Oriol Borras-Gene

RESEARCH, TEACHING, or OTHER INTERESTS

Education, Computer Science

Scopus Publications

The Creation and Evaluation of an AI Assistant (GPT) for Educational Experience Design
Antonio Julio López-Galisteo and Oriol Borrás-Gené
MDPI AG
The emergence of generative artificial intelligence (GAI) has revolutionized numerous aspects of our lives and presents significant opportunities in education. However, specific digital competencies are essential to effectively leverage this technology’s potential. Notably, prompt engineering proficiency presents a significant barrier to achieving optimal outcomes. In response, various solutions are being developed, including custom GPTs available through OpenAI’s ChatGPT platform. This study validates ‘GamifIcA Edu’, a specialized GPT-based assistant for gamification and serious games, designed to enable educators to implement these pedagogical approaches without requiring advanced prompt engineering expertise. This is achieved through the utilization of pre-designed instructional frameworks. The assistant’s effectiveness was evaluated using a comprehensive rubric across five distinct use-case scenarios. Each scenario underwent four different tests, representing varied learning contexts across multiple academic disciplines. The validation methodology involved a systematic assessment of the assistant’s performance in diverse educational settings. The findings demonstrate the successful implementation of this custom-designed GPT, which generated contextually appropriate responses through natural language interactions, thus eliminating the need for complex prompt structures. This research highlights the potential of instruction-based design in the development of AI assistants that empower users with limited prompt engineering knowledge to achieve expert-level results. These findings have significant implications for the democratization of AI-enhanced educational tools.


AI-Generated Context for Teaching Robotics to Improve Computational Thinking in Early Childhood Education
Raquel Hijón-Neira, Celeste Pizarro, Oriol Borrás-Gené, and Sergio Cavero
MDPI AG
This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 undergraduate students enrolled in an Early Childhood Education program, aged 18–19 years, who were training in the Computer Science and Digital Competence course. The experimental group utilized a methodology involving AI-generated practical assignments designed by their lecturers to learn educational robotics, while the control group engaged with traditional teaching methods. The research addressed five key factors: the effectiveness of AI-generated contexts in improving CT skills, the specific domains of CT that showed significant improvement, the perception of student teachers regarding their ability to teach with educational robots, the enhancement in perceived knowledge about educational robots, and the overall impact of these methodologies on teaching practices. Findings revealed that the experimental group exhibited higher engagement and understanding of CT concepts, with notable improvements in problem-solving and algorithmic thinking. Participants in the AI-generated context group reported increased confidence in their ability to teach with educational robots and a more positive attitude toward technology integration in education. The findings highlight the importance of providing appropriate context and support when encouraging future educators to build confidence and embrace educational technologies. This study adds to the expanding research connecting AI, robotics, and education, emphasizing the need to incorporate these tools into teacher training programs. Further studies should investigate the lasting impact of such approaches on computational thinking skills and teaching methods in a variety of educational environments.


A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers
Oriol Borrás-Gené, Raquel Hijón-Neira, Pedro Paredes-Barragán, and Lucía Serrano-Luján
IGI Global
Educational escape rooms aims to motivate students, to strengthen knowledge and evaluate learning. Pre-service teachers enrolled in “Computer Science and Digital Competency” course shows lack of motivation and difficulties to realise its usefulness in everyday practice, becoming an ideal context to apply this strategy. 157 students belonging to a European university participated in the experience as case study. The educational escape room was conducted following a hybrid model, mixing a physical organization of props with a virtual organization of the narrative, tests and achievements. The experiment was designed to answer two hypotheses, first if applying escape room as an educational strategy fosters pre-primary and primary students' motivation, since this method address complex concepts in a practical way, and second, if the application of this strategy as teaching strategy makes students perceive the learning process as a game.


