https://hdl.handle.net/10259/4839 2026-06-17T08:20:31Z https://hdl.handle.net/10259/11843 Impact of Video Games, Gamification, and Game-Based Learning on Sustainability Education in Higher Education Pineda Martínez, María; Llanos Ruiz, David; Puente Torre, Paula; García Delgado, Miguel Ángel Today, the European Union and the governments of its constituent countries are focused on the development of the Sustainable Development Goals (SDGs) and the 2030 agenda—something that has been translated into education itself. Video games, gamification, and game-based learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically in terms of learning benefits for higher education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found; after the filtering phases, the number of articles was reduced to 9, which were subsequently analyzed in depth. The results indicated that the benefits of the use of games mediated by technologies include the following: it favors education for sustainability, and it promotes the educational inclusion and the work of various social skills, such as collaborative and cooperative work. Also, there was an increase in the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gaps in this field 2023-09-01T00:00:00Z https://hdl.handle.net/10259/11808 Children as Creators of Augmented Reality Stories Farrugia Caruana, Lawrence; Busuttil, Leonard; Żammit, Jacqueline; Parmaxi, Antigoni; Christou, Eirini; Ioannou, Andri; Timotheou, Stella; Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Ramos Monsivais, Cynthia Lizeth; Alonso Martínez, Laura This paper investigates an Erasmus+ project entitled Children as Creators of Augmented Re-ality Stories (CARS), focusing on how children aged 10–12 create augmented reality stories for language learning, grounded in constructionist principles. We apply a SWOT analysis from teacher perspectives to highlight strengths, weaknesses, opportunities, and threats. The literature review underscores the gap in child-driven augmented reality narrative crea-tion, linking it to collaborative, hands-on learning processes. The proposed research design outlines iterative methods for capturing students’ experiences, language gains, and the prac-tical demands of augmented reality implementation. Results aim to inform educators on best practices, emphasizing resource availability, assessment frameworks, and sustainability considerations. By offering a constructionist lens, the study addresses both theoretical and applied implications, contributing to the broader discourse on augmented reality-based edu-cational innovation while ensuring practical feasibility in diverse contexts The Constructionism Conference 2025 took place from June 24 to June 27 in Zurich at ETH Zurich and PHZH (Zurich University of Teacher Education) 2025-06-01T00:00:00Z https://hdl.handle.net/10259/11807 Atributos psicométricos de la versión española de la escala de cribado A-TAC para trastornos del espectro autista Cubo Delgado, Esther; Sáez Velasco, Sara; Delgado Benito, Vanesa; Ausín Villaverde, Vanesa; García Soto, Xose Ramón; Trejo Gabriel y Galán, José Mª; Martín Santidrián, Asunción; Macarrón, Jesús V.; Cordero Guevara, José; Benito-León, Julián; Louis, Elan D. Introducción: Actualmente debido a la ausencia de marcadores biológicos, el cribado de trastornos del espectro autista (TEA) se centra fundamentalmente en la presencia de alteraciones conductuales caracterizadas por alteraciones en la interacción social y comunicación verbal y no verbal. Objetivo: Evaluar los atributos psicométricos de la versión española de la escala de autismo Autism-Tics, AD/HD and other Comorbidities Inventory (A-TAC), como medida de cribado de TEA. Material y métodos: Se incluyó en el estudio a 140 escolares (43% ni˜nos, 57% ni˜nas), de edades comprendidas entre los 6 y los 16 a˜nos, con TEA (n = 15), discapacidad intelectual (n = 40), enfermedades psiquiátricas (n = 22), tics (n = 12) y participantes controles (n = 51). Se analizaron los principales atributos psicométricos como la fiabilidad, asunción escalar, la consistencia interna, la precisión y la validez predictiva; Background: As there are no biological markers for Autism Spectrum Disorders (ASD), screening must focus on behaviour and the presence of a markedly abnormal development or a deficiency in verbal and non-verbal social interaction and communication. Objective: To evaluate the psychometric attributes of a Spanish version of the autism domain of the Autism-Tics, AD/HD and other Comorbidities Inventory (A-TAC) scale for ASD screening. Material and methods: A total of 140 subjects (43% male, 57% female) aged 6-16, with ASD (n = 15), Mental Retardation (n = 40), Psychiatric Illness (n = 22), Tics (n = 12) and controls (n = 51), were included for ASD screening. The predictive validity, acceptability, scale assumptions, internal consistency, and precision were analysed. Results: The internal consistency was high ( = 0.93), and the standard error was adequate (1.13 [95% CI, -1.08 a 3.34]). The mean scores of the Autism module were higher in patients diagnosed with ASD and mental disability compared to the rest of the patients (P < .001). The area under the curve was 0.96 for the ASD group. Conclusion: The autism domain of the A-TAC scale seems to be a reliable, valid and precise tool for ASD screening in the Spanish school population 2011-07-01T00:00:00Z https://hdl.handle.net/10259/11806 Google Docs: una experiencia de trabajo colaborativo en la universidad Delgado Benito, Vanesa; Casado Muñoz, Raquel El ámbito educativo tiene múltiples razones para aprovechar las nuevas posibilidades que proporcionan las Tecnologías de la Información y la Comunicación (TIC) como recurso didáctico. La experiencia educativa que se presenta se ha realizado en la asignatura Nuevas Tecnologías aplicadas a la Educación impartida en los planes de magisterio de la Universidad de Burgos (UBU), y tiene como principal objetivo facilitar la adquisición de competencias genéricas en TIC para trabajar en red. Para alcanzar el objetivo propuesto, se ha fomentado el aprendizaje activo del alumnado, yendo desde el aprendizaje individual hasta el aprendizaje colaborativo. En un primer momento, se facilitó un texto para que trabajaran individualmente, realizando una lectura y recensión del mismo. Después, se crearon grupos para trabajar el documento de forma cooperativa, online, mediante la utilización de la herramienta ofimática Google Docs. Tras compartir y editar el documento, cada uno de los grupos obtuvo una presentación multimedia en la que quedaban recogidas todas sus aportaciones. Finalmente, se realizó una puesta en común con las presentaciones multimedia realizadas por cada uno de los grupos. Una vez realizada la práctica, los alumnos/as contestaron un breve cuestionario en el cual se les preguntaba por los conocimientos previos y el grado de dominio y utilidad didáctica de la herramienta Google Docs. Cabe destacar que casi un 75% de la clase no conocía la aplicación previamente y, tras utilizarla, el 92% opina que la emplearía en su futuro educativo y profesional. Esta experiencia educativa ha resultado muy satisfactoria tanto para el alumnado como para las docentes implicada; The educational environment contains multiple reasons to make use of the new possibilities that Information and Communication Technologies (ICT) as an educational resource offer. The educational experience presented here has been realized in the subject of New Technologies applied to Education, which forms part of the study plans for primary school teachers in the University of Burgos (UBU), and which has as its main goal to facilitate the acquisition of generic competences of ICT to work online. To reach this proposed goal, we have cultivated active learning of the students, from individual to collective learning. At first, they were given a text to work individually, to read and review. After that, groups were created to work on the document cooperatively, online, through the use of the office tool Google Docs. After sharing and editing the document, every group made a multimedia presentation in which all of their contributions are bundled. Finally, all of the presentations made by every one of the groups were made public. When the practical part of the course was done, the students answered a short questionnaire in which they were asked about their initial knowledge, and the level of dominion and didactic usefulness of the tool Google Docs. It is worth noting that 75% of the class did not know the application before the course and that, after using it, 92% say they would use it in the educational and professional future. This educational experience has been very satisfactory for students and professors alike 2013-01-01T00:00:00Z