Massive open online courses (MOOCs) have triggered a sudden change in the educational scene. Its characteristics of being free, heterogeneous, multi-thematic, and fostering lifelong learning have completely changed the instructional design scene, allowing these innovations and new architectures of teaching and learning to be included. However, MOOCs have been criticized by the scientific community for their high dropout rates and low overall completion rates, which has called into question their effectiveness as a pedagogical tool. This paper analyzes how the application of gamification strategies in MOOCs on energy sustainability affects participants' engagement and seeks to identify what types of interactive gamification media are more useful in generating interest and motivation in students. In order to do so, a mixed quasi-experimental method is used. A gamification board with challenges, badges, and leaderboards to a sample is used, and at the same time, this platform is analyzed using the integrated theoretical gamification model in e-learning environments. In the MOOCs where gamification strategies were applied, a global completion rate of 14.43% was obtained, while in those without gamification, 6.162% was obtained. Likewise, the degree of student engagement with respect to the completion rate of activities was much higher in the gamified platform (28.032%) than in the traditional design (13.252%). The results show that applying gamification strategies in MOOCs achieves a higher level of engagement and student motivation.

Desde la reflexión teórica, este trabajo evidencia que el ecosistema comunicacional y digital actual es endógeno y sistémicamente desinformativo, pues se ha convertido paulatinamente en un escenario sobresaturador e infoxicador, atravesado por una dinámica de mediamorfosis, en la que los medios tradicionales buscan competir por la preferencia de la audiencia frente al abanico de propuestas digitales en razón de su subsistencia económica, generalmente intentando difundir contenidos pseudoinformativos de gran valor límbico, pero carente de utilidad en el proceso de toma de decisiones. Así, el presente artículo busca analizar la precitada problemática a través de la revisión de distintas contribuciones académicas multidisciplinares para posteriormente referir aquellas que desde el seno de las teorías de la alfabetización mediática, digital e informacional contribuyen con recomendaciones y estratagemas pragmáticas para hacerle frente a la situación. El trabajo se centra en la sociedad mediático-digital en un contexto de convergencia de medios y múltiples pantallas, esbozando los cambios sociales en el que están insertas actualmente las audiencias. Como resultado se obtuvo que es necesario adaptar una “infodieta” o ecología de medios desde la perspectiva del usuario, alternando momentos de desconexión, sin abandonar los esfuerzos que desde la Educomunicación y la política de comunicación pudieran coadyuvar en la transformación social, con el fin de promover contenidos educativos, culturales e informativos de calidad desde una óptica de pluralismo, participación ciudadana.

Youth is increasingly learning in non-conventional contexts, such as social networks or video platforms, courses, and tutorials. This research aims to diagnose the role of participatory culture, digital resources, social networks, and, specifically, YouTube, in learning processes and the acquisition of Science, Technology, Engineering, and Mathematics (STEM) skills, specifically in mathematics, also analyzing the role of youtubers and, in contrast, teachers, both learning leaders in the formation of these skills. In order to accomplish this, mixed methods (quantitative and qualitative) were used, based on a survey applied to 4845 Italian adolescents, as well as a content analysis of the videos and YouTube channel of the Italian educational influencer Elia Bombardelli, one of the most followed and best rated in this country. Also, an in-depth interview has been applied to 12 Italian secondary school teachers. Among the main findings, it is highlighted that all adolescents value YouTube videos as a key resource to improve their school performance, rating youtubers better than teachers. However, it is remarkable that in the processes of learning and acquisition of STEM competencies, they prefer to interact with teachers rather than with youtubers.

Purpose The present research aims to study the correlations among organizational climate, academic satisfaction and organizational commitment as factors that influence happiness at work by applying a structural equation model to Spanish National Police cadets. Design/methodology/approach A descriptive, quantitative, correlational, exploratory and cross-sectional empirical study was carried out. A measurement instrument was applied to a target population of 397 student-inspectors enrolled for the 2018–2020 academic year on the executive scale at the National Police School (EPN) in Spain. A sample of 190 surveys was obtained, of which 33 were open competition, 52 were competitive examinations and 105 were selective seniority. Findings Structural equation modeling shows that academic satisfaction, organizational climate and practical organizational commitment are recommended variables for assessing happiness within organizations. On the other hand, there is a bit of a positive relationship between happiness and practical organizational commitment. The same is not true for the parameters of academic satisfaction and organizational climate. Originality/value This study fills a gap in the literature on the analysis of governance models in public administration. This is particularly relevant in professions that require a high degree of engagement with citizens, such as police officers. According to the authors’ knowledge, this study is one of the first works to analyze corporate governance in police cadet schools in Spain under the happiness management approach. It contributes by offering a better understanding of the psychosocial variables that affect the existence of good governance.