Effects of a Personal Learning Environment Approach in a Master’s Program for Future Teachers
Gaspar Berbel Gimenez and Oriol Borras-Gene
MDPI AG
Personal learning environments or their acronym PLEs are understood as a set of tools, resources, connections, and activities that each person regularly uses for learning. This study examines the PLE approach in a university setting, evaluating its impact on student learning in a university subject within an education master’s program. The effect is assessed from two perspectives: a quantitative one based on the ‘PLE test’—administered at the beginning and end of the course—and a qualitative one based on the assessment provided by the students themselves regarding the impact of training in digital tools and competencies on their PLE, at the beginning and end of the course. The ‘PLE test’ measures four factors: time organization, creation–editing, searching–investigating, and collaborating–contact networks. In all four factors, by the end of the course, there is a significant increase in usage scores, especially in the last two. The students’ assessments of the evolution of their PLEs reflect the evident impact of this approach as a strategy for more effective and self-managed learning.


Digital Educational Escape Room Analysis Using Learning Styles
Oriol Borrás-Gené, Raquel Montes Díez, and Almudena Macías-Guillén
MDPI AG
Teachers often need to adapt their teaching methodologies in order to overcome possible limitations and ensure that education does not lose quality in the face of different scenarios that may arise in the educational environment, which are not always the most desirable. Techniques such as the Educational Escape Room (ERE) in higher education, are taking a great increase due to its popularity among young people as a leisure activity. This study shows an educational research based on the application of a Digital Educational Escape Room (DEER) to respond to the limitations of hybrid teaching with students divided between the classroom and their homes. Through the analysis of a control group, with a traditional lecture class, and an experimental group with the use of a pretest and a posttest, with the addition of studying the different learning styles of the students in each group, interesting results and conclusions have been obtained that offer a replicability of this technique for other fields and educational modalities.


Professional and Academic Digital Identity Workshop for Higher Education Students
Oriol Borrás-Gené, Lucía Serrano-Luján, and Raquel Montes Díez
MDPI AG
Public virtual profiles arose with the evolution of the web and its related technologies. The individual virtual profiles leave a digital footprint that serves as a showcase of the individual. The analysis and management of what is known as digital identity should be an element to be mastered within the digital competencies of future professionals and current university students. This work describes the research carried out over four years through the Digital Identity Workshop, whose public is higher education students. The research has a double objective; first, to study the student’s self-analysis and self-reflection based on his presence on the web; second, to learn strategies for correctly managing his digital identity from the professional and academic point of view. The result has been a success in meeting these objectives after the various editions of the workshop. Pre and post-tests show a significant increase in the students’ digital skills in this field of personal branding.


Analyzing the Influence of Belbin’s Roles on the Quality of Collaborative Learning for the Study of Business Fundamentals
Sandra Flores Ureba, Clara Simón de Blas, Oriol Borrás-Gené, and Almudena Macías-Guillén
MDPI AG
This work uses Belbin’s balanced group theory to analyze whether the formation of teams improved the performance of 21 groups formed by the 149 students of an Introduction to Business class in a collaborative learning environment in Higher Education. The analysis is based on a comparison of two types of groups: balanced groups (according to Belbin’s role theory) and those that are not so balanced. The analysis techniques used to determine any significant differences in student grade scores were the student average comparison and the Chi homogeneity tests. The relevance of the different roles that students can acquire when forming work groups was derived from multiple regression in the exams and practices punctuations, and the relevance of each student role was determined by discriminant analysis. The results indicate that balanced groups facilitate greater homogeneity in group grades, improving the performance of the group overall.


