https://hdl.handle.net/10259/5841 2026-09-14T18:35:05Z 2026-09-14T18:35:05Z Sáiz Manzanares, María Consuelo Toribio Casado, Celia Pérez López de Echazarreta, Gloria Águeda Miguel, Rocío González Díez, Irene Muñoz Arranz, Marina Carbonero Martín, Miguel Ángel Martín Antón, Luis Jorge https://hdl.handle.net/10259/12082 2026-09-12T00:05:28Z 2026-08-14T00:00:00Z

Dataset of the Project _GIR DATAHES_GIR ADMIRABLE - 2 Sáiz Manzanares, María Consuelo; Toribio Casado, Celia; Pérez López de Echazarreta, Gloria; Águeda Miguel, Rocío; González Díez, Irene; Muñoz Arranz, Marina; Carbonero Martín, Miguel Ángel; Martín Antón, Luis Jorge This dataset contains the data generated during the execution of the project ““Asistentes de voz e inteligencia artificial en Moodle: un camino hacia una universidad inteligente” -SmartLearnUni-”, code PID2020-117111RB-I00, corresponding to the 2021 Call of “Convocatoria 2020 Proyectos de I+D+i - RTI Tipo B. Ministerio de Ciencia e Innovación y Universidades. Agencia Estatal de Investigación. Gobierno de España para el período 2021-2024"

2026-08-14T00:00:00Z Sáiz Manzanares, María Consuelo Toribio Casado, Celia Pérez López de Echazarreta, Gloria Águeda Miguel, Rocío González Díez, Irene Muñoz Arranz, Marina Carbonero Martín, Miguel Ángel Martín Antón, Luis Jorge https://hdl.handle.net/10259/12074 2026-09-11T00:05:35Z 2026-07-01T00:00:00Z

Multichannel assessment of cognitive load and emotions with pedagogical avatars in higher education Sáiz Manzanares, María Consuelo; Toribio Casado, Celia; Pérez López de Echazarreta, Gloria; Águeda Miguel, Rocío; González Díez, Irene; Muñoz Arranz, Marina; Carbonero Martín, Miguel Ángel; Martín Antón, Luis Jorge Integrating multimodal devices (eye tracking, electroencephalography [EEG], and galvanic skin response [GSR]) enables the objective assessment of cognitive and emotional processes during controlled tasks. In higher education multimedia contexts, such measures can inform the adaptive design of educational interfaces. This study examined the processing of avatar images expressing positive (surprise, joy) and negative (sadness, fear) emotions across different user groups (final-year university students, novice university lecturers, and experienced university lecturers), while also considering gender effects. Forty-eight participants completed a visualisation task while physiological indicators derived from EEG (engagement, memorisation, valence, workload), GSR (impact), and eye tracking (number of visits and dwell time) were recorded for relevant and non-relevant areas of interest. Significant differences emerged for surprise, with students showing more visits to non-relevant areas than lecturers members. For joy, final-year university students exhibited longer dwell times on relevant areas than experienced lecturers. No differences by professional group were found for sadness or fear. Regarding gender, women showed higher valence and workload in the joy condition, as well as higher memorisation and longer dwell times in the sadness condition. Based on these findings, adaptive adjustments to avatar design are proposed to better align with users’ cognitive and emotional profiles.

2026-07-01T00:00:00Z Sáiz Manzanares, María Consuelo Marticorena Sánchez, Raúl Rodríguez Diez, Juan José Diez Pastor, José Francisco Ji, Yi Peng Rodríguez Arribas, Sandra https://hdl.handle.net/10259/12069 2026-09-14T08:56:26Z 2026-08-14T00:00:00Z

Dataset of the Project _GIR DATAHES_GIR ADMIRABLE Sáiz Manzanares, María Consuelo; Marticorena Sánchez, Raúl; Rodríguez Diez, Juan José; Diez Pastor, José Francisco; Ji, Yi Peng; Rodríguez Arribas, Sandra This dataset contains the data generated during the execution of the project “E-ORIENTACIÓN EN MOODLE: DETECCIÓN Y E-ORIENTACIÓN EN MOODLE: DETECCIÓN Y SEGUIMIENTO DEL ALUMNO EN RIESGO EN LA UNIVERSIDAD SEGUIMIENTO DEL ALUMNO EN RIESGO EN LA UNIVERSIDAD” -e-Orientation-”, code BU032G19, corresponding to the 2021 Call of “ ORDEN EDU/667/2019, de 5 de julio, por la que se resuelve la convocatoria para la concesión de subvenciones destinadas al apoyo de los grupos de investigación reconocidos de universidades públicas de Castilla y León, a iniciar en el 2019.".

2026-08-14T00:00:00Z Madrigal de la Parte, Andrea Silva Palmieri, Isadora Gabriella Araújo, Edilaine Aparecida De Oliveira Pérez López de Echazarreta, Gloria Alonso Martínez, Laura https://hdl.handle.net/10259/11945 2026-07-23T00:05:31Z 2026-01-01T00:00:00Z

Saving Lives Starts Early: Nurse-Led First Aid and Cardiopulmonary Resuscitation Training for High School Students and Future Professionals Madrigal de la Parte, Andrea; Silva Palmieri, Isadora Gabriella; Araújo, Edilaine Aparecida De Oliveira; Pérez López de Echazarreta, Gloria; Alonso Martínez, Laura Cardiopulmonary resuscitation refers to the emergency procedure performed in response to a sudden loss of consciousness with cessation of breathing and cardiac activity. It requires immediate interventions including airway management, ventilation, chest compressions, and defibrillation. According to the World Health Organization, with ischemic heart disease responsible for 13% of global mortality, widespread cardiopulmonary resuscitation training is critical, particularly outside health care settings. School and community nursing provide an effective platform to educate young people, reinforce the chain of survival, and promote health literacy in educational environments. Objective This study aimed to determine whether structured theoretical-practical workshops enhance cardiopulmonary resuscitation knowledge and self-efficacy among high school and university students compared with a control group and explore associations with sociodemographic variables. Methods A quasi-experimental design was used. Nursing-led workshops were delivered in high schools and universities, with pre- and postintervention assessments measuring cardiopulmonary resuscitation knowledge and self-perceived competence. The sample comprised 472 participants aged 12 to 74 years (mean = 21.27; SD = 12.54 years). Results Participants exhibited significant improvements in cardiopulmonary resuscitation knowledge and confidence after the intervention. Gains exceeded those observed in the control group and were consistent across sociodemographic subgroups. Discussion Nursing-led educational interventions in school and university settings substantially improve cardiopulmonary resuscitation knowledge and self-efficacy, enhancing preparedness for cardiac emergencies. Integrating such programs into educational curricula supports the chain of survival, strengthens community resilience, and aligns with public health priorities for early intervention and prevention.

2026-01-01T00:00:00Z