Table of Contents

• Networked youth research for empowerment in digital society: the WYRED projectFrancisco J. García-Peñalvo, Nicholas Alfred Kearney. 3-9 [doi]
• Computational thinking in pre-university educationFrancisco J. García-Peñalvo, Juan Cruz-Benito. 13-17 [doi]
• A survey of resources for introducing coding into schoolsFrancisco J. García-Peñalvo, Angela Marie Rees, Jenny Hughes, Ilkka Jormanainen, Tapani Toivonen, Jens Vermeersch. 19-26 [doi]
• From computational thinking to coding and backKoen DePryck. 27-29 [doi]
• Smart textile objects and conductible ink as a context for arts based teaching and learning of computational thinking at primary schoolDaniela Reimann, Christiane Maday. 31-35 [doi]
• Computational thinking beyond STEM: an introduction to "moral machines" and programming decision making in ethics classroomAntonio M. Seoane-Pardo. 37-44 [doi]
• Developing computational thinking via the visual programming tool: lego education WeDoAna María Pinto Llorente, Sonia Casillas Martín, Marcos Cabezas González, Francisco José García Peñalvo. 45-50 [doi]
• Does computational thinking correlate with personality?: the non-cognitive side of computational thinkingMarcos Román-González, Juan-Carlos Pérez-González, Jesús Moreno-León, Gregorio Robles. 51-58 [doi]
• Analysing the attitude of students towards robots when lectured on programming by robotic or human teachersMiguel Á. Conde, Camino Fernández, Francisco J. Rodríguez Lera, Francisco J. Rodríguez-Sedano, Vicente Matellán, Francisco J. García-Peñalvo. 59-65 [doi]
• Phogo: a low cost, engaging and modern proposal to learn how to programCarlos González-Sacristán, Carlos Garcia-Saura, Pablo Molins-Ruano. 67-71 [doi]
• Relationship of knowledge to learn in programming methodology and evaluation of computational thinkingArturo Rojas López, Francisco J. García-Peñalvo. 73-77 [doi]
• Student2student: arduino project-based learningPablo Martín-Ramos, M. Margarida Lima da Silva, Maria João Lopes, Manuela Ramos Silva. 79-84 [doi]
• Improving computational skills and curriculum of vocational training students. case study: technological behaviour of pharmacy students in a digital marketing courseXavi Canaleta, David Fonseca, Isidro Navarro, August Climent, Lluís Vicent. 85-90 [doi]
• What is the question?: impact of question length and illustration support on the success and skip rates of preuniversity mock online testsErnest Redondo, Joaquim Regot, David Fonseca, Francesc Valls, Lluís Giménez. 91-97 [doi]
• Engineering and technological learning in educational and professional contextsMaria Clara Viegas, Arcelina Marques, Gustavo Ribeiro Alves. 101-104 [doi]
• Design of sustainable domes in the context of EPS@ISEPJoppe Balbaert, Jaehyun Park, Ramon Marimon, Akos Serfozo, Marine Cazelles, Stancel Constantin Domenic, Arne Speckstadt, Klaudia Skonieczna, Gergely Rajnai, Jairo Pérez Daza, Bogdan Marius Barb, Abel J. Duarte, Benedita Malheiro, Cristina Ribeiro, Fernando Ferreira, Manuel F. Silva, Paulo Ferreira, Pedro Guedes. 105-112 [doi]
• Students' expectations analysis before and after a curricular internshipIsabel M. Brás Pereira, Paulo Silva, M. Teresa Sena Esteves, Margarida M. Ribeiro, Anabela Guedes, Celina Pinto Leão, Filomena O. Soares. 113-119 [doi]
• Academic performance correlation with the qualification of final projects in civil engineering degreesFrancisco Cambronero, Jesús Mínguez Algarra, Roberto Serrano López. 121-125 [doi]
• Learning software project management in teams with diverse backgroundsTerje Samuelsen, Ricardo Colomo Palacios, Monica Kristiansen. 127-131 [doi]
• Evaluation in education and guidance: a perspective from 2016María José Rodríguez-Conde, Susana Olmos-Migueláñez, Susana Nieto Isidro. 135-138 [doi]
• Determining factors in acceptance of ICT by the university faculty in their teaching practiceGustavo Homero Orozco Cazco, Marcos Cabezas González, Fernando Martínez-Abad, Jorge Edwin Delgado Altamirano, María Eugenia Solís Mazón. 139-146 [doi]
