Ana Dolores Vargas Sánchez
Biographic Data
| ID | 10097021 |
|---|---|
| NAME | Ana Dolores Vargas Sánchez |
| GIVEN NAMES | Ana Dolores Vargas |
| FAMILY NAME | Sánchez |
| SIGNATURE | SÁNCHEZ A D V |
| AFFILIATIONS | Universidad de La Sabana |
| ORCID | 0000-0002-5633-0901 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Pedagogical mediation with ICT for the development of critical thinking in primary education
Evolution of teacher training in gamification
Gamification has emerged as a pivotal technique for reinventing teacher education, fulfilling the necessity to cultivate digital and pedagogical competencies in swiftly changing educational environments. Nevertheless, an integrated perspective that synthesizes its scientific evolution, collaboration networks, and global trends is still lacking. This study conducts a bibliometric analysis of the academic production on gamification in teacher educa…
AI in teacher education
As artificial intelligence increasingly reshapes teaching, assessment, and pedagogical support, there is growing urgency to understand how teacher education is preparing educators to learn, design, and act within more adaptive, data-driven, and technologically mediated environments. In this context, this scoping review examines the motivational architecture of gamification and game-based learning in teacher education in the age of AI. Drawing on …
Gamification in teacher education
Gamification has become a recurrent reference in educational discourse in recent years, appearing alongside concepts such as motivation, participation, and innovation in teacher education programs, pedagogical forums, and conferences. The term originated in the business sector as a strategy for employee engagement and has since been adopted in education as a phenomenon that engages both instructors and students, challenging traditional pedagogica…
Charting the growth of brain-based learning in higher education instructional design
This study aims to delineate the scientific literature and articulate the intellectual framework linking brain-based learning (BBL) with instructional design in higher education over the past decade (2013–2024). A scoping review was performed in accordance with the PRISMA-ScR and Joanna Briggs Institute (JBI) criteria. Bibliometric analysis was conducted on articles indexed in Scopus and Web of Science through performance analysis and scientific …
Utopia, educational technologies in rural training processes
The integration of educational technology (ET) into school systems has become a defining imperative of the twenty-first century. Yet rural schools continue to lag behind, constrained by distinctive geographic, social, and cultural contexts and by the accelerating pace of technological change. Within this landscape, ET has shifted from a merely instrumental tool to a catalyst that enriches teaching and learning and cultivates the key competencies …
Integrating computational thinking in children aged 3 to 6
Computational thinking (CT) has emerged as a crucial skill in 21st-century education. Although most research has focused on education levels beyond primary school, this article reviews the impact of its integration in early childhood education, specifically for children aged 3–6 years old. Through a systematic review of 84 studies published in Scopus and Web of Science between 2013 and 2023, pedagogical strategies and technological tools used to …
Impact of gamification on school engagement
School engagement is defined as students’ dedication to activities empirically linked to desired outcomes. This concept encompasses all dimensions of being: academic, emotional, and behavioral. Gamification is presented as an innovative strategy in the field of education because using game design elements can engage students in the learning process. This systematic review sought to analyze the development of research in the academic literature on…
No prominent works on this page.
Impact of gamification on school engagement
School engagement is defined as students’ dedication to activities empirically linked to desired outcomes. This concept encompasses all dimensions of being: academic, emotional, and behavioral. Gamification is presented as an innovative strategy in the field of education because using game design elements can engage students in the learning process. This systematic review sought to analyze the development of research in the academic literature on…
Utopia, educational technologies in rural training processes
The integration of educational technology (ET) into school systems has become a defining imperative of the twenty-first century. Yet rural schools continue to lag behind, constrained by distinctive geographic, social, and cultural contexts and by the accelerating pace of technological change. Within this landscape, ET has shifted from a merely instrumental tool to a catalyst that enriches teaching and learning and cultivates the key competencies …
Integrating computational thinking in children aged 3 to 6
Computational thinking (CT) has emerged as a crucial skill in 21st-century education. Although most research has focused on education levels beyond primary school, this article reviews the impact of its integration in early childhood education, specifically for children aged 3–6 years old. Through a systematic review of 84 studies published in Scopus and Web of Science between 2013 and 2023, pedagogical strategies and technological tools used to …
Pedagogical mediation with ICT for the development of critical thinking in primary education
Evolution of teacher training in gamification
Gamification has emerged as a pivotal technique for reinventing teacher education, fulfilling the necessity to cultivate digital and pedagogical competencies in swiftly changing educational environments. Nevertheless, an integrated perspective that synthesizes its scientific evolution, collaboration networks, and global trends is still lacking. This study conducts a bibliometric analysis of the academic production on gamification in teacher educa…
AI in teacher education
As artificial intelligence increasingly reshapes teaching, assessment, and pedagogical support, there is growing urgency to understand how teacher education is preparing educators to learn, design, and act within more adaptive, data-driven, and technologically mediated environments. In this context, this scoping review examines the motivational architecture of gamification and game-based learning in teacher education in the age of AI. Drawing on …
Gamification in teacher education
Gamification has become a recurrent reference in educational discourse in recent years, appearing alongside concepts such as motivation, participation, and innovation in teacher education programs, pedagogical forums, and conferences. The term originated in the business sector as a strategy for employee engagement and has since been adopted in education as a phenomenon that engages both instructors and students, challenging traditional pedagogica…
Charting the growth of brain-based learning in higher education instructional design
This study aims to delineate the scientific literature and articulate the intellectual framework linking brain-based learning (BBL) with instructional design in higher education over the past decade (2013–2024). A scoping review was performed in accordance with the PRISMA-ScR and Joanna Briggs Institute (JBI) criteria. Bibliometric analysis was conducted on articles indexed in Scopus and Web of Science through performance analysis and scientific …
Educational Games and Gamification (4 works) · E-Learning and Knowledge Management (2 works) · Narrative (2 works) · Scopus (2 works) · Technology-Enhanced Education Studies (2 works) · Bibliometrics (1 work) · Child Development and Digital Technology (1 work) · Computational Thinking (1 work) · Computer Science (1 work) · Curriculum (1 work)