Nonlinear Pedagogy Effect and Value of the City and New Technologies as a Didactic Resource in the Training of Future Teachers

Round 1

Reviewer 1 Report

Your article is interesting. Student-centered education requires different approaches, different searches and experiments. Thank you. 

Author Response

Thank you very much for evaluating and commenting on our Research.

Reviewer 2 Report

Please describe more detail the research gap, and explain the specific finding as per variables. From the conclusion, have found " it is effective", please describe more clear, how the measurement the effectiveness.

Author Response

Thank you very much for your contributions. 
The attached document sets out the amendments made. 

Author Response File: Author Response.pdf

Reviewer 3 Report

Reviewer Comments to Author: 

The manuscript entitled “Non-linear pedagogy effect and value of the city and new technologies as a didactic resource in the training of future teachers” basically is an interesting and relevant topic in the education field. However, there are some deficiencies to be revised.

Abstract

The result of your study tries to analyse the effect and assessment of non-linear pedagogy, through ICT and the city as an educational resource, on the mood and motivation of prospective secondary school teachers according to their socio-demographic profile (sex, age groups, and previous work experience). However, your abstract only mentions the result based on gender. Adding the rest variables assessed would make your abstract more complete.

1.   Introduction

Providing an environment rich in experiences where you can learn.

This clause contains grammatical mistakes. It is a dependent clause that shows incomplete thought.

2.   Materials and Methods

2.1. Participants

The sample consisted of a total of 54 students of the Official Master's Degree in 90 Teacher Training at the Pontifical University of Salamanca.

For the purpose of research ethics, it would be better if the name of the university is not written in your article.

2.3. Procedure

Oviedo Agreement and following the 116 recommendations of Good Clinical Practice of the EEC (document 111/3976/88 of July 117 1990) and the current Spanish legal regulations governing clinical research on humans 118 (RD 561/1993 on clinical trials).

This clause contains grammatical mistakes. It is a dependent clause that shows incomplete thought.

For the experimental phases, it needs more elaboration such as how many times the intervention is given, how long each step of the experiment takes place, and how the use of the ZACUT for 2 hours in groups applied. It would be better if you add an experimental figure to make your readers clearer the way you carry out your experiment.

On the map of the application, you can see at all times the point where the student is (in blue) and the destination point (red). The map can be moved using the controls. When the destination point is reached, a question opens to answer. All questions have several possible correct answers. Once one of the correct answers is entered, it unlocks progress to the next stage. In each of the stages you get a "key" word.

Adding the figure of the ZACUT App and the steps of using it to the readers will make them clearly understand the use of the app.

3.   Results

Although there are differences between the groups, being especially important among men, between 25-30 years of age and with regulated work experience.

This clause contains grammatical mistakes. It is a dependent clause that shows incomplete thought.

4.   Discussion

Specifically, mood improves significantly in the two positive factors after the intervention, i.e. the use of a non-linear pedagogy implemented with mobile applications and linked to the city as a cooperative and group learning resource, improves the positive mood of the subjects and, at the same time, Hence, this type of intervention is taken into account to improve mood, with no differences between sexes in the positive factors, while the Tension and Fatigue factors do differ according to sex, i.e. the effect on mood is not the same, as indicated in other research.

You have a run-on sentence. Please reconstruct it. 

Although in all cases positive moods improve, albeit not significantly.

This clause contains grammatical mistakes. It is a dependent clause that shows incomplete thought.

Based on mood, there are significant differences shown in gender (between males and females) in the feeling of tension. Also, tension appears as the feeling where the greatest changes occur, especially among year old’s and those over 40. Meanwhile, based on motivation, it is found that intrinsic motivation becomes the highest, and amotivation becomes the lowest in gender factor. 

Then, what are your perceptions relating to these differences in mood and motivation? Please elaborate more in your discussion.

This non-linear pedagogy which the whole process is known as "Game Based Learning" tries to involve students actively in problem-solving, being an excellent opportunity to improve learning, motivation, participation, and collaborative learning. 

Please elaborate more on how the participants in your study are active in problem-solving, being an excellent opportunity to improve their learning, participation, and collaborative learning.

Reviewer Confidential Comments to Editor:

Question 1: The subject addressed in this article is worthy of investigation

1) Strongly disagree

2) Disagree

3) Neutral

4) Agree

5) Strongly agree

Ans: 4

Question 2: The information presented is new

1) Strongly disagree

2) Disagree

3) Neutral

4) Agree

5) Strongly agree

Ans: 4

Question 3: The conclusions are supported by the data

1) Strongly disagree

2) Disagree

3) Neutral

4) Agree

5) Strongly agree

Ans: 4

Question 4: The manuscript is appropriate for the journal

1) Strongly disagree

2) Disagree

3) Neutral

4) Agree

5) Strongly agree

Ans: 4

Question 5: Organization of the manuscript is appropriate

1) Strongly disagree

2) Disagree

3) Neutral

4) Agree

5) Strongly agree

Ans: 4

Question 6: Figures, tables and supplementary data are appropriate

1) Strongly disagree

2) Disagree

3) Neutral

4) Agree

5) Strongly agree

Ans: 4

Comments for author File: Comments.pdf

Some of the grammatical mistakes and mechanics of writing are required to be corrected. Language editing by a professional English-language editing service may be needed. 