• Digital competence of the university faculty: case study of the universidad nacional de ChimborazoGustavo Homero Orozco Cazco, Marcos Cabezas González, Fernando Martínez-Abad, Martín Alonso Mercado-Varela. 147-154 [doi]
• A proposal to measure the quality of virtual teachingAna María Fernández-Pampillón Cesteros, Antonio Sarasa-Cabezuelo. 155-162 [doi]
• Psychometric testing for HEODAR toolClaudia Orozco Rodríguez, Erla M. Morales Morgado. 163-170 [doi]
• Coordination in the formation of the transversal skills needed for university-level assignments and support tools for their assessmentM. D. Cepero-Ascaso, F. J. García-Ramos, P. Martín-Ramos. 171-176 [doi]
• Analysis of the use and design of rubrics in competency assessment in engineering degreesLeticia-Concepción Velasco-Martínez, Juan-Carlos Tójar-Hurtado. 177-183 [doi]
• Integrating generic competences in an engineering degree curriculum: the students' point of viewCarmen García-Berdonés, Francisco David Trujillo Aguilera, Juan-Carlos Tójar-Hurtado. 185-190 [doi]
• Monitoring and information on skills development at university: a multiple-case studyMaría Soledad Ibarra Saiz, Gregorio Rodríguez Gómez, Susana Olmos-Migueláñez. 193-197 [doi]
• Assessing the development of student generic competences in education-related university degreesAdriana Gamazo, Susana Olmos-Migueláñez, Eva María Torrecilla Sánchez, José Carlos Sánchez Prieto. 199-204 [doi]
• "guide-you": a multidisciplinary approachJoaquín-Lorenzo Burguera, María-Del-Henar Pérez-Herrero, Marta Virgós-Sánchez. 205-209 [doi]
• Assessment of pre-primary education pre-service teachers dispositional resistance to change using RCSJosé Carlos Sánchez Prieto, Susana Olmos-Migueláñez, Francisco J. García-Peñalvo. 211-216 [doi]
• Training for the employment of women heads of lone parent families: adaptation of the european program restart 3 to the spanish situationSusana Menéndez Amado, Raquel Muñoz Casado, Fernando Lezcano Barbero. 217-221 [doi]
• Assessment, training and innovation in key competences in compulsory education: progress of a research team in SpainMaría José Rodríguez-Conde, María Esperanza Herrera García, Susana Olmos-Migueláñez, Fernando Martínez-Abad, Eva María Torrecilla Sánchez, Juan Pablo Hernández-Ramos, Patricia Torrijos, Antonio M. Seoane-Pardo, Adriana Gamazo. 223-228 [doi]
• Bibliographic review on web applications used to learn a foreign languageGeovanny Abaunza, María José Rodríguez-Conde. 229-234 [doi]
• New publishing and scientific communication ways: electronic edition, digital educational resourcesJosé Antonio Cordón García, Raquel Gómez Díaz, Araceli García Rodríguez, Maria Manuel Borges. 237-235 [doi]
• Electronic scientific journals at the university of Salamanca: perception and useJavier Merchán Sánchez-Jara, Sofia Pelosi, Almudena Mangas Vega, Taísa Rodrigues Dantas, Raquel Gómez Díaz, Araceli García Rodríguez, José Antonio Cordón García. 241-246 [doi]
• Ebooks and electronic devices at the university of Salamanca: perception and useTaísa Rodrigues Dantas, Almudena Mangas Vega, Javier Merchán Sánchez-Jara, Sofia Pelosi, Raquel Gómez Díaz, Araceli García Rodríguez, José Antonio Cordón García. 247-251 [doi]
• Digital habits and competences of health professionals the health area east of Málaga-Axarquía (Málaga)Antonia M. Fernández-Luque, Raquel Gómez Díaz, José Antonio Cordón García. 253-260 [doi]
• Evaluation of educational websites to support primary and high school in PortugalAna M. Santos. 261-267 [doi]
• Understanding user behavior in textual analysis: a thinking aloud approach for digital humanities research contextsPatricia Martin-Rodilla, Cesar Gonzalez-Perez. 269-276 [doi]
• Digital curation and costs: approaches and perceptionsLuís Corujo, Carlos Guardado da Silva, Jorge Revez. 277-284 [doi]
• Fundamental concepts in digital preservationLaerte Pereira da Silva Júnior, Maria Manuel Borges. 285-290 [doi]
• The systematic review of literature in LIS: an approachTránsito Ferreras-Fernández, Helena Martín Rodero, Francisco J. García-Peñalvo, José A. Merlo-Vega. 291-296 [doi]
