Table of Contents

• Openness as the key factor to support education in times of crisisDaniel Burgos, Ahmed Tlili. 1-4 [doi]
• Re-thinking, connecting, sharing and starting synergies. Using a collaborative AGORA session for new educational and research connectionsDavid Fonseca 0001, Marc Alier, Patricia Sánchez-Holgado. 5-9 [doi]
• Advances in Computational thinking and robotics in educationFrancisco José García Peñalvo, Miguel Ángel Conde, José Gonçalves 0001, José Lima 0001. 10-13 [doi]
• SUFFER - SimUlation Framework for Education in RoboticsMiguel Ángel Conde, Francisco J. Rodríguez Lera, David Fernández González, Francisco Jesús Rodríguez-Sedano, Ángel Manuel Guerrero Higueras, Camino Fernández. 14-17 [doi]
• Introducing Artificial Intelligence Fundamentals with LearningML: Artificial Intelligence made easyJuan David Rodríguez-García, Jesús Moreno-León, Marcos Román-González, Gregorio Robles. 18-20 [doi]
• The Investigation and Novel Trinity Modeling for Museum RobotsShuyang Hu, Esyin Chew. 21-28 [doi]
• A Conceptual Model for Personalized Learning based on Educational RobotsDhekra Ferjaoui, Lilia Cheniti-Belcadhi. 29-33 [doi]
• Intelligent Tutoring Systems approach to Introductory Programming CoursesJosé Figueiredo, Francisco José García Peñalvo. 34-39 [doi]
• Adaption of RoboSTEAM Project to the Pandemic SituationMiguel Ángel Conde, Francisco Jesús Rodríguez-Sedano, Camino Fernández, María-João Ramos, Jonny Alves, Susana Celis-Tena, José Gonçalves 0001, José Lima 0001, Daniela Reimann, Ilkka Jormanainen, Francisco José García Peñalvo. 40-47 [doi]
• Educational Robotics initiatives in Namibia and worldwideAnnastasia Shipepe, Ilkka Jormanainen, Erkki Sutinen. 48-53 [doi]
• Attractive Educational Robotics Motivates Younger Students to Learn Programming and Computational ThinkingIlkka Jormanainen, Markku Tukiainen. 54-60 [doi]
• The PANaMa Project - RoboCamp 2019 a Case Study: Lessons Learned from an Educational Robotics based Science CampBjarke Kristian Maigaard Kjær Pedersen, Jørgen Christian Larsen, Jacob Nielsen. 61-68 [doi]
• Using a low-cost robotic manipulator towards the study of over-sensored systems and state estimationJoão Moreira, Vítor H. Pinto, José Gonçalves 0001, Paulo Gomes Costa. 69-74 [doi]
• Engineering Education: Professional DemandsClara Viegas, Arcelina Marques, Gustavo R. Alves. 75-77 [doi]
• Brainstorming Students' Needs versus Engineering DemandsClara Viegas, Arcelina Marques, Gustavo R. Alves. 78-83 [doi]
• Learning physical geodesy. Application case to geoid undulation computationPablo Rodríguez-Gonzálvez, Cristina Allende-Prieto, Manuel Rodríguez-Martín. 84-90 [doi]
• Learning and comprehension of terrain representation in cartographic designPablo Rodríguez-Gonzálvez, Cristina Allende-Prieto, Manuel Rodríguez-Martín. 91-97 [doi]
• Interpretation of cavitation using CFD simulation as a low-cost learning activity compatible with e-learningManuel Rodríguez-Martín, Pablo Rodríguez-Gonzálvez. 98-104 [doi]
• The Evolution from the Environmental Education Model to the Education for Sustainable Development Model. Case Study of Environmental Engineering at Santo Tomas University, ColombiaPedro Mauricio Acosta Castellanos, Araceli Queiruga Dios, Laura Gomez Araque, Paula Rojas Ramos. 105-113 [doi]
• The Relationship of Higher Education Access with Final Marks in a Core Chemical Engineering TopicM. Teresa Sena Esteves, Cristina Morais, Margarida M. Ribeiro, Isabel M. Brás Pereira, Anabela Guedes, Filomena O. Soares, Celina P. Leão. 114-120 [doi]
• Evaluate manuscripts or digital assignments fairly and easilyBertil P. Marques, Marílio Cardoso, Rosa M. Reis, Rui Marques. 121-125 [doi]
• Bridging the diversity gap: actions and experiences fostering diversity in STEMAlicia García Holgado, Carina Soledad González-González, Aruquia Peixoto, Pino Caballero-Gil, Pedro Plaza Merino. 126-129 [doi]
• LGBTQIA+ employee learning needs assessment using an ethnographic approachHarold Tinoco-Giraldo, Patrick Voorhies. 130-136 [doi]
• Is helping to bridge the gender gap in STEM considered as transfer of knowledge?: Transfer of Knowledge in STEMDolores Pereira, Ana J. López. 137-141 [doi]
