Silvia Anzano-Oto
Biographic Data
| ID | 9619737 |
|---|---|
| NAME | Silvia Anzano-Oto |
| GIVEN NAMES | Silvia |
| FAMILY NAME | Anzano-Oto |
| SIGNATURE | ANZANO-OTO S |
| AFFILIATIONS | Universidad de Zaragoza |
| ORCID | 0000-0002-3649-4984 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Innovation, Active Methodologies, and Educational Transformation
The needs arising in today’s society, and consequently, the demands placed on its citizens imply that individuals must possess a set of competencies to address them, such as the need to navigate diverse social contexts, manage digital information, and solve complex problems collaboratively. In terms of competency-based education, it’s essential to highlight the role of the educational field, which, must constantly adapt and transform itself to pr…
Educational gamification in the adult population with intellectual disabilities
The adoption of programs based on gamification mediated by digital technology presents an intriguing option for enhancing education in the context of special education. The objective of this study was to comprehend the perspectives of teachers who designed, implemented and assessed a gamified intervention program for adults with disabilities and to examine how their teaching practices evolved following training in educational gamification. This r…
Facilitating self-efficacy in university students
The aim of this study is to investigate the perceived self-efficacy of university students after experiencing several Flipped Classroom sessions at different time points: prior to the outbreak of the COVID-19 pandemic (onsite instruction) and after confinement at home (online instruction). The study's methodology followed a quantitative approach in which a total of 376 university students who had experienced the Flipped Learning sessions complete…
Digital Competence of University Teachers of Social and Legal Sciences from a Gender Perspective
Higher Education institutions must respond to the major challenges posed by the technological transformations of recent years. For this, one of the key aspects is that the teachers working in them are trained to incorporate these technologies in teaching–learning processes, which requires them to be digitally competent. To analyse how gender relates to the level of competence of teachers, the types of ICT tools that they use, and their attitudes …
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Digital Competence of University Teachers of Social and Legal Sciences from a Gender Perspective
Higher Education institutions must respond to the major challenges posed by the technological transformations of recent years. For this, one of the key aspects is that the teachers working in them are trained to incorporate these technologies in teaching–learning processes, which requires them to be digitally competent. To analyse how gender relates to the level of competence of teachers, the types of ICT tools that they use, and their attitudes …
Facilitating self-efficacy in university students
The aim of this study is to investigate the perceived self-efficacy of university students after experiencing several Flipped Classroom sessions at different time points: prior to the outbreak of the COVID-19 pandemic (onsite instruction) and after confinement at home (online instruction). The study's methodology followed a quantitative approach in which a total of 376 university students who had experienced the Flipped Learning sessions complete…
Innovation, Active Methodologies, and Educational Transformation
The needs arising in today’s society, and consequently, the demands placed on its citizens imply that individuals must possess a set of competencies to address them, such as the need to navigate diverse social contexts, manage digital information, and solve complex problems collaboratively. In terms of competency-based education, it’s essential to highlight the role of the educational field, which, must constantly adapt and transform itself to pr…
Educational gamification in the adult population with intellectual disabilities
The adoption of programs based on gamification mediated by digital technology presents an intriguing option for enhancing education in the context of special education. The objective of this study was to comprehend the perspectives of teachers who designed, implemented and assessed a gamified intervention program for adults with disabilities and to examine how their teaching practices evolved following training in educational gamification. This r…
Computer Science (2 works) · Digital literacy in education (2 works) · Educational Innovations and Technology (2 works) · Mathematics education (2 works) · Perception (2 works) · Psychology (2 works) · Qualitative research (2 works) · Social Psychology (2 works) · Blended Learning (1 work) · Disability Education and Employment (1 work)