Degree of Acceptance of Virtual Reality by Health Sciences Students.

Virtual Reality (VR) is an emerging technology with educational benefits demonstrated in numerous studies. Its integration into the curriculum implies the use of cognitive resources by students and the training of digital skills by teachers. The objective of this study is to determine the degree of acceptance of students with learning objects produced in VR and in 360°, as well as to analyze their evaluation and the established relationships. A sample of 136 medical students who completed questionnaires on the Technology Acceptance Model (TAM) and the quality of the training activity was used. The results show high levels of acceptance, both in VR and 360° objects. The students perceived the usefulness of the training activity as high, with significant correlations between the different dimensions. This study demonstrates the potential of VR as an educational technology and offers new perspectives for future research.

Knowledge of university teachers on the use of digital resources to assist people with disabilities. The case of Spain.

The integration of Information and Communication Technologies (ICT) in the context of higher education and in the framework of an education in equality and equity requires a competent teaching staff both from a technological and pedagogical point of view. In this context, and with the aim of going deeper into one of these theoretical premises, this study aimed to identify the degree of training and technological knowledge of university teaching staff in the faculties of education in Spain with regard to the use of ICT to support people with disabilities. A cross-sectional research design with a descriptive and predictive approach was used, in which the sample consisted of 2072 university teachers. An ad-hoc questionnaire was used as a data collection instrument. The results revealed the low level of competences of teachers regarding the use of ICT with students with disabilities, where gender and age variables are not relevant to predict the level of digital competence. In this sense, the establishment of specific plans for teacher training and advice on the use of technologies that can help people with disabilities is discussed.

The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain).

The impact and benefit that information and communication technologies (ICT) have in the educational field require new teaching skills. This fact has been increased by the recent crisis caused by COVID-19. This study tries to investigate the level of digital teaching competence (DTC) of Higher Education teachers of Health Sciences, and its relationship with several variables. For this, it has the participation of 300 teachers from the 9 universities of Andalusia (Spain). The research is structured through a descriptive (RQ1) and inferential (RQ2) design. The answers given to the DigCompEdu Check-In questionnaire adapted to the Spanish context are analyzed. The results, which show high levels of reliability of the questionnaire (Cronbach and McDonald) and validity (CFA), indicate that the level of competence is basic-intermediate. In addition, the area in which teachers excel is digital resources. For this reason, it is proposed to structure personalized training plans and continue expanding the characteristics of this study at an international level.

Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges.

The tasks of the university educators must be linked to the digital demands posed by the more sophisticated professions of the twenty-first century. Faced with this panorama, the objective of this study is to examine and compare the degree of digital competence of Higher Education educators from different fields of knowledge and different age ranges according to the DigCompEdu framework. A non-probabilistic ex post facto sampling was utilized with 2180 university professors from Andalusia (Spain). The main results of the study provide evidence of an intermediate level of digital competence, for men and women. More specifically, the male professors in Architecture and Judicial & Social Sciences, younger and older than 40, possessed a higher level, as compared to the other fields. For the female professors, the highest level was found once again in Judicial and Social Sciences, in this case for both age ranges, without a clear trend found for the rest of the fields. For each dimension of the DigCompEdu instrument, the level of competence follows the same trend with respect to the overall level. More research is recommended to validate these preliminary results, as well as the development of training lines of action that are specific and adapted to each field of knowledge.

Adoption of augmented reality technology by university students.

In recent times, Augmented Reality has gained more relevance in the field of education. This relevance has been enhanced due to its ease of use, as well as the availability of the technical devices for the students. The present study was conducted with students enrolled in the Pedagogy Degree in the Faculty of Education at the University of Seville. The objective was to understand the degree of technological acceptance of students during their interaction with the AR objects produced, the performance achieved by the students, and if their gender affected their acquisition of knowledge. For this, three data collection instruments were utilized: a multiple choice test for the analysis of the student's performance after the interaction, the Technology Acceptance Model (TAM) diagnostic instrument, created by Davis (1989), and an "ad hoc" instrument created so that the students could evaluate the class notes enriched with the AR objects created. The study has allowed us to broaden the scientific knowledge of the TAM by Davis, to understand that AR objects can be utilized in university teaching, and to know that the student's gender does not influence learning.

Realidad Aumentada para aumentar la formación en la enseñanza de la Medicina / Augmented Reality to increase training in the teaching of Medicine

Introducción: La adopción de alternativas digitales a modelos físicos mediante las tecnologías de realidad aumentada se presenta como una alternativa en la enseñanza de la medicina. Objetivo: Conocer el grado de aceptación y motivación que la realidad aumentada despierta en los estudiantes de medicina. Método: Se realizó un estudio durante el curso académico 2016 - 2017, en el que participaron 50 estudiantes de Medicina, que cursaban la asignatura de "Anatomía Humana I" en la Universidad de Sevilla. Se utilizaron para el análisis de la motivación el "Instructional Material Motivational Survey", para el grado de aceptación se aplicó el "The Technology Acceptance Model" y un tercer instrumento donde los estudiantes evaluaron los objetos de aprendizaje. Resultados: Revelaron la valoración positiva de los estudiantes hacia a la Realidad Aumentada por sus beneficios didácticos: motivación, aceptación, adquisición de conocimientos, entre otros. Conclusiones: Los objetos diseñados fueron valorados positivamente por los estudiantes, fáciles de descargar y de instalar en sus dispositivos. Siendo importante los resultados ya que fueron obtenidos con diversos objetos preparados para el estudio(AU)