• Discovery tools for open access repositories: a literature mappingLaura Icela González Pérez, María Soledad Ramírez Montoya, Francisco J. García-Peñalvo. 299-305 [doi]
• Learning analytics: needs and opportunitiesÁngel Hernández-García, Miguel Á. Conde. 309-312 [doi]
• SNOLA: Spanish network of learning analyticsManuel Caeiro Rodríguez, Miguel Á. Conde, Mariluz Guenaga, Ángel Hernández-García, Mikel Larrañaga, Alejandra Martínez-Monés, Pedro J. Muñoz Merino, Rafael Pastor Vargas, Asier Perallos-Ruiz, María José Rodríguez-Conde. 313-317 [doi]
• Is interpersonal participation relevant to pass?Sheila Lucero Sánchez López, Rebeca P. Díaz Redondo, Ana Fernández Vilas. 319-325 [doi]
• A learning analytics tool with hybrid graphical and textual interpretation generationDaniel Amo Filvà, Marc Alier, María José Casany Guerrero, Enric Mayol. 327-333 [doi]
• Relationship between learning indicators in the development and result of the building engineering degree final projectEnric Peña, David Fonseca, Nuria Martí. 335-340 [doi]
• Performance measures for peer assessmentRafael Molina-Carmona, Rosana Satorre-Cuerda, Patricia Compañ-Rosique, Faraón Llorens-Largo. 341-347 [doi]
• Machine learning insights on the learning processLaura Fernández-Robles, Héctor Alaiz-Moretón, Javier Alfonso-Cendón, Manuel Castejón Limas, Luis Panizo-Alonso. 349-353 [doi]
• Approximation of statistical implicative analysis to learning analytics: a systematic reviewRubén A. Pazmiño-Maji, Francisco J. García-Peñalvo, Miguel Ángel Conde González. 355-362 [doi]
• RubricVis: enriching rubric-based formative assessment with visual learning analyticsMikel Villamañe, Mikel Larrañaga, Ainhoa Alvarez, Begoña Ferrero. 363-368 [doi]
• Using learning analytics to assess project management skills on engineering degree coursesIratxe Menchaca, Mariluz Guenaga, Josu Solabarrieta. 369-376 [doi]
• Learning analytics to identify the influence of leadership on the academic performance of work teamsÁngel Fidalgo Blanco, María Luisa Sein-Echaluce, Javier Esteban Escaño, Francisco J. García-Peñalvo, Miguel Ángel Conde. 377-382 [doi]
• Lifelong educationRicardo Pocinho, Pedro Belo, Eva T. Sánchez. 385-387 [doi]
• OPALESCE: online portal and active learning system for senior citizens in EuropeGiselle Janeiro, Luís Jacob, María José Rodríguez-Conde. 389-393 [doi]
• Open assessment resources recommendation for competence assessmentAmeni khacheb, Lilia Cheniti-Belcadhi. 395-399 [doi]
• Cultural equipments as elements for knowledge creation: analysis of 'ley de la Ciencia, la tecnologia y la innovacion' of SpainElaine da Silva, Marta Lígia Pomim Valentim, Marta de La Mano Gonzáles. 401-404 [doi]
• Study of the perception of active workers in preparation for retirement: analysis of the effect of the education for retirement in psychological well-beingRicardo Pocinho, Esperanza Navarro-Pardo, Juan José Fernández-Muñoz, Pedro Belo. 405-409 [doi]
• Happiness in advanced adulthood and the elderly: the role of positive emotions, flourishing and mindfulness as well-being factors for successful agingCristina Cruz, Esperanza Navarro, Ricardo Pocinho, António Ferreira. 411-417 [doi]
• Tourism education in Spain: analysis and proposals from public and private sectorClara Martín-Duque, Diana Gómez-Bruna, Marta Plumed-Lasarte, Juan José Fernández-Muñoz. 419-424 [doi]
• Analysis of the impact of leisure on well-being and distress in ageingPedro Belo, Ricardo Pocinho, Esperanza Navarro. 425-429 [doi]
• On technological change: challenges and opportunities for improving lives, society and sustainable developmentMarc Alier, Enric Mayol, María José Casañ Guerrero. 433-434 [doi]
• Virtual reality and its uses: a systematic literature reviewKristina Berntsen, Ricardo Colomo Palacios, Eduardo Herranz. 435-439 [doi]
• Internet technologies as a tool in indigenous education: the case of the wichi people in "the impenetrable" area in ArgentinaEvaristo Ovide, Francisco J. García-Peñalvo. 441-445 [doi]
