Persona: Díez-Arcón, Paz
Cargando...
Dirección de correo electrónico
ORCID
Fecha de nacimiento
Proyectos de investigación
Unidades organizativas
Puesto de trabajo
Apellidos
Díez-Arcón
Nombre de pila
Paz
Nombre
9 resultados
Resultados de la búsqueda
Mostrando 1 - 9 de 9
Publicación Academic and Social Behaviour Profile of the Primary School Students who Possess and Play Video Games(Springer, 2022-10-22) Vázquez Cano, Esteban; Ramírez Hurtado, J. M.; Díez-Arcón, Paz; Pascual Moscoso, C.The aim of this research was to analyze the typologies of primary education students with regard to possession and use of video games, and the possible psycho-emotional and educational implications. To identify the different typologies, a latent class model using Latent Gold v4.5 software was applied in order to model relations between the variables observed, assuming that the structure of underlying relations was explained by a latent categorical variable (not observed). The results revealed two clearly differentiated clusters: one formed of boys who get better marks in Mathematics, usually play video games with gaming consoles for the TV screen, usually play video games online with friends, play video games for more than two hours at weekends, feel very happy when playing video games, and whose first choice of free-time activity is to play video games; the other consisted of girls who get better marks in Spanish Language and Literature, usually play video games on a tablet, usually with a family member, play video games for more than two hours at weekends, feel very happy playing video games, though to a slightly lesser extent than boys, and whose first choice of free-time activity is not usually to play video games.Publicación Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups(Athabasca University, 2021) Vázquez Cano, Esteban; Díez-Arcón, PazThis 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.Publicación Conceptualising language MOOC diversity: The creation of a defined taxonomy through the analysis of course indicators(Cambridge University Press, 2024-05-10) Díez-Arcón, Paz; Agonács, NikolettaLanguage MOOC research has experienced a notable evolution from practice to conceptuality since its emergence as a subdiscipline of computer-assisted language learning. The versatility of the MOOC format for language learning has led to experimental designs that combine linguistic acquisition with other educational activities. This has been considered to be conducive to new ways of understanding how language learning occurs in LMOOCs, although there is no solid classification of LMOOCs subtypes to date based on course design. This study aimed to contribute to the conceptualisation of the field by creating a taxonomy for existing LMOOCs. Grounded theory strategies were adopted, so evidence was systematically collected to develop conceptual categories based on a thorough analysis process of the syllabus and short description of 432 courses. As a result, six LMOOC modalities emerged from the analysis: general language learning LMOOCs, LMOOCs for academic purposes, LMOOCs for professional purposes, LMOOCs focused on a specific language skill development, cultural-oriented LMOOCs, and meta-language learning LMOOCs. This study means a significant contribution to the LMOOC research field inasmuch as it is one of the first empirical-based attempts to broaden the definition of LMOOC.Publicación Teacher vs. machine correction: Comparing assessments of students’ reading comprehension and writing skill(Shahid Chamran University of Ahvaz, 2024-01-01) Vázquez Cano, Esteban; Ramírez-Hurtado, José M.; Díez-Arcón, PazThis article presents research that compared two correction techniques applied to a PISA text summary question written by 30 Spanish students aged 14-16, one by automatic correction software (G-Rubric) and the other by 30 Spanish language teachers varying in age, sex, and classroom experience. The methodology was a parametric approach based on latent class analysis using Latent Gold 4.5 software, and correspondence analysis. In the results, the Euclidean distances between each individual and the system were measured as low, medium or high dissimilarity, based how close the teachers’ assessment was to that of the correction software. The results showed a first cluster, comprised of teachers whose correction scores exhibited a significant correlation with the tool, represented the quartile of younger and less experienced teachers. This stands in contrast to a second cluster, characterized by "high" dissimilarity, which consisted of older and more experienced teachers whose corrections deviated notably from the system, yielding scores lower than those produced by the tool.Publicación 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/0000-0003-1850-4170This 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.Publicación Understanding Innovation Vectors in the use of Open Educational Resources(International Council for Open and Distance Education (ICDE), 2024-11-29) Farrow, Robert; Díez-Arcón, PazOpen educational resources (OER) are teaching and learning materials that are either in the public domain or published on an open licence which permits various forms of redistribution, reuse and repurposing. Many organisations and higher education institutions around the world are using such resources, and anecdotally many believe this is supporting innovations in practice. However, there is scant research into how such innovations should be understood or evaluated conceptually. In this paper, we present a conceptual framework that can describe and evaluate innovative practice as well as results from a study of 44 cases using this framework in the context of the ENCORE+ (European Network for Catalysing Open Resources in Education) project (2021–2023). This conceptual framework provides a rich qualitative description for instances of innovation which use OER. Our examples cover many countries, including Argentina, Australia, Canada, China, Colombia, UK, Germany, Greece, Hungary, India, Ireland, Kenya, the Netherlands, Norway, Scotland, Slovenia, South Africa, Spain, Taiwan, USA, and Zanzibar. The sample includes organisations of all sizes and maturities of implementation. This allowed us to differentiate OER value propositions for a range of stakeholders at different levels of maturity of OER use. We explore whether variables such as the size and maturity of an organisation influences innovation strategies and the perception of stakeholder relationships. Our data indicates four elements to the development of OER value propositions as innovation vectors. Firstly, OER value propositions tend to be transformative, and focused on modifying or redefining pedagogical activity. Secondly, they are practical, targeting users/providers and influencing behaviour in direct and achievable ways. Thirdly, OER users and advocates emphasise observability, simplicity and compatibility as key aspects for communicating OER value propositions. Fourthly, OER innovation is aspirational in that greater maturity of organisations using OER sees the OER value proposition widened to include more stakeholder types.Publicación Perfiles del participante en LMOOC: análisis bibliográfico y estudio de caso(Universitat Autònoma de Barcelona, 2022-03-01) Díez-Arcón, PazLa enseñanza de lenguas a través de cursos masivos (LMOOC) tiene características distintivas del resto de propuestas formativas en línea. Los cursos que funcionan en la actualidad tienen criterios evaluativos más cercanos a métodos tradicionales que suponen la asociación de éxito con la compleción del curso, lo que desemboca en una preocupación por el propio formato masivo al no reflejar altos niveles de compleción. También ofrecen tareas evaluativas que no promueven la práctica real del idioma. Mediante el estudio de perfiles socio-económicos y de comportamiento en línea se comprueba que los participantes no se involucran en el curso, pero son activos durante el tiempo que permanecen en él. Los resultados implican que es necesaria la adquisición de un conocimiento más amplio del participante que muestre si consigue sus propósitos de aprendizaje y así permitir una posible disociación entre el binomio compleción-éxito. Por otra parte, se sugieren alternativas para un diseño del contenido que prime la práctica de la lengua meta.Publicación Dual second language learning for the inclusion of migrant children in rural schools: the case of Calanda (Teruel)(Bilingual Publishing Group, 2025-09-25) Díez-Arcón, Paz; Pomposo Yanes , Mª Lourdes; Sanz-Gil, Mercedes; Agencia Estatal de Investigación. EspañaRural areas in Spain receive constant flows of migrants due to the need for labor in the primary sector, especially from North Africa. Local schools have very specific educational needs since migrant children normally experience difficulties in the acquisition of the Spanish language which affects and conditions their social inclusion and continuity in the educational system. RaCoDIL project (Shared roots in linguistic diversity and inclusion) derives from the AGORA matrix project which aims to bring technological and methodological innovation for language teaching in rural areas. RaCoDIL proposed an intervention in the primary school of Calanda (Teruel, Spain) for the improvement of Spanish and French languages in migrant and local students based on linguistic and cultural interchange and collaboration. To this end, an interactive glossary based on the local natural environment was created in Spanish, French, and Arabic, which served as a base for the creation of collaborative linguistic activities fostering cultural interchange. The aims were the improvement of students’ linguistic competence in their respective target languages, and the development of the Intercultural Communicative Competence (ICC). Students’ progress was quantitatively analyzed by the distribution of pre- and post- tests on linguistic and ICC development, and results were compared in search for significant improvements on both competences considering demographic profiles from students. The proposal has been demonstrated to influence the development of children’s positive attitudes towards learning, to dinamise the second language acquisition process, and to develop awareness, knowledge, and respect towards the foreign culture.Publicación The significance of instructional design: Analysis of content in Language MOOC forums.(Castledown Publishers, 2023-04-01) Díez-Arcón, PazLanguage MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format. The application of these theoretical advances should be reflected in the instructional design of the courses. This study is based on this premise and monitors the quality of the design of communication and discussion forums considering the different levels of engagement in a LMOOC, the accessibility, ease of navigation, assessment of learning processes, and support to participants in in the development of selfdetermination strategies. This is done by analysing the content of the forums and applying two instruments created upon the research needs. The results show the relevance of the instructional design of the forums in LMOOCs, and subsequently a suitable analytical framework is put forward, which can be easily replicated due to its simplicity and concreteness. This is the main contribution of this paper, since the elaboration of common analytical frameworks in LMOOC research strengthens the field and reinforces the significance of instructional design in successful language learning in these online courses.