• SAperI: approaching gender gap using Spatial Ability training week in high-school contextMaria Giulia Ballatore, Gavin Duffy, Sheryl Sorby, Anita Tabacco. 142-148 [doi]
• Higher Education Students' Perception and Behavior During Pandemic Reality: A Pilot StudyCarolina Pereira, Filomena O. Soares, Celina Pinto Leão. 149-157 [doi]
• Pilot study on university students' opinion about STEM studies at higher educationSonia Verdugo-Castro, M. Cruz Sánchez-Gómez, Alicia García Holgado, Margarita Bakieva. 158-165 [doi]
• Towards increasing of STEM-women professionals by implementing projects that reduce the gender gap: a study case in Universidad de GuadalajaraSulema Torres-Ramos, Patricia del R. Retamoza-Vega, Nicte Selene Fajardo-Robledo, Cristina Neri-Cortés, Verónica-Marís Rodríguez-Betancourtt, Lourdes Adriana Pérez-Carrillo. 166-172 [doi]
• Gender perspective in Artificial Intelligence (AI)Eva Cernadas, Encina Calvo Iglesias. 173-176 [doi]
• Do teens hold sexist beliefs? An assessment of secondary education students' attitudes towards equality and gender rolesNatalia Corvo-Sampedro, Adriana Gamazo. 177-181 [doi]
• Empowering women's digital literacy with transformative learning: Reducing the gap in the T of STEMIrais Monserrat Santillán-Rosas, Yolanda Heredia-Escorza. 182-186 [doi]
• The Gender Gap broad the path for Women in STEMLuz María Tobar Subía Contento, Brizeida Nohemi Gamez Aparicio. 187-192 [doi]
• Qualitative and Mixed Methods Researches in Social SciencesAna María Pinto Llorente, M. Cruz Sánchez-Gómez, António Pedro Dias da Costa. 193-196 [doi]
• Validation of the K-Social-C questionnaire for measuring the Social Construction of Knowledge from Open Innovation in Social Innovation Laboratories: Instrument ValidationJosé Antonio Yañez-Figueroa, María Soledad Ramírez Montoya, Francisco José García Peñalvo. 197-205 [doi]
• Digital Competence in higher education: A case study of teachers' perception of working with technologiesYu Zhao, María Cruz Sánchez Gómez, Ana María Pinto Llorente. 206-210 [doi]
• Online instrument: Perception of virtual learning of the doctorate in the context of COVID-19Hilda Angélica Del Carpio Ramos, Pedro Antonio Del Carpio Ramos, José E. Tarrillo Carrasco, Francisco J. García-Peñalvo, Manuel A. Morante Dávila. 211-218 [doi]
• Design of an Aquaponic Production System for the Quinchas of the Municipality of Otanche - Boyacá, under the Approach of the New RuralityYuddy Alejandra Castro Ortegón, Pedro Mauricio Acosta Castellanos, Mario Alejandro Pardo Garcia, Sebastian Alejandro Guisa Arias. 219-224 [doi]
• Interviews of Spanish women in STEM: a multimedia analysis about their experiencesSonia Verdugo-Castro, Alicia García Holgado, M. Cruz Sánchez-Gómez. 225-230 [doi]
• Research topics on Smart LearningRafael Molina-Carmona, Carlos J. Villagrá Arnedo, Francisco José Gallego-Durán, Faraón Llorens-Largo, Inmaculada Meca, Ana Pérez Escoda, Sergio Serrano-Iglesias, Esther Sobrino, Alex Rabasa, Adolfo Ruiz-Calleja. 231-237 [doi]
• Automatic creation of Moodle activities out of the Web of Data to link formal and informal learning contextsAdolfo Ruiz-Calleja, Miguel L. Bote-Lorenzo, Juan I. Asensio-Pérez, Guillermo Vega-Gorgojo, Yannis A. Dimitriadis, Alejandra Martínez-Monés, Eduardo Gómez-Sánchez, Sergio Serrano-Iglesias. 238-244 [doi]
• Early Warning Methodology for dropping out of university degreesInmaculada Meca, Alex Rabasa, Esther Sobrino, José-Juan López-Espín. 245-249 [doi]
• Framing ethical considerations on artificial intelligence bias applied to voice interfacesLuis Miguel Pedrero Esteban, Ana Pérez Escoda, Alberto Pedrero Esteban. 250-255 [doi]
• Smartly Learning through step decomposition, automation and GamificationFrancisco José Gallego-Durán, Carlos J. Villagrá Arnedo, Rafael Molina-Carmona, Faraón Llorens-Largo. 256-262 [doi]
• TEEM20. Track 6: Educational InnovationMaría Luisa Sein-Echaluce, Ángel Fidalgo Blanco. 263-266 [doi]
• Project Based Learning or the Rethinking of an Engineering Subject: Measuring MotivationJosep Petchamé, Ignasi Iriondo, David Riu, Toni Masi, Albert Almajano, David Fonseca 0001. 267-272 [doi]
