http://hdl.handle.net/10366/4340 2026-04-29T02:23:10Z 2026-04-29T02:23:10Z Peña García, Paz Jaime de Aza, Mayeli Feltrero, Roberto http://hdl.handle.net/10366/170992 2026-04-16T00:00:37Z 2026-03-01T00:00:00Z

[EN]Artificial Intelligence (AI) systems typically inherit biases from their training data, leading to discriminatory outcomes that undermine equity and inclusion. This issue is particularly significant when popular Generative AI (GAI) applications are used in educational contexts. To respond to this challenge, the study evaluates the effectiveness of dialogic reflection-based training for educators in identifying and mitigating biases in AI. Furthermore, it considers how these sessions contribute to the advancement of algorithmic justice and inclusive practices. A key component of the proposed training methodology involved equipping educators with the skills to design inclusive prompts—specific instructions or queries aimed at minimizing bias in AI outputs. This approach not only raised awareness of algorithmic inequities but also provided practical strategies for educators to actively contribute to fairer AI systems. A qualitative analysis of the course’s Moodle forum interactions was conducted with 102 university professors and graduate students from diverse regions of the Dominican Republic. Participants engaged in interactive activities, debates, and practical exercises addressing AI bias, algorithmic justice, and ethical implications. Responses were analyzed using Atlas.ti across five categories: participation quality, bias identification strategies, ethical responsibility, social impact, and equity proposals. The training methodology emphasized collaborative learning through real case analyses and the co-construction of knowledge. The study contributes a hypothesis-driven model linking dialogic reflection, bias awareness, and inclusive teaching, offering a replicable framework for ethical AI integration in higher education.

2026-03-01T00:00:00Z Feltrero, Roberto Junguitu Angulo, Leire Osuna Acedo, Sara http://hdl.handle.net/10366/170990 2026-04-16T00:01:04Z 2023-04-14T00:00:00Z

[EN]Educational tasks for the development of competencies on the Sustainable Development Goals (SDGs) pose a challenge to educators due to the multidisciplinary and complex nature of these goals. It is necessary to develop innovative educational resources and tools that holistically account for this complexity and highlight the environmental and social components of these goals on an equal footing. A learning tool based on the serious games methodology, called BotBusters, is used to inoculate this type of knowledge and skills among young Europeans through a specific news verification activity. This game has been designed to collect interaction data (logs) and thus perform an analysis of players’ behavior, which allows us to understand their preferences and knowledge of the SDGs (specifically 3, 12, 13 and 15). The data collected yield interesting conclusions about the educational needs of young people in this field, showing their preferences for topics related to the environmental SDGs. This indicates that there is a need to promote awareness of the SDGs on social issues, especially those that require a more collective type of agreement and intervention.

2023-04-14T00:00:00Z Feltrero, Roberto Hernando, Saeta Acosta Sznajderman, Leticia http://hdl.handle.net/10366/170988 2026-04-16T00:01:07Z 2023-07-01T00:00:00Z

[ES]El proyecto europeo YouVerify! tiene como objetivo desarrollar un programa de cursos y actividades para estimular la alfabetización mediática e informacional (AMI) entre estudiantes, profesionales de la información y profesores de todos los niveles educativos. El diseño de recursos pedagógicos AMI requiere contextualizar el trabajo del estudiante en el mismo tipo de medios y tecnologías de comunicación social en los que hoy accede a la información, y que son parte de sus actividades educomunicativas. El modelo de diseño de cursos masivos en línea sociales, sMOOC, es como una herramienta educomunicativa capaz de implicar a los estudiantes e interesados en actividades colaborativas a través de medios y herramientas sociales. Con una metodología de análisis cuantitativo, a partir de los datos del cuestionario de satisfacción voluntario que aportaron los participantes que realizaron el sMOOC, se estudia el interés de los mismos en los mecanismos de desinformación y las herramientas para la verificación y refutación de noticias falsas. Se revisa su percepción de la metodología social y abierta del sMOOC y su interés en difundir estas nuevas competencias entre sus estudiantes o colaboradores. Como conclusión, se destaca el alto grado de satisfacción que suscitó la iniciativa en la alfabetización con espíritu crítico. También, y gracias al componente social del sMOOC, destacó el interés que mostraron los participantes para desarrollar sus propios proyectos AMI como profesores o influencers.; [EN]The European project YouVerify! aims to develop a programme of courses and activities to stimulate media and information literacy (MIL) among students, information professionals and teachers at all levels of education. The sMOOC “Step-by-Step Disinformation” was designed for this purpose. The design of MIL pedagogical resources requires contextualising the student’s work in the same type of media and social communication technologies in which they access information today, and which are part of their educommunicative activities. The design model of social Massive Online Courses, sMOOC, is an educommunicative tool capable of engaging learners and stakeholders in collaborative activities through social media and tools. Using a quantitative analysis methodology, based on data from the voluntary satisfaction questionnaire provided by sMOOC participants, we study their interest in disinformation mechanisms and tools for the verification and refutation of fake news. Their perception of the social and open methodology of the sMOOC and their interest in disseminating these new competences among their students or collaborators are reviewed. In conclusion, we highlight the high level of satisfaction with the initiative in terms of critical literacy. Also, thanks to the social component of the sMOOC, the interest shown by the participants in developing their own AMI projects.