Author Response

Thank you very much for all your indications. 

All the changes indicated have been made. 

Changes made and included in the article in red.

Abstract: Lines 13-15 -. Changed:

• “The evaluation of contents shows that women value the application of the city as a resource better than men, although in both cases it is considered interesting and there is no negative evaluation of the application.”
  • The following has been included: “The analysis of the data shows modifications in the feelings of the individuals after their participation in the activity, although significant differences are shown depending on the socio-demographic profile of the individuals, particularly in gender, age and employment status”

Introduction:

• Lines 73 Changed: Se ha cambiado la frase que estaba incorrecta “Providing an environment rich in experiences where you can learn [22].”
  • The following has been included: “In this way, the city can provide an experiential environment where people can learn [22].”

2.1. Participants

• Lines 93 Changed: “at the Pontifical University of Salamanca”

2.3. procedure:

• Lines 116 Changed: “The study was consistent with the Helsinki declaration of 2013. Participants were treated ethically under the American Psychological Association code of ethics regarding consent, anonymity, and responses. Oviedo Agreement and following the recommendations of Good Clinical Practice of the EEC (document 111/3976/88 of July 1990) and the current Spanish legal regulations governing clinical research on humans (RD 561/1993 on clinical trials)”.
  • The following has been included: “The following ethical protocols were followed in the conduct of the research: Participants were treated ethically in accordance with the American Psychological Association Code of Ethics regarding consent, anonymity, and responses. The study complied with the 2013 Declaration of Helsinki. In addition, the study complies with the current Spanish legislation on research involving human subjects (RD 561/1993), in which privacy and the Personal Data Protection Act (Organic Law 15/1999) were respected at all times”. “In order to carry out the research, the researchers contacted those responsible for the Master's programme, the coordinators of the General Didactics module and all the students, all of whom were of age. Once everyone's consent had been obtained, the experimental phase began”.
• Line 123 Changed: “In the experimental phase, the students entered the classroom, answered the POMS questionnaire beforehand, then the practical session was carried out with the use of the ZACUT: 3Cultures application for two hours in groups, at the end of which they returned to the classroom and answered the final POMS questionnaire and the SIMS scale”
  • The following has been included: “The experimental phase was divided into two sessions (Figure 1). In the first session, the day before the intervention and after obtaining the students' consent to participate in the study, the purpose of the study was explained, the functioning of the app was explained and groups of six students were formed for a duration of one hour. Three phases were carried out in the second session: In the first phase, the students entered the classroom and then each student completed the POMS questionnaire on an individual basis. In the second phase, each of the groups used the zacut application: 3Cultures application, each of the six tests lasted about 20 minutes. And in the third phase, each of the groups returned to the classroom and completed the final POMS questionnaire and the SIMS scale, each subject individually, for a total of three hours.”
  • The following has been included:

Figure 1. Protocol of the experiment.

• Line 139 has been deleted: “in the city of Salamanca”.

• Line 140: The following has been included (Figure 2)

• Line 142 The following has been included: The map can be moved using the controls (+ and -).

• Line 148 The following has been included: Figure 2.

Results:

• Line 242 Changed: “Thus, intrinsic motivation is shown to be the most important, although there are differences between age groups, with the 25-30 age group showing the greatest weight of this motivation.”
  • The following has been included: “For example, intrinsic motivation is shown to be the most important in all age groups, although there are differences between them. The 25-30 age group shows a higher weighting of intrinsic motivation compared to the other age groups, which rate it lower.”

Discussion

• Line 332 Changed: “Specifically, mood improves significantly in the two positive factors after the intervention, i.e. the use of a non-linear pedagogy implemented with mobile applications and linked to the city as a cooperative and group learning resource, improves the positive mood of the subjects and, at the same time, Hence, this type of intervention is taken into account to improve mood, with no differences between sexes in the positive factors, while the Tension and Fatigue factors do differ according to sex, i.e. the effect on mood is not the same, as indicated in other research”
  • The following has been included: “Specifically, the mood improves significantly after the intervention in the two positive factors, i.e., the use of mobile applications combined with the city as a learning tool, used cooperatively and in groups, improves the positive mood of the subjects and at the same time significantly reduces the negative mood. Therefore, this type of intervention is considered to improve the mood of the subjects, with no gender differences in the positive factors, while the tension and fatigue factors differ according to gender, i.e. the effect on mood is not the same, as shown in other research”
• Line 342 has been deleted: “Although in all cases positive moods improve, albeit not significantly.”
• Line 338 The following has been included: “In the case of stress in the over-40s, they start from a higher level when it comes to applying this methodology and using ICT/LKT, largely due to less use, mastery and previous training in their educational stage, which has a negative effect at the beginning, but once they are familiar with the functioning and possibilities offered by the use of ICT/LKT, this stress factor is reduced, as explained in the aforementioned research.”
• Line 354 The word "motivation" has been changed to "amotivation" because of an error. Women report higher levels of amotivation.
• Line 375 “This non-linear pedagogy which the whole process is known as "Game Based Learning" tries to involve students actively in problem-solving, being an excellent opportunity to improve learning, motivation, participation, and collaborative learning. Please elaborate more on how the participants in your study are active in problem-solving, being an excellent opportunity to improve their learning, participation, and collaborative learning.”
  • The following has been included: “We agree with the principles of non-linear pedagogy, known as "game-based learning", where students are an active part of their learning, no longer just repeating the teacher's actions, but becoming active in the didactic process (student-centred approach). As in our research, they are able to build their own knowledge and learning [4]. All of this is developed around the game, where decisions are sought according to individual abilities and group decisions, which in turn favours cooperative learning [39]. Moreover, it is done in an experiential way, in a pleasant context that promotes the improvement of positive moods and stimulates the reduction of factors related to negative moods, as currently pointed out by theories focused on neurodidactics [40]”

