Papers by Antonio Palacios-Rodríguez
Aula Abierta, 2025
Diversas investigaciones han subrayado la relevancia de las creencias docentes en la incorporació... more Diversas investigaciones han subrayado la relevancia de las creencias docentes en la incorporación de tecnologías en los entornos educativos. En esta investigación, de tipo ex post facto, se analizaron las percepciones de docentes de Ecuador, República Dominicana y Venezuela sobre la adopción de la inteligencia artificial (IA) en la educación, aplicando el modelo UTAUT2 para examinar dimensiones como las expectativas de rendimiento y esfuerzo, la influencia social y la motivación hedonista. La muestra estuvo compuesta por 1175 profesores de diferentes disciplinas y modalidades educativas. Los resultados evidenciaron una aceptación generalizada de la IA, con una alta intención de uso, y señalaron la prevalencia de creencias pedagógicas de carácter constructivista por encima de las cognitivas, lo que sugiere una preferencia por enfoques pedagógicos más interactivos y dinámicos. Estos hallazgos destacan la importancia de las creencias constructivistas en la aceptación y utilización de la IA en el ámbito educativo, sugiriendo que los enfoques cognitivistas podrían limitar la integración de nuevas tecnologías. El estudio resalta la influencia del contexto educativo en la configuración de las creencias pedagógicas y la aceptación tecnológica, y recomienda futuras investigaciones que incorporen métodos cualitativos para lograr una comprensión más profunda de estos fenómenos.
Education Sciences, 2025
Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, p... more Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, particularly in the training of university professors, where Teaching Digital Competence (TDC) emerges as a key factor to leverage its potential. The aim of this study was to evaluate a structural model designed to measure TDC in relation to the educational use of AI. A quantitative methodology was applied using a validated questionnaire distributed through Google Forms between March and May 2024. The sample consisted of 368 university professors. The model examined relationships among key dimensions, including cognition, capacity, vision, ethics, perceived threats, ai-powered innovation, and job satisfaction. The results indicate that cognition is the strongest predictor of capacity, which in turn significantly influences vision and ethics. AI-powered innovation presented limited explained variance, while perceived threats from AI negatively affected capacity. Additionally, job satisfaction was mainly influenced by external factors beyond the model. The overall model fit confirmed its reliability in explaining the proposed relationships. This study highlights the critical role of cognitive training in AI for teachers and the importance of designing targeted professional development programs to enhance TDC. Although a generally positive attitude towards AI was identified, perceptions of threats remained low.
Educação e Pesquisa, 2025
El notable avance de la IA, especialmente tras la introducción de ChatGPT3 en el ámbito educativo... more El notable avance de la IA, especialmente tras la introducción de ChatGPT3 en el ámbito educativo, ha estimulado investigaciones sobre las actitudes, niveles de aceptación, formación disponible y el impacto de las creencias pedagógicas en el uso o rechazo de la IA por parte del alumnado y del profesorado. El objetivo de este estudio es analizar el grado de aceptación dela Inteligencia Artificial Educativa (IAEd) por parte del profesorado, su uso y factores que influyen en dichas decisiones, a través de un diseño de investigación ex post facto, con una muestra de 425 docentes participantes. Entre los resultados más relevantes, se observa una tendencia generalizada entre el profesorado hacia posiciones constructivistas para el desarrollo de acciones formativas con IAEd. Destaca la robustez y consistencia del instrumento de medición utilizado. Los datos indican que el nivel de aceptación de la IAEd por los docentes es muy elevado, y que aquellos con creencias constructivistas muestran una mayor predisposición a integrar estas tecnologías en su práctica docente, en comparación con quienes mantienen orientaciones más tradicionales o transmisivas.
Revista de Educación a Distancia (RED), 2025
La Realidad Virtual (RV) se consolida como una herramienta educativa clave, capaz de mejorar la e... more La Realidad Virtual (RV) se consolida como una herramienta educativa clave, capaz de mejorar la experiencia de aprendizaje mediante entornos inmersivos.
En esta investigación, se explora la efectividad de los objetos de aprendizaje en RV en términos de adquisición de conocimientos, percepción estudiantil y carga cognitiva.
Participan 132 estudiantes universitarios del Grado en Pedagogía y se emplea un diseño preexperimental pretest-postest, utilizando cuestionarios de elección múltiple y escalas adaptadas para evaluar las dimensiones mencionadas.