2023-07-01T00:00:00Z Feltrero, Roberto Hernando, Saeta Ionescu, Adina http://hdl.handle.net/10366/170986 2026-04-16T00:01:01Z 2023-07-01T00:00:00Z

[EN]Digital interactive games are more than tools for entertainment and can be used as learning and training environments. This approach is giving rise to what is known as serious games. YouVerify! European project has developed a serious game called BotBusters to help young people cultivate the know-how to identify manipulated visual news. The game has been used as a distance learning tool in three different languages, French, Spanish and English, and has been applied to a large and open audience. Contributing to the literature body in the emerging field of online visual disinformation, this article aims to provide an analysis of the players’ behavior and to assess to what extent the game has been able to attract their attention and achieve the objectives of therefore mentioned distance training tool. A quantitative methodology based on in-game post-play data will be used to study game engagement rate evolution. A detailed study of the inoculative strategies of the game determined which ones were more useful to avoid the drop-out of the tool. The findings of this analysis determine that this gamified intervention keeps high the level of users’ engagement with the educational content and facilitate the inoculation of critical thinking to verify news and to avoid visual disinformation. Those findings will provide a better understanding of how young users reflect on media literacy and which is the best methodology to use on distance learning tools to motivate them to move from a simple opinion to constant and thorough verification.

2023-07-01T00:00:00Z Kacane, Ilze Hernández Serrano, María José http://hdl.handle.net/10366/170926 2026-04-14T00:01:00Z 2023-01-14T00:00:00Z

[EN]Digital (video) calls have become a significant tool during the challenging times marked by the COVID-19 pandemic. The article focuses on the perceived functionality of video calls for maintaining social contacts and overcoming loneliness in celebrating family festivities limited by physical distance policies. The qualitative study conducted at the end of 2021 in Latvia and Spain examines families’ cultural socialisation via digital tools and, based on data obtained from semi-structured in-depth interviews, assesses the users’ digital experiences in celebrating Christmas and the New Year from retrospective and prospective standpoints. The obtained data revealed that although digital interactions were acknowledged as an alternative means for ensuring togetherness, preserving and facilitating emotional connection, and experiencing a feeling of belonging and shared identity, they were perceived as the context of exception. The findings complement existing studies that the pandemic contributed to bridging the digital gap among generations with coordinated and negotiated conceptions of the functionality of digital tools. Video calls ensured a sense of social and emotional connectedness and inspired the appearance of virtual celebration ideas.