Students and teachers using mentimeter: Technological innovation to face the challenges of the covid-19 pandemic and post-pandemic in higher education
J. Ignacio Pichardo, Esteban F. López-Medina, Olga Mancha-Cáceres, Isabel González-Enríquez, Alejandro Hernández-Melián, Maribel Blázquez-Rodríguez, Virginia Jiménez, Marina Logares, David Carabantes-Alarcon, Mónica Ramos-Toro,et al.
MDPI AG
The COVID-19 pandemic has prompted higher university lecturers to develop their digital skills in order to adapt to online teaching. A group of university teachers decided to evaluate the educational uses of Mentimeter to promote student participation and active learning. A questionnaire was answered by 400 students and 12 participating academics. These 12 academic respondents also participated in a focus group after experiencing this software during an academic course. Qualitative and quantitative data was collected and analyzed to conclude that this software not only facilitated student participation during the pandemic (both face-to-face and online) in synchronous and asynchronous ways but also improved attention, engagement, collaborative learning and interaction. Immediate feedback made it possible for teachers to monitor the students’ learning processes and to adjust the content and pace accordingly. Students and educators highlighted the inclusive potential of this tool, as it allows participation from a diverse audience with different backgrounds and capacities, ensuring inclusive and equitable education for all. Some opportunities for improvement were also identified, namely more functions to make the software more attractive and adapt it to different educational objectives.


A guided scratch visual execution environment to introduce programming concepts to cs1 students
Raquel Hijón-Neira, Cornelia Connolly, Daniel Palacios-Alonso, and Oriol Borrás-Gené
MDPI AG
First-year computer science (CS1) university students traditionally have difficulties understanding how to program. This paper describes research introducing CS1 students to programming concepts using a Scratch programming language guided visual execution environment (VEE). The concepts addressed are those from an introductory programming course (sequences, variables, operators, conditionals, loops, and events and parallelism). The VEE guides novice students through programming concepts, explaining and guiding interactive exercises executed in Scratch by using metaphors and serious games. The objective of this study is, firstly, to investigate if a cohort of 124 CS1 students, from three distinct groups, studying at the same university, are able to improve their programming skills guided by the VEE. Secondly, is the improvement different for various programming concepts? All the CS1 students were taught the module by the same tutor in four 2-h sessions (8 h), and a qualitative research approach was adopted. The results show students significantly improved their programming knowledge, and this improvement is significant for all the programming concepts, although greater for certain concepts such as operators, conditionals, and loops than others. It also shows that students lacked initial knowledge of events and parallelism, though most had used Scratch during their high school years. The sequence concept was the most popular concept known to them. A collateral finding in this study is how the students’ previous knowledge and learning gaps affected grades they required to access and begin study at the university level.


Educational hall escape: Increasing motivation and raising emotions in higher education students
Almudena Macías-Guillén, Raquel Montes Díez, Lucía Serrano-Luján, and Oriol Borrás-Gené
MDPI AG
Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.


Enhancing fun through gamification to improve engagement in MOOC
Oriol Borrás-Gené, Margarita Martínez-Núñez, and Luis Martín-Fernández
MDPI AG
Massive Open Online Courses (MOOCs), regardless of their topic, are a perfect space to generate, through virtual learning communities associated with them, very valuable resources for their participants and, in general, anyone interested in the topic covered. If in the design of these learning spaces, elements specific to games are added to them, which is known as gamification, we can try to increase the engagement of the student towards the course and, therefore, towards the community. This paper presents an experience of a MOOC of Universidad Rey Juan Carlos (Spain) with a connectivist approach. Aspects such as fun and motivation have been worked on in the design, through the application of gamified activities and the use of elements from social networks, considered as gamification, with the aim of increasing participation and engagement within a Facebook group, used as a community to support the course. We have analyzed aspects such as enjoyment and motivation, the result of which has been active participation and high engagement within the MOOC community in the form of content and especially great interaction, highlighting the existence of continuous activity once the edition of the MOOC is finished, as a consequence of a habit generated in the student.