Se identificaron diferencias significativas entre pretest y postest, indicando una mejora en la adquisición de conocimientos. La carga cognitiva global fue moderada, destacando la carga pertinente como positiva.
Estos hallazgos refuerzan la teoría de la carga cognitiva y subrayan la importancia del diseño instruccional en RV.
Por tanto, los objetos de aprendizaje en RV, bien diseñados, son herramientas efectivas para facilitar el aprendizaje, aunque es necesario seguir investigando en contextos diversos y con dispositivos más inmersivos
Educators’ perspective on YouTube use: an analysis of their digital competences according to the territory and educational stage
Technology, Pedagogy and Education, 2025
This study examines educators’ self-perceived digital competences in using YouTube across urban a... more This study examines educators’ self-perceived digital competences in using YouTube across urban and rural settings and educational stages. The research objectives were to: (1) assess teachers’ digital competences in searching, communicating and creating content on YouTube; (2) compare competences between urban and rural teachers; (3) analyse competences by educational stage; and (4) identify actions to improve digital skills. Using an ex post facto design, data were collected from 2157 Spanish teachers during the 2022–23 academic year. Results revealed a medium-high level of digital competence, with urban teachers outperforming rural counterparts. Competences increased with higher educational stages, except for rural VET. Content creation was the most challenging area for both groups. Significant correlations were found between digital competence and actions like video editing and publishing. These findings highlight the need for targeted training, particularly in rural areas, to enhance teachers’ digital skills and optimise YouTube’s educational potential.
Dykinson, 2025
En el transcurso de las últimas décadas, la educación ha experimentado una transformación sin pre... more En el transcurso de las últimas décadas, la educación ha experimentado una transformación sin precedentes gracias a la irrupción de las tecnologías emergentes. Conceptos que antes parecían reservados al ámbito de la ciencia ficción, como la inteligencia artificial, la realidad aumentada, el aprendizaje automatizado y la realidad virtual, han comenzado a integrarse de manera activa en los contextos educativos, redefiniendo las formas de enseñar, aprender y evaluar. Este libro, titulado "Horizontes de Aprendizaje con Tecnologías Emergentes en el Contexto Educativo", surge como una respuesta a la necesidad de explorar y documentar estas transformaciones, brindando a la comunidad académica un panorama amplio y crítico de las experiencias e innovaciones en este ámbito. Este libro reúne un conjunto de investigaciones prácticas y proyectos de innovación llevadas a cabo por destacados profesionales de diferentes áreas del conocimiento, quienes comparten un compromiso común: potenciar el aprendizaje mediante la integración creativa y significativa de tecnologías emergentes. A lo largo de sus capítulos, se presentan estudios que abordan desde la implementación de dispositivos IoT en aulas inteligentes hasta experiencias con realidad aumentada en la formación inicial docente, pasando por propuestas de aprendizaje activo mediante inteligencia artificial y realidades extendidas.
Dykinson, 2025
Además de ofrecer una visión amplia de las oportunidades que brinda la tecnología educativa, este... more Además de ofrecer una visión amplia de las oportunidades que brinda la tecnología educativa, este libro también aborda los desafíos inherentes a su implementación. Entre ellos, se encuentran la brecha digital, la formación docente y las tensiones éticas relacionadas con el uso de datos personales. Estos desafíos nos recuerdan que la integración de la tecnología en la educación no es un proceso lineal ni exento de complejidad, pero también subrayan la necesidad de una investigación continua que garantice una implementación informada y equitativa.
EDUCARE ET COMUNICARE Revista De investigación De La Facultad De Humanidades, 2025
El uso creciente de la inteligencia artificial (IA) en contextos educativos está generando tanto ... more El uso creciente de la inteligencia artificial (IA) en contextos educativos está generando tanto expectativas como interrogantes, especialmente en lo que respecta a cuestiones éticas, sesgos algorítmicos y la integridad académica. Este trabajo explora cómo diversas variables —como la cognición, las habilidades técnicas, la visión pedagógica, la reflexión ética, la percepción de amenazas y la innovación— se relacionan con la satisfacción laboral del profesorado al incorporar la IA en su práctica docente. El estudio se basa en datos recogidos mediante un cuestionario aplicado a 51 docentes de distintos niveles educativos, a quienes se les preguntó por sus experiencias, actitudes y nivel de competencia con respecto a estas tecnologías. Los resultados apuntan a una percepción, en general, positiva, destacando el potencial de la IA para mejorar la docencia y contribuir al bienestar profesional del profesorado. Sin embargo, también se detectan carencias importantes, especialmente en lo relacionado con la dimensión de habilidad técnica, lo que pone de manifiesto la necesidad de reforzar la formación específica en este ámbito. Asimismo, aunque los participantes identifican riesgos como la posible dependencia tecnológica o la pérdida de pensamiento crítico, estas preocupaciones no parecen disminuir significativamente su valoración global de la IA en el aula. Este estudio aporta evidencia empírica sobre las relaciones entre factores cognitivos y emocionales en la adopción de la IA por parte del profesorado.