2023-01-14T00:00:00Z http://hdl.handle.net/10366/170873 2026-04-08T00:01:50Z 2020-01-01T00:00:00Z 2020-01-01T00:00:00Z Lena-Acebo, Francisco Javier Renés Arellano, Paula Hernández Serrano, María José Caldeiro Pedreira, Maria Carmen http://hdl.handle.net/10366/170866 2026-04-08T00:00:36Z 2022-11-21T00:00:00Z

[EN]Children live together consuming, producing, and sharing digital content. These are hypermediated communication actions typical of cyberculture, and require training in critical thinking that, even when minors receive it, is not always perceived as necessary, which can put the privacy of children at risk. This study focuses on analyzing the cyber skills of primary and high school students to act critically, and examines the level of conceptual, attitudinal, and procedural competence that children perceive they have acquired to access, consume, create, and share digital content on social media. The specific objective is to understand some of the components that may be related to young people’s perception of the training they have received, as well as whether there are differences in terms of their willingness to acquire training to protect themselves when creating and consuming digital content. To this end, a 25-item questionnaire on the knowledge, attitudes, and actions of young people was designed, validated, and administered to a sample of 417 Spanish students completing primary and high school education. The results obtained indicate that, at the conceptual level, there are no differences between the educational stages, while differences were found at the attitudinal and procedural levels. The two factors identified show that, although high school students have acquired certain critical and protective attitudes, they behave more riskily in their self-presentation and posts than primary school students when accessing, creating, and sharing digital content on social media, and that the training received and the willingness to learn about how to create and share were the differentiating variables for increased protection. We conclude that there is a need for introducing education specific to the critical analysis and self-protection of Internet use at the primary education level, as well as additional training that would help to avoid risky behavior during high scho; [ES]Los menores conviven consumiendo, produciendo y compartiendo contenidos digitales. Se trata de acciones de comu-nicación hipermediada propias de la cibercultura, que requerirían de una educación crítica, no siempre percibida como necesaria, aunque los menores hayan recibido formación para ello, situándoles ante ciertos riesgos para su privacidad. El presente estudio se centra en analizar la educación cibercrítica en el alumnado de educación Primaria y de educación Secundaria obligatoria, atendiendo al nivel de competencia digital conceptual, actitudinal y procedimental que perciben que han adquirido para acceder, consumir, crear y compartir contenidos digitales en las redes. Como objetivo específico interesa comprender algunos de los efectos que pueden estar relacionados con la percepción que tienen los jóvenes respecto a la formación recibida, así como si existen diferencias en función de las predisposiciones a adquirir formación protectora para crear y consumir contenidos digitales. Se diseñó y validó un cuestionario de 25 ítems sobre conocimien-tos, actitudes y acciones administrada a una muestra de 417 estudiantes españoles que finalizaban las etapas de edu-cación Primaria y de educación Secundaria obligatoria (ESO). Los resultados obtenidos indican que, a nivel conceptual no hay diferencias entre las etapas, mientras que sí existen a nivel actitudinal y procedimental. Los dos factores hallados evidencian que el alumnado de educación Secundaria, si bien tiene adquiridas ciertas actitudes críticas y protectoras, asume más comportamientos de riesgo de autorrepresentación y difusión que el colectivo de educación Primaria cuando accede, crea y comparte contenidos digitales en las redes, siendo la formación recibida y la predisposición a aprender sobre cómo crear y compartir variables diferenciadoras para aumentar la protección. Se concluye con la necesidad de introducir la educación cibercrítica con actitudes protectoras en la etapa de educación Primaria y reforzar la formación que evite comportamientos de desprotección en la etapa de educación Secundaria.

2022-11-21T00:00:00Z Hernández Serrano, María José http://hdl.handle.net/10366/170818 2026-03-27T01:00:28Z 2021-01-01T00:00:00Z

[ES]El proyecto buscaba como objetivo general: identificar las características básicas de la identidad digital de las personas adultas y mayores, analizando las formas de construirla mediante la autopercepción de su presencia en diferentes entornos digitales. El objetivo se ha conseguido desarrollar satisfactoriamente porque se han examinado los factores que inciden en la mediación tecnológica, a nivel teórico (que era el primer objetivo operativo), con ellos se ha construido una escala para aplicar a personas adultas y mayores (objetivo operativo segundo) y finalmente desde una dimensión aplicada se ha presentado una propuesta de mejora de los programas de formación de adultos (objetivo operativo tercero).