Introduction : The choice of digital alternatives over physical models through augmented reality technologies is presented as an alternative in the teaching of medicine. Objective : To know the degree of acceptance and motivation that augmented reality causes among medical students. Methods : A study was carried out during the academic year 2016-2017 with the participation of 50 medical students, who were coursing the subject Human Anatomy I at the University of Seville. For the motivation analysis, we used the "Instructional Material Motivational Survey"; for the degree of acceptance, we applied "The Technology Acceptance Model"; we also used a third instrument for the students to evaluate the learning objects. Results : The results revealed the students' positive assessment about augmented reality based on its didactic benefits: motivation, acceptance, acquisition of knowledge, among others. Conclusions : The designed objects were positively rated by the students, easy to download and install on their devices. The results are important, since they were obtained with diverse objects prepared for the study(AU)

Realidad aumentada aplicada a la enseñanza de la medicina / Augmented reality applied to the teaching of medicine

La realidad aumentada (RA) constituye una valiosa tecnología emergente a través de la cual podemos dar respuesta de manera eficaz a los nuevos estilos de aprendizaje requeridos por los alumnos en la sociedad de la información y el conocimiento. El estudio que presentamos se enmarca en el proyecto de I+D+i denominado RAFODIUN, financiado por el Ministerio de Economía y Competitividad, siendo uno de sus objetivos producir contenidos en formato RA para ser aplicados en contextos de formación universitaria, y conocer el grado de adopción de esta tecnología por el estudiante. Los estudiantes participantes en la experiencia fueron alumnos que cursaban la asignatura de «Anatomía y embriología humana» en la Facultad de Medicina de la Universidad de Sevilla. A partir del estudio se pudo constatar que el modelo elaborado sirve para explicar la actitud y la intención hacia el uso de objetos de aprendizaje elaborados en RA, y que los estudiantes muestran un alto grado de satisfacción al incorporar estas herramientas a la práctica educativa

Augmented Reality (AR) is a valuable emergent technology, by which we can effectively respond to the new styles of learning needed by the students of the information and knowledge society. The study presented is within the framework of an R+D+i project called RAFODIUN, financed by the Department of Economy and Competitiveness. One of its aims is to produce contents in AR formats to be applied in context of a university education, and to determine the level of adoption of this technology by the student. The participants in the experiment were students who were studying the subject of "Human Anatomy and Embryology" in the University of Seville Medical School. From the study it was possible to state that the model constructed serves to explain the attitude and the intention towards the use of objects of learning prepared in AR, and that the students show a high level of satisfaction on having incorporated these tools into educational practice

Reflexiones sobre la brecha digital y la educación: siguiendo el debate / Reflections on the digital divide and the education: following the debate

Internet se convirtió en un servicio frecuente para muchos hogares argentinos.Según el Indec, en junio de 2014 existían 12.893.410 millones de accesos residenciales a la red, dos terceras partes lo hacían por ADSL (Bucle de Abonado Digital Asimétrico, a través del servicio telefónico) y el resto a través de cable módem (fibra óptica y cable coaxil). Más de la mitad de los que están conectados cuentan con al menos dos computadoras personales a las que suman 2 millones de tabletas y 2,5 millones de Smart TV.Cerca del 80 por ciento de los accesos se concentran en áreas urbanas (Ciudad Autónoma de Buenos Aires y provincias de Buenos Aires, Córdoba, Santa Fe y Mendoza). Eurostat define la brecha digital como "distinción entre aquellos que tienen acceso a Internet y pueden usar los servicios ofrecidos por la World Wide Weby aquellos que están excluidos de ellos". La "brecha" o "fractura"es considerada por algunos pesimistas como un verdadero "abismo digital". La posibilidad de acceder a algún dispositivo capaz de comunicarse con Internet,la funcionalidad de la conectividad y el manejo adecuado de los instrumentos adecuados son criterios sustantivos para definir la calidad digital de una comunidad. La capacidad de comunicación y educación que brinda la red torna imprescindible la alfabetización digital. La habilidad para utilizar las Tecnologías de la Información y la Comunicación (TIC) permite a comunidades e individuos participar en diverso grado de la aldea globaly los hace "inforricos" o "infopobres". Un experto español desarrolla la cuestión.

Comunidades Virtuales para el Aprendizaje=VIRTUAL(LEARNING(ENVIRONMENT

Material cuya autoría es de CABERO,J.;LLORENTE,M.C.(2010)«Comunidades virtuales para el aprendizaje» artículo en línea].EDUTEC,Revista electrónica de Tecnología Educativa. Núm.34/Diciembre 2010 quienes analizan y reflexionan sobre las diferentes posibilidades que las Comunidades Virtuales para el Aprendizaje ofrecen para ser incorporadas en el ámbito educativo.

La calidad educativa en el e. Learning: sus bases pedagógicas / No disponible

Muchas de las esperanzas depositadas en el e.Learning no se han visto después confirmadas en la práctica educativa. Y ello desde nuestro punto de vista se ha debido a que el debate se ha centrado demasiado en los componentes técnicos, por ejemplo en las plataformas, olvidando lo que son las verdaderas variables críticas pedagógicas a contemplar para realizar acciones formativas de e.Learning de calidad. En este artículo se pasa revista a algunas de ellas: competencias tecnológicas de profesores y alumnos, soporte institucional, contenidos, interactividad social, herraminetas de comunicación, metodologías, e-actividades, evaluación, y rol del profesor y el alumno (AU)

Many of the hopes deposited in the and-learning they have not seen each other later confirmed in the educational practice. And it from our point of view has you because the debate has been centered too much in the technical components, for example in the platforms, forgetting what you/they are the true pedagogic critical variables to contemplate to carry out formative actions of and-learning of quality. In this article he/she spends magazine to some of them: professors' technological competitions and students, institutional support, contents, social interaction, media, methodologies, and activities, evaluation, and the professor's list and the student (AU)