No abstract

The use of commercial video games in combination with other media can provide opportunities to learn skills related to critical thinking, digital literacy, and media production. These media tools offer opportunities for users to participate in the new emerging forms of participatory culture. By means of an ethnographic study carried out in a Spanish primary school, this article presents an analysis of the skills that can be developed through the use of the Harry Potter and the Goblet of Fire video game and movie and how education professionals can use them at school in order to change the way students learn. The results show how students can develop their critical capacity by comparing these two media, and that this enables them to develop processes geared to digital literacy at the same as it helps them become producers through the creation and publication of blogs.

Using a quantitative methodology and an ex-post-facto design, the present study analyzes the differences in the perception of gender roles assumed by teenage boys and girls, investigating their acceptance of gendered beliefs according to their country of origin. To do so, the study utilizes the Scale of Student Attitudes towards Gender Equality (García-Pérez et al., 2010) in a sample of 1,826 adolescents of different nationalities (of Spanish, non-Spanish European, Maghrebi, and Latin American origin) enrolled in Secondary Education Schools in Castilla- La Mancha. Results reveal that boys show a greater acceptance of these beliefs than girls, with significant differences in the three dimensions examined (sociocultural, relational, and personal facets). This willingness to accept gender roles is particularly conspicuous in the group of Latin American and Maghrebi male adolescents, whereas no relevant differences have been detected between women, who rather hold more egalitarian beliefs regardless of cultural origin. El presente estudio, de metodología cuantitativa y diseño ex-post-facto, tiene como objetivo analizar las diferencias en la percepción de los roles de género asumidos por chicos y chicas, así como conocer la aceptación de estas creencias en función de la procedencia u origen, utilizando la Escala de Actitudes del Alumnado hacia la Igualdad de Género (García-Pérez et al., 2010) en una muestra de 1,826 adolescentes de distintas nacionalidades (procedencia española, europea no española, magrebí, latinoamericana) escolarizados en Centros Educativos de Educación Secundaria de Castilla-La Mancha. Los chicos presentan mayor aceptación hacia estas creencias que las chicas con diferencias significativas en las tres dimensiones analizadas (plano sociocultural, relacional y personal). Se encontró una mayor aceptación de esos roles de género en el grupo de adolescentes latinoamericanos y magrebíes respecto al de europeos y españoles. No se dieron diferencias entre el grupo de las mujeres, encontrándose creencias más igualitarias independientemente de la procedencia cultural.