Persona:
Vázquez Cano, Esteban

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evazquez@edu.uned.es
ORCID
0000-0002-6694-7948
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Vázquez Cano
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Esteban
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2015 - 201982020 - 202412
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Mostrando 1 - 10 de 20
  • Miniatura
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    An evaluation of university students' latent and self-perceived digital competence in the use of mobile devices
    (Wiley, 2020) Sevillano García, María Luisa; Leví Orta, Genoveva del Carmen; Vázquez Cano, Esteban
    This article presents an experimental study of the assessment made by university students of their level of digital competence in the use of mobile devices such as smartphones, laptops and tablets. The study was part of an investigation into ubiquitous learning with mobile devices and is based on the analysis of responses from a sample of 203 university students at eleven European and Latin American universities. Participants were asked questions about their performance on a set of digital activities that tested various components of digital competence. The analysis methodology was based on Item Response Theory (IRT). The survey data was analysed by applying a statistical model to represent the probability of obtaining an affirmative answer to each activity proposed. This enabled us to identify the difficulty and discrimination parameters of each activity. As an outcome of the study, measures on latent digital competence in individual participants were articulated. The results allowed us to describe how a number of devices and activities interacted. Understanding these types of interactions is necessary for a continued development of the evaluation of digital competence in students.
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    Analysis of PLEs' Implementation under OER Design as a Productive Teaching-Learning Strategy in Higher Education. A Case Study at Universidad Nacional de Educación a Distancia
    (Universidad de Barcelona, 2016-06) Vázquez Cano, Esteban; Martín Monje, Elena María; Castrillo de Larreta-Azelain, María Dolores
    This paper shows some research which analysed the didactic functionality of Personal Learning Environments (PLEs) and Open Educational Resources (OERs). They were created by students from the Master’s Degree in Information and Communication Technologies applied to language teaching and processing, at Universidad Nacional de Educación a Distancia (UNED, Spain). A thorough analysis has been carried out based on a virtual ethnography methodological framework, with a twofold qualitative dimension: on the one hand, by using the Atlas-Ti program and on the other hand by following a reticular, category-based social network analysis with UCINET and yED Graph Editor. Results show that the joint use of PLEs and OERs designed by students improves their digital competence, mainly in capabilities such as: accessing and searching for online information; articulating information needs; finding relevant information; selecting resources effectively; navigating between online sources; and creating personal information strategies. Furthermore, the scrutiny of the forums using the reticular social network analysis shows how the main benefits of the implementation of PLEs and OERs are: a student-centric approach, the development of personal knowledge management strategies and the formation of a self-regulated learning model.
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    Country Image through Omnipresent Digital Didactics: A Case Study with Mexico
    (Consejo Mexicano de Investigación Educativa, 2016) López Meneses, Eloy; Vázquez Cano, Esteban; Sáez López, José Manuel
    La imagen de un país la conforman múltiples aspectos socioculturales, históricos, políticos, etcétera y se percibe desde fuera principalmente a través de los medios de comunicación y, en especial hoy en día, por medio de Internet. En esta investigación se analiza, a través de una metodología cualitativa en conjunción con el Análisis de Redes Sociales, un estudio de caso en el que profesores y alumnos españoles emplearon teléfonos inteligentes y aplicaciones móviles en la red para conocer y debatir sobre aspectos socioculturales, históricos y geográfi cos de México. Los resultados muestran cómo la imagen de México en los estudiantes españoles de secundaria se ha enriquecido sustancialmente abandonando tópicos preestablecidos; lo que sin duda ha repercutido en una imagen de México más real, completa, interesante y crítica.
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    Comparison of Learning Content Representations to Improve L2 Vocabulary Acquisition Using m-learning
    (SAGE Journals, 2023-12-17) Rodríguez Arce, Jorge; Vázquez Cano, Esteban; Cobá Juárez-Pegueros, Juan Pablo; González García, Salvador
    Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students’ academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students’ learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students’ vocabulary acquisition.
  • Miniatura
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    Influence of Age, Gender and Years of Experience on Teachers in Promoting Strategies for Digital Sustainability and Data Protection
    (Springer Nature, 2023-07-15) Vázquez Cano, Esteban; Sáez López, José Manuel; Grimaldo Santamaría, Rolando Óscar; Quicios García, Mª Del Pilar
    The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers’ age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall’s Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: “foster strategies”, “advise students” and “inform families”.
