Pascual D. Diago

Profesor Contratado Doctor

University of Valencia

Spain

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Pascual D. Diago is a Profesor Contratado Doctor at Universitat de València, Spain. His research areas focus on the integration of virtual reality and technology in education, with recent publications examining its impact on history education, teacher training, and computational thinking in young learners. He also explores pedagogical strategies that enhance problem-solving skills and spatial abilities through innovative methodologies.

Articles (15)

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2025

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2022

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2022

Collaborators (8)

Juan Carlos Colomer Rubio

Profesor Contratado Doctor

SPAIN

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Irene Ferrando

Profesora Contratada Doctora

University of Valencia

SPAIN

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Lluís Albarracín

Universitat Autònoma de Barcelona (UAB)

SPAIN

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Miguel Arevalillo‐Herráez

SPAIN

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Steven Van Vaerenbergh

Universidad de Cantabria

SPAIN

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Dionisio F. Yáñez

Profesor Titular de Universidad

University of Valencia

SPAIN

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RAMÓN CÓZAR GUTIÉRREZ

Profesor Titular de Universidad

University of Castilla-La Mancha

SPAIN

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José Antonio González-Calero

University of Castilla-La Mancha

SPAIN

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Pascual D. Diago

Research Interests

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About

Articles (15)

Virtual Reality as a Pedagogical Tool: Motivation and Perception in Teacher Training for Social Sciences and History in Primary Education

Challenges and Implications of Virtual Reality in History Education: A Systematic Review

Metacognitive control during problem solving at early ages in programming tasks using a floor robot

Design and Validation of a Computational Thinking Test for Children in the First Grades of Elementary Education

The Use of Tetris-Based Sequences for the Development of Mental Rotation and Spatial Skills in Students Aged 11 to 13

Acceptance and Intentions of Using Dynamic Geometry Software by Pre-Service Primary School Teachers

Data-Driven Modeling Through the Moodle Learning Management System: An Empirical Study Based on a Mathematics Teaching Subject

Where Is It Best to Sit in Class? Description of an Experience Based on STEM Problem Solving in a School Context

An extended technology acceptance model on immersive virtual reality use with primary school students

Intelligent tutoring systems for word problem solving in COVID-19 days: could they have been (part of) the solution?

Introduction to Computational Mathematics Using the Historical Solutions of the “Hundred Fowls” Problem

Exploring the development of mental rotation and computational skills in elementary students through educational robotics

Relations between complexity and difficulty on repeating-pattern tasks in early childhood (Relaciones entre complejidad y dificultad en tareas con patrones reiterativos en la primera infancia)

Using intra‐task flexibility on an intelligent tutoring system to promote arithmetic problem‐solving proficiency

An Instructional Design for The Improvement of Counting Skills in 3-Year-Old Children

Collaborators (8)

Juan Carlos Colomer Rubio

Irene Ferrando

Lluís Albarracín

Miguel Arevalillo‐Herráez

Steven Van Vaerenbergh

Dionisio F. Yáñez

RAMÓN CÓZAR GUTIÉRREZ

José Antonio González-Calero

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