TEEM ‘14Technological Ecosystems for

Enhancing MulticulturalitySalamanca, October 1st- 3rd, 2014

Proceedings TEEM’14 Second International Conference on Technological Ecosystem for Enhancing Multiculturality Salamanca, Spain October 1st - 3rd, 2014 Editor: Francisco José García-Peñalvo University of Salamanca

TEEM’14 is organized by the Research GRoup in InterAction and eLearning (GRIAL) and Research Institute for Educational Sciences (IUCE) at the University of Salamanca.

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Designed by:

Felicidad García Sánchez Research GRoup in InterAction and eLearning (GRIAL)

ISBN: 978-1-4503-2896-8

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TEEM’14 is organized by the Research GRoup in InterAction and eLearning (GRIAL) and Research Institute for Educational Sciences (IUCE) at the University of Salamanca and is supported by:

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Volume Editor Francisco José García-Peñalvo Research GRoup in InterAction and eLearning (GRIAL) Research Institute for Educational Sciences (IUCE) Department of Computer Science and Automatics University of Salamanca Plaza de los Caídos s/n 37008 Salamanca, Spain (+34) 923 294400 ext. 1302 Email: fgarcia@usal.es

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Organization Research GRoup in InterAction and eLearning (GRIAL) Research Institute for Educational Sciences (IUCE) University of Salamanca (USAL) Steering Committee Francisco José García-Peñalvo (University of Salamanca, Spain) – Chair Ricardo Colomo-Palacios (Østfold University College, Norway) Ángel Fidalgo Blanco (Technical University of Madrid, Spain) David Griffiths (University of Bolton, UK) María José Rodríguez-Conde (University of Salamanca, Spain) Peter Sloep (OUNL, The Netherlands) Robert Tennyson (University of Minnesota, USA)

Conference Chair Francisco José García-Peñalvo (University of Salamanca, Spain) Organizing Committee Alicia García Holgado (University of Salamanca, Spain) – Chair Lucía García Holgado (University of Salamanca, Spain) - Chair Juan Cruz Benito (University of Salamanca, Spain) Felicidad García Sánchez (University of Salamanca, Spain) María José Rodríguez-Conde (University of Salamanca, Spain) Antonio Miguel Seoane-Pardo (University of Salamanca, Spain) Valentina Zangrando (University of Salamanca, Spain)

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Scientific Committees General Scientific Committee Francisco José García-Peñalvo (University of Salamanca, Spain) – Chair Ricardo Colomo-Palacios (Østfold University College, Norway) Ángel Fidalgo Blanco (Technical University of Madrid, Spain) David Griffiths (University of Bolton, UK) María José Rodríguez-Conde (University of Salamanca, Spain) Peter Sloep (OUNL, The Netherlands) Robert Tennyson (University of Minnesota, USA) Innovation in Health Sciences Education Juan A. Juanes Méndez (University of Salamanca, Spain) – Chair Pablo Ruisoto Palomera (University of Salamanca, Spain) – Chair Miguel Castelo Branco Sousa (Faculdade de Ciencias da Saúde da Universidade da Beira Interior, Portugal – Centro Hospitalar Cova da Beira, Hospital Universitário) Francisco Pastor Vázquez (University of Valladolid, Spain) Ferrán Prados Carrasco (Centre for Medical Image Computing. London. UK) Alberto Prats Galino (University of Barcelona, Spain) Anna Puigdellívol-Sánchez (University of Barcelona) Joan San Molina (University of Girona) Fermín Viejo Tirado (Complutense University of Madrid, Spain) Educational Innovation María Luisa Sein-Echaluce (University of Zaragoza, Spain) – Chair Ángel Fidalgo (Technical University of Madrid, Spain) - Chair Ana Rosa Abadía (University of Zaragoza, Spain) Danuse Bauerova (VTC Technical University, Czech Republic) Sara Bozzini (CINECA – Consorzio Interuniversitario, Milán, Italy) Dolores Lerís (University of Zaragoza, Spain) Gianpiero Limongiello (CINECA- Consorzio Interuniversitario, Milan, Italy) Faraón Llorens (University of Alicante, Spain) Vicente Martínez (Universitat Jaume I de Castellón, Spain) Javier Ángel Ramírez (Technical University of Madrid, Spain) Javier Sánchez Medina (University of Las Palmas de Gran Canaria, Spain) María Ángeles Velamazán (University of Zaragoza, Spain)

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Gamification ecosystems Miloš Milovanović (University of Belgrade, Serbia) – Co-chair Miroslav Minović (University of Belgrade, Serbia) – Co-chair Marc Alier (UPC Barcelona, Spain) Gustavo Alves (School of Engineering, Polytechnic of Porto, Portugal) Ricardo Colomo-Palacios (Østfold University College, Norway) Miguel Ángel Conde-González (Universidad de León, Spain) Dai Griffiths (University of Bolton, UK) Ángel Hernández-García (Technical University of Madrid, Spain) Eduardo Herranz (Universidad Carlos III de Madrid, Spain) Paul Hollins (Director of Cetis and of IEC at the University of Bolton) Nick Kearney (ANDAMIO Education and Technology, Spain) Peter van Rosmalen (Open Universiteit Nederland, Netherlands) Dealing with complexity: Educational data and tools for Learning Analytics Miguel Ángel Conde-González, Ph.D. (University of León, Spain) – Co-chair. Ángel Hernández-García, Ph.D. (Technical University of Madrid, Spain) – Co-chair Ángel F. Agudo-Peregrina, Ph.D. (Technical University of Madrid, Spain) Javier Alfonso-Cendón, Ph.D. (University of León, Spain) Aitor Almeida, Ph.D. (University de Deusto, Spain) Gustavo Ribeiro Alves, Ph.D. (Instituto Superior de Engenharia do Porto, Portugal) Weiqin Chen, Ph.D. (Universitetet i Bergen, Norway) Adam Cooper, Ph.D. (University of Bolton, United Kingdom) Rebecca Ferguson, Ph.D. (Open University, United Kingdom) Camino Fernández-Llamas, Ph.D. (University of León, Spain) Baltasar Fernández-Manjón, Ph.D. (Complutense University of Madrid, Spain) Ángel Fidalgo-Blanco, Ph.D. (Technical University of Madrid, Spain) Antonio Fumero-Reverón, Ph.D. (Technical University of Madrid, Spain) Francisco José García-Peñalvo, Ph.D. (University of Salamanca, Spain) Inés González-González, Ph.D. (Universitat Oberta de Catalunya, Spain) Wolfgang Greller, Ph.D. (Universität Wien, Austria) David Griffiths, Ph.D. (University of Bolton, United Kingdom) Santiago Iglesias-Pradas, Ph.D. (Technical University of Madrid, Spain) Ana Isabel Jiménez-Zarco, Ph.D. (Universitat Oberta de Catalunya, Spain) Mark Johnson, Ph.D. (University of Bolton, United Kingdom) María Arcelina Marques, Ph.D. (Instituto Superior de Engenharia do Porto, Portugal)