Societies, 2025
Despite the limited academic focus on the context of Official Language Schools (OLSs), these inst... more Despite the limited academic focus on the context of Official Language Schools (OLSs), these institutions play a crucial role in the formal education system, which are exclusively dedicated to foreign language teaching across various modalities in Andalusia, where ten different languages are taught. The main aim of this study is to perform an analysis the following two specific aspects: first, a descriptive analysis of the digital competence of 105 OLS teachers, and, second, a contrastive analysis examining potential differences in digital competence based on the language and teaching modalities (e.g., faceto-face vs. blended learning). This study uses the DigCompEdu framework to evaluate the digital skills of the teachers, revealing that, while they receive some training in digital competence, the overall level is only moderate, indicating a significant need for further professional development. Notably, the study highlights that the teachers' ability to convey the importance of digital tools for educational purposes is a crucial area, particularly in an environment where digital natives and immigrants coexist, presenting an intergenerational digital divide. The contrastive analysis shows no significant differences in digital competence based on language or modality, pointing to the lack of specialized training for blended learning teachers, who must rely heavily on technology in their work. This study suggests future research should focus on the digital competence of students, considering age as a potential influential factor in language learning, and recommends designing a tailored digital competence training plan for OLS teachers based on the DigCompEdu framework, which could benefit foreign language educators broadly.
Education Sciences, 2025
This study examines the quality of university teaching in Mathematics, focusing on the evolution ... more This study examines the quality of university teaching in Mathematics, focusing on the evolution of teaching performance from students' perspectives. It highlights the importance of adhering to quality standards to enhance teaching, research, and administrative processes, guided by the Andalusian Knowledge Agency. Key factors analyzed include effectiveness, planning, classroom performance, tutorials, and the use of bibliographic materials, using exploratory and confirmatory factor analyses (EFA and CFA) with structural equations. The research involved 229 students from various programs, such as Physical Activity and Sport Sciences, Primary Education, Early Childhood Education, and a Master's Degree in Secondary Education with a Mathematics specialization, within an Andalusian university center. The results confirmed the reliability and validity of the questionnaire and demonstrated the effectiveness of structural equation methodologies. The findings underscore the importance of integrating effective knowledge transmission, teacher-led motivation, careful planning, individual attention, and complementary materials to improve Mathematics teaching. It concludes that quality teaching depends on a holistic approach that balances pedagogical strategies with student-centered practices.
Computers and Education: Artificial Intelligence, 2025
Artificial Intelligence (AI) is impacting the way we teach and learn. However, there are still su... more Artificial Intelligence (AI) is impacting the way we teach and learn. However, there are still substantial barriers to the integration of AI in educational settings, as teachers often lack the necessary competences to understand and use AI for pedagogical purposes. Therefore, in the early stages of teacher preparation, it is essential to assess the readiness of pre-service teachers for this transition in different initial teacher education (ITE) contexts. This study aims to investigate the readiness of pre-service teachers in Portugal and Spain to integrate AI into future teaching practices. To this end, a study was conducted with 203 pre-service teachers from both countries that compared results regarding different dimensions: trust in AI, knowledge of AI, digital competence and ITE training for AI. The study further examined the relations between these dimensions. The results showed no significant differences between the two countries for trust in AI, knowledge of AI and digital competence. Significant differences were observed for ITE training for AI, with the Spanish sample scoring higher. However, these differences were limited to the distinction between disagreement and neutrality, suggesting that pre-service teachers in both countries are not fully ready to integrate AI into their future teaching practices. The results also showed that ITE training for AI had almost no significant influence on both samples’ trust in AI, knowledge of AI and digital competence, suggesting that ITE in both countries are not integrating AI into their programmes. The study identifies aspects within ITE programmes that need to be reviewed to adequately qualify future teachers for AI readiness and provides practitioners, ITE providers and policy makers with insights to consider when updating ITE programmes.
