https://hdl.handle.net/10259/4439 2026-04-19T20:16:46Z 2026-04-19T20:16:46Z Sáiz Manzanares, María Consuelo Martin, Caroline Françoise Alonso Martínez, Laura Almeida, Leandro https://hdl.handle.net/10259/8958 2024-05-14T08:12:05Z 2021-11-01T00:00:00Z

Usefulness of Digital Game-Based Learning in Nursing and Occupational Therapy Degrees: A Comparative Study at the University of Burgos Sáiz Manzanares, María Consuelo; Martin, Caroline Françoise; Alonso Martínez, Laura; Almeida, Leandro Teaching in higher education in the 21st century is moving towards e-Learning or b-Learning teaching models. This situation has increased due to the SARS CoV-2 health crisis. Therefore, teaching–learning models must be based on the use of active methodologies that facilitate students’ motivation to work in learning management systems (LMS). One of the most current resources is the digital game-based learning (DGBL) use, specifically in health sciences degrees (e.g., nursing). In this study, we worked with 225 third-year students of degrees in nursing (ND) and occupational therapy (OTD). The objectives were (1) to find out if there were significant differences between students who had worked with DGBL techniques vs. those who had not, and (2) to find out if there were significant differences depending on the type of degree (ND vs. OTD) regarding access to the LMS, learning outcomes and students’ satisfaction with teachers’ performance. A mixed-method research approach was applied. In the quantitative study, significant differences were found in the accesses to the LMS in favor of the groups that had worked with DGBL techniques. Significant differences were also found in ND students with respect to learning outcomes in the group that worked with DGBL. Regarding the results of the qualitative study, differences were found in the frequency of interaction and in the preference of DGBL activities depending on the type of degree. Further studies will investigate the possible causes of these differences.

2021-11-01T00:00:00Z Fernández Alonso, Alba https://hdl.handle.net/10259/8564 2025-02-24T23:42:06Z 2023-01-01T00:00:00Z

“The connections between the enemy at home and the enemy in Spain”: Langston Hughes’ black internationalism in the Spanish Civil War Fernández Alonso, Alba From July to December 1937, Langston Hughes travelled to Spain to cover the Civil War as a correspondent. The five months he spent travelling throughout Spain gave rise to a prolific repertoire on which the author left a manifest ideological imprint. His observations from within and the ideological perspectives revealed the potential of travel writing as a tool to re-examine the local and international boundaries critically. This paper navigates Hughes’ dispatches in wartime Spain, which distanced him from traditional journalistic practices by demonstrating a clear preference for the ordinary, and a subjective interpretation of the events driven by an unambiguous ideological affiliation to the Loyalist faction. The analysis of the texts sheds light on how international travel facilitated Black connections and on the importance of travel to the politics of Black internationalism.

2023-01-01T00:00:00Z Isidro Bravo, Marta García Arroyo, Ana https://hdl.handle.net/10259/8339 2024-01-16T01:05:13Z 2023-01-01T00:00:00Z

Fanfiction en la clase de inglés como LE. El desarrollo de la fluidez a través de la escritura creativa con estudiantes de cuarto de secundaria Isidro Bravo, Marta; García Arroyo, Ana La enseñanza del inglés como lengua extranjera (LE) sigue aplicando métodos tradicionales, poco fructíferos, para potenciar la escritura. Por ello, este estudio se propuso como objetivos: 1) mejorar la creatividad y la escritura del alumnado de inglés como lengua extranjera, centrándose en la fluidez; y 2) motivar al alumnado para transmitir sus ideas y realidades mediante sus producciones creativas. El grupo experimental estuvo formado por estudiantes de inglés de 4º de educación secundaria obligatoria (ESO). Se utilizó la metodología de fanfiction aplicada a la escritura creativa en inglés, en la cual se parte de una obra existente para escribir sobre ésta, utilizando la imaginación. La dinámica es grupal; se aplica la teoría de la multiliteracidad y multimodalidad. Los resultados muestran cómo el alumnado publicó sus historias online, creando así “espacios afínes” y recibiendo feedback de una audiencia más extensa. Se incrementó su creatividad y su fluidez en inglés.; Teaching English as a foreign language continues to use traditional, unpro-ductive, methods to enhance writing. Therefore, this study has established its goals as: 1) improving students’ creativity and writing in English as a foreign language, concentrating on fluency; and 2) encouraging students to trans-mit their ideas and realities through creative production. The experimental group was formed by 10th grade English students (4th grade of obligatory secondary education) (ESO in Spanish). We used the fanfiction methodology by applying it to creative writing in English. This means starting from an ex-isting creative work to write about it, employing one’s own imagination. This was a group exercise, and we applied the multiliteracy and multimodality theories. Results show how students published their stories online, creating like-minded spaces and receiving feedback from a more extensive audience. They improved their creativity and fluency in English.

2023-01-01T00:00:00Z García Arroyo, Ana https://hdl.handle.net/10259/8325 2024-01-13T01:05:40Z 2020-07-01T00:00:00Z

Otras literaturas, otras voces, otra didáctica en el aula de LE: una experiencia innovadora en la formación del profesorado de Educación Primaria García Arroyo, Ana Este artículo se basa en una experiencia innovadora llevada a cabo en la asignatura obligatoria de “Lengua extranjera para maestros/as: inglés”, del Grado de Educación Infantil y Primaria, de la Universidad de Valencia, realizada durante el año 2018-19. Se planteó conseguir el siguiente objetivo: potenciar la competencia comunicativa en lengua inglesa, el pensamiento crítico y la sensibilidad con respecto a las desigualdades de género. Para desarrollarlo se propuso el uso didáctico de una selección de textos literarios multiculturales, que se trabajaron desde la perspectiva de género, empleando la pedagogía feminista (bell hooks, 1994), que potencia el pensamiento crítico y la descentralización del poder, para promover una educación más transversal, apoyada en valores de justicia y equidad.; This article is based on a 2018-19 innovative experience carried out within the compulsory subject of “EFL for Pre-school and Primary Education Teachers”, which is part of the Degree of Infant and Primary Education, of the University of Valencia. It pursued the following aim: to enhance communicative competence in English, critical thinking and sensitivity regarding gender inequalities. To develop this work, the didactic use of a selection of multicultural literary texts was proposed, as a means to focus on gender issues. We also applied bell hook’s feminist pedagogy (1994), which enhances critical thinking and the decentralization of power, to promote a more cross-curricular education sustained by values of justice and equity.

2020-07-01T00:00:00Z