• Developing a design phase for a mentoring mobile appHarold Tinoco-Giraldo, Eva María Torrecilla Sánchez, Francisco José García Peñalvo. 273-282 [doi]
• Combining BIM systems and Video-Games engines in Educational Ephemeral Urban and Architectural ProposalsDavid Fonseca 0001, Mónica V. Sánchez-Sepúlveda, Alia Besné, Ernest Redondo, Héctor Zapata, Isidro Navarro, Jaume Pla, Juan Sánchez, Clara Solà. 283-290 [doi]
• Overview of European educational projects on eLearning and related methodologies: Data from Erasmus+ Project Results PlatformMaría Goretti Alonso de Castro, Francisco José García Peñalvo. 291-298 [doi]
• Intervention model to promote reading in basic education: contributions to public policiesJesús Honorato-Errázuriz, María Soledad Ramírez Montoya. 299-303 [doi]
• A Systems Thinking Approach to Reflective Practice in Blogs: Implications on Social-Emotional Learning and Resilience BuildingAlexios Brailas. 304-308 [doi]
• Rhizomatic Learning in Action: A Virtual Exposition for Demonstrating Learning RhizomesAlexios Brailas. 309-314 [doi]
• Pedagogical and user interface usability evaluation of an educational mobile app that promotes visual literacyCatalina Huilcapi-Collantes, Azucena Hernández Martín, Juan Pablo Hernández-Ramos. 315-321 [doi]
• Computer supported collaborative learning. A peer-to-peer experience at the Ph.D. levelSergio Alberto Nava Lara, José Antonio Canchola González. 322-325 [doi]
• Innovative public policies in the development of reading skills in basic education: Regarding the systematic mapping protocolJesús Honorato-Errázuriz, María Soledad Ramírez Montoya. 326-333 [doi]
• How the Lack of Knowledge Management Policies affects Employees Behavior on Educational Institutions: A Study about Petitions in a Brazilian Federal InstituteMaycon Carvalho, Cleyton Souza, Inaka Barreto. 334-338 [doi]
• Educational coaching applied to group tutoring sessions: An experience with first-year engineering studentsGuillem Villa Fernández, José Antonio Montero Morales, Alba Llauró Moliner. 339-344 [doi]
• ACCI 3.0. Technique of classification, organization, creation and use of collective knowledgeÁngel Fidalgo Blanco, Laura García-Ruesgas, Pilar Fernández Blanco, Susana Sastre-Merino. 345-352 [doi]
• Research-based learning with future educators through collaborative learningSusana Sastre-Merino, José Luis Martín-Núñez, Amparo Verdú-Vázquez. 353-357 [doi]
• Training in Entrepreneurship Competences, Challenges for Educational Institutions: Systematic Literature ReviewRuth Montes-Martínez, María Soledad Ramírez Montoya. 358-364 [doi]
• Motivational factors in the insertion of digital skills in teachingAlfonso Infante Moro, Juan C. Infante-Moro, Julia Gallardo-Pérez. 365-370 [doi]
• Education for Social Responsibility: New challenges in higher education.: The use of Twitter in Education for Social ResponsibilityMarián Queiruga Dios. 371-376 [doi]
• Critical Debate in the Classroom using ICT: An Innovation Proposal with University StudentsNancy MacCann-Alfaro, Ana García-Valcárcel, Erla Mariela Morales Morgado. 377-385 [doi]
• Evaluating effectiveness of innovative education formats for 21st century skills: The example of DaVinciLab YouthHackathon Workshops 2019/2020Amelie Dorn, Eveline Wandl-Vogt, Anna Romano, Thomas Jekel, Anna Gawin. 386-392 [doi]
• Cheat Sheets and Padlet: a metacognitive learning toolFilomena O. Soares, Celina P. Leão, Sílvia Araújo. 393-398 [doi]
• Promoting Open Education Through Gamification in Higher Education: the OpenGame projectAlicia García Holgado, Francisco José García Peñalvo, Colin de la Higuera, Antonio Teixeira, Ulf-Daniel Ehlers, James Bruton, Fabio Nascimbeni, Natalia Padilla Zea, Daniel Burgos. 399-404 [doi]
• Hybrid Flipped Classroom: adaptation to the COVID situationÁngel Fidalgo Blanco, María Luisa Sein-Echaluce, Francisco José García Peñalvo. 405-409 [doi]
• State-of-the-art technologies at the service of medical training and practice to foster Digital Health EcosystemsSamuel Marcos Pablos, Juan Antonio Juanes Méndez, Michael L. Walters. 410-413 [doi]