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Vicente Matellán-Olivera, Ph.D. (University of León, Spain) Milos Milovanovic, Ph.D. (Univerzitet u Beogradu, Serbia) Miroslav Minovic, Ph.D. (Univerzitet u Beogradu, Serbia) Nic Nistor, Ph.D. (Universität der Bundeswehr München and Ludwig Maximilians Universität München, Germany) Luis Panizo-Alonso (University of León, Spain) Salvador Ros-Muñoz, Ph.D. (National University of Distance Education, Spain) Marcus Specht, Ph.D. (Open Universiteit Nederland, Netherlands) Roberto Therón, Ph.D. (University of Salamanca, Spain) Communication, Education and Health Promotion Juan José Igartua (University of Salamanca, Spain) – Chair Jesús Arroyave (Universidad del Norte, Colombia) Isabel M. Barrios (University of Salamanca, Spain) Lifen Cheng (University of Salamanca, Spain) Lázaro Echegaray (Bilbao Chamber of Commerce University College, Spain) Jordi Farré (University Rovira i Virgil, Spain) Francis Javier Frutos (University of Salamanca, Spain) María Luisa Humanes (King Juan Carlos University, Spain) María Concepción Medrano (University of the Basque Country, Spain) Manuel Martínez Nicolás (King Juan Carlos University, Spain) Félix Ortega (University of Salamanca, Spain) Miguel Vicente Mariño (University of Valladolid, Spain)

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Mobile Apps and computational systems as learning tools Ana Iglesias Rodríguez (University of Salamanca, Spain) – Chair Blanca García Riaza (University of Salamanca, Spain) – Co-chair María Elena Bárcena Madera (UNED, Spain) Julio Barroso Osuna (University of Sevilla, Spain) Vicente Beltrán Palanqués (Jaume I University, Spain) Julio Cabero Almenara (University of Sevilla, Spain) Marcos Cabezas (University of Salamanca, Spain) Isabel Cantón Mayo (University of León, Spain) María Cristina Calle Martínez (Complutense University of Madrid, Spain) Sonia Casillas (University of Salamanca, Spain) Esther del Moral Pérez (University of Oviedo, Spain) Eusebio Ferreira da Costa (Escola Superior de Tecnologias de Fafe, Portugal) David Fonseca Escudero (La Salle University, Spain) Ana García-Valcárcel (University of Salamanca, Spain) Nuno Gonçalves Antunes (Escola Superior de Tecnologia do Instituto Politécnico do Cávado e do Ave, Portugal) Jeff Haywood (University of Edinburgh, United Kingdom) Azucena Hernández (University of Salamanca, Spain) Francisco Javier Jiménez Moreno (University of Salamanca, Spain) Iván Jorrín Abellán (University of Valladolid, Spain) Antonio Víctor Martín García (University of Salamanca, Spain) Juan José Mena (University of Salamanca, Spain) Lady María Meléndez Rodríguez (UNED de Costa Rica, Costa Rica) Concepción Pedrero Muñoz (University of Salamanca, Spain) Pilar Rodríguez Arancón (UNED, Spain) Laurentino Salvador (University of Cantabria, Spain) María Cruz Sánchez Gómez (University of Salamanca, Spain) Mª Luisa Sevillano García (UNED, Spain) Julieta Solórzano Salas (Universidad de Costa Rica, Costa Rica) María Celeste Sousa Lopes (Escola Superior de Educação de Fafe, Portugal) Francisco Javier Tejedor (University of Salamanca, Spain) Belén Urosa Sanz (Pontificia de Comillas, Spain)

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Software As A Service (SaaS) in learning processes Dr. Marc Alier Forment (Barcelona Tech, Spain) – Chair Dra. María José Casaño Guerrero (Barcelona Tech, Spain) – Chair Miguel Ángel Conde-González (University of León, Spain) David Fonseca Escudero (La Salle University, Spain) Francisco José García Peñalvo (University of Salamanca, Spain) Eduardo Gómez Sánchez (University of Valladolid, Spain) Enric Mayol Sarroca (Barcelona Tech, Spain) Evaluation in Education and Guidance Susana Olmos Migueláñez (University of Salamanca, Spain) – Chair María José Rodríguez Conde (University of Salamanca, Spain) – Chair Francisco M. Aliaga (University of Valencia, Spain) Guillermo Golzman (Argentine High School, Argentine) Ignacio González López (University of Córdoba, Spain) Ana B. González Rogado (University of Salamanca, Spain) Susana Nieto Isidro (University of Salamanca, Spain) – Chair Gregorio Rodríguez Gómez (University of Cádiz, Spain) New publishing and scientific communication ways: Electronic edition, digital educational resources, Open Access Repositories and Open Linked Data José Antonio Cordón (University of Salamanca, Spain) – Chair Raquel Gómez Díaz (University of Salamanca, Spain) Co–Chair Tránsito Ferreras-Fernández (University of Salamanca, Spain) Araceli García Rodríguez (University of Salamanca, Spain) Carlos Lopes (Instituto Universitário de Ciências Psicológicas, Portugal) José Antonio Merlo (University of Salamanca, Spain) Ana Belén Ríos Hilario (University of Salamanca, Spain)

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Transferring knowledge and experiences from informal to formal learning contexts Dr. David Griffiths (University of Bolton, UK) – Co-chair Dr. Francisco José García Peñalvo (University of Salamanca, Spain) – Co-chair Marc Alier (Barcelona Tech, Spain) Gustavo Alves (Polytechnic of Porto, Portugal) Ricardo Colomo-Palacios (Østfold University College, Norway) Miguel Ángel Conde-González (University of León, Spain) Heli Hillevi Aramo-Immonen (Tampere University of Technology, Finland) José Janssen (OUNL, The Netherlands) Mark Johnson (University of Bolton, UK) Nick Kearney (Andamio Education and Technology, UK) Maria Arcelina Marques (Polytechnic of Porto, Portugal) Miroslav Minovic (University of Belgrado, Serbia) Mª José Rodríguez Conde (University of Salamanca, Spain) Antonio M. Seoane-Pardo (University of Salamanca, Spain) Peter Sloep (OUNL, The Netherlands) Clara Viegas (Polytechnic of Porto, Portugal) Project presentations Nick Kearney (ANDAMIO Education and Technology S.L.) – Chair

