Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Los testamentos son fuentes de indiscutible valor a la hora de reconstruir la materialidad y la inmaterialidad de una cultura. En ellos, se registra una serie creencias, prácticas, concepciones/actitudes sobre la vida y la muerte de quienes testan, así como su contexto social y económico. Además, en el acto testamentario, tan cercano a la muerte, se hace evidente la vida de quien se “confiesa” frente al escribano. De ahí que estos sujetos jurídicos, dadas las circunstancias y bajo el ideal del cumplimiento del bien morir, en principio, se preocupen más por la salvación de su alma, en desmedro de su cuerpo por lo que cabe preguntarse, por ejemplo, ¿cómo se construye la sexualidad y la corporalidad femenina en el siglo XVII en el acto testamentario? Para responder esta inquietud, se considerarán cuatro testamentos de mujeres mestizas fechados en el siglo XVII y se acude al método histórico, desde la perspectiva de historia de la vida cotidiana, que hace uso de este documento legal para manifestar sus últimas voluntades.

Communicative competence is defined based on linguistic and socio-emotional skills. Specifically, there are scales to diagnose the level of communicative competence of people with ASD, but they do not cover both dimensions. In addition, they usually collect information from secondary sources (families and teachers), avoiding direct observation of the students, which creates a bias in the competence evaluation. Thus, the present study focuses on the design and validation of the DiagnosticApp instrument, which allows for a contextual diagnosis of the communicative competence of these students. It uses two digital applications -free, intuitive, and open access- as support, that make a contextual, dynamic, and flexible evaluation possible, offering the option to select or create personalised activities. The instrument consists of 12 indicators outlined in 48 items -inferred, among others, from the DSM-5™- and grouped into two dimensions of analysis: a) language skills and b) socio-emotional skills. Its validation was carried out with the Delphi method by gathering the opinions of a sample of experts from various fields, contributing in this way to refine and strengthen the instrument from a multifaceted perspective. The results confirm the pertinence, relevance, and clarity of the indicators associated with both dimensions used for measuring the level of communicative competence in people with ASD. It is concluded that DiagnosticApp is fully valid and adaptable to other contexts by teachers, which facilitates a contextual diagnostic based on activities in a friendly and motivating digital environment within the framework of inclusive and quality education.

Social networks have come to be considered essential in all areas of life. In the educational field, they make the teaching-learning process break with traditionalist standards, promoting the effectiveness and quality of education. The present study aims to explore which networks are most used by university students and for what educational purposes. For this, a quantitative method has been used, the instrument for collecting information being a questionnaire designed "ad hoc". The sample is made up of a total of 76 students from the Faculty of Education in Badajoz. The results indicate that social networks are rapidly expanding within university classrooms and that WhatsApp is used the most, followed by Instagram. Students use these networks in an educational way to share information and/or documents, support each other, give their opinion, and participate in groups (mainly without a teacher). In conclusion, it should be noted that social networks are a resource among university students and their use in classrooms can be a very appropriate resource given younger generations’ daily use of them.

In the field of higher education, the acquisition of media competence is essential for educating citizens that are critical towards the media. This paper aims to analyse the media competence of university students for creating interactive digital content. A questionnaire with 36 items was designed based on the 6 dimensions proposed by Ferrés and Piscitelli (2012) -Language, Technology, Interaction processes, Production and dissemination processes, Ideology and values, and Aesthetics. The instrument was validated with a Cronbach’s alpha of .905. The sample consisted of 176 Education students from the Autonomous University of Madrid, who participated in an Innovation Project on the creation of interactive digital videos. The results show significant differences according to gender in language, ideology and values, and aesthetics. A negative correlation was found between age and competence in addressing gender equality values in the creation of digital content. Students exhibit a higher level in the dimensions on ideology and values, as well as production and dissemination processes, and a lower level in language and aesthetics. The findings suggest that there is a need to include courses on media literacy in teacher training to promote the creation of digital contents.

The health situation resulting from COVID-19 is affecting lifestyles starting from the earliest stages of life. Therefore, the aim was to analyse primary schoolchildren's habitual video game consumption after the end of the state of alarm caused by COVID-19. To this end, a cross-sectional study comprising 125 primary schoolchildren was designed. To measure their video game consumption, the Questionnaire on video game consumption habits was used. The Student's t-test revealed significant differences in all dimensions in favour of the boys (p < .001, for all). Additionally, those aged 11-12 years yielded higher scores in the degree of attraction to video games (p < .05), level of concern about video games (p < .05), and rate of habitual video game consumption (p < .05). In conclusion, the results of this study are in line with scientific literature, indicating greater video game consumption in boys and older schoolchildren.