• Virtual Reality In Higher Education: An Experience With Medical Students: Research into how Virtual Reality can be used as a powerful training tool for medicine studentsSantiago González Izard, Cristina Vivo Vicent, Juan Antonio Juanes Méndez, Ramon Palau. 414-421 [doi]
• Towards the acceptance of care robots by senior usersRoberto Pinillos Herrero, Samuel Marcos Pablos, Jaime Gómez García-Bermejo, Eduardo Zalama Casanova. 422-429 [doi]
• Assessment of an interactive anatomo-radiological atlas for 3D visualization of the female pelvisLourdes Asensio Romero, Manuel Asensio Gómez, Juan A. Juanes Méndez. 430-437 [doi]
• Thermography as a method of acquiring competences in Physiology. Application case for hand blood flow controlIldefonso Alvear-Órdenes, Sara Fernández-Iglesias, José A. Fernández-Rodríguez, David Paz-Arias, Iker Zaldua-del-Olmo, Pablo Rodríguez-Gonzálvez. 438-442 [doi]
• Mobile Apps in Education: Focusing on the Anatomy of the EyeJuan Antonio Juanes Méndez, Beatriz Framiñán Aparicio. 443-449 [doi]
• Methodology of custom design and manufacturing of 3D external breast prostheses∗Beatriz Montejo Maillo, Alonso Blaya San Pedro, Pedro Armisén Bobo, Maria Esther Montero Moreno, Fernando Blaya Haro, Juan A. Juanes. 450-457 [doi]
• Smart splint for diagnosis during initial stage of treatmentJosé María de Agustín del Burgo, Fernando Blaya Haro, Roberto D'Amato, Juan Antonio Juanes Méndez. 458-466 [doi]
• Ergonomics in surgical environmentsJaime Solleiro Rodriguez, Juan Antonio Juanes Méndez, Fernando Blaya Haro, Roberto D'Amato, Alessandro Ruggiero, José Antonio Rodríguez Montes. 467-474 [doi]
• Finite Element model of an elbow under load, muscle effort analysis when modeled using 1D rod elementEmilio Lechosa Urquijo, Fernando Blaya Haro, Roberto D'Amato, Juan Antonio Juanes Méndez. 475-482 [doi]
• Design of an auricular prosthesis for patients with grade III or IV microtiaAndrés Marcelo Chaquinga Caisaluisa, Fernando Blaya Haro, Roberto D'Amato, Almudena Ochoa Mendoza, Juan Antonio Juanes Méndez. 483-490 [doi]
• Proposal of a Methodology based on Expert Systems for the Treatment of Diabetic Foot ConditionManuel Casal Guisande, Jorge Cerqueiro-Pequeño, Alberto Comesaña-Campos, José Benito Bouza-Rodríguez. 491-495 [doi]
• Conceptual Proposal of a Hierarchization System for Patients Candidate to Intensive Care Units in Health Catastrophe SituationsManuel Casal Guisande, Jorge Cerqueiro-Pequeño, Alberto Comesaña-Campos, José Benito Bouza-Rodríguez. 496-500 [doi]
• Analysis Method for The Design and Manufacture of Sports Transtibial ProsthesesFernando Blaya Haro, Roberto D'Amato, Alejandro Luján González, Alonso Blaya San Pedro, Silvia Nuere. 501-509 [doi]
• An Annotation Approach for Radiology Reports Linking Clinical Text and Medical Images with Instructional PurposesFélix Buendía, Joaquín Gayoso-Cabada, José Luis Sierra. 510-517 [doi]
• A platform for management and visualization of medical data and medical imagingAndrea Vázquez-Ingelmo, Jesús Sampedro-Gómez, Antonio Sánchez-Puente, Víctor Vicente-Palacios, P. Ignacio Dorado-Díaz, Pedro L. Sánchez, Francisco José García Peñalvo. 518-522 [doi]
• Teaching sustainable development in higher education: Changing attitudes, the soft wayNidia Caetano, Carlos Felgueiras. 523-527 [doi]
• Higher Education for Sustainable Development: Practices and ChallengesManuel Felgueiras, Nidia Caetano, Ricardo Costa. 528-534 [doi]
• A sustainable approach to music education: towards a cultural ecology in the digital ageSvetlana V. Karkina, Gulnara I. Batyrshina, Roza A. Valeeva. 535-541 [doi]
• Digital Games for Environmental Sustainability Education: Implications for EducatorsShamila Janakiraman. 542-545 [doi]
• Energy Literacy: does age matters?Ana Martins, Mara Madaleno, Marta Ferreira Dias. 546-551 [doi]
• The ATHENA European University model for Sustainable Education: Mainstreaming good practices for all-inclusive life-long sustainable learning in the digital eraNuno Escudeiro, Paula Escudeiro, Ricardo Almeida, Paulo Matos. 552-557 [doi]