Applied Sciences, 2025
The rise in generative artificial intelligence (GenAI) is transforming education, with tools like... more The rise in generative artificial intelligence (GenAI) is transforming education, with tools like ChatGPT enhancing learning, content creation, and academic support. This study analyzes ChatGPT's acceptance among Costa Rican university students using the UTAUT2 model and partial least squares structural equation modeling (PLS-SEM). The research examines key predictors of AI adoption, including performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and actual usage. The findings from 194 students indicate that performance expectancy (β = 0.596, p < 0.001) is the strongest predictor of behavioral intention, followed by effort expectancy (β = 0.241, p = 0.005), while social influence (β = 0.381, p < 0.001) and facilitating conditions (β = 0.217, p = 0.008) play a smaller role. Behavioral intention significantly influences actual usage (β = 0.643, p < 0.001). Gender and age differences emerge, with male students and those aged 21-30 years showing higher acceptance levels. Despite positive attitudes toward ChatGPT, the students report insufficient training for effective use, underscoring the need for AI literacy programs and structured pedagogical strategies. This study calls for further research on AI training programs and their long-term impact on academic performance to foster responsible GenAI adoption in higher education.
Social Sciences, 2025
WhatsApp has gained relevance in distance higher education due to its accessibility and ease of u... more WhatsApp has gained relevance in distance higher education due to its accessibility and ease of use, making it a valuable tool for academic support. This study analyzes the use of WhatsApp in this context, considering sociodemographic variables and factors such as subject and group size. The sample included 127 students from an Ecuadorian university, belonging to two subjects from different areas. With a multivariate quantitative approach, this study evaluated the dimensions of management, communication and interaction, learning, and the relevance and benefits of using WhatsApp. The data were analyzed using Mann-Whitney U and Kruskal-Wallis tests and a K-means clustering analysis. The results show a positive assessment of the use of WhatsApp (mean of 4.48/5), highlighting the academic benefits, especially its innovative and practical effect. Smaller groups presented a more favorable assessment, and women reported a greater inclination towards some key dimensions. The clustering analysis identified three groups of students with differentiated assessments. These findings suggest that WhatsApp, as a support tool in distance education, not only facilitates academic interaction, but also responds to the specific needs of students, its effectiveness being dependent on group size and other student characteristics.
Societies, 2025
In the midst of the Knowledge Society, where social interactions, contact, and the establishment ... more In the midst of the Knowledge Society, where social interactions, contact, and the establishment of relationships—whether face to face or through the use of new technologies—prevail, isolation is detected as a consequence of the global COVID-19 pandemic, due to which both interpersonal relationships and attachment bonds are negatively affected. It is for all this that the need arises in this study to analyze the possible existence of a correlation between both variables. The objective of this work is to analyze the relationship between social skills and the type of attachment in a sample of subjects over 18 years of age. After carrying out the analyses, the existence of a statistically significant relationship was detected between the social skills variable and Attachment Scale 3, corresponding to subjects with good abilities to express feelings and comfort with relationships (secure attachment). It is concluded by stating that subjects who have developed a secure attachment will have more satisfactory social relationships.
Journal of e-Learning and Knowledge Society, 2024
Frontiers in Artificial Intelligence, 2024
Artificial Intelligence in Education (AIEd) offers advanced tools that can personalize learning e... more Artificial Intelligence in Education (AIEd) offers advanced tools that can personalize learning experiences and enhance teachers' research capabilities. This paper explores the beliefs of 425 university teachers regarding the integration of generative AI in educational settings, utilizing the UTAUT2 model to predict their acceptance and usage patterns through the Partial Least Squares (PLS) method. The findings indicate that performance expectations, effort expectancy, social influence, facilitating conditions, and hedonic motivation all positively impact the intention and behavior related to the use of AIEd. Notably, the study reveals that teachers with constructivist pedagogical beliefs are more inclined to adopt AIEd, underscoring the significance of considering teachers' attitudes and motivations for the effective integration of technology in education. This research provides valuable insights into the factors influencing teachers' decisions to embrace AIEd, thereby contributing to a deeper understanding of technology integration in educational contexts. Moreover, the study's results emphasize the critical role of teachers' pedagogical orientations in their acceptance and utilization of AI technologies. Constructivist educators, who emphasize student-centered learning and active engagement, are shown to be more receptive to incorporating AIEd tools compared to their transmissive counterparts, who focus on direct instruction and information dissemination. This distinction highlights the need for tailored professional development programs that address the specific beliefs and needs of different teaching philosophies. Furthermore, the study's comprehensive approach, considering various dimensions of the UTAUT2 model, offers a robust framework for analyzing technology acceptance in education.