• Civic innovation as a response to social problems: the case of Civic and public challenges in MexicoMartin Adalberto Tena-Espinoza-De-Los-Monteros. 447-453 [doi]
• Latest technology trends in health sciences educationJuan Antonio Juanes Méndez, Pablo Ruisoto. 457-460 [doi]
• Exploring mobile learning apps for medical students and health care professionalsLaura Briz Ponce, Juan Antonio Juanes Méndez, Francisco José García Peñalvo. 461-465 [doi]
• 4d visual environment on mobile devices for learning in the human anatomy fieldJuan Antonio Juanes Méndez, Pablo Ruisoto Palomera, Laura Briz Ponce, María J. Sánchez Ledesma. 467-471 [doi]
• Immersive visualization anatomical environment using virtual reality devicesJuan Antonio Juanes Méndez, Pablo Ruisoto, Laura Briz Ponce. 473-477 [doi]
• Virtual reality medical training systemSantiago González Izard, Juan Antonio Juanes Méndez. 479-485 [doi]
• Creating interactive 3d models of the skull base for learning anatomyRoberto D. Tabernero Rico, Juan A. Juanes Méndez, Alberto Prats-Galino. 487-490 [doi]
• 3d reconstructions of brain ventricles using anaglyph imagesMiguel Gonzalo Domínguez, Cristina Hernández-Rodríguez, Pablo Ruisoto, Juan Antonio Juanes Méndez, José Martín Marín Balbin, Alberto Prats-Galino. 491-494 [doi]
• Scope of the uses of information and communication technologies by occupational medicals involved in pain treatmentJorge Muriel Fernández, M. José Sánchez-Ledesma, J. Manuel López-Millan, Juan A. Juanes Méndez, M. Begoña García-Cenador. 495-499 [doi]
• Designing a tool for assessment of ICT use by medical professionals and medical activityJorge Muriel Fernández, M. Begoña García-Cenador, M. José Sánchez-Ledesma, J. Manuel López-Millan, Clemente Muriel Villoria. 501-505 [doi]
• Use of bioimpedianciometer as predictor of mountain marathon performanceVicente Javier Clemente-Suárez, Pantelis Theodoros Nikolaidis. 507-511 [doi]
• Use of biotechnology devices to analyse fatigue process in swimming trainingVicente Javier Clemente-Suárez, Juan Jaime Arroyo Toledo. 513-516 [doi]
• Computer aided detection and diagnosis in medical imaging: a review of clinical and educational applicationsJorge Hernández Rodríguez, Francisco Javier Cabrero Fraile, María José Rodriguez-Conde, Pablo Luis Gómez Llorente. 517-524 [doi]
• Heuristic evaluation of socialnet, the private social network for psychiatric patients and their relativesJosé Miguel Toribio Guzmán, Alicia García Holgado, Felipe Soto Pérez, Francisco J. García-Peñalvo, Manuel A. Franco Martín. 525-532 [doi]
• Processing and additive manufacturing of bones for the teaching of human anatomyM. T. Ugidos Lozano, J. A. Juanes Méndez, C. Molino Diaz, S. Manzoor, G. Ferrer Ugidos, F. Blaya Haro. 533-536 [doi]
• A world of digital competences: mobile apps, e-citizenship and computational systems as learning toolsAna Iglesias Rodríguez, Blanca García-Riaza. 539-541 [doi]
• A case study of mobile learning in a strength of materials courseLuis Celorrio Barragué. 543-547 [doi]
• Ne-course for learning programmingJosé Figueiredo, Natália Gomes, Francisco José García Peñalvo. 549-553 [doi]
• Uses of accelerometer sensor and its application in m-learning environments: a review of literatureJosé Ángel Trujillo Padilla, Carina S. González-González. 555-559 [doi]
• Testing physics laws with smartphonesManuela Ramos Silva, Pablo Martín-Ramos, Pedro Pereira da Silva. 561-565 [doi]
• A collaborative mobile learning system to facilitate foreign language learning and assessment processesManuel Palomo-Duarte, Anke Berns, José Luis Isla Montes, Juan Manuel Dodero, Owayss Kabtoul. 567-572 [doi]
• Developing a MOOC for the learning of mobile app design: the appskil projectJose Manuel Pastor Benlloch, Laura Uxera Cotano, Jose Luis Soler Domínguez. 573-578 [doi]
• Single mobile apps to tune online radio in Spain: iRadioPlay projectLuis Miguel Pedrero Esteban, Alberto Pedrero Esteban. 579-584 [doi]