• Learning Automation from Remote Labs in Higher EducationFilipe Pereira, Carlos Felgueiras. 558-562 [doi]
• New scenarios and tools for a changing world. Editorial of the Communication, Education and Social Media Track of the TEEM Conference 2020Carlos Arcila Calderón, David Blanco-Herrero. 563-565 [doi]
• Communication and Education at Museums in Castille and León: Digital habits in a crossroad revolutionInma García-Martín, Félix Ortega Mohedano. 566-570 [doi]
• Smartphone usage among students during COVID-19 pandemic in Spain, Italy and EcuadorSantiago Tejedor, Laura Cervi, Ana Pérez Escoda, Fernanda Tusa Jumbo. 571-576 [doi]
• Instagram and gender inequalities: The discourse of young women regarding social networksAriadna Santos, Mònica Figueras. 577-581 [doi]
• The Use of Instagram as a Digital Marketing Tool by the Brazilian Library Councils in times of Covid-19Daniel Sobreira, Debora Santos de Oliveira, Francisco José García Peñalvo. 582-587 [doi]
• Automated image extraction from Instagram for social research: A technical and ethical explorationMiguel Varela-Rodríguez, Miguel Vicente-Mariño. 588-592 [doi]
• Impact of the MOOCx's conventional educational designMónica Bonilla-del-Río, Bárbara Castillo-Abdul, Sabina Civila. 593-599 [doi]
• Scales for measuring Internet Addiction in Covid-19 times: Is the time variable still a key factor in measuring this addiction?Camino López García, María Cruz Sánchez Gómez, Ana García-Valcárcel Muñoz-Repiso. 600-604 [doi]
• Approaches and guidelines for creating educational projects based on Internet addiction: Presentation of a new approach linked to digital competenceCamino López García, María Cruz Sánchez Gómez. 605-610 [doi]
• Assessing Students' Feelings During COVID-19 Pandemic Situation in Brazil: A Case Study in Paraiba InlandVanessa Farias Dantas, Cassia Isac, Cleyton Souza, Aruquia Peixoto. 611-616 [doi]
• Formation in Data Science in Secondary Education: Big Data as a transversal competencePatricia Sánchez-Holgado, David Blanco-Herrero, Javier Jiménez-Amores, Maximiliano Frías-Vázquez, Carlos Arcila Calderón. 617-624 [doi]
• News media behaviour in Twitter during a major political event: Study of the Twitter accounts of the main Spanish news media before the 10N General ElectionsDavid Blanco-Herrero, Patricia Sánchez-Holgado, Javier J. Amores, Maximiliano Frías-Vázquez, Carlos Arcila Calderón. 625-630 [doi]
• Key factors in the implementation of Cloud Computing as a service and communication tool in universitiesAlfonso Infante Moro, Juan Carlos Infante-Moro, Julia Gallardo-Pérez. 631-636 [doi]
• 4th International Symposium on Gamification and Games for Learning (GamiLearn'20)Joan Arnedo-Moreno, Carina S. González-González. 637-639 [doi]
• Reflecting on Attitudes Towards Death Through the use of Immersive Virtual Reality Commercial Video GamesPierre Bourdin, Laura Calvet, Susanna Tesconi, Joan Arnedo-Moreno. 640-647 [doi]
• Exploring the Affordances of Sequence Mining in Educational GamesManuel J. Gomez, José A. Ruipérez Valiente, Pedro A. Martinez, Yoon Jeon Kim. 648-654 [doi]
• A gamified mobile-based APP to help university students to manage their tasksJuan Antonio Martín-García, Diana Pérez-Marín. 655-661 [doi]
• Review of serious games to educate on gender equalityAlma Gloria Barrera Yañez, Cristina Alonso-Fernandez, Baltasar Fernández-Manjón. 662-668 [doi]
• A Survey on Gamification Elements in Mobile Language-Learning ApplicationsTerence Govender, Joan Arnedo-Moreno. 669-676 [doi]
• Conversational game to improve digital health literacyCristo Gonzalez-Rodríguez, Daniel Herzog-Cruz, Carina S. González-González. 677-681 [doi]
• Designing an activity to help reflect on "Healthy Engagement vs Video Game Addiction"Rosa Maria Gil, Joan Arnedo-Moreno. 682-687 [doi]
• Gamifying Teacher Students' Learning Platform: Information and Communication Technology in Teacher Education coursesTuula Nousiainen, Mikko Vesisenaho, Emilia Ahlstrom, Marika Peltonen, Santiago Fort, Sacha Gómez. 688-693 [doi]