Empowering MOOC participants: Dynamic content adaptation through external tools
Oriol Borrás-Gené
Springer International Publishing



Use of digital badges for training in digital skills within higher education
Oriol Borras-Gene
IEEE
Digital competence is a key and vital skill for academics connected and adapted to new technologies. Through its Tele-Education Office, the Universidad Politécnica de Madrid, offers members of the university’s educational community training in digital educational skills. Alternatives to traditional credentials will be required to accredit this type of skills by means of digital badges. Taking advantage of the opportunities offered by the Web, digital badges provide suitable support for this type of training. This article reports a proposal for implementing Open Badges for the accreditation of training courses and the results achieved over a one-year period


Teaching FEM software in formal and non-formal environment with MOOCs
Ricardo Castedo, Anastasio P. Santos, Lina M. López, María Chiquito, and Oriol Borrás-Gené
ACM
This paper presents a real case of using a MOOC course into an obligatory subject in a Master level with face-to-face lessons as a supplementary (and optional) material. The case presented is related to a MOOC course developed between April and May of 2018, in Miriada X. The objective is to improve the students' involvement and independence of using a high-technological software (LS-DYNA®) out of the class, which traditionally require many tutoring hours. The study is validated by collecting data from two consecutive editions of the course, one in which the MOOC was used and other in which it was not. Additionally, a comparison of the students' satisfaction and involvement is also made including the on-line learners. The grades, based on a research project presentation and report, are significantly higher for the face-to-face students when using the on-line material (MOOC). In terms of perception through a SEEQ questionnaire, the students with access to the MOOC had statistically significant difference regarding class rhythm and number of practical cases conducted during the course, in comparison with the face-to-face students without access to the MOOC.


Micro flip teaching ‒ An innovative model to promote the active involvement of students
Angel Fidalgo-Blanco, Margarita Martinez-Nuñez, Oriol Borrás-Gene, and Javier J. Sanchez-Medina
Elsevier BV



Learning Communities in Social Networks and Their Relationship with the MOOCs
Juan Cruz-Benito, Oriol Borras-Gene, Francisco J. Garcia-Penalvo, Angel Fidalgo Blanco, and Roberto Theron
Institute of Electrical and Electronics Engineers (IEEE)
This paper discusses how Massive Open Online Course (MOOC) users learn and participate in cooperative environments that promote learning communities within external hypermedia environments, such as the social networks. In order to develop this paper, researchers analyzed the interaction of users enrolled in a course developed under the iMOOC platform, which is based on concepts like connectivism, collaborative learning, gamification, or adaptivity, among others. Specifically, this paper deals with obtaining information about the conversations that take place in external learning communities within social networks like Google+ and Twitter in parallel with the iMOOC platform itself. Through this information is possible to establish the learning types that experience users (non-formal and informal learning usually) and providing an estimation of how users interact with content tagged in social network, and how they use these tagging facilities to continue or create new conversations that allow them to expand or strengthen their learning process developed in the MOOC. To complete the knowledge extracted from these tags and to understand how users interact with this way of metadata declaration, this paper is complemented by a questionnaire that collected how users utilize and understand of these tags based on the main usages and the age of the users of the MOOC.


Virtual learning communities in Google plus, implications, and sustainability in MOOCs
Margarita Martinez-Nuñez, Oriol Borras-Gene, and Ángel Fidalgo-Blanco
IGI Global
Two major educational strengths that MOOCs provide are informal learning and harnessing the collective intelligence of the students and the interactions among other users like former students, future students, business professionals, other universities, etc. These features may lead to the emergence of new sustainable in time educational elements wherein knowledge and learning continue enriching once the course finished. At present, one of the main limitations of the MOOC platforms is the lack of social open tools to enhance and take advantage of the collective intelligence generated in the course. This article proposes a new model to allocate informal learning and collective intelligence in MOOCs using external virtual learning communities through social networks, based on Google +. The main aim of this article is to assess the virtual learning community performance and analyze the interactions and the kinds of learning that take place inside the community and over time. A case of study of a MOOC course with Google + community is presented.