• Motivations to read and learn in videogame lore: the case of league of legendsMarçal Mora Cantallops, Miguel-Ángel Sicilia. 585-591 [doi]
• Augmented reality and pedestrian navigation through of mobile implementation on heritage contentJorge Joo Nagata, José Rafael García-Bermejo Giner, Fernando Martínez-Abad. 593-598 [doi]
• Augmented reality sandbox: a platform for educative experiencesSergio Álvarez Sánchez, Laura Delgado Martín, Miguel Ángel Gimeno-González, Teresa Martín-Garcia, Fernando Almaraz-Menéndez, Camilo Ruiz. 599-602 [doi]
• The construction of identity of young people in an interconnected societyInés Ruiz-Requies, Eduardo Fernandez Rodríguez, José Miguel Gutiérrez Pequeño, Rocío Anguita-Martínez. 603-610 [doi]
• Design and validation of an instrument to evaluate educational apps and creation of a digital repositoryAmaya Jareño, Erla M. Morales Morgado, Fernando Martínez. 611-618 [doi]
• Digital competence in use: from DigComp 1 to DigComp 2Ana Pérez Escoda, Nieves González-Fernández-Villavicencio. 619-624 [doi]
• Media literacy for an inclusive knowledge society: international indicatorsAna Pérez Escoda, Ana Castro-Zubizarreta, Rosa García-Ruiz, Ignacio Aguaded. 625-630 [doi]
• Nurturing digital citizenship: teachers and students facing digital competencesAna Pérez Escoda, Ana Iglesias Rodríguez, María Cruz Sánchez Gómez. 631-636 [doi]
• Mobile devices as learning tools: present and prospective use by future professionals of educationBlanca García-Riaza, Ana Iglesias Rodríguez. 637-641 [doi]
• Methodological triangulation as a research strategy in educational innovation processes: case study of the b-learning methodology in the university contextM. Cruz Sánchez-Gómez, Ana Iglesias Rodríguez, Antonio V. Martín-García. 643-650 [doi]
• Teacher education research and the use of information and communication technologiesJuanjo Mena, Maria Assunção Flores. 653-656 [doi]
• Towards an online disciplines knowledge capitalization for MOOCsNacera Hammid, Farida Bouarab-Dahmani. 657-663 [doi]
• Technological needs calling for the application of coaching in university advising: functional proposalJosé Antonio Montero, David Fonseca, Lluís Vicent, August Climent, Xavi Canaleta, Sergi Villagrasa. 665-669 [doi]
• Teachers' use of technology in the university classroomAlbert Cubeles, David Riu. 671-676 [doi]
• Fostering teacher development using simple technologies to listen and respond to accounts of learning from experienceTom Russell. 677-683 [doi]
• Recognition of an optimal study modality in a continuous education program in MexicoAdriana-Irene Carrillo-Rosas, Leonardo-David Glasserman-Morales. 685-689 [doi]
• Enjoyment, resistance to change and mlearning acceptance among pre-service teachersJosé Carlos Sánchez Prieto, Susana Olmos-Migueláñez, Francisco J. García-Peñalvo. 691-697 [doi]
• Evidence-based innovation methodology as a way to produce open educational resources by in-service teachersCelia Paola Sarango-Lapo, Juanjo Mena, María Soledad Ramírez Montoya. 699-703 [doi]
• Methodological proposal for massive training of Ecuador's civil servants, in the educational field, through MOOC courses on virtual learning environmentsLena Ivannova Ruiz Rojas, Francisco J. García-Peñalvo. 705-713 [doi]
• An approach to Spanish primary school teachers' attitudes towards collaborative learning with video games and the influence of teacher trainingMarta Martín del Pozo, Verónica Basilotta Gómez-Pablos, Ana García-Valcárcel Muñoz-Repiso. 715-719 [doi]
• Creation and assessment of learning objects for the definition and geometric representation of operations and applications of vectorsClaudia Orozco Rodríguez, Erla M. Morales Morgado. 721-728 [doi]
• The use of wiki as a learning tool by pre-service primary education teachers: a pre-placement school studyLuis González Rodero. 729-733 [doi]
• Gamification ecosystemsMiroslav Minovic, Milos Milovanovic, Francisco Gallego. 737-738 [doi]
• Gamifying research activity support systemShigeki Ohira, Saya Sugiura, Katashi Nagao. 739-745 [doi]
