Publications (146) Mª Esther Del Moral Pérez publications

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2025

  1. Do War Video Games Stimulate the Critical Thinking of University Students Towards War?

    Lecture Notes in Networks and Systems (Springer Science and Business Media Deutschland GmbH), pp. 343-358

  2. The impact of a gamified augmented environment on language skills in students with ASD

    Digital Pedagogy in Early Childhood Language Development (IGI Global), pp. 203-230

2024

  1. Aportaciones narrativas lúdicas aumentadas según la opinión de futuros docentes

    Nuevos ecosistemas de aprendizaje: Innovaciones y experiencias educativas (Octaedro), pp. 33-46

  2. Children's drawings as an interpretive response to a gamified narrative with augmented reality: the case of Towards the South Pole

    Literacy

  3. Communicative competence in students with ASD: Interaction and immersion in a Gamified Augmented Environment

    Education and Information Technologies, Vol. 29, Núm. 11, pp. 13175-13199

  4. Competencia comunicativa oral del alumnado de Educación Infantil plasmada en sus narraciones orales elaboradas con una app

    Revista signos: estudios de lingüística, Vol. 57, Núm. 115, pp. 426-447

  5. Desafíos de la Inteligencia Artificial : propuesta formativa para detectar Fake News en redes sociales

    Caminhos e Espaços Onlife. XIII Conferência Internacional de Tecnologias de Informação e Comunicação na Educação

  6. Design of immersive gamified ecosystems acceptance of the methodology and predictors of future implementation

    Navigating Innovative Technologies and Intelligent Systems in Modern Education (IGI Global), pp. 25-51

  7. Forming networks between rural schools and their local areas: shared projects and their impact in the Asturian context

    Theory & Practice in Rural Education, Vol. 14, Núm. 1, pp. 156-182

  8. Improved socio-emotional skills in students with autism spectrum disorder (ASD) following an intervention supported by an augmented gamified environment

    International Journal of Child-Computer Interaction, Vol. 42

  9. Incremento de las habilidades socio-emocionales de alumnado con TEA tras una intervención apoyada en un Entorno Gamificado Aumentado

    Revista de Educación Inclusiva, Vol. 17, Núm. 1, pp. 31-52

  10. Percepción del alumnado y profesorado de Educación Infantil tras implementar una narrativa gamificada con Realidad Aumentada

    Caminhos e Espaços Onlife. XIII Conferência Internacional de Tecnologias de Informação e Comunicação na Educação

  11. Robotics and computational language in the school setting: a review of research

    Intelligent Educational Robots (De Gruyter), pp. 59-84

  12. Sinergias entre las escuelas rurales y las entidades locales asturianas

    Revista Colombiana de Ciencias Sociales, Vol. 15, Núm. 2, pp. 629-655

  13. Transmedia skill derived from the process of converting films into educational games with augmented reality and artificial intelligence

    NAER: Journal of New Approaches in Educational Research, Vol. 13, Núm. 1

  14. Validación de un instrumento para analizar las estrategias cognitivas activadas por jóvenes universitarios ante las Fake News en la era de la Inteligencia Artificial

    Relieve: Revista ELectrónica de Investigación y EValuación Educativa, Vol. 30, Núm. 2

  15. Vulnerability profiles and educational demands of Spanish university students in the face of fake news

    Journal of Media Literacy Education, Vol. 16, Núm. 3, pp. 92-106

2023

  1. A gamified environment supported by augmented reality for improving communicative competencies in students with ASD: design and validation

    IJERI: International journal of Educational Research and Innovation, Núm. 19, pp. 80-93

  2. Activating teacher competencies through designing gamified stories with augmentative reality

    Handbook of Research on Establishing Digital Competencies in the Pursuit of Online Learning (IGI Global), pp. 230-252

  3. Competencias docentes implicadas en el diseño de Entornos Literarios Inmersivos: conjugando proyectos STEAM y cultura maker

    RIED: revista iberoamericana de educación a distancia, Vol. 26, Núm. 1, pp. 59-82