• How to create Educational Escape rooms? Strategies for creation and designJessica Reuter, Marta Ferreira Dias, Marlene Amorim, Cláudia Figueiredo, Claudia Veloso. 694-698 [doi]
• Personalized gamification: A literature review of outcomes, experiments, and approachesLuiz Rodrigues, Armando M. Toda, Paula T. Palomino, Wilk Oliveira, Seiji Isotani. 699-706 [doi]
• Inclusive Design Toolkit for the Creation of Intergenerational Gamified ExperiencesDaniel Fraga Viera, Carina S. González-González, Rosa Gil Iranzo, Patricia Paderewski, Francisco L. Gutiérrez Vela. 707-712 [doi]
• Learning Analytics: A Time to ShineÁngel Hernández-García, Miguel Ángel Conde, Julián Chaparro-Peláez. 713-718 [doi]
• A Learning Analytics tool for the analysis of students' Telegram messages in the context of teamwork virtual activitiesMiguel Á. Conde, Francisco Jesús Rodríguez-Sedano, Camino Fernández, Alexis Gutiérrez-Fernández, Laura Fernández-Robles, Manuel Castejón Limas. 719-724 [doi]
• Learner Privacy, a pending assignmentMarc Alier, María José Casany Guerrero, Charles R. Severance, Daniel Amo. 725-729 [doi]
• Seven principles to foster privacy and security in educational tools: Local Educational Data AnalyticsDaniel Amo, Ricardo Torres Kompen, Xavier Canaleta, Javier Herrero-Martín, Cristina Rodríguez-Merino, David Fonseca 0001. 730-737 [doi]
• Validating item response processes in digital competence assessment through eye-tracking techniquesJuan Bartolomé, Pablo Garaizar, Leire Bastida. 738-746 [doi]
• Helping Teachers to Identify Students at Risk and Analyze their Learning ProcessAinhoa Alvarez, Mikel Villamañe, Leire Ibargutxi. 747-751 [doi]
• Analysis of Learning Records to Detect Student Cheating on Online Exams: Case Study during COVID-19 PandemicAntonio Balderas, Juan Antonio Caballero Hernández. 752-757 [doi]
• Ecuadorian Higher Education in COVID-19: A Sentiment AnalysisRubén A. Pazmiño-Maji, Fernando Badillo, Miguel Ángel Conde González, Francisco José García Peñalvo. 758-764 [doi]
• Impact of Covid-19 on UPC's Moodle platform and ICE's roleJoana d'Arc Prat Farran, Ariadna Llorens-Garcia, Marc Alier, Francesc Salvador, Daniel Amo. 765-769 [doi]
• Challenges in Evaluation in Education and Guidance: A Perspective from 2020María José Rodriguez-Conde, Susana Olmos-Migueláñez, Adriana Gamazo, José Carlos Sánchez Prieto, Joe O'Hara. 770-774 [doi]
• What is happening in the process of engaging Architectural Students and Teachers for Including Virtual and Interactive Systems in the Projects Developments?David Fonseca 0001, Mónica V. Sánchez-Sepúlveda, Silvia Necchi, Enric Peña, Nuria Martí, Sergi Villagrasa, Ernest Redondo, Jordi Franquesa, Isidro Navarro. 775-783 [doi]
• Self & Peer to Peer Assessment: Evaluating Oral Presentations in a Final Year Engineering SubjectJosep Petchamé, Ignasi Iriondo, David Riu, Toni Masi, Albert Almajano, David Fonseca 0001. 784-790 [doi]
• Designing a multi-scale and multi-dimensional assessment for a new national educational contextJavier Herrero-Martín, Xavier Canaleta, David Fonseca 0001, Cristina Rodríguez-Merino, Lisa Kinnear, Daniel Amo. 791-796 [doi]
• Pertinence of Emotional Education within the Ordinary Curriculum: Design and Assessment of a Regional Free Elective Subject on Emotional IntelligenceJuan Fontanillas-Moneo, Patricia Torrijos Fincias, Adriana Gamazo, María José Rodríguez-Conde. 797-802 [doi]
• An instrument to assess the research culture in formative processes: The validation of the instrumentMaday Alicia Coronel-Santos, María Soledad Ramírez Montoya. 803-809 [doi]
• The use of Digital Educational Resources in the Process of Teaching and Learning in Pandemic by COVID-19Ricardo Pocinho, Pedro Carrana, Cristovão Margarido, Rui Santos, Sandrina Milhano, Bruno Trindade, Gisela Santos. 810-816 [doi]
• Teachers' adaptation to technologies during the pandemic by COVID-19Paulo Afonso, Bruno Trindade, Domingos Santos, Ricardo Pocinho, Paulo Silveira, Pedro Silva. 817-820 [doi]
• Evaluation of an educational project for the development of the autonomy of life in young people leaving residential careRui Santos, Cristovão Margarido, Ricardo Pocinho, Tânia Silva, Vanessa Póvoa. 821-826 [doi]