Fecha de recepción del artículo: 02/02/2016 Fecha de aceptación definitiva: 14/04/2016 RESUMEN Los dispositivos móviles se han convertido en parte integral de nuestras vidas. A través de estos terminales, los usuarios no solo pueden comunicarse con sus pares, sino recibir y producir ingentes cantidades de información, generalmente a través de las redes sociales, lo que nos convierte en muchos sentidos en medios de difusión masivos. Sin embargo cabe preguntar ¿Estamos preparados para ello? En la presente investigación se aborda la problemática de los "analfanautas", entendidos como aquellos individuos que dominan las competencias digitales necesarias para interactuar con las TIC, pero que carecen de competencias mediáticas e informacionales suficientes para evitar su infoxicación y la desinformación estructural presente en las redes. Con el fin de analizar estos comportamientos se realizará un estudio cuanti/cualitativo a una muestra de 1.603 estudiantes universitarios de Colombia, Venezuela y Perú, sobre el consumo, uso de las redes sociales y viralización de pseudo-informaciones en el sistema comunicacional.

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El actual ecosistema informativo, atravesado por una lógica de mediamorfosis, está generando con gran velocidad el surgimiento de medios digitales y portales informativos que no siguen los procedimientos editoriales formales de los medios convencionales. La crisis de los medios de comunicación tradicionales ha cambiado también nuestra forma de informarnos. Sin embargo, la calidad informativa sigue siendo un factor de discusión al no existir unidad de criterios para su análisis. En este sentido surge la pregunta ¿Cómo evaluar y valorar la calidad informativa de los medios digitales? Este trabajo contribuye a buscar convergencias entre académicos y profesionales de la comunicación sobre las áreas y dimensiones de la calidad informativa de los medios digitales en función de valores objetivos o cuantificables. Para ello se ha realizado una taxonomía de dimensiones de la calidad informativa a partir de la revisión de la literatura científica, para posteriormente someterla a la evaluación y validación por juicio de 40 expertos, académicos y profesionales de la comunicación, para verificar su fiabilidad. Como resultado, quedaron validadas tres macroáreas de la calidad informativa, que contienen 21 ámbitos que consideran intrínsecamente un total de 75 dimensiones. Esta investigación propone finalmente un modelo estructurado que permitirá analizar la calidad informativa de los medios digitales, tanto en su fase pre-informativa, catalogadas en el medio-empresa, las características sociolaborales de los trabajadores del medio, así como el producto final y el contenido informativoThe current information ecosystem, crossed by a logic mediamorphosis, is increasingly generating the emergence of digital media and information portals that do not follow the formal publishing procedures of conventional media. The crisis of traditional media has also changed the way we become informed. However, information quality remains a factor for discussion in the absence of unified criteria for analysis. In this regard, the question arises: how do we evaluate and assess the quality of information in digital media? This study aims to seek agreement between academics and media professionals on the areas and dimensions of information quality of digital media according to objective or quantifiable values. For this, a taxonomy of the dimensions related to information quality was created, based on the review of scientific literature and further evaluated and validated by 40 experts, including scholars and media professionals alike, who focused on verifying the classification´s reliability. As a result, three macro areas of information quality, containing 21 areas, inherently comprised of a total of 75 dimensions, were validated. Lastly, this study proposes a structured model that will allow for the analysis of information quality of digital media, both in its pre-information phase catalogued in the media-business and on the media-workers’ socio-occupational characteristics, as well as its final product and informational conten

This article studies the process of demonization, its consequences, and how social media contribute to the formalization of its axiology. The demonization of societies aims to create social subjects that fit into the idea of the “other” by exposing them to compulsory invisibility. This research’s main objective was to examine how demonization is used as a weapon of oppression to devalue specific individuals through the hashtag #StopIslam and Instagram’s role in this process. The methodology used for this purpose has consisted of an empirical and quantitative analysis of the most recent (1 January 2020–31 July 2020) posts on Instagram with #StopIslam, analyzing the images and the content. The study has determined how, through social media manipulation, erroneous ideas are transmitted that prevent the Islamic collective’s integration, especially in European countries. The conclusions will reflect hate speech and how the Islamic world’s demonization results in the Muslim community’s stigmatization, racism, and Islamophobia. Although there are different articles related to demonization and hate speech, there are not many scientific resources that explain these variables on Instagram and how it affects the inclusion of the Muslim community in Europe, significantly when the time spent on the Internet is growing.