References

The following references have been included:

39. Pérez-Muñoz, S., Sánchez-Muñoz, A., De Mena Ramos, J.M. & Rodríguez-Cayetano, A. (2022). Mario and Sonic at the Olympic Games: Effect of Gamification on Future Physical Education Teachers. Appl. Sci., 12, 9459. https://doi.org/10.3390/app12199459
40. Pellicer, I., López, L., Mateu, M., Mestres, L., Meritxell, M. H., & Ruiz, J. V. (2015). NeuroEF. La revolución de la Educación Física desde la Neurociencia. INDE.

Author Response File: Author Response.docx

Reviewer 4 Report

Congratulations to the authors. They carried out a quality and up-to-date research. Excellent writing in research report. There are no repetitions in the report. The method is designed quite accurately.

However, DOI or URL links of some resources are not given in the references. If available, please add the DOI number of the cited references. If there is no DOI number, please provide the link to the URL.

The article is needing minor editing of English language. 

Author Response

Thank you very much for evaluating and commenting on our Research.

Some references have been corrected for missing DOIs and URLs

Escardibul, J.O.; Mediavilla, M. El efecto de las TIC en la adquisición de competencias. Un análisis por tipo de centro educativo. Revista Española de Pedagogía 2016, 264, 317-335. https://revistadepedagogia.org/lxxiv/no-264/el-efecto-de-las-tic-en-la-adquisicion-de-competencias-un-analisis-por-tipo-de-centro-educativo/101400001931/

González-Espinosa, S.; Ibáñez, S.J.; Feu, S. Design of two basketball teaching programs in two different teaching methods. E-Balonmano.Com: Journal of Sports Science 2017, 13(2), 131–152. http://ojs.e-balonmano.com/index.php/revista/article/view/361

Bates, A.W. Teaching in a digital age: Guidelines for designing teaching and learning. BC campus, 2019. https://teachonline.ca/teaching-in-a-digital-age/teaching-in-a-digital-age-second-edition

González-Moreno, S.E. Cortes-Montalvo, F.A., & Lugo-Rodríguez, N. Perceptions of university professors of the use of gamified technological platforms: Experiences in a training workshop. Innovación Educativa-México 2019, 19(80), 33-55. https://www.scielo.org.mx/scielo.php?pid=S1665-26732019000200033&script=sci_abstract&tlng=en

Deci, E.L.; Ryan, R.M. Intrinsic motivation and self- determination in human behavior. Plenum. 1985. https://doi.org/10.1007/978-1-4899-2271-7

Castañeda, K.A.; Sevilla, L.E.; Calero, S.; Romero, E.; Torres, A.; Romero, Y. Estado anímico en el tiempo libre de estudiantes que inician y culminan la Universidad. Revista Cubana de Investigaciones Biomédicas 2018, 37(2), 27-38. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-03002018000200004

Sennett, R. Construir y habitar: Ética para la ciudad. Anagrama, 2019. https://www.anagrama-ed.es/libro/argumentos/construir-y-habitar/9788433964335/A_527

Andrade, E.; Arce, C.; De Francisco, C.; Torrado, J.; Garrido, J. Versión breve en español del cuestionario POMS para deportistas adultos y población general. Revista de Psicología del Deporte 2013, 22(1), 95-102. http://hdl.handle.net/10347/22124

Cohen, J. Statistical power analysis for the behavioral sciences (2a ed.). Erlbaum, 1988. https://www.taylorfrancis.com/books/mono/10.4324/9780203771587/statistical-power-analysis-behavioral-sciences-jacob-cohen

Lincoln, Y.S.; Guba, E. G. Naturalistic Inquiry. Sage, 1985. https://us.sagepub.com/en-us/nam/naturalistic-inquiry/book842

Author Response File: Author Response.pdf

Round 2

Reviewer 2 Report

Consider to be accepted.

Reviewer 4 Report

The authors made the necessary revisions. The article may be published in this form in the Educational Sciences journal.

Minor editing of English language required.