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    Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools
    (Elsevier, 2016-03-05) Sáez López, José Manuel; Román González, Marcos; Vázquez Cano, Esteban
    Several authors and studies highlight the benefits of the integration of Computer Science into K-12 education. Applications such as Scratch have been demonstrated to be effective in educational environments. The aim of this study is to assess the use of a Visual Pro- gramming Language using Scratch in classroom practice, analyzing the outcomes and at- titudes of 107 primary school students from 5th to 6th grade in five different schools in Spain. The intervention takes place in two academic years analyzing the practice of inte- grating coding and visual blocks programming in sciences and arts. The “Computational concepts and computational practices” dimension details a quasi-experimental approach, which showed significant improvement regarding learning programming concepts, logic, and computational practices with an active approach. The “Learning processes and coding in primary education” dimension analyzes the practice of the experimental group through questionnaires and structured observation. In this pedagogical design, students interact and create their own content related to curricular areas with several advantages, such as motivation, fun, commitment, and enthusiasm, showing improvements related to computational thinking and computational practices. Understanding of computational concepts through an active approach, Project Based Learning, usefulness, motivation, and commitment underline the importance and effectiveness of implementing a Visual Pro- gramming Language from active methodologies in primary education. Due to the afore- mentioned benefits and positive results obtained in this research, it is recommended to implement a Visual Programming Language in educational settings in 5th and 6th grade in primary education through a cross-curricular implementation.
  • Miniatura
    Publicación
    Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups
    (Athabasca University, 2021) Vázquez Cano, Esteban; Díez-Arcón, Paz
    This article describes an investigation into the level of satisfaction among students at Spain’s National Distance Education University (UNED) regarding use of Facebook groups as an environment for learning. Based on a structural equation methodology, the research analyzed the most relevant personal and socio-educational factors that affect satisfaction. The sample consisted of 418 undergraduate and master’s degree students at UNED’s Faculty of Education; participants were consulted in three semesters between September 2019 and January 2021. The results showed that students who participated in Facebook study groups achieved better results than those who did not, and that they interacted more frequently in these groups than in UNED’s official learning management system. The main latent variables that influenced satisfaction with Facebook study groups were the perception of efficacy they elicited as a complement to distance learning by enabling greater interaction with other students, and the feeling of course companionship they provided. The absence of teacher control also influenced student satisfaction, which allowed students to focus on learning and achieving better results in tests and exams.
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    Analysis of digital sustainability factors in the adoption of learning apps in primary education
    (Edutec. Asociación para el Desarrollo de la Tecnología Educativa, 2023-03) Vázquez Cano, Esteban; Quero Gervilla, María Mercedes; Díez-Arcón, Paz; Pascual Moscoso, Carolina; https://orcid.org/0000-0002-4095-7881; https://orcid.org/0000-0003-1850-4170
    This article presents a study to measure the importance for teachers of the digital sustainability factors that facilitate or inhibit adoption of learning apps as a support to the teaching-learning process in primary education. A structural equations model methodology was used to conduct the importance-performance analysis (IPA). IPA aims to identify the value alloted by users in terms of the importance and performance of a series of quality criteria to obtain an indirect measure of the elements of digital sustainability that encourage or discourage the adoption of educational apps. The sample was formed by 212 teachers with experience using apps in teaching-learning process. The results indicated four areas of digital sustainability to be improved in order to guarantee good educational and sustainable use of apps inside and outside the classroom: safe and transparent use of data and algorithms, the apps compliance with the functional diversity of all students, the promotion of safe collaborative environments and the need for awareness regarding energy efficiency.
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    The psycho-social impact of video games on K12 Spanish students
    (Springer Nature, 2024-08-26) Vázquez Cano, Esteban; Quero Gervilla, María Mercedes; Quicios García, Mª Del Pilar; López Meneses, Eloy
    This research aims to study the psycho-social impact of video games on K12 students. For this, a probabilistic topic modelling analysis method based on text mining approach has been performed. This process is based on nodes’ connectivity and it has been developed through K Means approach; by launching the Jenks-Breaks algorithm. The sex differences are calculated according to a nonlinear dynamics approach based on Hurst exponent and multifractal function and the influence of time with the application of the Sobel test. The results show which are the most used video games by K12 and their psycho-social impact on students based on four categories: (1) boredom and sadness, (2) happiness and socialization, (3) immersion, and (4) families' conflicts. There are significant differences between boys and girls depending on the games they use, a factor that increases when playing more than two hours a day. For boys, games like FIFA and Fortnite produce higher levels of immersion and family conflict, while for girls, games are perceived as sources of greater happiness and a means to reinforce friendship and camaraderie, particularly with games like Brawl Stars, Rocket League, and PKXD.
  • Miniatura
    Publicación
    The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot
    (Springer, 2019-01-24) Sáez López, José Manuel; Sevillano García, María Luisa; Vázquez Cano, Esteban
    This study highlights the importance of an educational design that includes robotics and programming through a visual programming language as a means to enable students to improve substantially their understanding of the elements of logic and mathematics. Gaining an understanding of computational concepts as well as a high degree of student participation and commitment emphasize the effectiveness of introducing robotics and visual programming based on active methodologies in primary education. Implementation of this design provides sixth-grade elementary education students with activities that integrate programming and robotics in sciences and mathematics; these practices allow students to understand coding, motion, engines, sequences and conditionals. A quasi-experimental design, descriptive analysis and participant observation were applied across various dimensions to 93 sixth-grade students in four primary education schools. Programming and robotics were integrated in one didactic unit of mathematics and another in sciences. Statistically significant improvements were achieved in the understanding of mathematical concepts and in the acquisition of computational concepts, based on an active pedagogical practice that instills motivation, enthusiasm, commitment, fun and interest in the content studied.