Detection of non-formal and informal learning in Learning Communities supported by social networks in the context of a cooperative MOOC
Juan Cruz-Benito, Oriol Borras-Gene, Francisco J. Garcia-Penalvo, Angel Fidalgo Blanco, and Roberto Theron
IEEE
This paper retrieves information and makes basic analysis about the participation of users involved in Cooperative MOOCs in Learning Communities supported by hypermedia environments like the social networks. In order to perform this study, the interaction of a set of users enrolled in a course within the iMOOC platform has been analyzed, in which MOOC courses are implemented based on concepts like connectivism, collaborative learning, gamification or adaptivity. Specifically, this study deals with obtaining information about the discussions that take place in learning communities created using social networks like Google+ and Twitter in parallel of the activities performed inside the iMOOC platform. Through this information, this paper tries to distinguish the types of learning that occurs in those discussions (non-formal and informal learning), estimating also how users interact with tagged content in social networks, and how that allows students -users- to continue or create conversations that help to expand or strengthen the content they treated during the MOOC course.


New Challenges for the motivation and learning in engineering education using gamification in MOOC




Extending MOOC ecosystems using web services and software architectures
Juan Cruz-Benito, Oriol Borrás-Gené, Francisco J. García-Peñalvo, Ángel Fidalgo Blanco, and Roberto Therón
ACM
This paper present a research project that tries to extend the MOOC ecosystems by integrating external tools like social networks. This integration is developed by using a software architecture that mediate between the different systems and platforms establishing communication workflows and analyzing the information retrieved. This kind of system is applied in a real case, and it allows teachers and managers of the MOOC platform to get enhanced information and insights about users interaction with contents and MOOC tools, as well as some metrics impossible to retrieve or calculate manually in this kind of eLearning platforms with high amounts of users.


Evolution of the conversation and knowledge acquisition in social networks related to a MOOC course
Francisco J. García-Peñalvo, Juan Cruz-Benito, Oriol Borrás-Gené, and Ángel Fidalgo Blanco
Springer International Publishing



Social community in MOOCs: Practical implications and outcomes
Margarita Martínez Núñez, Oriol Borrás Gené, and Ángel Fidalgo Blanco
ACM
This paper presents a case of success MOOC (massive open online courses) that focuses on learning communities needed to achieve level of self-interaction of the cMOOCs, giving best results to promote knowledge also contributed by students. This MOOC was awarded with the first place of the "Iberoamerican Award Miríada X SEGIB". This study reveals how the use and monitoring of virtual communities complemented by external tools, with engaging innovative methodologies and resources, has favoured these successful results.


Gamification in MOOC: Challenges, opportunities and proposals for advancing MOOC model
Oriol Borrás Gené, Margarita Martínez Núñez, and Ángel Fidalgo Blanco
ACM
The phenomenon of MOOC (Massive Online Open Courses) is increasingly experienced and is challenged by very low completion rates. There are a large number of students who drop out of the course, so it is necessary to find new ways to motivate these students and get them to complete the course. This paper proposes a model to motivate MOOC's students based on gamification using the most attractive and addictive elements of games in environments that are not for play.

RECENT SCHOLAR PUBLICATIONS

Gestin de redes sociales como herramienta de comunicacin cientfica
O Borrs-Gen
2025



El Engagement Acadmico y el Abandono Universitario en los grados de la URJC: un anlisis estadstico
R Montes Diez, O Borrs Gen, C de la Calle Durn, TA Diaconescu, ...
2025



The Creation and Evaluation of an AI Assistant (GPT) for Educational Experience Design
AJ Lpez-Galisteo, O Borrs-Gen
Information 16 (2), 117 2025



Podcast: Tecnologas de innovacin educativa
P Acosta-Gallo, O Borrs Gen
2025



AI-Generated Context for Teaching Robotics to Improve Computational Thinking in Early Childhood Education
R Hijn-Neira, C Pizarro, O Borrs-Gen, S Cavero
Education Sciences 14 (12), 1401 2024



La competencia digital docente y la aplicacin crtica de la tecnologa educativa
O Borrs-Gen
2024



