Browsing by Subject "Data literacy"

Now showing 1 - 3 of 3
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    Open Access
    Game-based Networked Learning
    (Edited by: Jaldemark, J., Håkansson Lindqvist, M., Mozelius, P., Öberg, A., De Laat, M., Dohn, N.B., Ryberg, T., 2022-05) Castañeda, Linda; Villar-Onrubia, Daniel; Haba-Ortuño, Inma; Postigo-Fuentes, Ana Yara; Arnab, Sylvester; Didáctica y Organización Escolar
    Designing and analyzing learning experiences in non-formal contexts can be challenging, even for those with educational training. The challenge is more significant if the priorities include educational ideological bases or an specific type of educational vision. The DALI project (Data Literacy for Citizens) has the primary goal of offering Data Literacy learning experiences specifically designed for adults in non-formal educational contexts. With this goal in mind, and considering the social and material realities of the target participants –their needs, diversity, interests and cultures– the project combines two of the most promising pedagogical approaches nowadays: networked learning and playful learning. This short paper outlines the pedagogical vision underpinning our efforts to integrate both approaches into a set of strategies and resources, in other words, the principles and ideas driving the design of what is called in the project: Game-based Networked Learning (GBNL) experiences. In particular, we draw on both the Activity Centred Analysis and Design (ACAD) framework and the Transdisciplinary Model for Developing Game-Based Interventions. After reviewing key aspects of the theoretical grounds that define our understanding of educational uses of technology and game-based learning, the paper addresses critical considerations underpinning the adaptation of the ACAD framework in the planning of playful learning experiences. Thus, the paper outlines the main principles guiding the design of DALI experiences, dividing them into the three design areas established by ACAD: set design, epistemic design and social design. The ambition of this approach is to serve as a pedagogical and educational statement to guide valuable actions to improve other adult learning approaches.
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    Open Access
    Privacy paradox in the mobile environment: The influence of the emotions
    (EPI SCP, 2019-03-25) Sarabia Sánchez, Francisco José; Aguado Terrón, Juan Miguel; Martínez Martínez, Inmaculada J.; Comunicación
    The privacy paradox designates the contradiction between a negative perception of online privacy exploitation by users and a relaxed or passive attitude of users towards the protection of their digital privacy. Since regulation alone is not sufficient to effectively manage the digital privacy problem, promoting responsible, conscious and active behaviour towards the protection of one's own online privacy is a key element of the digital ecosystem. In this sense, understanding and helping to eliminate the privacy paradox have been research and policy objectives for digital services since the beginning of this century, which has intensified with the development of Big Data and AI. However, the existing literature has approached the privacy paradox from the perspective of perceived benefit and thus from a rational calculus perspective. This paper, in contrast, approaches the study of the privacy paradox from the perspective of emotions, their nature (active versus passive emotions) and their intensity (high or moderate). The paper develops a complex structured questionnaire with a relevant international sample of digital users. The aim is to measure the emotional response (intensity and nature of emotions involved) to an incident of unauthorised disclosure of their private data (data breach), comparing this response with the behaviour of changing privacy settings and the propensity to allow access to personal data by using the mobile device in their applications/social networks. The paper concludes that there is a clear disconnect between informational behavioural decisions about privacy management and emotions associated with perceptions of privacy in social networks and mobile apps, even when these are more intense or active in nature. This emotional dissociation reinforces the mechanics of the privacy paradox, making it difficult to intervene to promote consistent digital behaviours. The candidate has been involved in the development of the state of the question, the conceptual framework and the design of the questionnaire, as well as in the analysis of the results and the drawing of conclusions.
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    El Uso de datos para la toma de decisiones docente : una revisión bibliométrica en las Bases de Datos WoS y Scopus
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2025) Sandoval, Fabián; Díaz Ríos, Juan; López Núñez, Juan Antonio
    Este artículo presenta una revisión bibliométrica enfocada en la utilización de datos para la toma de decisiones en el ámbito educativo. Se examinan las bases de datos Web of Science (WoS) y Scopus en el periodo 2013-2022, revelando indicadores bibliométricos clave, como el número de publicaciones y el factor de impacto, que evidencian un creciente interés global en la investigación de esta temática. La recopilación y análisis de datos emergen como pilares fundamentales para la toma de decisiones docentes efectivas, lo que ha sido teorizado en distintos estudios sobre la toma de decisiones guiada por datos y la alfabetización de datos en el contexto educativo. El estudio muestra un incremento constante en publicaciones, citas, colaboraciones y distribución geográfica entre otros, acentuando la importancia creciente de esta área en la esfera educativa. Este análisis proporciona una visión panorámica de la evolución del campo y fomenta futuras investigaciones que, entre otras cosas, muestren los efectos de la alfabetización de datos docente para la toma de decisiones en el contexto educativo. En resumen, la revisión destaca la vital relación entre el uso de datos y la mejora de las decisiones en la enseñanza, reflejando un campo en crecimiento constante y de gran relevancia global.