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Doctoral Consortium Francisco José García Peñalvo (University of Salamanca, Spain) – Chair Gustavo Alves (ISEP, Portugal) Héctor Barbosa León (Instituto Politécnico de Colima, México) José Antonio Cordón García (University of Salamanca, Spain) Belén Curto Diego (University of Salamanca, Spain) Ana García Valcárcel (University of Salamanca, Spain) David Griffiths (University of Bolton, UK) Rocael Hernandez-Rizzardini (Galileo University, Guatemala) Mª Esperanza Herrera García (University of Salamanca, Spain) Juan José Igartua (University of Salamanca, Spain) José Antonio Jerónimo (UNAM, México) Juan A. Juanes Méndez (University of Salamanca, Spain) Mark Johnson (University of Bolton, UK) Miloš Milovanović (University of Belgrade, Serbia) Miroslav Minović (University of Belgrade, Serbia) Vidal Moreno Rodilla (University of Salamanca, Spain) Marcela Isabel Prieto Ferraro (University of Antofagasta, Chile) Mª José Rodríguez Conde (University of Salamanca, Spain) Peter Sloep (OUNL, The Netherlands) Francisco Javier Tejedor (University of Salamanca, Spain) Robert Tennyson (University of Minnesota, USA) Lluís Vincent (La Salle Open University, Andorra)

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Index Preface ................................................................................................................................................................. XXIII Innovation in Health Sciences Education ............................................................................................................... 1 Innovation in Health Science Education Juan Antonio Juanes Méndez; Pablo Ruisoto Palomera ............................................................................................. 3 Augmented Reality Techniques, Using Mobile Devices, for Learning Human Anatomy Juan Antonio Juanes Méndez; Daniel Hernández; Pablo Ruisoto Palomera; Elena García; Gabriel Villarrubia; Alberto Prats-Galino .................................................................................................................................................... 7 Analysis of Certificated Mobile Application for Medical Education Purposes Laura Briz Ponce; Juan Antonio Juanes Méndez; Francisco José García-Peñalvo .................................................. 13 Generation of Teaching Material through Interactive Electronic Formats Using iBook Author Juan Antonio Juanes Méndez; Pablo Ruisoto Palomera; Alberto Prats-Galino ........................................................ 19 An Advanced Visualization System for the Neurofunctional Study of Parkinson’s Disease Juan Antonio Juanes Méndez; Pablo Ruisoto Palomera; José A. Obeso; Joan San-Molina; Alberto Prats-Galino .. 27 Use of New Technologies in the Acquisition of Clinical Skills in Anesthesiology Álvaro Sánchez Tabernero; Juan Antonio Juanes Méndez; Felipe Hernández Zaballos; Belén Curto Diego; Vidal Moreno Rodilla; Pablo Alonso Hernández ................................................................................................................. 31 DOLPHIN 3D: Technological Environment for Medical Image Processing on Training Alicia Hernández Salazar; Juan Antonio Juanes Méndez; Francisco Pastor Vázquez ............................................. 35 Technological Environments for Image Processing in Medical Training Settings Ana Sánchez Martín; Juan Antonio Juanes Méndez; Andrés Framiñán de Miguel; Patricia Carreño Morán; Paulino García Benedito; Begoña García Castaño ................................................................................................................ 41 Development of Audiovisual Material for Teaching in Medicine Laura Cardeñosa Tejedor; Juan Antonio Juanes Méndez; Pablo Ruisoto Palomera ................................................ 47 Possibilities of Application of 3D-PDF Documents to Represent Models and Tridimensional Images in Medicine Roberto Domingo Tabernero Rico; Juan Antonio Juanes Méndez; Marija Mavar-Haramija; Miguel Ángel Reina Perticone; Alberto Prats-Galino ................................................................................................................................. 53 Simulation of Surgical Procedures and Associated Quantification Methods by 3D PDF Documents Marija Mavar-Haramija; Alberto Prats-Galino; Juan Antonio Juanes Méndez; Anna Puigdelívoll-Sánchez; Matteo de Notaris .................................................................................................................................................................. 57 Educational Innovation ........................................................................................................................................... 63 Educational Innovation Ángel Fidalgo-Blanco; María Luisa Sein-Echaluce .................................................................................................... 65 Assessing the Effectiveness of a Technological Model to Improve Written Skills in English in Higher Education Ana Mª Pinto Llorente; Mª Cruz Sánchez Gómez; Francisco José García-Peñalvo ................................................. 69

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Comparison of the Use of Personal Learning Environments (PLE) between Students from Chile and Ecuador: An approach Jorge Joo Nagata; Patricio Ricardo Humanante Ramos; Miguel Ángel Conde González; José Rafael García-Bermejo Giner; Francisco José García-Peñalvo ....................................................................................................... 75 Engineering Students’ Learning Styles in Fluid Mechanics Filomena Soares; Celina P. Leão; Anabela Guedes; Isabel M. Brás Pereira; Cristina Morais; M. Teresa Sena Esteves ...................................................................................................................................................................... 81 Development and Utilization of Video Clips as Didactic Resources for an Experimental Subject Jorge Carro; Aurora Crego; Jesús Ángel Andrés; Miguel Ángel Sánchez; Javier Iglesias; Alejandro Medina; María Jesús Santos ............................................................................................................................................................. 89 Pedagogical Innovations to Enhance Student Learning in Physics Labs M.T.F. Caramés; Cristina Prieto; María Jesús Santos .............................................................................................. 95 A Test Bed for Smart Energy Education in the Field of Computer Engineering Robert Roppestad; Per-Gunnar Fyhn; Ricardo Colomo-Palacios ........................................................................... 101 Students’ Essential Characteristics for Learning English in a Hypermedia Modular Model Ana Mª Pinto Llorente; Mª Cruz Sánchez Gómez; Francisco José García-Peñalvo ............................................... 107 Workshops for Learning in Computational Fluid Mechanics Mª Teresa Parra; J. Rubén Pérez; Francisco Castro .............................................................................................. 113 The e-portfolio, a Tool for the Assessment of Competence in Subjects Computing Grade María Dolores Muñoz Vicente; María N. Moreno .................................................................................................... 119 Improving Students Experimental Competences Using Simultaneous Methods in Class and in Assessments Clara Viegas; Natércia Lima; Gustavo Alves; Ingvar Gustavsson ........................................................................... 125 Using a Scenario-Based Learning with Robots to Increase the Programming Interest Joana Martinho Costa ............................................................................................................................................. 133 Applied Educational Innovation MOOC: Learners’ Experience and Valorization of Strengths and Weaknesses Francisco José García-Peñalvo; Vanesa Fernández Hermo; Ángel Fidalgo-Blanco; María Luisa Sein-Echaluce . 139 Social Community in MOOCs: Practical Implications and Outcomes Margarita Martínez Núñez; Oriol Borrás Gené; Ángel Fidalgo Blanco .................................................................... 147 Development of a MOOC Management System Antonio Sarasa-Cabezuelo; José-Luis Sierra-Rodríguez ........................................................................................ 155 Gamification Ecosystems ..................................................................................................................................... 163 Gamification Ecosystems Miroslav Minović; Miloš Milovanović ........................................................................................................................ 165 Teaching Case: Applying Gamification Techniques and Virtual Reality for Learning Building Engineering 3D Arts Sergi Villagrasa Falip; David Fonseca; Jaume Durán ............................................................................................. 171 The “ecoGator” App: Gamification for Enhanced Energy Efficiency in Europe Melanie Peham; Gert Breitfuss; Rafael Michalczuk ................................................................................................. 179