• Opera in Prison: Impact of an artistic project on the reintegration of young people in prisonCristovão Margarido, Rui Santos, Emanuel Margarido, Sandrina Milhano, Vanessa Póvoa. 827-832 [doi]
• e-Learning quality assessment in higher education: A mapping studyAlberto Ortiz-López, Susana Olmos-Migueláñez, José Carlos Sánchez Prieto. 833-838 [doi]
• Experts' validation of an instrument for self-perception of research skills to develop academic literacyIsolda Margarita Castillo-Martínez, María Soledad Ramírez Montoya. 839-844 [doi]
• Building Bridges to the Integration of Culture in the EFL Secondary Classroom: Perspectives from Teachers and LearnersSusana Marrón-González. 845-852 [doi]
• Students' performance in French subjects in the COVID-19 confinementGema Sanz, Aranzazu Gil, Beatrice Marnet, Loren Berlanga, Marta Tordesillas, Sofía Pérez Ruiz, Sacha Gómez. 853-858 [doi]
• New challenges for teacher education introduced by the use of ICT in the classroomsJuanjo Mena, Balwant Singh, Anthony Clarke. 859-861 [doi]
• Teaching and assessment strategies in a Practice-based teacher education program. Instrument validationKiomi Matsumoto-Royo, María Soledad Ramírez Montoya. 862-869 [doi]
• Design of Online Course based on SPOC as a Signature Pedagogy in Music Teacher EducationSvetlana V. Karkina, Juanjo Mena, Roza A. Valeeva. 870-876 [doi]
• Role of the teacher training and the new technologies in the design of innovative educational projects in GreeceSpyros Kolyvas, Stefanos Nikiforos. 877-884 [doi]
• Teamwork and Project Success in Agile Software Development Methods: A Case Study in Higher EducationLina Lukusa, Sharon Geeling, Shallen Lusinga, Ulrike Rivett. 885-891 [doi]
• The construction of Digital Teaching Skills: A challenge for Teacher TrainingIsamélia Santos Guimarães Carvalho. 892-895 [doi]
• Virtual reality authoring tools for teachers to create novel and immersive learning scenariosAnke Berns, Salvador Reyes Sánchez, Iván Ruiz-Rube. 896-900 [doi]
• Seminar on education in European innovative schools during COVID-19 lockdown: The collaborative work with wikisLuis González Rodero. 901-906 [doi]
• Identity, technology and education. Identity construction processes in hyperconnected ecosystemsJudith Martín-Lucas, José Manuel Muñoz Rodríguez, Teresa Pessoa. 907-908 [doi]
• Youth Perception of Connectivity: Times and UsesAlicia Murciano Hueso, Patricia Torrijos Fincias, Sara Serrate González. 909-914 [doi]
• ICT and Young People Identity Development: The Importance of SolitudAlberto Sánchez-Rojo. 915-918 [doi]
• Digital ecosystem of Salamanca City Council as a complement to the learning-outside-the-classroom: Educational actions implemented by Salamanca City Council during the State of AlarmJosé Javier Rodriguez Santos. 919-924 [doi]
• The OnLife self: CONECT-ID. Construction of Youth Identity in a Hyperconnected WorldJosé Manuel Muñoz Rodríguez, Teresa Pessoa, Judith Martín-Lucas. 925-929 [doi]
• Construction of Digital Identity through B-Learning Training: Resource EvaluationBárbara Mariana Gutiérrez Pérez, Antonio Víctor Martín-García, Ana Paula Cardoso. 930-934 [doi]
• Hyper-Connected Youth: : The standpoint of families facing their children's virtual interactionJesús Ruedas, Sara Serrate, José Manuel Muñoz. 935-939 [doi]
• Digital identity built through social networks: New trends in a hyperconnected worldBelen González-Larrea, María José Hernández-Serrano. 940-944 [doi]
• University Contribution to Solving Social Problems through the Construction of an Innovative, Humane, Social and Educational Ecosystem: The case of two organizations on the coffee route: Puerta a la Montaña and Cooperativa Comon Yaj NopticEnedina Ortega Gutiérrez, Martha Velázquez Díaz, José Manuel Islas Pacheco, Manuel de Jesús Villalobos, Pedro Luis Grasa Soler, Judith Ruíz Godoy Rivera, Julio E. Rubio. 945-951 [doi]
• Introduction for the TEEM 2020 Doctoral Consortium trackFrancisco José García Peñalvo, Alicia García Holgado, María Soledad Ramírez Montoya. 952-956 [doi]