Gamificacin educativa en tiempo de la IA
O Borrs-Gen
2024



Actividades para la enseanza de la robtica con el fin de mejorar el pensamiento computacional para estudiantes del Grado en Educacin Infantil y en Educacin Primaria
S Cavero, R Hijn-Neira, O Borrs-Gen, C Pizarro
2024



Integracin de la inteligencia artificial en la educacin superior a travs del uso de herramientas conversacionales y chats para promover la participacin colaborativa y la
JI Pichardo Galn, D Albarracn Garrido, J Barrera Blanco, ...
Universidad Complutense de Madrid 2024



Inteligencia artificial generativa como recurso en los procesos de enseanza y aprendizaje en educacin superior
JI Pichardo Galn, O Borrs Gen, P Santoro Domingo, L Martnez lvaro, ...
Ediciones Complutense 2024



EXPLORING FACTORS INFLUENCING UNIVERSITY DROPOUT: A CASE STUDY AT REY JUAN CARLOS UNIVERSITY
RM Diez, OB Gen, C De la Calle Durn, TA Diaconescu
EDULEARN24 Proceedings, 7118-7118 2024



A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers
O Borrs-Gen, R Hijn-Neira, P Paredes-Barragn, L Serrano-Lujn
International Journal of Game-Based Learning (IJGBL) 14 (1), 1-17 2024



La motivacin y la dinamizacin en la enseanza universitaria
I Ros-Martn, JL Lpez-Bastas, O Borrs-Gen, CC Taladriz, NE Snchez
ESIC 2023



Effects of a Personal Learning Environment Approach in a Master’s Program for Future Teachers
G Berbel Gimenez, O Borras-Gene
Education Sciences 13 (11), 1129 2023



Aprendizaje colaborativo a travs de la realizacin de podcasts por parte de profesorado y alumnado universitario
JI Pichardo Galn, JE Barrientos Delgado, MI Blzquez Rodrguez, ...
Universidad Complutense de Madrid 2023



Qu son y qu oportunidades ofrecen los Recursos Educativos en Abierto
O Borrs-Gen
2023



En busca del consenso: encuentro usando Wooclap para la reflexin sobre la Innovacin Docente
O Borras-Gene, JL Lpez Bastas, A Snchez, G Alcolea-Daz, C Cceres, ...
Universidad de Zaragoza, Servicio de Publicaciones 2023



Uso de la plataforma wooclap en entornos universitarios para incentivar la participacin
O Borrs-Gen
Conexiones digitales: las tecnologas como puentes de aprendizaje, 99-120 2023



lnterAPPcta, seminario gamificado para fomentar la interaccin y participacin
OB Gen, AM Guilln, RM Dez, LS Lujn, AJL Galisteo
La motivacin y la dinamizacin en la enseanza universitaria, 187-198 2023



Propuesta didctica para la enseanza de educacin fsica a travs del uso de un paisaje de aprendizaje en secundaria
M Marugn, O Borrs-Gen
Experiencias de aprendizaje aplicadas a la innovacin en el aula, 87-102 2023

MOST CITED SCHOLAR PUBLICATIONS

Fundamentos de gamificacin
O Borrs Gen
UPM 2015
Citations: 224



Micro flip teaching‒An innovative model to promote the active involvement of students
A Fidalgo-Blanco, M Martinez-Nuez, O Borrs-Gene, ...
Computers in Human Behavior 72, 713-723 2017
Citations: 220



Gamification in MOOC: challenges, opportunities and proposals for advancing MOOC model
OB Gen, MM Nez, F Blanco
TEEM, 215-220 2014
Citations: 217



Educacin en abierto: Integracin de un MOOC con una asignatura acadmica
F Blanco, MLSE Lacleta, OB Gen, FJG Pealvo
Teora de la Educacin. Educacin y Cultura en la Sociedad de la Informacin 2014
Citations: 215