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Proposed Framework for Gamifying Information Retrieval: Case of DART - European Research Theses Portal Mladen Čudanov; Diana Parlić; Adam Sofronijević ................................................................................................. 185 Exploring the Impact Game-Based Learning Has on Classroom Environment and Student Engagement within an Engineering Product Design Class Cheryl A. Bodnar; Renee M. Clark .......................................................................................................................... 191 Assessing Motivation and Capacity to Argue in a Gamified Seminar Setting Shigeki Ohira; Kousuke Kawanishi; Katashi Nagao ................................................................................................ 197 A Playful Affordances Model for Gameful Learning Robert W. Songer; Kazunori Miyata ........................................................................................................................ 205 Gamification in MOOC: Challenges, Opportunities and Proposals for Advancing MOOC Model Oriol Borrás Gené; Margarita Martínez Núñez; Ángel Fidalgo Blanco .................................................................... 215 Gamification in Intelligent Tutoring Systems Carina González; Alberto Mora; Pedro Toledo ........................................................................................................ 221 Characterization of Serious Games Guided by the Educational Objectives Afef Ghannem ......................................................................................................................................................... 227 Analyzing Gaming-Simulations Using Video Based Techniques Bharath M. Palavalli; Harsha Krishna; Dinesh Jayagopi ......................................................................................... 235 Gamified Educational Website Conversion Optimization Velimir Štavljanin; Uroš Šošević; Ivan Milenković ................................................................................................... 241 Playing with SHULE: Surgical Haptic Learning Environment Gonzalo Esteban; Camino Fernández; Miguel Ángel Conde González; Francisco José García-Peñalvo .............. 247 Towards Gameplay Ontology for Game Based Learning System Design Process Monitoring Kaouther Raies; Maha Khemaja .............................................................................................................................. 255 Dealing with Complexity: Educational Data and Tools for Learning Analytics .............................................. 261 Dealing with Complexity: Educational Data and Tools for Learning Analytics Ángel Hernández-García; Miguel Ángel Conde González ...................................................................................... 263 Social Network Analysis Approaches for Social Learning Support Daniel Amo Filvà; Francisco José García-Peñalvo; Marc Alier Forment ................................................................. 269 A Multimodal Learning Analytics View of HTML5 APIs: Technical Benefits and Privacy Risks Pablo Garaizar; Mariluz Guenaga ........................................................................................................................... 275 Is the LMS Access Frequency a Sign of Students’ Success in Face-to-Face Higher Education? Celia González Nespereira; Kais Dai; Rebeca P. Díaz Redondo; Ana Fernández Vilas ........................................ 283 Supporting Competency-Assessment through a Learning Analytics Approach Using Enriched Rubrics Alex Rayón; Mariluz Guenaga; Asier Núñez ........................................................................................................... 291 Towards the Development of a Learning Analytics Extension in Open edX Javier Santofimia Ruiz; Héctor J. Pijeira Díaz; José A. Ruipérez-Valiente; Pedro J. Muñoz-Merino; Carlos Delgado Kloos ........................................................................................................................................................................ 299

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Communication, Education and Health Promotion ............................................................................................ 307 Communication, Education and Health Promotion Juan-José Igartua .................................................................................................................................................... 309 Processes and Mechanisms of Narrative Persuasion in Entertainment-Education Interventions through Audiovisual Fiction. The Role of Identification with Characters Juan-José Igartua; Jair Vega ................................................................................................................................... 311 Health Information and Youth: Challenges in the Internet Age Jose Mari Pastor González; Carmen Peñafiel Saiz; Idoia Camacho Markina ......................................................... 317 The Influence of Media Contents about Health in the Construction of the Discourse about the Body in Young Adults and Teenagers Lázaro Echegaray; Carmen Peñafiel; Milagros Ronco ............................................................................................ 321 Behavior Change Communication Strategy for Yaws Elimination: A Strategic Approach Jesús Arroyave ........................................................................................................................................................ 327 Healthcare Information Systems Promotion: From an Improved Management of Telemedicine Processes to Home Healthcare Processes Latifa Ilahi; Sonia Ayachi Ghannouchi; Ricardo Martinho ........................................................................................ 333 Mobile Apps and Computational Systems as Learning Tools .......................................................................... 339 Mobile Apps and Computational Systems as Learning Tools Ana Iglesias Rodríguez; Blanca García Riaza ......................................................................................................... 341 The Effect of a Multimedia Application in the Oxidation-Reduction Reaction Learning Process María del Mar López Guerrero; Gema López Guerrero ........................................................................................... 343 Mobile Phones for Teaching Physics: Using Applications and Sensors Manuel Á. González; Miguel Á. González-Rebollo; César Llamas; M. Esther Martín; Jesús Vegas; Óscar Martínez; Carmen Hernández; Mar Herguedas ....................................................................................................... 349 Developing a Framework to Evaluate Usability in m-Learning Systems: Mapping Study and Proposal Christian Xavier Navarro Cota; Ana Isabel Molina Díaz; Miguel Ángel Redondo Duque ........................................ 357 Semantic Reasoning for Enabling Mobility and Context-Awareness: Application to an OSGi Based Intelligent Tutoring System Maha Khemaja; Taoufik Mastour ............................................................................................................................. 365 Designing and eXperiencing Smart Objects based Learning Scenarios: An approach combining IMS LD, XAPI and IoT Aroua Taamallah; Maha Khemaja ........................................................................................................................... 373 Foreign Language Learning Using a Gamificated APP to Support Peer-Assessment Manuel Palomo-Duarte; Anke Berns; Juan Manuel Dodero; Alberto Cejas ............................................................ 381 Attitude Towards the Use of Mobile Devices for the Practice of Oral Skills in English Blanca García Riaza; Ana Iglesias Rodríguez ......................................................................................................... 387