Digital games offer a promising platform to engage students in second language practice. Recently, leading academics have made research contributions on the benefits of game-based learning. Hence, this study aims to gather empirical findings that shed light on the effectiveness of games in second language learning. To do this, a systematic literature review of scientific articles indexed in Web of Science and Scopus has been carried out, considering various inclusion/exclusion criteria. In total, ten scientific articles that meet all the inclusion/exclusion criteria have formed the sample and have served to answer the research questions posed. After a thorough analysis, evidence on both the pedagogical implications of digital game-based learning in second language acquisition and the effects of this form of learning on the development of skills and/or linguistic aspects stands out. Based on the results, it can be concluded that it is important for teachers to select games according to the type of competences they want to work on so that learning is meaningful and motivating. To this end, it is necessary for teachers to promote opportunities for interaction between peers that encourage second language practice and to offer additional help to students who have never played the game selected for second language learning.  

Educational mathematics videos on the Internet are a widespread resource among high school students. Research on the use of Video Lectures (VL) in university studies supports their effectiveness and identifies which criteria affect their usefulness and students’ intention to use them. In the context of the COVID-19 pandemic, this study presents the perceptions of 220 secondary students regarding the usefulness of and intention to use VL. Based on a catalogue of mathematics VL and a hybrid methodology that combines the Technology Acceptance Model (TAM) with focus groups of students and their teachers, the results reveal that VL are perceived as a useful resource. Students and teachers demonstrated their intention to continue using them to learn and teach mathematics in the classroom. No significant differences between secondary years were found, but differences according to gender were, with the Perceived Usefulness (PU) being higher in the female than in the male participants. The presence of a teacher onscreen, as well as the duration and accuracy of the contents are fundamental criteria for all school years. The inclusion of animations, music, and humorous bits are important for younger students. The teachers attribute particular importance to the technical quality of VL.

In recent years, Virtual Reality has become a technological resource used in all areas of society. Along with it, state-of-the-art cameras that allow to record videos from different perspectives, axis, and degrees, including 360º, have revolutionized the way of displaying information. This transformation has been seen in the educational field as a strategy to bring the contents closer to students in a more real way, producing a more interactive and effective learning. This article presents an innovation action, which intends to implement and experiment with the use of 360º videos in various subjects of Compulsory Secondary Education. A sample of 3rd and 4th grade students from an educational center participated in this experience of a competency-based learning, with an active and participatory methodology. The conclusions obtained are varied, highlighting that this type of resource enables a more autonomous learning on the students and encourages greater interest, initiative and participation of the student body.

Web 2.0-based learning enables collaborative learning and knowledge sharing and makes an important contribution to student learning. This study extended the original Technology Acceptance Model (TAM) by considering the effects of tool literacy, metacognitive self-regulation, subjective norm, facilitating conditions, and institutional support to understand pre-service teachers' intentions to use Web 2.0 technology in their courses. The sample data of 318 responses were from pre-service teachers. Structural equation modeling results showed a good fit for the extended model, indicating that metacognitive self-regulation and subjective norm had a significant influence on perceived ease of use and perceived usefulness, while institutional support and enabling conditions were not significantly associated with them. In addition, perceived ease of use and perceived usefulness influenced attitude, which in turn had a significant effect on intention. Furthermore, perceived ease of use, perceived usefulness, and attitude acted as significant mediators of behavioral intention. The indirect effect of perceived ease of use on perceived usefulness and attitude, and the indirect effect of perceived usefulness on attitude were also significant. Overall, the current study helps researchers and practitioners better understand future teachers' intentions to use Web 2.0 technologies in their courses.

This paper presents the results of a non-experimental cross-sectional study conducted under a mixed explanatory design (with manifest and latent variables), in an indigenous school in a rural area and an urban school in Morelos (Mexico). The sociodemographic context of the schools of origin was considered as a predictor variable of Mathematics achievement in 6th grade of primary school, and the educational level of the parents and family support were considered as mediating variables. At the end of 6th grade, students from both schools answered a scale on family support and a short test on two mathematical competencies: Communicating mathematical information and Using techniques efficiently. The data were analyzed with two structural regression models of relationships between manifest variables (school context and parents' educational level) and latent variables (family support with eight items and mathematics achievement with two mathematics competency indexes). Mathematics achievement was the final latent variable to be explained. Both resulting models showed that mathematics achievement was significantly and positively explained by the latent variable Family Support, and indirectly and positively by the manifest variable Parental Education, which in turn was significantly but negatively explained by the manifest variable School context. The findings support the hypothesis that students' learning opportunities depend to a large extent on the socioeconomic and educational context of the families, which are determined by the demographic and physical environment where they live and study.