• University Social Responsibility Technology-Based Model Through Social Appropriation of KnowledgeElsa Nadia Ontiveros-Ortíz, María Soledad Ramírez Montoya. 957-961 [doi]
• Methodological guide for the successful use of digital technologies in education: Improvement of learning through European educational projectsMaría Goretti Alonso de Castro, Francisco José García Peñalvo. 962-968 [doi]
• Media competences in the training of Andean Community journalists: Needs and challenges in the face of misinformationClaudia Rodríguez-Hidalgo, María Soledad Ramírez Montoya, Diana Rivera-Rogel, Ignacio Aguaded. 969-976 [doi]
• Educational Innovation Supported by ICT to Identify Entrepreneurial Skills in Students in Higher EducationMay Portuguez Castro, Marcela Georgina Gómez Zermeño. 977-984 [doi]
• Connecting the Research Culture of Teachers to the Development of Undergraduate Student CompetenciesMaday Alicia Coronel-Santos, María Soledad Ramírez Montoya. 985-990 [doi]
• Social representations in media communication and their effects on the public environmental cognition: Based on a case study of air pollution in ChinaAnran Wang, Lifen Cheng. 991-996 [doi]
• Identification of characteristics and functionalities for the design of an academic analytics model for Higher EducationAlejandra Carina Santos, Ana Iglesias Rodríguez, Ana María Pinto Llorente. 997-1003 [doi]
• Academic success in universities: a comparative study in Centers of AmericaVanessa Soto-Gogué, María Soledad Ramírez Montoya, Ángel Hernando Gómez, Paula Renés-Arellano. 1004-1007 [doi]
• Efficiency in the application of virtual reality in the teaching processes to generate competences in the university environmentAugusto Cabrera Duffaut, Ana María Pinto Llorente, Ana Iglesias Rodríguez. 1008-1013 [doi]
• Research competencies to develop academic literacy in higher education students through innovative modelsIsolda Margarita Castillo-Martínez, María Soledad Ramírez Montoya. 1014-1019 [doi]
• Educational and Social Entrepreneurship of Future Teachers in the Framework of Open Education and Sustainable DevelopmentRuth Montes-Martínez, María Soledad Ramírez Montoya. 1020-1025 [doi]
• School effectiveness and PISA tests. Factors of school successCristina Frade-Martínez, Susana Olmos-Migueláñez, Adriana Gamazo. 1026-1030 [doi]
• Education for Sustainable Development and Climate Change: Pedagogical study of the social movement Fridays For Future SalamancaPaula Mariel Reyes-Carrasco, Ángela Barrón, Francisco Heras Hernández. 1031-1036 [doi]
• Intercultural and Global Competencies Development to Foster Professional Collaboration among Countries: Doctoral Thesis Research ProjectNicia Guillén Yparrea, María Soledad Ramírez Montoya. 1037-1041 [doi]
• The importance of motivation and communication in MOOCs as elements to increase completion rates: A study at MOOCs on Climate ChangeEnzo Ferrari-Lagos, Fernando Martínez-Abad, Camilo Ruíz. 1042-1047 [doi]
• Research plan on the digital transformation of faculty to advance to the global eraSilvia-Catalina Farías Gaytán, Maria-Soledad Ramírez-Montoya, Ignacio Aguaded. 1048-1052 [doi]
• Advances in the use of domain engineering to support feature identification and generation of information visualizationsAndrea Vázquez-Ingelmo, Francisco José García Peñalvo, Roberto Therón. 1053-1056 [doi]
• A Study to Analyze the Digital Competence of Pre-service Teachers and In-service Teachers in ChinaLi Yang, Alicia García Holgado, Fernando Martínez-Abad. 1057-1061 [doi]
• Towards an Open Science technological ecosystem for a Mexican UniversityMontserrat García-Guerrero, María Soledad Ramírez Montoya, Francisco José García Peñalvo. 1062-1066 [doi]
• Learning ecosystems for health professionals in the hospital environmentMa Elena Fernández-Martínez, Alicia García Holgado, M. José Rodríguez-Conde. 1067-1072 [doi]
• The perspective of inclusive education within large scale evaluation models in Secondary Education: Research PlanLourdes Sancho, María José Rodríguez-Conde, Susana Olmos-Migueláñez. 1073-1077 [doi]
• Knowledge Management and Collective Intelligence through Web ToolsOlga Nájar Sánchez, Erla Mariela Morales Morgado. 1078-1084 [doi]