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Software As A Service (SAAS) in Learning Processes ..................................................................................... 393 The Cloud hovering over the virtual campus Marc Alier Forment; Enric Mayol; María José Casañ Guerrero ............................................................................... 395 The Effects of Massiveness on the Participation in Social Technologies: A MOOC in Secondary Education Daniel Amo Filvà; María José Casañ Guerrero; Marc Alier Forment ...................................................................... 397 Recommendations for the Design and Deployment of MOOCs: Insights about the MOOC Digital Education of the Future Deployed in MiríadaX Carlos Alario-Hoyos; Mar Pérez-Sanagustín; Carlos Delgado Kloos; Pedro J. Muñoz-Merino ............................... 403 TSUGI: A Framework for Building PHP-Based Learning Tools Nikolas Galanis; Marc Alier Forment; María José Casañ Guerrero; Enric Mayol; Charles Severance ................... 409 Atmospheric Physics Group Open Data (GFA Open Data): Meteorological Data and Tools for Learning Analytics Ángel Manuel Guerrero Higueras; Laura López Campano; Vicente Matellán Olivera; Andrés Merino Suances; José Luis Sánchez Gómez ...................................................................................................................................... 415 Evaluation in education and guidance ................................................................................................................ 421 Evaluation in Education and Guidance María-José Rodríguez-Conde; Susana Olmos-Migueláñez; Susana Nieto-Isidro ................................................... 423 A Proposal for Skill Evaluation Via Complex Tasks in Virtual Learning Environments Jaione Cubero Ibáñez; María Soledad Ibarra Saiz; Gregorio Rodríguez Gómez .................................................... 429 A Global Approach to Improve the Mathematical Level of Engineering Students Susana Nieto-Isidro; Higinio Ramos ........................................................................................................................ 435 Mathematics Competences Assessment at Lab sessions of Aerospace Engineering Freshmen Fernando Mínguez; Santiago Moll-López; José Antonio Moraño; M. Dolores Roselló; Luis Manuel Sánchez Ruiz 441 Educational Qualitative Assessment of Augmented Reality Models and Digital Sketching applied to Urban Planning Ernest Redondo; Francesc Valls; David Fonseca; Isidro Navarro; Sergi Villagrasa; Adriana Olivares; Alberto Peredo ..................................................................................................................................................................... 447 Reducing Student Risks in the Laboratory Protocol Assessment Ana Belén González Rogado; Ana María Vivar-Quintana; Isabel Revilla-Martín .................................................... 455 The Socioeconomic Index in the Analysis of Large-Scale Assessments: Case Study in Baja California (Mexico) Fernando Martínez-Abad; Alicia Alelí Chaparro Caso López; Luis Lizasoain Hernández ....................................... 461 Digital Competence’s Frameworks in Europe: an Approaching to Spanish and Norwegian Framework Ana Pérez-Escoda ................................................................................................................................................... 469 Selection of Key Standards to Create an Instrument for Information Literacy Assessment in Compulsory Secondary Education Marcos Bielba Calvo; Fernando Martínez-Abad; Mª Esperanza Herrera García .................................................... 475 Peer Tutoring at School with Migrant Students: Intercultural Mentoring Programme Paloma No-Gutiérrez; Mª José Rodríguez-Conde; Valentina Zangrando; Antonio M. Seoane-Pardo; Lorenzo Luatti483

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Online Coaching in Thesis Supervision: A Qualitative Study Cristina Casado-Lumbreras; Ricardo Colomo-Palacios .......................................................................................... 489 Formative Assessment in B-Learning: Effectively Monitoring Students Learning Marina Duarte .......................................................................................................................................................... 497 What Expectations Does the Education Community Have of School Counselling Departments? Carlota de León Huertas; Ignacio González López; Francisco José Melara Gutiérrez ........................................... 503 Emotional Competences’ Development and Evaluation in the Non-University Teaching Staff in Spain Patricia Torrijos Fincias; Juan Francisco Martín Izard; Paloma No-Gutiérrez ......................................................... 507 Assessment of the Social Skills Self-Perceived by Secondary Education Teachers for their Professional Development Eva María Torrecilla Sánchez; María José Rodríguez Conde; Susana Olmos Migueláñez .................................... 513 New Publishing and Scientific Communication Ways ....................................................................................... 519 New Publishing and Scientific Communication Ways J. A. Cordón-García; R. Gómez-Díaz ...................................................................................................................... 521 Subscription Models Like Innovative Digital Reading System J. A. Cordón-García; R. Gómez-Díaz; J. Alonso-Arévalo; A. García Rodríguez ..................................................... 523 The Importance of Training for the Promotion and Development of Digital Reading Literacy: the Case of the ‘Territorio Ebook’ Taísa Rodrigues Dantas .......................................................................................................................................... 531 Approach to the Evaluation of Electronic Scientific Monographs Almudena Mangas Vega ......................................................................................................................................... 537 E-books at the University of Salamanca: Management, Access, Visibility and User Perception Patricia Lorenzo ....................................................................................................................................................... 541 Digital Schola; Music readers as Learning / Teaching Tools Javier Merchán Sánchez-Jara ................................................................................................................................. 547 Agreement Management in Conceptualization of New Terms in Dictionaries: a Semantic Approach Ramón Álvarez Tapia; Patricia Martín-Rodilla; Miguel Sánchez-Marcos ................................................................ 555 The Profitability of Libraries Using Social Media Nieves González-Fernández-Villavicencio .............................................................................................................. 561 Transferring Knowledge and Experiences from Informal to Formal Learning Contexts ............................... 567 Transferring Knowledge and Experiences from Informal to Formal Learning Contexts Francisco José García-Peñalvo; David Griffiths ..................................................................................................... 569 Problems and Opportunities in the Use of Technology to Manage Informal Learning Francisco José García-Peñalvo; David Griffiths; Mark Johnson; Paul Sharples; David Sherlock .......................... 573 Formal Competence-based Assessment: On Closing the Gap between Academia and Industry Mounira Ilahi; Lilia Cheniti-Belcadhi; Rafik Braham ................................................................................................ 581

