Examinando por Autor "Pozo, Juan Ignacio"

Mostrando 1 - 13 de 13

Analysis of teaching practices during the pandemic: teachers’ goals and activities in virtual classrooms
(Frontiers, 2022) Pérez Echeverría, María del Puy; Pozo, Juan Ignacio; Cabellos, Beatriz
To research teachers’ priorities on what was to be taught and learned during the COVID-19 lockdown, we asked Spanish Primary and Secondary teachers to choose and describe the activity they preferred among those carried out with their students during the pandemic. Our interest was to investigate what really happened in the classrooms, the type of learning favored by the practices (reproductive vs. constructive), and the agreement between the teacher’s goals and their teaching We obtained 272 activities that we analyzed according to the proposed goals, the types of learning worked (verbal, procedural, and attitudinal), and the kind of teaching promoted (content or student-centered). Results showed that most teachers proposed content-centered activities, oriented above all to verbal learning. There were clear differences between the proposed goals, partly student-centered, and what was really taught, essentially content-centered. We obtained two teaching profiles, one reproductive and the other constructive.
¿Ayudan las TIC a una enseñanza más centrada en el estudiante en las materias STEM?
(Investigações em Ensino de Ciências, 2024) Pozo, Juan Ignacio; Cabellos, Beatriz; Pérez Echeverría, María del Puy
Las TIC son algo más que un soporte de la información. Pueden ayudar a promover cambios importantes en la enseñanza. Aprovechando el uso obligatorio de estas herramientas en la pandemia, hemos realizado un análisis de las actividades llevadas a cabo por profesores de materias STEM (Matemáticas, Ciencias y Tecnología) en educación secundaria, mediante dos estudios, El primero se realizó mediante un cuestionario Likert diseñado a tal efecto sobre la frecuencia de realización de tareas, al que se aplicaron análisis de varianza. El segundo analizó una actividad seleccionada por los propios profesores mediante un sistema de categorías (SATA). Los resultados muestran un predominio de actividades reproductivas, gestionadas por el profesor y en definitiva un uso de las TIC como soporte.
Can Video Games Promote Moral Cognition? Supporting Epistemic Play in Papers, Please through Dialogue
(2023) Cabellos, Beatriz; Pérez Echeverría, María del Puy; Pozo, Juan Ignacio; MDPI
Research shows an increasing interest in video game use for educational purposes. However, their use does not always give rise to positive learning, particularly when moral learning is analysed. This result can be explained since video games promote pragmatic goals aimed at success. Therefore, we believe that to facilitate moral learning, it is necessary to promote a moral cognition focus on epistemic goals oriented towards reflection on the actions and events that take place in the game. To identify if epistemic goals can promote moral cognition with a video game, we used Papers, Please. In this game, players take on the role of a customs officer who should face moral dilemmas related to allowing immigrants to cross the border into their country. We analysed the dialogues and decisions made by 12 pairs of students through a category system. The dialogue between players facilitated greater moral activation compared to studies that analysed spontaneous play. In addition, we identified that the game mechanics that promoted moral conflicts between players fostered more moral dialogue. Likewise, when the players empathised with the immigrants, the moral dialogue was more frequent. Therefore, we believe that these characteristics should be considered when designing educational practices using video games to promote moral cognition.
Do future teachers believe that video games help learning?
(2021) Cabellos, Beatriz; Pozo, Juan Ignacio; Sánchez, Daniel L.; Springer
One of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.
Do pro-social video games promote moral activity?: An analysis of user reviews of Papers, Please
(Springer, 2022) Cabellos, Beatriz; Pozo, Juan Ignacio; Marín-Rubio, Kevin; Sánchez, Daniel L.
Video games are the digital entertainment resource most in demand by young people, which has led an increasing number of education experts to study their possible benefits. In particular, in this research, we set out to identify the potential of ‘Papers, Please’ to promote moral learning. Thus, we have tried to identify those objectives that go beyond the success in the video game and could favor moral learning. For this purpose, we have investigated what types of moral discourses arise from playing ‘Papers, Please’, a video game where you adopt the role of a customs inspector in a totalitarian state who must obtain the necessary money to fund their family. To do this, we analyzed the moral content of 1,560 player reviews. Results showed that only 4.94% of the reviews presented Moral Intuitions (moral content), which occurred more in the players who had played longer and had declared more Negative Emotions. As for the analysis of the Moral Intuitions, results showed that the players mainly made references to Care for both Family and Immigrants and point out the Authority of the State. However, Fairness/Cheating is less represented, despite the many events related to Immigrant discrimination. Through Exploratory Factor Analysis, we identified three dimensions, one of them pragmatic, oriented to success in the video game, and the others aimed at epistemic aspects beyond the objectives of the video game and that delve into the moral aspects of the game events. Hence, although spontaneous video game use is oriented toward pragmatic goals, ‘Papers, Please’ can guide players to think about the morality of the video game. Nevertheless, if we want to favor moral learning with ‘Papers, Please’, it is necessary to promote epistemic goals aimed at the explicitation of the morality that underlies the video game. To this end, we propose the application of scaffolding that favors these objectives.