• Assessing engagement in an emotionally-adaptive applied gameBoyan Bontchev, Dessislava Vassileva. 747-754 [doi]
• Designing game-like activities to engage adult learners in higher educationAlberto Mora, Elena Planas, Joan Arnedo-Moreno. 755-762 [doi]
• Design patterns for gamification of workJakub Swacha, Karolina Muszynska. 763-769 [doi]
• Challenge-based gamification and its impact in teaching mathematical modelingElvira G. Rincón Flores, María Soledad Ramírez Montoya, Juanjo Mena. 771-776 [doi]
• Perceived risks in social media use: a longitudinal study among university studentsHeli Aramo-Immonen, Jari Juhani Jussila, Ilona Ilvonen, Nina Helander. 777-780 [doi]
• Educational innovationÁngel Fidalgo Blanco, María Luisa Sein-Echaluce. 783-786 [doi]
• Evaluation of teamwork competence acquisition by using CTMTC methodology and learning analytics techniquesMiguel Á. Conde, Francisco J. Rodríguez-Sedano, Lidia Sánchez-González, Camino Fernández Llamas, Francisco J. Rodríguez Lera, Vicente Matellán Olivera. 787-794 [doi]
• Systematic mapping of the literature: social innovation laboratories for the collaborative construction of knowledge from the perspective of open innovationJosé Antonio Yañez-Figueroa, María Soledad Ramírez Montoya, Francisco J. García-Peñalvo. 795-803 [doi]
• Motivating students of chemical engineering through a cooperative work recording educational videosMaría Dolores Merchán, M. Mar Canedo, Francisco Javier López-Gil, José Luis Usero. 805-809 [doi]
• Training to capture software requirements by role playingPablo Delatorre, Alberto Salguero. 811-818 [doi]
• The use of online quizzes for continuous assessment and self-assessment of second-language learnersAna María Pinto Llorente, María Cruz Sánchez Gómez, Francisco José García Peñalvo, Sonia Casillas Martín. 819-824 [doi]
• A strategy to reduce the blank answers on math tests at first engineering coursesSusana Nieto Isidro, Higinio Ramos. 825-829 [doi]
• MathematicaHiginio Ramos, Susana Nieto Isidro. 831-838 [doi]
• Betting on innovation and experimentsA. Pérez Antón, M. J. Santos, M. D. Merchán, C. Prieto. 839-845 [doi]
• Incidence of hearing training in musical reading at first sight: an exploratory researchRubén Vázquez Sánchez, Rocío Chao-Fernández, Aurelio Chao-Fernández. 847-852 [doi]
• A3bycomp: a software tool to help social organizations to manage skillsDaniel Clavero Herrero, Miguel Angel Verdugo Alonso, María Cruz Sánchez Gómez. 853-856 [doi]
• Relation between adaptive learning actions and profiles of MOOCs usersDolores Lerís, María Luisa Sein-Echaluce, Miguel Hernández, Ángel Fidalgo Blanco. 857-863 [doi]
• Potential of the MOOC of MiríadaX for the formation of learning communitiesSilmara Marchena, Erla M. Morales Morgado, Vanessa Izquierdo. 865-871 [doi]
• Analyzing navigation logs in MOOC: a case studyMartín Alonso Mercado-Varela, Alicia García Holgado, Francisco J. García-Peñalvo, María Soledad Ramírez Montoya. 873-880 [doi]
• ECO European project: inclusive education through accessible MOOCsSara Osuna Acedo, Sara María Tejera Osuna. 881-886 [doi]
• A cross-platform interoperable component for course analyticsDaniel Pérez-Berenguer, Jesús García Molina. 887-892 [doi]
• VISIR's usage as an educational resource: a review of the empirical researchNatércia Lima, Maria Clara Viegas, Gustavo Ribeiro Alves, Francisco José García Peñalvo. 893-901 [doi]
• How wiki-based tasks, and forums favor university students' writing skills and promote collaborative autonomyAna María Pinto Llorente, María Cruz Sánchez Gómez, Francisco José García Peñalvo, Marcos Cabezas González. 903-909 [doi]
• Leveraging chatbots to improve self-guided learning through conversational quizzesJuanan Pereira. 911-918 [doi]
• ICT as an interdisciplinary learning platform of mathematics, music and arts in secondary educationRocío Chao-Fernández, Dorinda Mato-Vázquez, Vicente A. López-Chao. 919-923 [doi]
