Antonio José Moreno-Guerrero

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Profesor Contratado Doctor Indefinido

Universidad de Granada

Spain

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About

Antonio José Moreno-Guerrero is a Profesor Contratado Doctor Indefinido at Universidad de Granada in Spain. His research areas include educational concepts related to translanguaging, the use of digital devices in influencing social media interests among minors, and innovative interventions utilizing augmented and virtual reality for students with autism spectrum disorder. He has also explored factors influencing learning through the metaverse, teachers' attitudes towards educational innovation, and the impact of nomophobia on academic performance.

Recent Grants

Grant: Close

H2020-MSCA-NIGHT-2018

Open Date: 2018-09-01

Close Date: 2018-09-01

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Collaborators (9)

Adrián Segura-Robles

Universidad de Granada

SPAIN

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Francisco Javier Hinojo Lucena

Universidad de Granada

SPAIN

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Marina García Carmona

Universidad de Granada

SPAIN

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Pablo Dúo Terrón

Profesor

Universidad Internacional de La Rioja

SPAIN

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Santiago Pozo Sánchez

Profesor Ayudante Doctor

Universidad de Granada

SPAIN

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Juan Antonio López Núñez

Universidad de Granada

SPAIN

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Georgios Lampropoulos

International Hellenic University

GREECE

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José Antonio Marín Marín

Profesor del Máster Universitario en Profesorado de Enseñanza Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas (MAES)

Universidad Internacional de Andalucía

SPAIN

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Mª Elena Parra González

Phd Professor

Universidad de Granada

SPAIN

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Antonio José Moreno-Guerrero

Research Interests

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About

Recent Grants

Articles (24)

Factores influyentes en el aprendizaje a través del metaverso en estudiantes de educación secundaria

Relación entre el aprendizaje invertido y la competencia digital de docentes en contextos educativos

Uso de dispositivos digitales, acceso a redes sociales e interés por ser influencer. Un estudio en menores de 8 a 12 años por niveles y sexo

Actitudes del profesorado latinoamericano hacia la innovación educativa

Nomofobia y rendimiento académic.: prevalencia y correlación en los jóvenes.

Intervención innovadora mediante realidad aumentada y virtual en estudiantes con trastorno del espectro autista

Is ‘translanguaging’ an educational concept? A comparative bibliometric analysis of ‘translanguaging’ research from linguistic and the educational perspectives

Cyberaggression and cybervictimisation in adolescents: Bibliometric analysis in web of science

Efectos de la realidad aumentada y virtual en estudiantes con TEA (Effects of augmented and virtual reality on students with ASD)

Bibliometric Analysis of Anxiety and Physical Education in Web of Science—A Performance and Co-Word Study

Attitudes Towards the Development of Good Practices with Augmented Reality in Secondary Education Teachers in Spain

We've reached the GOAL. Teaching Methodology for Transforming Learning in the METAVERSE. A teaching innovation project

Influence of the application of a reading plan on motivation, emotional intelligence, fluency and reading comprehension in Spanish primary school students

Augmented reality in education. A scientific mapping in Web of Science

Retrospective and Prospective Analysis on “Sexting”: Indicators of Productivity, Dispersion, and Content (2009–2019)

Metaverse in Education: a systematic review

Diseño y validación de la escala para evaluar el trabajo interdisciplinario en estudiantes universitarios de Ecuador

Impacto del plan lector en estudiantes de educación primaria

Inteligencia Artificial y Machine Learning como recurso educativo desde la perspectiva de docentes en distintas etapas educativas no universitarias

Flipped Learning for Promoting Self-regulation, Social Competence, and Decision-making in Pandemic Conditions

Comparative analysis between a STEM-based learning process and traditional teaching

Beneficios de utilizar el sistema de gestión de aprendizaje basado en la metodología de aprendizaje invertido

Flipped Learning and E-Learning as Training Models Focused on the Metaverse

Design and validation of a questionnaire for the evaluation of educational experiences in the metaverse in Spanish students (METAEDU)

Collaborators (9)

Adrián Segura-Robles

Francisco Javier Hinojo Lucena

Marina García Carmona

Pablo Dúo Terrón

Santiago Pozo Sánchez

Juan Antonio López Núñez

Georgios Lampropoulos

José Antonio Marín Marín

Mª Elena Parra González

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