Do Teachers Believe that Video Games Can Improve Learning?
(Elsevier, 2021) Pozo, Juan Ignacio; Cabellos, Beatriz; Sánchez, Daniel L.
Although video games are increasing their presence in teens/children's private entertainment and there is ample evidence to support their educational possibilities, they are seldom introduced in classrooms. One of the least studied factors relative to the insertion of video games in curricula is teachers' conceptions on their effectiveness to foster learning. In this study, we investigate how teachers conceive of the educational usage of video games, considering their reported value and which video game dimensions are reflected to be of importance, as well as personal traits linked to them (gender, educational level, area of knowledge, teaching experience, behavioral intention ...). We designed a Likert questionnaire with three main dimensions: pragmatic play, epistemic play, and learning outcomes (verbal information, skills, and attitudes). 595 Spanish teachers answered the questionnaire online. We applied ANOVA and multiple regression techniques, which revealed a broad acceptance of video games as educational media. The most relevant analyzed factors turned out to be the intention to use video games in classrooms, and the private use of video games. Teachers believe that video games promote more learning when played with an epistemic goal, mediated by scaffolding and especially under the teacher's guidance, compared to pragmatic play related to completion and success in the game. They also consider video games to mainly promote verbal information learning, procedural learning, and finally attitude learning, with the latter being less probable. We suggest the need to strengthen not only teacher training programs in the educational use of video games but also research on relationships between teachers' beliefs and practices in order to convert these favorable beliefs into actual real practices.
Has the educational use of digital technologies changed after the pandemic? A longitudinal study
(PlosOne, 2024-12-12) Pozo, Juan Ignacio; Cabellos , Beatriz; Pérez Echeverría, María del Puy
This longitudinal study delves into the impact of the COVID-19 pandemic on the utilization of digital tools in education, particularly focusing on the transition of classrooms into digital spaces. Three years after the lockdown, results from 144 primary and secondary teachers who also participated in a questionnaire during the lockdown indicate an expected decline in the frequency of using digital resources, particularly in attitude and assessment-related activities. Furthermore, activities centred around verbal and procedural learning continue to be teacher-centred. However, notably, experienced teachers using technologies exhibit a relative increase in the adoption of digital technologies for more student-centred activities, underscoring the significance of prior experience in effective technology integration. The study highlights the importance of teacher training to augment the incorporation of digital tools into the curriculum, promoting more effective teaching methodologies.
Moral reflection with video games: An approach through spontaneous play with Papers, Please.
(IATED Digital library., 2021) Cabellos, Beatriz; Sánchez, Daniel L.; Marín-Rubio, Kevin; Pozo, Juan Ignacio
Research on moral learning with video games (VG), for a long time, has focused on their connection with violent or antisocial behavior. However, there are more and more designs and suggestions about how VG can promote ethics and pro-social learning (Darvasi, 2016). Games with social, political, or moral conflict topics are on the rise, and this is an issue that should interest us as educators, taking into account the rates of their use for entertainment in the youth population. Despite increasing demand and enthusiasm for these VG, the scientific evidence of their benefits is scarce. As de Aldama & Pozo (2020) note, the difference may be found when playing with an epistemic goal -aimed at building reflection and knowledge-, in contrast with following the game’s aims of leisure. In this study, we analyze, basing on the Social Intuitionist Model developed by Haidt (2001), whether the spontaneous play of "Papers, please" (Lucas Pope, 2013) activates moral intuitions and if they are followed by an explicit reflection about them. This VG is highly acclaimed for its treatment of ethical conflicts in immigration, international relationships, and totalitarianism, in which the player portrays an immigration officer tasked with examining documents and deciding upon authorization or denial of access to the country. We have turned to comments about the game on Steam to see if the speech of players shows terms and structures linked to different moral assessments. In this study, we have prepared category analysis, applied with the Nvivo software, where we identified references to each of the five moral foundations (Care/Harm, Fairness/Cheating, Loyalty/Betrayal, Authority/Subversion, Sanctity/Degradation) proposed by Haidt (2004). We also analyzed whether conflicts between foundations are identified, and to which topics and emotions are the most linked. Provisional results point to low degrees and frequencies of moral reflection, with a high tendency to resolve moral conflict according to the dynamics and immediate rewards of the game. These potential results are similar to some studies that have already observed these VG may be counterproductive on their own to pursue education projects for peace and justice, even though their design and topics appear to be coherent with the learning objectives. Therefore, we propose that for VG are useful to develop pro-social behavior, reflection guided by an epistemic goal must be encouraged. Thus, we must put our efforts into designing scaffoldings and educational interventions that favor the reflection on the situations which reproduce in them.
¿Pueden los videojuegos ayudar a combatir actitudes sociales no deseadas?
(The Conversation, 2023-12-12) Cabellos, Beatriz; Pozo, Juan Ignacio
Teaching and Learning in Times of COVID-19: Uses of Digital Technologies During School Lockdowns.