• Study of the methodologies used by the teaching staff of technical drawing for adaptation to European higher education area: Universities of Galicia (Spain)Vicente López-Pena, Vicente A. López-Chao, Dario Ramiro Aparicio. 925-929 [doi]
• Case study: Malware propagation models for undergraduate engineering studentsAraceli Queiruga Dios, Ascensión Hernández Encinas, Gerardo Rodríguez Sánchez, Ángel Martín del Rey, Jesús Martín-Vaquero, Luis Hernández Encinas. 931-935 [doi]
• Perception about augmented reality and mobile pedestrian navigation tools with heritage content in the field of educationJorge Joo Nagata, José Rafael García-Bermejo Giner, Fernando Martínez-Abad. 937-941 [doi]
• New trends in digital humanitiesRoberto Therón, Eveline Wandl-Vogt. 945-947 [doi]
• Extracting static and dynamic model elements from textual specifications in humanitiesPatricia Martin-Rodilla, Cesar Gonzalez-Perez. 949-955 [doi]
• What is translational literature and how to classify it?: crowd-sourcing as a starting point for corpus building and type distinction in comparative literatureChristine Ivanovic, Barbara Seidl. 957-963 [doi]
• Engaging students in curriculum development: the case of an undergraduate course in digital humanitiesEsperanza Román-Mendoza. 965-969 [doi]
• New insights into translation-oriented, technology-intensive localiser education: accessibility as an opportunityJesús Torres del Rey, Silvia Rodríguez Vázquez. 971-978 [doi]
• From syllables, lines and stanzas to linked open data: standardization, interoperability and multilingual challenges for digital humanitiesElena González-Blanco García, Mara Manailescu, Salvador Ros. 979-983 [doi]
• A spatio-temporal visual analysis tool for historical dictionariesAlejandro Benito, Antonio G. Losada, Roberto Therón, Amelie Dorn, Melanie Seltmann, Eveline Wandl-Vogt. 985-990 [doi]
• th international workshop on software engineering for e-learning (ISELEAR'16)Miguel Á. Conde, Antonio Sarasa-Cabezuelo, José Luis Sierra. 993-996 [doi]
• Applying CIAM mobile methodology: a case study for smartphonesYoel Arroyo, Christian X. Navarro, Miguel A. Redondo, Ana I. Molina. 997-1003 [doi]
• Design of an annotation tool for educational resourcesFélix Buendía García. 1005-1009 [doi]
• HCore: a game engine independent OO architecture for fast development of haptic simulators for teaching/learningJavier de Pedro, Gonzalo Esteban, Miguel Á. Conde, Camino Fernández. 1011-1018 [doi]
• Analysis of pervasive games based learning systems requirements using game theoryYemna Mejbri, Maha Khemaja, Kaouther Raies. 1019-1024 [doi]
• MDD inclusion of navigational, structural and RBAC elements for JSF and ASP.NET MVC frameworks in UML modelsHumberto Cortés, Antonio Navarro 0001. 1025-1034 [doi]
• Domain driven design and provision of micro-services to build emerging learning systemsMaha Khemaja. 1035-1042 [doi]
• A development environment to customize assessment through students interaction with multimodal applicationsAntonio Balderas, Ivan Ruiz-Rube, José Miguel Mota, Juan Manuel Dodero, Manuel Palomo-Duarte. 1043-1048 [doi]
• Communication, education and health promotionJuan-José Igartua. 1051-1049 [doi]
• The concept of health and the evaluation of internet as a health information search tool of the youth of the Basque country and NavarraMilagros Ronco-López, Lázaro Echegaray-Eizaguirre, Carmen Peñafiel Sáiz. 1053-1058 [doi]
• Portrayal of diseases in medical tv fiction: the case of 'Hospital Central' (Telecinco, 2000-2012)Beatriz González de Garay, Javier Frutos Esteban, Marta Cerezo, Irene del Arco. 1059-1066 [doi]
• Development and validation of a digital literacy scale for teenagersIsabel Rodríguez de Dios, Juan-José Igartua, Alejandro González-Vázquez. 1067-1072 [doi]
• Attitudes & effect of vocational school students' classroom smartphone use in the Spanish Castilla-Leon regionLifen Cheng, Alejandro López Iglesias. 1073-1080 [doi]
• Education in the knowledge society doctoral consortiumAlicia García Holgado, Francisco J. García-Peñalvo, María Soledad Ramírez Montoya. 1083-1087 [doi]