2021-01-01T00:00:00Z Hernández Serrano, María José Zerwas, Felicia Matuk, Camillia Ochoa, Xavier Dikker, Suzanne http://hdl.handle.net/10366/170807 2026-03-27T01:04:55Z 2024-01-01T00:00:00Z

[EN]With the emergence of self-tracking devices that collect and produce real-time personal data, it is becoming increasingly necessary to innovate data literacy frameworks and student curricula to address new competencies in data handling, visualization, and use. We examine the evolution of data literacy frameworks across the past 7 years, specifically focusing on the inclusion of self-data competencies. We analyzed existing data literacy frameworks to identify common phases of data engagement. A scoping review of published data literacy frameworks was conducted, and 23 studies were included for analysis. Results from this scoping review demonstrate the existence of at least eight sequential phases of data engagement to develop data literacy. Two of these phases address personal or self-data competencies. We then describe a curriculum that addresses these eight phases of data engagement by pairing biometric devices with online tools and educational materials to scaffold self-data knowledge, skills, and attitudes. Based on this, we conclude with the need to propose holistic data literacy education programmes, considering the curriculum as a model to guide similar materials aimed at fostering emerging data competencies.

2024-01-01T00:00:00Z Hernández Serrano, María José Morales Romo, Noelia Martín-del-Pozo, Marta http://hdl.handle.net/10366/170801 2026-03-26T01:00:48Z 2024-01-01T00:00:00Z

[EN]Competence training requires the development of tools to assess both the initial and final levels of acquisition. These tools enable trainees to reflect on their self-perceived training needs and performance evolution. In the framework of a European project, an online educational video game has been developed featuring nine real case scenarios on disinformation actions. It aims to help teachers develop critical skills to understand the implications of and combat disinformation. The video game was developed based on a framework of digital and social competences, created through a process of grounded research. This paper presents a description of the video game and the results of its validation with a group of 133 teachers, both active and in training. The results confirm that the video game received positive evaluations for helping acquire different competences compared to traditional methods. In addition, participants’ comparative self-assessments showed an increase in perceived knowledge across all subjects, with high scores. It concludes with the necessity and effectiveness of developing applied and practical tools that enable educators to foster competences for teaching their students.

2024-01-01T00:00:00Z Caballero Julia, Daniel Sánchez Martín, Antonio Hernández Serrano, María José Herrarte Prieto, Lucía http://hdl.handle.net/10366/170793 2026-03-26T01:00:45Z 2023-01-01T00:00:00Z

[EN]Professional ethos encompasses individual factors such as attitudes and expectations, and commitment and responsibility, as well as other social factors related to collaboration or identification with role models. All of these factors are expressed in professional experiences and routines. Practicum experiences within teacher education programmes contribute to the initial expression and formation of students’ professional ethos. This study aims to analyse how the restrictions in the context of the COVID-19 pandemic affected the formation of future teachers’ professional ethos and their resilience skills. The study analyses the assessment discourse of the practicum during two academic years affected by the pandemic, involving a sample of n = 725 students. The Multivariate Analysis of Variance (MANOVA) Biplot and Reinert’s Alceste methods were employed to examine differences in the discourse based on gender and developmental changes over the two academic years. The results highlight the significant impact of limitations on routines as a determining factor. Additionally, both collaboration with professional tutors and innovation stood out as variables in the development of professional ethos. Gender differences revealed more negative expectations among female students, while, per year, there was a more positive evolution in learning expectations among male students. In conclusion, the practicum experiences during the pandemic-affected academic years facilitated the development of students’ professional ethos, emphasising resilient attitudes and solutions.

2023-01-01T00:00:00Z Prieto Prieto, Josué Cruz Rodríguez, Javier García Riaza, Blanca Hernández Serrano, María José http://hdl.handle.net/10366/170792 2026-03-26T01:00:46Z 2024-01-01T00:00:00Z

[EN]This study analyzes three competency areas promoted in the Practicum during the 2020–2021 and 2021–2022 academic years: pedagogical and didactic competences, coexistence and participation management and collaborative work. To this end, using a non-experimental design, data were collected from a sample of 725 Education students from University of Salamanca with the aims of determining the students’ expectations about the Practicum prior to its development and of measuring its impact on the students during its development or the influence of the context imposed during the COVID-19 pandemic. The research was contextualized in two Practicum subjects included in the curricula of the bachelor’s degrees in Early Childhood/Primary Education at the University of Salamanca. Both degrees are taught at three different university centers, Ávila, Salamanca and Zamora. The results revealed the importance of the preparation of the students in their university training period with regard to the first competence area, together with the perceptions of the students about what they learnt in the competences of areas 2 and 3. Relevant conclusions were drawn about their learning expectations towards the second area and the problems caused by the pandemic in order to develop communication skills with students and families.