Campus Virtuales, 2025
The Breakout educational methodology is an innovative strategy that promotes active learning and ... more The Breakout educational methodology is an innovative strategy that promotes active learning and student participation. This study analyzes the interaction between cognitive load, gamification and gender in the context of the Breakout methodology, with a sample of 540 future teachers of Primary Education at the University of Seville. Two instruments were used for data collection: the GAMEX scale to evaluate gamification and a cognitive load scale to measure this variable. The results revealed a moderate perception of the difficulty of the tasks, supported by a high valuation of the learning achieved and its improvement. Gamification stood out in dimensions such as fun and absorption, indicating a positive impact on the educational experience, with significant differences according to gender: women perceived knowledge acquisition more positively. Previous experience with Breakout was also associated with a greater tendency to have fun and absorption during the learning process. It is concluded that the Breakout methodology efficiently balances intrinsic and extrinsic cognitive load. Consequently, further research is recommended on gender dynamics in active and gamified educational environments, considering the diversity of the participants.
Education Sciences, 2024
Numerous studies support that the development of digital teaching competence is essential in 21st... more Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK.
Edutec, Jun 28, 2024
El cierre físico de las instituciones educativas durante la pandemia planteó nuevos retos para lo... more El cierre físico de las instituciones educativas durante la pandemia planteó nuevos retos para los autores educativos que tuvieron que adoptar sobre la marcha nuevas herramientas virtuales para su proceso de enseñanzaaprendizaje. En este sentido, el presente trabajo analiza de forma cuantitativa el uso de un simulador virtual disponible en la web como una estrategia educativa vinculada a las prácticas de laboratorio desarrolladas durante la pandemia en la asignatura de Microscopía y Microanálisis en una universidad ecuatoriana. Siguiendo las premisas de los docentes para el desarrollo de la práctica, 30 estudiantes experimentaron el manejo del simulador y contestaron a un cuestionario ad hoc, donde se evaluó tanto el uso del simulador como las competencias académicas adquiridas. Los resultados evidencian valores altos positivos en la percepción estudiantil y se concibió al uso del simulador como una experiencia interesante e innovadora. Esto discute el uso de entornos virtuales como una alternativa académica a las disciplinas con un componente práctico.
Societies, Feb 12, 2024
Research competencies are considered essential in fields such as science, academia, and technolog... more Research competencies are considered essential in fields such as science, academia, and technology, and this research seeks to provide a reliable tool to evaluate them. Therefore, the main objective of this study is to validate the "Cursa-T" scale through an exploratory and confirmatory factor analysis, as well as through structural equations, to ensure that the data collected fit the proposed theoretical model. The study sample consists of 1104 university students, mostly female, and a questionnaire based on previous studies is used. The most important results of the research include the validation of the "Cursa-T" scale through advanced statistical methods, such as exploratory and confirmatory factor analysis. The scale is found to be reliable and valid for measuring undergraduate research and digital competencies, and the data collected fit the proposed theoretical model. The discussion of the research highlights the importance of technology, devices, software, and the use of platforms in the development of research and digital competencies in Health Sciences students. It also reflects on the role of social networks in these competencies, as they can facilitate participation in academic communities. Ultimately, the research underlines the relevance of preparing undergraduate students in health areas.
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Papers by Antonio Palacios-Rodríguez
En esta investigación, se explora la efectividad de los objetos de aprendizaje en RV en términos de adquisición de conocimientos, percepción estudiantil y carga cognitiva.
Participan 132 estudiantes universitarios del Grado en Pedagogía y se emplea un diseño preexperimental pretest-postest, utilizando cuestionarios de elección múltiple y escalas adaptadas para evaluar las dimensiones mencionadas.
Se identificaron diferencias significativas entre pretest y postest, indicando una mejora en la adquisición de conocimientos. La carga cognitiva global fue moderada, destacando la carga pertinente como positiva.
Estos hallazgos refuerzan la teoría de la carga cognitiva y subrayan la importancia del diseño instruccional en RV.
Por tanto, los objetos de aprendizaje en RV, bien diseñados, son herramientas efectivas para facilitar el aprendizaje, aunque es necesario seguir investigando en contextos diversos y con dispositivos más inmersivos