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A Social Framework for Supporting, Evaluating and Validating Informal Learning Nikolas Galanis, Enric Mayol, Marc Alier Forment; Francisco José Garcia-Peñalvo ............................................. 589 Mobile Learning Adoption from Informal into Formal: An Extended TAM Model to Measure Mobile Acceptance among Teachers José Carlos Sánchez Prieto; Susana Olmos Migueláñez; Francisco José García-Peñalvo .................................. 595 Visualizing Informal Learning Behavior from Conference Participants Twitter Data Heli Aramo-Immonen; Jari Jussila; Jukka Huhtamäki ............................................................................................. 603 Improving the MOOC Learning Outcomes throughout Informal Learning Activities Ángel Fidalgo Blanco; María Luisa Sein-Echaluce; Francisco José García-Peñalvo; Javier Esteban Escaño ....... 611 Knowledge Management Ecosystem based on Drupal Platform for Promoting the Collaboration between Public Administrations Alicia García-Holgado; Francisco José García-Peñalvo .......................................................................................... 619 Technological Ecosystems for Enhancing Multiculturality Doctoral Consortium .......................................... 625 Technological Ecosystems for Enhancing Multiculturality Doctoral Consortium Francisco José García-Peñalvo .............................................................................................................................. 627 Model of Augmented Reality and Pedestrian Navigation about the Territorial Heritage: Design, implementation and evaluation Jorge Joo Nagata; José Rafael García-Bermejo Giner ........................................................................................... 633 The eXeLearning and GeoGebra integration for teaching geometrics definitions and vectors representations through Learning Objects Claudia Orozco Rodríguez; Erla M. Morales Morgado; Filomena Gonçalves da Silva Cordeiro Moita ................... 639 First Approach of Mobile Applications Study for Medical Education purposes Laura Briz Ponce; Juan Antonio Juanes Méndez; Francisco José García Peñalvo ................................................ 647 Risks of Interactive Communication. A Digital Literacy Proposal Isabel Rodríguez de Dios; Juan José Igartua .......................................................................................................... 653 A Study of Web Content Analysis on Cultural Heritage Valeriano Piñeiro-Naval; Lucía A. Sánchez Nuevo; Felipe de Jesús Marañón Lazcano ........................................ 659 Information Literacy: A Brief Approach of Education in the Information Society Héctor Javier García Llorente; María José Rodríguez Conde ................................................................................. 667 Personal Learning Environments (PLE) in The Teaching Ecosystem Cecilia Aranda Cortínez; Ana García-Valcárcel ....................................................................................................... 671 Towards Mobile Personal Learning Environments (MPLE) in Higher Education Patricio Ricardo Humanante Ramos; Francisco José García Peñalvo; Miguel Ángel Conde González ................. 677 ICTs Integration in Education: Mobile Learning and the Technology Acceptance Model (TAM) José Carlos Sánchez Prieto; Susana Olmos Migueláñez; Francisco José García-Peñalvo ................................... 683 Collaborative Learning Methodologies Mediated by ICT in Secondary Education Rosalba Acosta Corporan; Azucena Hernández Martín .......................................................................................... 689

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Validation of Informal Learning Nikolas Galanis, Enric Mayol, Marc Alier Forment; Francisco José Garcia-Peñalvo ............................................. 695 Analytics of Information Flows and Decision Making in Heterogeneous Learning Ecosystems Juan Cruz-Benito; Roberto Therón; Francisco José García-Peñalvo ...................................................................... 703 Semiotic and Technological Analysis of Photography: A Visual Literacy Study in the Educative Area Felicidad García-Sánchez; Roberto Therón; José Gómez Isla ............................................................................... 709 Project presentations ............................................................................................................................................ 715 Innovations in European Education Nick Kearney ........................................................................................................................................................... 717 Open Discovery Space: A Socially-Powered and Multilingual Open Learning Infrastructure to Boost the Adoption of eLearning Resources Sonia Peinado, J. Miguel Mota, Anke Bernsi, Manuel Palomo-Duarte, Juan Manuel Dodero ................................ 721 Mobile Apps Repository for Older People Miguel Ángel Conde González; Francisco José García-Peñalvo; V. Matellán-Olivera ........................................... 725 Developing Win-Win Solutions for Virtual Placements in Informatics: The VALS Case Francisco José García-Peñalvo; Juan Cruz-Benito; Dai Griffiths; Paul Sharples; Scott Wilson; M. Johnson; George Papadopoulos; Achilleas Achilleos; Marc Alier Forment, Nikolas Galanis; Miguel Ángel Conde González; Elena Pessot; Raymond Elferink; Edwin Veenendaal; Steve Lee ..................................................................................... 733 From Idea to VLE in a Day: METIS Approach and Tools for Learning Co-design .......................................... 739 From Idea to VLE in a Day: METIS Approach and Tools for Learning Co-design Juan I. Asensio-Pérez; Yannis Dimitriadis; Luis P. Prieto; Davinia Hernández-Leo; Yishay Mor ........................... 741 Authors Index ....................................................................................................................................................... 747

Risks of Interactive Communication. A Digital Literacy Proposal

Isabel Rodríguez de Dios Observatorio de los Contenidos Audiovisuales

University of Salamanca Faculty of Social Sciences (Edificio FES)

Avda. Francisco. Tomás y Valiente, s/n 37007 (+34) 923 294640

isabelrd@usal.es

Juan José Igartua Observatorio de los Contenidos Audiovisuales

University of Salamanca Faculty of Social Sciences (Edificio FES)

Avda. Francisco Tomás y Valiente, s/n 37007 (+34) 923 294640

jigartua@usal.es ABSTRACT In recent years, adolescents have increased the use of interactive technologies. These children have more and more technological equipment and they commonly use interactive communication. This type of communication offers many possibilities and benefits to the users, but it also involves disadvantages and dangers that are of particular concern in the case of minors: exposure to pornography, cyberbullying, sexual harassment or grooming, sexting, contact with strangers… In this situation, we should not deprive adolescents of the use of digital technologies and interactive communication. The solution is to provide them with digital skills so they can use these tools safely. Therefore, this project aims to increase the digital skills of adolescents with a proposal for diagnosis and intervention of digital literacy. This project will be implemented through three phases. In the first phase we will make a survey to find the level of digital skills of children. To do this, we will create and validate a scale of digital skills. In the second phase we want to check if the digital literacy influences on the degree of gratification obtained with digital contents. To do this, we will conduct an experiment. The goal is to know if the process for getting children safer involves a restriction of the opportunities and advantages of the online world. Finally, in the third phase we will consider the results of the two previous studies to develop a mobile app to digitally literate. To develop this application we will build on the theories of persuasion and the strategy of entertainment-education. This last phase will be carried out by an experiment. Through it we would check if this application is effective for digitally literate, and more specifically, whether the narrative persuasion is effective for persuading and educating.

Categories and Subject Descriptors J.4 [Social and Behavioral Sciences]: Psychology.

