Projection of E-Learning in Higher Education: A Study of Its Scientific Production in Web of Science.

E-learning is conceived as a purely virtual training approach. Different learning styles have been proliferated in recent years, especially now, due to the impact of COVID-19 in the educational field. The aim of this study is to discover the evolution of e-learning in higher education (ELHI) in scientific literature indexed on the Web of Science. Co-word analysis and bibliometric analysis was performed. A total matrix of 1261 documents was analyzed through SciMAT software. The results revealed that studies on ELHI are written in English and presented by conference papers. The main source of publication for the conferences is EDULEARN proceedings, while the journal source is Procedia-Social and Behavioral Sciences. Spain is the country with the highest volume of production. It is concluded that research on ELHI use does not have an established line of research, due to its recent creation and the lack of related research. The bibliometric analysis specifies that the research is oriented towards knowing the level of acceptance and application of the pedagogical method in the teaching and learning processes.

Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents.

This work adapts and validates the scale of the motivated strategies for learning questionnaire (MSLQ), which is used to measure motivation. For this, an instrumental design was carried out with the purpose of analyzing the psychometric properties of the instrument. The sample consisted of 307 participants enrolled in compulsory secondary education. Reliability with fit indices were good in model B (proposed) with composite reliability, global reliability index, and Cronbach's alpha. The original model (A) presented small problems that had to be adjusted when carrying out the translation. We concluded that adaptation and subsequent validation of the MSLQ instrument into a Spanish context was positive. In this sense, adequate adjustment rates have been achieved. However, in its contextual adequacy, the need arises to modify the presentation of the items alluding to intrinsic motivation due to the difficulty of measuring such a construct. Among the implications reached in this study is the possibility of having a validated instrument for the Spanish adolescent context to measure motivation on educational aspects. Furthermore, this tool can serve as the basis for the design of other instruments that measure this construct in other age ranges.

Spanish Adaptation and Validation of the Teaching and Learning Experiences Questionnaire.

Training processes are mainly based on the pedagogical methods applied by teachers. In many cases, these pedagogical methods are adapted to the social, economic, and cultural environment of the students themselves. In this study, we used a psychometric analysis based on the analysis of structural equations to detect the psychometric properties through classical goodness-of-fit indices. The objective of this study was to translate, adapt, and validate the instrument called the Teaching and Learning Experiences Questionnaire (ETLQ) for the population of Spanish adolescents in secondary education. The rrecommendations in the literature were followed for its translation and adaptation into Spanish. The results indicate that, after translation and adaptation, the model remained in 11 factors with acceptable goodness-of-fit indices. We conclude that the process of translation, adaptation, and validation of the ETLQ has produced a valid and reliable tool due to the psychometric findings revealed in the present work.

Gamification and flipped learning and their influence on aspects related to the teaching-learning process.

Nowadays, education is going through a moment of methodological transformation. Two of the active methodologies with excellent projection within the educational field are gamification and flipped learning. This study analyzed the methodological contrast between gamification and flipped learning in the subject of Physical Education in three different educational stages to determine the most influential methodology in the training process. Research design was a quasi-experimental research with a sample of 356 students in Spain. Data collection took place with a questionnaire. The results show that gamification as a teaching and learning methodology is better valued at an early stage, while the more aged participants better value the flipped learning methodology. Both methodologies have shown great potential in the development of educational processes in Physical Education. Gamification indeed seems to have positive effects on students from the lower stages. On the other hand, flipped learning produces positive effects on the group stages, pre-university students.

Social axioms on high school students in the North African context: Validation and fit of the SAS-II.

Social axioms or general social beliefs represent people's cognitive map of their social world acquired through social experiences. Empirical research has related the central constructs in the study of psychology and social axioms, establishing a broad nomological network in various cultural settings. This paper studies the validity of the Social Axioms Survey II (SAS-II) short form, Spanish version, on the individual level in Melilla as North Africa´s borderland. Participants were 410 high school students from 14 to 18 years of age. The reliability analysis, the discriminant validity analysis, and the confirmatory factor analysis through the structural model equation, showed similar results to previous studies in other contexts and allowing the use of the survey in Melilla. In addition it is presented a fitted model that improves the psychometric results showing significant differences with the initial model. The confirmatory multi-group analysis of the fitted model shows measurement invariance across educational centers, allowing new research possibilities in the cultural context of Melilla.

Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education.

PURPOSE: This study aims to analyze the effects of a flipped and gamified program on the autonomy, competence, relation with others, satisfaction/enjoyment, intrinsic and extrinsic motivation, and boredom of students of Physical Education. METHOD: The study used a control group and an experimental group to compare pretest and posttest data in both of them. Instruments used were the Basic Psychological Needs in Exercise Scale, Sport Motivation Scale, and Sport Satisfaction Instrument, all of them validated in academic literature. RESULTS: On one hand, data indicated that autonomy has been increased with the application of these teaching methodologies. On the other hand, students' satisfaction, enjoyment, and intrinsic motivation have improved based on the interaction with gamification and flipped learning. Finally, with all dimensions, it seems that academic performance has been improved, although not in a significative way. DISCUSSION/CONCLUSION: Results of the study provide to educational researchers valuable information for a better understanding of how flipped learning and gamification influence personal performance of Physical Education students.

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning.

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group-traditional; experimental groups-escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

Scientific Mapping of Gamification in Web of Science.

Education is a constantly changing field. The new teaching processes are developed today and all teachers should be prepared. Gamification is one of the methodologies with the greatest impact on the learning process. The objective of the study is to analyze the relevance and progression that the concepts "gamification" and "learning" have acquired in the scientific literature of Web of Science. This research has been based on a bibliometric methodology. A classic bibliometric and thematic analyses have been carried out. A 1230 document matrix analysis has been selected. For descriptive bibliometrics, the Bibliometrix library is used, while Scimat is used for the thematic analysis. Both tools are widely used in this type of study. Results indicate that growth on the study of these topics is booming. There are also authors who accumulate most of the documents, such as Martí Parreño. English is positioned as the predominant language. The topics studied have evolved from how classic games affect learning to the study of video games and their impact on performance. It is concluded that these types of studies are still relevant and with a great future prospect. Furthermore, research focuses especially on video games, on the effects of technology on learning and on the study of flipped learning experiences.

[Analysis of nursing student prejudices towards the migrant population]. / Análisis de los prejuicios del alumnado de enfermería hacia la población migrante.

OBJECTIVE: To determine whether nursing students have subtle or blatant prejudices towards migrants. METHOD: A descriptive ex post facto study was conducted. The sample consisted of 282 students and the study variables were sex, cultural origin, age, year, and contact with migrants. The Subtle and Blatant Prejudice Scale was used. Descriptive and inferential analyses were performed. RESULTS: There were significant differences in the culture variable, with students of Berber origin and of Muslim faith showing less prejudice than those of European origin and of Christian faith. Fourth-year students had the most blatant prejudices. According to the variable contact with migrants, it is the students who have not had contact with this group who have the greatest blatant prejudices. CONCLUSION: Nursing students have more subtle prejudices rather than blatant prejudices towards the migrant population.

Enfermería Transcultural. Formación de los futuros profesionales de Enfermería en España / Transcultural Nursing. Training of future Nursing professionals in Spain

Objetivo principal: conocer las Facultades de Enfermería que en España se imparte la asignatura de Enfermería Transcultural o similar, así como saber si son asignaturas obligatorias u optativas. Metodología: Revisión de los planes de estudios de las Universidades españolas donde se imparte la titulación de Enfermería. Resultados principales: De las Universidades examinadas, el 63% de las titulaciones de Enfermería ofrece formación específica en Enfermería Transcultural. Conclusión principal: No existe un compromiso firme desde el ámbito académico en Enfermería en la formación transcultural de los futuros profesionales de enfermería

Objective: Know what Faculties of Nursing in Spain are teaching Transcultural Nursing or similar subjetcs, as well as knowing if they are compulsory or optional subjects. Methods: Review of the curricula of the Spanish Universities where the Nursing degree is taught. Results: Results obtained show that only a 63% of Nursing degrees offers specific training in Transcultural Nursing. Conclusions: There is no firm commitment in Nursing degrees about cross-cultural training of future nursing professionals