiente a la parte cualitativa del último curso. Los resultados muestran una notable mejoría en esta comprensión después del desarrollo de la acción corta de codocencia. Este trabajo demuestra la superación de los argumentos sobre la supuesta incapacidad de los futuros maestros para formarse en enfoques integrados y abre una línea de investigación promisoria para el avance de la educación integrada.; The reality in which we live and the problems we are currently facing require a holistic, non-compartmentalised view of educational competency. In order to implement integrated educational approaches effectively, however, teachers first need to understand them. The aim of this study is to examine the impact of a co-teaching experience between two disciplines and three areas (Experimental Science Didactics, Social Sciences, and Language and Literature) where students are asked to design a project with a STEAM and CLIL focus. The research consisted of a mixed-methods study conducted over academic years 2021-2022 and 2022-2023. This article presents the qualitative results for the second year, which show a significant improvement in students’ understanding following the short co-teaching action. These findings challenge the supposed impossibility of training teachers in integrated approaches and opens up a promising line of research for the advancement of integrated education. Wed, 01 Nov 2023 00:00:00 GMT https://hdl.handle.net/10259/11148 2023-11-01T00:00:00Z https://hdl.handle.net/10259/11144 Saturdays of Science. An Experimental Learning and Training Scenario in CLIL and IBSE: A Case Study Mata Torres, Susana; Sanz de La Cal, Esther; Greca Dufranc, Ileana María We present a case study where the use of both Content and Language Integrated Learning (CLIL) and Inquiry-Based Science Education (IBSE) can be observed and studied as a hybrid methodology applied in a non-formal context in primary education. The context is the teaching of science in a Foreign Language (English) and the aim is to determine didactic strategies that are useful for improving teaching/learning processes. It is conducted in the non-formal context of science workshops, known as Saturdays of Science. 102 children in primary education attended the workshops, at which both the CLIL and the IBSE approaches were combined and which were supervised by 17 future teachers of primary education. The workshops were observed and analysed together with the changes introduced in the methodology and in the successive improvements to the teaching experience, examining the way in which they influenced the perceptions of the children and the future teachers. These results offer useful strategies for teachers in charge of CLIL teaching in primary education. Sat, 01 Jan 2022 00:00:00 GMT https://hdl.handle.net/10259/11144 2022-01-01T00:00:00Z