General Terms Design and Experimentation

Keywords Digital literacy, interactive communication, online risks, persuasion, entertainment-education

1. INTRODUCTION AND JUSTIFICATION Over the last few years there have appeared a number of actors (Internet, mobile phones, video games and other digital devices) that influence in many aspects of our lives: leisure, learning, work... and also communications [5]. Thus, there have been created new social scenarios that change the way in which the relationships are being developed. So, today, you can relate virtually to anywhere in the world and this has led to major changes [30].

Teens are fully immersed in this new context of Digital Society and they use interactive media massively. In addition, their rooms have increased the technological equipment. This has led to the bedroom culture: a tendency of children and young people to spend more and more time in their rooms with digital and communication media [8] This situation causes that parental controls in time, contents or uses of the media are much lower than previously [20].

In any case, in this context is very important the interactive communication, or interactive digital communication. According to Scolari [37], the interactive communication is the communication mediated by digital technologies. This type of communication occurs through tools such as instant messaging, social networks, email... and through technologies such as computer, mobile phones, video games and the Internet. It may also involve users who are strangers, acquaintances, friends, family or colleagues [31].

Therefore, it is a kind of communication that offers a lot of possibilities for the users. Furthermore, it has many benefits. For example, it keeps connected individuals in society [31]. However, the interactive communication is also associated with disadvantages and dangers, which are of particular concern in the case of minors. This is because they are a part of the population that requires special protection. Consequently, the may not have sufficient resources to cope with the dangers and to maximize the advantages of the technologies [41].

So, despite that "young people are very sophisticated users of technology and often lead the way in adapting new technologies to everyday use, their technological savvy, combined with the ability to be online without much adult supervision, can lead to behaviors that are high risk" [1]. When experts talk about these risks, they usually refer to exposure to pornography,

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cyberbullying, sexual harassment or grooming, sexting, contact with strangers and impersonation [4; 19; 32; 36; 41].

Thus, the study EU Kids Online [32] notes that the 15% of European children, with ages between 9 and 16 years, has been involved in a sexting activity and the 6% has received nasty or hurtful messages online. Similarly, 1 in 3 children has contacted someone who they didn't know face to face and 9% of them has met this person. In this sense, according to a study carried out with Spaniards between 12 and 17 years old [19], a quarter of minors has provided personal information to strangers over the net. In addition, 9,7% of these young recognizes to have had their identity supplanted to be harmed.

Moreover, we should note that the risks of interactive communication could have serious psychological consequences for children. Thus, many studies have shown the existence of a link between suffering cyberbullying and suffering anxiety, depression, stress, sleep disturbance, feelings of anger and frustration, irritability, suicidal ideation, suicide attempts and even suicides [12; 13; 23; 43]. Garaigordobil [18] also notes that cyberbullying affects health, quality of life, welfare and development of the person

A similar type of effects has the sexting. Thus, the viral and nonconsensual spread of sexual images has psychological consequences for the victims, but also social and legal consequences [27]. So, jokes, insults and rejection may have severe psychological effects. In fact, in some cases the humiliation and bullying lead the victim to suicide [10]. Similarly, Gáti, Tényi, Túry, and Wildmann [21] have demonstrated the existence of a relationship between suffering sexual harassment on the Internet and suffering eating disorders such as anorexia.

However, 8% of children does not care about the risks of interactive communication and 7% admits not knowing how to avoid them. Therefore, García et al. [19] believe that we must promote educational policies with the aim to inform children of these risks. In the same way, Livingstone et al. [32] believe that children should be encouraged to take responsibility for their own safety as much as possible, so we must focus on their training. Therefore, it is essential to train digital skills in order to achieve digital literacy. So, we must encourage this training and safety to ensure that all children achieve a basic level.

Therefore, digital literacy in teens is crucial for the use of digital devices. In fact, many authors consider that the more digitally literate children are, the more benefits they can get from these environments. In addition, they will also know better how to address the risks of the network [39]. In this sense, digital literacy is more than a simple ability to use software or functions in a digital medium. This includes a variety of cognitive, motor, social and emotional skills that the user needs to function effectively in a digital environment [14]. So, through literacy different skills are acquired, such as critical thinking, problem-solving skills, personal autonomy and social and communication skills [33]. Therefore, digital literacy consist in using a new medium so that it provides advantages over other forms of learning and, at the same time, be critical and aware of the impact of that environment on oneself [40].

In this regard, it is important to stress that we cannot deprive adolescents of interactive communication and also of the use of different digital technologies. In addition, it would be an impossible task. However, the solution is to give them the tools to be able to use these technologies safely [4]. These tools appear

with the development of digital skills. That is, through a process of digital literacy, children could manage these risks and maximize the opportunities offered by interactive communication.

Therefore, this project aims to increase the digital skills of adolescents through two processes: a first process to perform a diagnosis of digital skills, and a second process of intervention for digital literacy. In this sense, it is very important to review the previous research in this field. This is because in recent years there have been an increasing number of digital literacy researches, and it has also increased the number of researches indicating the importance of the digital literacy, as we will discuss below.

2. STATE-OF-THE-ART In the last decade there has been a boom in the research related to digital and interactive media. Among them, we should note, by the relationship with our object of study, the research that specifically focus on child and adolescent audiences, like the EU Kids Online project. So, there are many studies that analyze the characteristics of the use of the digital media by children and adolescents, especially the Internet: digital equipment, frequency of use, location of access... [6; 9; 20; 24; 36; 41]. But parents and educators, and therefore researchers, are particularly concerned about the effects, especially negative, that this use may have in children. For this reason, there is much research trying to delve into the risks of digital media. These studies mainly analyze the type of risks that exist [19; 31; 42]), the frequency with which they appear [32; 43] and their consequences [10; 13; 18; 21; 23].

Many of these researches conclude alerting parents, political and educational authorities... of the importance of taking urgent measures to address these risks: parental control, education in schools, security filters... In any case, we should not be apocalyptic. Given the risks, we can only educate new generations. So, minors will not renounce to use the media because they will be aware of the risks and potentials [2].

Therefore, many experts stress the importance of digital literacy as a prevention tool [14, 39]. In this sense, many previous studies have addressed the importance of media literacy, which involves the development of skills and abilities to communicate, analyze and evaluate the media [3; 7; 11]. This is the case of the project in which this research is placed: Alfabetización mediática: diseño, ejecución y evaluación de un programa de intervención con adolescentes. This is a project that aims to increase the media literacy of adolescents. To do this, they will design, execute and evaluate an intervention program of media literacy.

In the case of our research, the goal is to increase digital skills. To this end, as we have seen above, we will make a proposal for diagnosis and intervention of digital literacy. Instead of using a classical educational intervention, we will elaborate a mobile application with this literacy goal.

