María del Pilar Quicios García

This research aims to study the psycho-social impact of video games on K12 students. For this, a probabilistic topic modelling analysis method based on text mining approach has been performed. This process is based on nodes’ connectivity and it has been developed through K Means approach; by launching the Jenks-Breaks algorithm. The sex differences are calculated according to a nonlinear dynamics approach based on Hurst exponent and multifractal function and the influence of time with the application of the Sobel test. The results show which are the most used video games by K12 and their psycho-social impact on students based on four categories: (1) boredom and sadness, (2) happiness and socialization, (3) immersion, and (4) families' conflicts. There are significant differences between boys and girls depending on the games they use, a factor that increases when playing more than two hours a day. For boys, games like FIFA and Fortnite produce higher levels of immersion and family conflict, while for girls, games are perceived as sources of greater happiness and a means to reinforce friendship and camaraderie, particularly with games like Brawl Stars, Rocket League, and PKXD.

The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers’ age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall’s Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: “foster strategies”, “advise students” and “inform families”.

Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.

This article related crime rates to social risk factors and to the feeling of insecurity in Spain. The first finding of this study, financed by National I + D Plan CSO2016-77549-P, AEI-FEDER, was the direct relation between crime rates and some sociodemographic factors such as population, unemployment, urban land area, and hotel occupancy, based on the question of which social risk factors correlate to crime rates. The second finding was that social factors drive citizens’ feelings of insecurity, according to whether feelings of insecurity are linked to crime rates or perceived risk factors. The research was based on a quantitative methodology, using two data sources: reworked official statistics treated by HJ-Biplot analysis; a 2019 CATI survey with N = 3904, sample error between 5.2% and 3.7% according to territory, 95% confidence level. The main conceptual conclusion of the study was the link between well-being and security. The main methodological contribution was the application of HJ-Biplot analysis to the social sciences.

El libro Aspectos sociales en la seguridad ciudadana arranca con la exposición de los análisis realizados por varios de los miembros del equipo de investigación...

La COVID-19 es la contracción del nombre de la enfermedad nacida en diciembre de 2019 en la ciudad china de Wuhan originada por el virus SARS-CoV-2 y origen de la primera pandemia mundial del siglo XXI según la OMS. La virulencia y gravedad de este virus ha tenido consecuencias en todos los ámbitos y costumbres de todo el planeta Tierra. En este artículo se presentan las modificaciones que la Covid-19 ha obligado a realizar en la docencia de la educación secundaria en una zona especialmente sensible de la Comunidad Autónoma de Castilla y León (la zona de sur y oeste de Salamanca de baja cobertura de la España vaciada). Para conocer cómo acomodar la docencia de esta zona geográfica en este nivel de enseñanza se realizó una encuesta a 294 alumnos escolarizados en Educación Secundaria Obligatoria con edades comprendidas entre 12-16 años. Igualmente se pasó la encuesta a las 261 familias de esos estudiantes. El objetivo de la encuesta era conocer con total transparencia la posibilidad de acceso de los estudiantes a las TIC para poder planificar el periodo de docencia no presencial derivado del confinamiento establecido por el Gobierno central. Los resultados de la encuesta aconsejaron modificar la enseñanza presencial por la enseñanza a través de la metodología de la enseñanza a distancia. Su oportuna puesta en marcha ha permitido desarrollar una auténtica y eficaz enseñanza personalizada e inclusiva que ha posibilitado a prácticamente la totalidad del alumnado de la España vaciada de la provincia de Salamanca superar el curso escolar 2019/2020.

Displaced populations are made up of emigrants, immigrants, asylees, refugees and stateless persons. Each of these people leaves their country and their vital attachments for different reasons. The aim they share is the search for security, either vital, legal or economic security. The objective pursued is not always achieved. This clash between expectation and reality adds up to a permanent uncertainty to a large number of the displaced people. The most vulnerable can develop a specific immigrant syndrome with chronic and multiple stress (Ulysses Syndrome). This psychosocial mismatch, since 1985, is tackled interdisciplinarily from medicine, psychology, education and social work. In this discursive-informative article some results of two investigations that combine quantitative and qualitative methodology are transferred. Objective 4 of Research CSO2016-77549-P (National R&D Plan, AEI / FEDER, EU) and the prospective research Literacy for social integration of immigrants and adult refugees in Spain (Europe-Research Assistance Program. UNED-Banco Santander, 2017/2019). The results of these investigations in the field of education, sociology and social education indicate some of the educational and socio-community strategies that can help displaced people arriving in Spain to lower their level of uncertainty and increase their sense of security. They are strategies that put into practice will avoid medicalizing people who do not need drugs. People who suffer from a psychosocial imbalance that needs emotional support, psychoeducational therapy, legal advice and empathic treatment by the society of the host country. The execution of these strategies will help to emotionally strengthen each one of the displaced people, being able to redirect the behavioral, cognitive and psychophysiological expression of the response system given to the perceived negative emotions.