• National repository of academic, scientific, technological and innovation information (CTI.MX)/México: an analysis on the beta version implementationMartin Adalberto Tena-Espinoza-De-Los-Monteros, José A. Merlo-Vega. 1089-1095 [doi]
• Creating quality standards for scientific content in digital environments through the development of a utility modelAlmudena Mangas Vega, Raquel Gómez Díaz, José Antonio Cordón García. 1097-1101 [doi]
• Open access to educational resources in energy and sustainability: usability evaluation prototype for repositoriesLaura Icela González Pérez, María Soledad Ramírez Montoya, Francisco J. García-Peñalvo. 1103-1108 [doi]
• Designing a model to estimate the impact and cost effectiveness of online learning platformsDoris Verónica Meza-Bolaños, Patricia Compañ-Rosique, Rosana Satorre-Cuerda. 1109-1114 [doi]
• Personal social network as a facilitating tool for collaborative knowledge constructionDunia Inés Jara-Roa, María Soledad Ramírez Montoya, Marcos Cabezas G.. 1115-1119 [doi]
• Websites of learning support in primary and high school in Portugal: a performance and usability studyAna M. Santos, José Antonio Cordón García, Raquel Gómez Díaz. 1121-1125 [doi]
• Challenge-based gamification as a teaching' open educational innovation strategy in the energy sustainability areaElvira G. Rincón Flores, María Soledad Ramírez Montoya, Juanjo Mena. 1127-1131 [doi]
• Open innovation laboratories for social modeling sustainable society sensitive to social needsJosé Antonio Yañez-Figueroa, María Soledad Ramírez Montoya, Francisco J. García-Peñalvo. 1133-1138 [doi]
• Personalized contents based on cognitive level of student's computational thinking for learning basic competencies of programming using an environment b-learningArturo Rojas López, Francisco J. García-Peñalvo. 1139-1145 [doi]
• Video games in teacher training: design, implementation and assessment of an educational proposalMarta Martín del Pozo, Ana García-Valcárcel Muñoz-Repiso, Azucena Hernández Martín. 1147-1154 [doi]
• A technology-based approach to revitalise indigenous languages and cultures in online environmentsEvaristo Ovide, Francisco José García Peñalvo. 1155-1160 [doi]
• Multilevel models for the assessment of school effectiveness using PISA scoresAdriana Gamazo, Susana Olmos-Migueláñez, Fernando Martínez-Abad. 1161-1166 [doi]
• Mediation practices for learning in MOOC courses to promote open innovationGioconda Riofrío-Calderón, María Soledad Ramírez Montoya, María José Rodríguez-Conde. 1167-1170 [doi]
• Model for quality evaluation and improvement of higher distance education based on information technologyGina Mejía-Madrid, Rafael Molina-Carmona. 1171-1177 [doi]
• The construction of teaching practical knowledge in teachers training within the practicumRaquel Gómez Sánchez, Juanjo Mena, M. Luisa García. 1179-1182 [doi]
• Open innovation and social construction through MOOCs of energy sustainability: contributions from theoretical foundationRuth-Elizabeth Minga-Vallejo, María Soledad Ramírez Montoya, María José Rodríguez-Conde. 1183-1188 [doi]
• The narrative and media literacy as influential factors in the efficacy of programs for the prevention of teenage pregnancyCatalina González Cabrera, Juan-José Igartua. 1189-1196 [doi]
• Impact of the narrative formats on the behavior improvement in relation to the socially stigmatized groups: the effect of empathy and similarity in terms of social identityDiego Cachón, Juan-José Igartua. 1197-1199 [doi]
• Artificial neural networks applications in computer aided diagnosis: system design and use as an educational toolJorge Hernández Rodríguez, María José Rodríguez-Conde, Francisco Javier Cabrero Fraile. 1201-1208 [doi]
• Proposal of a framework of IT governance for public universities in ecuadorFrancisco Valverde-Alulema, Faraón Llorens-Largo. 1209-1216 [doi]
• Designing collaborations: could design probes contribute to better communication between collaborators?Alisa Goikhman, Roberto Therón, Eveline Wandl-Vogt. 1219-1222 [doi]