New Challenges for the Motivation and Learning in Engineering Education Using Gamification in MOOC
O Borras-Gene, M Martinez-Nuez, A Fidalgo-Blanco
International Journal of Engineering Education 32 (1(b)), 501–512 2016
Citations: 209



Students and teachers using mentimeter: Technological innovation to face the challenges of the covid-19 pandemic and post-pandemic in higher education
JI Pichardo, EF Lpez-Medina, O Mancha-Cceres, I Gonzlez-Enrquez, ...
Education Sciences 11 (11), 667 2021
Citations: 99



Extending MOOC ecosystems using web services and software architectures
J Cruz-Benito, O Borrs-Gen, FJ Garca-Pealvo, F Blanco, R Thern
Proceedings of the XVI international conference on Human Computer 2015
Citations: 94



Evolution of the Conversation and Knowledge Acquisition in Social Networks related to a MOOC Course
FJ Garca-Pealvo, J Cruz-Benito, O Borrs-Gen, F Blanco
Learning and Collaboration Technologies: Second International Conference 2015
Citations: 94



Enhancing fun through gamification to improve engagement in MOOC
O Borrs-Gen, M Martnez-Nez, L Martn-Fernndez
Informatics 6 (3), 28 2019
Citations: 52



Learning communities in social networks and their relationship with the MOOCs
J Cruz-Benito, O Borras-Gene, FJ Garcia-Penalvo, AF Blanco, R Theron
IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 12 (1), 24-36 2017
Citations: 49



Educational hall escape: Increasing motivation and raising emotions in higher education students
A Macas-Guilln, RM Dez, L Serrano-Lujn, O Borrs-Gen
Education Sciences 11 (9), 527 2021
Citations: 42



Introduccin a la Gamificacin o Ludificacin (en Educacin)
O Borrs-Gen
Servicio de Publicaciones de la Universidad Rey Juan Carlos 2022
Citations: 39



Virtual learning communities in Google plus, implications, and sustainability in MOOCs
M Martinez-Nuez, O Borras-Gene, A Fidalgo-Blanco
Journal of Information Technology Research (JITR) 9 (3), 18-36 2016
Citations: 34



Social community in MOOCs: practical implications and outcomes
MM Nez, OB Gen, F Blanco
TEEM, 147-154 2014
Citations: 32



Deteccin de aprendizaje no formal e informal en Comunidades de Aprendizaje soportadas por Redes Sociales en el contexto de un MOOC Cooperativo
J Cruz-Benito, O Borrs-Gen, FJ Garca-Pealvo, Fidalgo-Blanco, ...
Instituto Politcnico de Setbal (Portugal). Escola Superior de Educao 2015
Citations: 26



Gamificacin de un MOOC y su comunidad de aprendizaje a travs de actividades
O Borrs-Gen, M Martinez-Nuez, Fidalgo-Blanco
Conference: III Congreso Internacional sobre Aprendizaje, Innovacin y
Citations: 24



Use of digital badges for training in digital skills within higher education
O Borrs-Gen
2018 International Symposium on Computers in Education (SIIE), 1-7 2018
Citations: 22



Usando mentimeter en educacin superior: herramienta digital en lnea para incentivar y potenciar la adquisicin de conocimiento de manera ldica
VJ Rodrguez, M Blzquez-Rodrguez, JIP Galn, D Carabantes-Alarcn, ...
Etic@ net. Revista cientfica electrnica de Educacin y Comunicacin en la 2022
Citations: 19



Digital Educational Escape Room Analysis Using Learning Styles
O Borrs-Gen, RM Dez, A Macas-Guilln
Information 13 (11), 522 2022
Citations: 17



Comunidades de Aprendizaje en Redes Sociales y su Relacin con los MOOC
J Cruz-Benito, O Borrs-Gen, FJ Garca-Pealvo, Fidalgo-Blanco, ...
2016
Citations: 15