To do this, we will use the strategy of entertainment-education, which has become an effective and widely used strategy to address health and social problems in recent years [26]. Specifically, the strategy of entertainment-education refers to the intentional placement of educational content in messages intended for entertainment. It is not really a theory of communication, but rather a strategy used to disseminate ideas in order to achieve social and behavioral change [38].

Thus, there is an entertainment product (television series, videogames...) that includes educational contents. It is noteworthy

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that this educational potential can be obtained not only through traditional media, but also through interactive media, which can also promote the acquisition of concepts, skills, or attitudes. In any case, we will consider some theories related to multimedia learning in the developing of the mobile application:

• Cognitive Theory of Multimedia Learning [34]: If we want an educational software to be effective, it must be clear, organized and contain little strange or unknown information to the user. Otherwise, this information involves a high cognitive effort for the user, so it exceeds the limited capacity of working memory.

• Capacity Theory [17]: It argues that the gap between the educational content and the narrative should be short. So, they complement each other and do not compete for the resources of the working memory. This facilitates the understanding of the person.

The other theoretical framework that will guide the process of the elaboration of the application will be the narrative persuasion. Many researches have shown that the use of narrative fiction produces a greater impact on knowledge, attitudes and behaviors related to the health than the traditional format does [22, 28, 35]. Specifically, it has been found that transportation and identification with the characters are particularly effective in producing cognitive and emotional effects that involve attitudinal and behavioral changes. In this sense, the goal of research on narrative persuasion is to analyze the influence of fictional narratives in attitudes and behavior.

Moreover, in recent years there have been developed some models that attempt to explain how this incidental persuasion through fictional narratives occurs: theory of narrative transportation, the elaboration likelihood model and the extended parallel process model [26]. In all these theories, both narrative transportation (which causes a decline in critical thinking or reflection during the exposure to fictional story) and identification with the characters (which causes the viewer to be unable to generate criticism and counterarguments) play an important role in the processes of narrative persuasion. Therefore, in order to create the interactive product, these concepts and explanatory models will be essential to create an effective content.

In conclusion, due to narrative formats can be a valuable tool for prevention, we will develop an interactive mobile app with a narrative content. To do this, we will build on the strategy of entertainment-education and the narrative persuasion research.

3. RESEARCH OBJECTIVE GOALS The overall goal of this project is:

Improve digital skills in adolescents with the aim that they could afford, without dangers, the risks of interactive communication and maximize the opportunities that this communication gives to them.

From this overall goal, we set the following specific goals:

1) Create a methodological tool, which will be submitted to statistical tests of reliability and validity, to assess the level of digital skills of a population.

2) Analyze the role of the digital literacy in the satisfaction and gratification obtained with digital contents.

3) Create a mobile app, based on entertainment-education strategy and theories of narrative persuasion, to digitally literate.

4) Analyze the role of narrative persuasion as an effective tool to persuade and prevent.

4. METHODOLOGY This project will be conducted on three studies that will be complementary to each other and that will be carried out in different phases. The first phase of the research will be conducted by the survey technique. Because the objective of this work is to provide adolescents with digital skills is necessary to know previously the level of skills that they have. Thus, we would know the characteristics that should have the digital literacy plan that we will carry out later.

In any case, we will develop a questionnaire with a scale which will measure the different digital skills. In this regard, scales are used to assess complex constructs that cannot be defined easily with one quiz question in the questionnaire [25]. In this case, digital literacy is such a complex construct. Thus, according to the Educational Testing Service [15], digital literacy includes both cognitive skills (literacy in general, critical thinking, problem solving...) as well as the application of technical skills and knowledge.

In order to develop this scale of digital skills, we will build on previous researches that have developed lists of dimensions and indicators to measure skills: visual, media… [3; 15; 29; 39], and more specifically in the indicators used to measure digital skills [15; 16].

A second phase will be seated on the importance that many authors give to the fact that the network security doesn't restrict the opportunities and benefits of the online world [32; 39]. In this case, we will use the experiment technique in order to check whether the degree of media literacy influences the degree of gratification obtained with digital contents.

Finally, in the third phase of the project, we will develop a mobile app with the goal to promote digital literacy. That is, instead of using a classic educational intervention, we will develop a mobile app with this literacy goal. To build this application, we will consider the strategy of entertainment-education and the narrative persuasion research [22; 25; 28; 35]. In this last phase we will also conduct an experiment to see if the app is effective to digitally literate, and more specifically whether the narrative persuasion is effective in persuading and educating.

5. CURRENT AND EXPECTED CONTRIBUTIONS This projects aims to test how the strategic use of multimedia and interactive contents can be a kind of effective tool for the prevention and reduction of the risks associated with the interactive communication in adolescents. Thus, this research aims to advance in the study of prevention through narrative persuasion. An area of research that has not been addressed in the investigation of the risks associated with interactive media yet.

In this way, there are several gaps in the research related to the risks of the digital media [36]. First, there is an overwhelming focus of the research on the Internet, while mobile and converging and emerging technologies are neglected. That’s why, this research project will address the different types of interactive communication (including Internet, but without neglecting other

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options such as phones, video games…). Another gap is the lack of studies that affect the role of parents and teachers, along with other forms of secure mediation. Nor there are studies that investigate whether these forms of mediation are effective. Again, this project aims to overcome these limitations. Therefore, we will develop a proposal for digital literacy that will be tested through the experiment technique in order to determine its effectiveness.

Moreover, the project is relevant both for basic and applied research. It is important for basic research as we seek to make a theoretical breakthrough in the study of narrative persuasion and preventive communication. And it is also relevant for the applied research because we intend to address a specific problem such as the risks of the interactive communication in adolescents by developing a mobile app as a preventive tool.

Similarly, this project is interesting because it will provide tools for working digital skills in Secondary Education. But, in addition, it will give a theoretical and scientific support to develop this type of tools for other groups of age or for other areas of prevention. Therefore, this research aims to provide tools, strategies and theoretical advances to delve into the field of prevention through communication.

6. CONCLUSIONS The risks associated with the interactive communication are becoming more numerous and dangerous day by day, especially for minors. In this situation, institutions and researchers have proposed various solutions to address these risks: parental control, education in schools, security filters ... However, other experts opt for digital literacy as a prevention tool. This is an option that allows increasing the digital skills of children in order that they can address the risks safely.

As we have seen throughout the paper, in our research project we adhere to this view by highlighting the virtues of digital literacy. Nevertheless, our main challenge will be to check the real effectivity of the digital literacy and the digital skills as prevention tools. In addition, we should also question the validity of our literacy tool.

7. ACKNOWLEDGEMENTS This research work is made within University of Salamanca PhD Programme on Education in the Knowledge society.

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