Interpersonal rehabilitation games, compared to single-player games, enhance motivation and intensity level. Usually, it is complicated to restrict the use of the system to pairs of impaired patients who have a similar skill level. Thus, such games must be dynamically adapted. Difficulty-adaptation algorithms are usually based only on performance parameters. In this way, the patient’s condition cannot be considered when adapting the game. Introducing physiological reactions could help to improve decision-making. However, it is difficult to control how social interaction influences physiological reactions, making it difficult to interpret physiological responses. This article aimed to explore the changes in physiological responses due to the social interaction of a competitive game modality. This pilot study involved ten unimpaired participants (five pairs). We defined different therapy sessions: (i) a session without a competitor; (ii) two sessions with a virtual competitor with different difficulty levels; (iii) a competitive game. Results showed a difference in the physiological response in the competitive mode concerning single-player mode only due to the interpersonal game modality. In addition, feedback from participants suggested that it was necessary to keep a certain difficulty level to make the activity more challenging, and therefore be more engaging and rewarding.

The use of weights when training is very common, especially in compensatory work and in performing supplementary exercises. A new type of weight appeared in the market in 2015 with the name of Powerinstep. It is a weight placed on the instep of athletes running shoes (Padullés & Rius, 2015). The goal of this study was to analyse the effectiveness of the use of these weights (Powerinstep) regarding the effect of biomechanical and certain athletic performance variables on two everyday runners groups with similar training methods. The sample used was composed of 19 subjects (9 male and 10 female). The control group (without weight) was made up of 4 subjects and the experimental group had 15 subjects (4 had 50-gram weights on each foot, 5 had 100 grams on each foot, and 6 had 150 grams on each foot). The weight given to each athlete depended on their body weight. There was a pre-test and a post-test done to each athlete with a training period of 14 weeks in between. These tests were: the Bosco test (SJ, CMJ, and ABK) and the Léger test (UMTT). The analysed variables were: height (cm) in SJ, CMJ, and ABK; time (s) in the Léger test; maximum and average heart rate (bpm); contact, flight, and passing times (s) of both left and right feet; step length (m) both left and right feet; stride length (m); the elevation of the centre of mass (cm) during left and right steps and the strides. Both the experimental group and the control group trained under the same time and schedule conditions, with the same work volume, and used the same training system. The only thing that varied between the groups was the whether they used weights or not. Given the sample characteristics, the statistical analysis method was non-parametric (Wilcoxon test). A comparative analysis of the variations between the pre-test and the post-test was done, both in the intergroups (control vs. experimental) and the intragroups (between the 3 subgroups of the experimental group). The differences found in the variations of the control group were not statistically significant (p<0.05). Neither were they in comparing the variations of the intragroups between the subgroups of 50g, 100g, and 150g weights (p<0.05). With this, it can be deduced that the weights given to each athlete regarding their body weight were correct. Statistically significant differences were found in the variations of the experimental group regarding the length of the stride (p=0.05), increasing this one, as well as the length of the left step (p=0.04). However, it has to be taken into account that the length of the step can be considered an improvement, but only if it is regulated to fit each athlete's ideal step length in relation to their trochanteric length, and if it is also associated with an increase of their driving force. Likewise, given the limitations of the sample for significant changes to be given over time, tendencies of the changes in the average percentages were analysed. Even if they did not offer statistically significant differences, they did offer results to tak...

El Equipo de Innovación y Calidad Educativa (EICE) “Tools and Strategies for Competences Assessment” (TASCA) de la Universitat Politècnica de València (UPV) tiene como objetivo básico investigar en metodologías que ayuden a los profesores a evaluar, de manera inmediata, la asimilación de los contenidos didácticos impartidos en las clases para mejorar la docencia universitaria. Este trabajo se realiza en el marco del Proyecto de Innovación y Mejora Educativa (PIME) de la propia UPV “Apoyo a la Evaluación Formativa Presencial mediante el Diseño de Herramientas para la Obtención de Respuestas y Realimentación Inmediata en las Aulas” (A18/11). En este artículo se ana-liza el posible uso de los Smartphones de los alumnos para obtener esta realimentación inmediata de nuestra docencia en las clases. Esta propuesta está relacionada con el cambio de modelo productivo que está suponiendo para muchas empresas la aproximación conocida como “Bring Your Own Device” (BYOD), y es una alternativa mucho más económica a los denominados “Classroom/Student/Audience Response Systems” (ARS). Desde el punto de vista pedagógico, hay que tener en cuenta los objetivos docentes y las competencias que se pretenden conseguir en cada aula, curso, carrera o disciplina, y las secuencias o pasos temporales en ese recorrido y, a partir de ahí, definir y planificar los tipos de pruebas, controles, cuestionarios o preguntas que se utilizarán para conseguir los resultados o refor-zarlos. Desde el punto de vista tecnológico hay que diseñar las aplicaciones de soporte para su utilización ágil e inmediata en las aulas, y para poder hacerlo es necesario conocer las distintas plataformas y dispositivos tipo Smartphones existentes actualmente en el mercado, hay que determinar si los alumnos de nuestra Universidad disponen de dichos dispositivos, identificar las plataformas más comunes, e incluso analizar las posibles variaciones entre alumnos de distintas titulaciones. Para obtener esta información se ha diseñado y pasado una encuesta a alumnos de distintos cursos y titulaciones de la UPV. Otro aspecto importante del proyecto ha sido buscar soluciones integrables en la propia plata-forma de e-learning de la UPV (PoliformaT, una instancia de SAKAI). Como resultado de todo este trabajo de investigación se ha desarrollado la arquitectura de la solución tecnológica que se propone en el artículo, y que permitirá explotar los Smartphone de los alumnos para enriquecer los servicios de e-learning de la UPV. Cabe señalar que el objetivo de este trabajo es poner la tecnología al servicio de la docencia, y utilizarla como una herramienta docente, y no como un fin en sí misma.

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Within the context of UPV's project for improving the learning process through innovation