(Frontiers, 2021) Pozo, Juan Ignacio; Pérez Echeverría, María del Puy; Cabellos, Beatriz; Sánchez, Daniel L.
The closure of schools as a result of COVID-19 has been a critical global incident from which to rethink how education works in all our countries. Among the many changes generated by this crisis, all teaching became mediated by digital technologies. This paper intends to analyze the activities carried out during this time through digital technologies and the conceptions of teaching and learning that they reflect. We designed a Likert-type online questionnaire to measure the frequency of teaching activities. It was answered by 1,403 teachers from Spain (734 primary and 669 secondary education teachers). The proposed activities varied depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The major result of this study was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favoring verbal and attitudinal learning. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified four teaching profiles depending on the frequency and type of digital technologies use: Passive, Active, Reproductive, and Interpretative. The variable that produced the most consistent differences was previous digital technologies use These results show that Information and Communication Technologies (ICT) uses are reproductive rather than constructive, which impedes effective digital technologies integration into the curriculum so that students gain 21st-century competencies.
Teaching and learning musical instruments through ICT: The impact of the COVID-10 pandemic lockdown
(2022) Pérez Echeverría, María del Puy; Casas-Mas, Amalia; López-Íñiguez, Guadalupe; Pozo, Juan Ignacio; Cabellos, Beatriz; Méndez, Elisa; Torrado, José Anonio; Baño, Lucas; CellPress
The COVID-19 lockdown in education institutions required music teachers to use ICT to continue teaching. This research study, with the use of a Likert type online questionnaire, analyses the ICT activities carried out during this period and the learning conceptions they reflect. The questionnaire consisted of the description of activities which varied, depending on the learning promoted (reproductive or constructive), the learning outcomes (verbal, procedural, or attitudinal), the type of assessment to which the activities were directed, and the presence of cooperative activities. The teachers had to indicate the frequency with which they carried out these activities. The questionnaire was completed by 254 instrumental music teachers from different types of institutions and different levels. The main study outcome was that teachers used reproductive activities more frequently than constructive ones. We also found that most activities were those favouring verbal learning and assessment. The cooperative activities were the least frequent. Finally, through a cluster analysis, we identified three teaching profiles depending on the frequency and type of ICT used: Passive, Active, and Interpretative. The variable that produced the most consistent differences was previous ICT use.
The use of digital resources in teaching during the pandemic: What type of learning have they promoted?
(MDPI, 2023) Cabellos, Beatriz; Pérez Echeverría, María del Puy; Pozo, Juan Ignacio
The COVID-19 pandemic induced an accelerated transition to digital teaching in all countries. We ask ourselves whether this massive use of digital resources promoted student–centred, dialogical, and multimodal teaching, as shown in some experimental studies, or whether, on the contrary, these resources were used only as a substitute for the teacher’s voice, maintaining content-centred teaching. We analysed 269 activities carried out during the lockdown by teachers in Spain through the System of Analysis of Teaching Activities. This analysis system considered the resources used and the learning they promoted within activities. In general, the activities were content-centred independently of the resource used. However, in a few cases, activities were student–centred. The greatest systematic difference between the two types of activities was related to who managed these resources. Only when the student managed the digital resources were the activities student-centred. Conversely, when the tasks were content-centred, teachers managed the resources. These results indicate the need to achieve proven ICT integration in education, which in turn requires a boost in teacher training aimed at both familiarising teachers with the use of digital resources and, above all, promoting a change in teachers’ conceptions about their use.
University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
(Frontiers, 2024-12-17) Cabellos, Beatriz; De Aldama, Carlos; Pozo, Juan Ignacio
Introduction: The growing presence of generative artificial intelligence (GenAI) in our society, particularly in the educational field, is undeniable. This fact has led to various studies on its implications for learning and teaching. However, as with other technological resources, these implications will depend on how teachers use GenAI. Therefore, it is essential to identify teachers’ beliefs regarding the use of GenAI for teaching and learning. Methods: To this end, a questionnaire was designed and completed by 321 university teachers. This questionnaire consisted of two parts. The first included questions about the participants’ demographic information and a Likert scale on teachers’ pedagogical beliefs. The second part consisted of a 32-item Likert scale that evaluated teachers’ beliefs about the impact of GenAI on their students’ learning and their own teaching. These aspects were reflected through items that considered GenAI as either an educational opportunity or a threat. Results: The results showed that, of all the variables analyzed, only pedagogical beliefs and the frequency of previous GenAI use influenced beliefs about GenAI usage. Specifically, teachers with constructivist beliefs saw greater potential in GenAI compared to others. Similarly, teachers who regularly used these technologies had more positive beliefs about their educational use than those who used them sporadically or not at all. Lastly, it was also observed that while teachers valued the positive effects of GenAI on their teaching work, they also considered that its use could be detrimental to the learning processes of their students, making them more superficial. Discussion: These findings underline the importance of providing teachers with training focused on constructive approaches that enable them to maximize the potential of GenAI in education. In particular, it is crucial to promote teaching practices that, through student-centered GenAI use, foster active and reflective processes in students, aligned with the competencies demanded by today’s society.