2024-01-01T00:00:00Z Hernández Serrano, María José Morales Romo, Noelia Gago Rivas, Víctor García Gutiérrez, Carmen http://hdl.handle.net/10366/170790 2026-03-26T01:00:39Z 2025-01-02T00:00:00Z

[EN]Vocational Education and Training (VET) demands specialized and workplace-applied skills, which require teachers to be trained in a variety of competences that are up to date with digital changes. Based on the comparative analysis of general and specific VET digital competence frameworks for teachers, a new framework combining digital and social competences is proposed in the context of a need-based research from a European project. Based on the framework a flexible and adaptive training course involving 171 VET teachers from Spain is generated. The pre and post levels of knowledge and application of the 8 competences areas (5 digital and 3 socio-professional competences for digitality) are analyzed, together with the evaluation of the usefulness and time spent on the course. The results indicate that in social competences, knowledge increased (Collaborative intelligence and Creativity) and the greatest application was linked to Digital assessment, Digital teaching and Working with hidden talents. The perception of usefulness was high in all competences, with gaps depending on the age of the participating teachers. The discussion in line with other studies leads to emphasize flexibility and scalability in digital literacy competency frameworks. The conclusion is that there is a need to integrate social and digital competences and to create more flexible frameworks that allow for training adapted to the diverse socio-professional needs of this level of education.; [ES]La Formación Profesional (FP) demanda conocimientos especializados y aplicados al puesto de trabajo, que requieren que sus docentes estén formados en competencias diversas y actualizadas a los cambios digitales. A partir del análisis comparado de los marcos de competencias digitales docentes, generales y específicas de FP, se propone un nuevo marco combinando las competencias digitales y sociales, en el contexto de una investigación fundamentada en un proyecto europeo. Con base en dicho marco se genera un curso de formación flexible y adaptativo en el que participan 171 docentes de FP de España. Se analizan los niveles pre y post de conocimiento y aplicación de las 8 áreas de competencias (5 digitales y 3 socioprofesionales para la digitalidad), junto a la valoración de la utilidad y tiempo empleado en el curso. Los resultados indican que en las competencias sociales se incrementaron los conocimientos (Inteligencia colaborativa y Creatividad) y la mayor aplicación se vinculó a competencias de Evaluación digital, Enseñanza Digital y Trabajo con talentos ocultos. La percepción de utilidad fue elevada en todas las competencias, con brechas en función de la edad de los docentes participantes. La discusión en línea con otros trabajos lleva a enfatizar la flexibilidad y la escalabilidad en marcos de competencias de alfabetización digital. Se concluye con la necesidad de integrar las competencias sociales con las digitales y generar marcos más flexibles que permitan una formación adaptada a las necesidades socioprofesionales diversas de esta etapa.

2025-01-02T00:00:00Z Hernández Serrano, María José http://hdl.handle.net/10366/170789 2026-03-26T01:00:50Z 2022-01-01T00:00:00Z

[ES]El capítulo aborda la necesidad de trabajar la igualdad de género y la coeducación en y para los medios digitales. Se comienza exponiendo la coeducación como herramienta preventiva contra la discriminación por género, considerando que, aunque se han desarrollado importantes avances en las últimas décadas, sigue sien-do ineludible formar en la educación para la igualdad. Tanto de manera preventiva, como protectora, es necesario conocer las fuentes de desigualdad, promover la reflexión sobre las actitudes y hechos discriminatorios y saber cómo superar dichas desigualdades. En los entornos digitales surgen nuevos riesgos y brechas, que requieren acciones de coeducación para el acceso y uso igualitario de los medios digitales. A partir del análisis de diferentes informes internacionales se presentan cinco focos de atención a las desigualdades de género, para presentar después propuestas de coeducación, asociadas a estrategias de educomunicación, las cuales se basan en el conocimiento de las desigualdades, la reflexión crítica y la acción preventiva y proactiva en la digitalidad.

2022-01-01T00:00:00Z Hernández Serrano, María José Morales Romo, Noelia García Gutiérrez, Carmen http://hdl.handle.net/10366/170787 2026-03-26T01:00:49Z 2023-01-01T00:00:00Z

[ES]El capítulo presenta una panorámica de programas internacionales y españoles sobre la prevención de la desinformación, explorando qué habilidades, competencias y actitudes son más destacadas. El análisis se realiza también sobre la relación entre las necesidades formativas a las que atienden los programas y los tipos de desinformación sobre los que se actúa. Se explora qué grupos son los más vulnerables ante la desinformación, tanto por ser destinatarios directos de las campañas de desinformación, como por carecer de las competencias mediáticas y sociales que se requieren para hacer frente a esta problemática. Finalmente se concluye con una propuesta de competencias para la alfabetización mediática e informacional que se complementan con otro conjunto de soft-skills que han sido destacados en los diferentes programas revisados. Esta propuesta es de interés para educadores e investigadores de la educación interesados en desarrollar acciones formativas de prevención de la desinformación en etapas de educación primaria y secundaria.

2023-01-01T00:00:00Z Hernández Serrano, María José Martín-del-Pozo, Marta Morales Romo, Noelia http://hdl.handle.net/10366/170785 2026-03-26T01:00:43Z 2025-07-18T00:00:00Z

[ES]La desinformación, entendida como fenómeno amplio de manipulación y difusión de información falsa, es un desafío global, que está evolucionando de forma preocupante en nuestra sociedad. La rapidez de consumo de información y desinformación hace necesaria la formación en habilidades de reflexión y pensamiento crítico. Los videojuegos tipo serious game se presentan como recursos formativos eficaces para el entrenamiento de estas y otras competencias de alfabetización mediática e informacional. Este estudio parte del diseño de un videojuego serious game con nueve escenarios basados en casos de desinformación que simulan espacios de aula, analizando las percepciones de una muestra de docentes españoles (n=133) sobre el uso del videojuego y buscando diferencias según variables sociodemográficas (género, edad, experiencia docente, conocimiento de los videojuegos educativos). Los resultados muestran que el grupo de docentes participante otorgó una valoración positiva al videojuego como recurso de aprendizaje, en su mayoría percibiendo que les había ayudado a desarrollar el pensamiento crítico y evaluar sus aprendizajes. Se hallaron algunas diferencias por género en la percepción de utilidad para solucionar problemas prácticos, más valorada por el colectivo de mujeres docentes. No se hallaron diferencias por edad, nivel educativo o conocimientos previos en el uso de videojuegos. Se concluye con la necesidad de utilizar este tipo de recursos educativos para mejorar la alfabetización del colectivo docente ante nuevas competencias requeridas para afrontar la desinformación, siendo el serious game analizado un recurso de alta aplicabilidad, que puede utilizarse en diferentes niveles educativos, formales y no formales.; [EN]Disinformation, defined as a widespread phenomenon involving the manipulation and dissemination of false information, is a global challenge, which is evolving alarmingly within our society. The rapid consumption of information and disinformation highlights the urgent need to train skills in reflection and critical thinking. Serious games are presented as effective educational resources for the training of these abilities, alongside other media and information literacy skills. This study focuses on the design and implementation of a serious game with nine scenarios inspired by cases of disinformation, simulating classroom environments. It examines the perceptions of a sample of Spanish teachers (n=133) regarding the use of this serious game and explores differences based on socio-demographic variables (gender, age, teaching experience, and familiarity with educational video games). The results show that teachers positively assessed the video game as a learning resource. The majority of participants perceived that it had helped them to develop critical thinking and assess their learning. Gender-based differences were observed, with female teachers rating the game’s utility for solving practical problems more highly than male participants. However, no significant differences were found based on age, educational level or familiarity with educational video games. We conclude with the need to use this type of educational resource to improve teachers’ literacy in addressing the new competences required to deal with misinformation. The serious game analyzed demonstrated strong applicability for being used across several educational levels, formal and non-formal.

2025-07-18T00:00:00Z