Grupo de Tecnología Educativa. Universidad de Sevilla - Tecnologías emergentes

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Cabero-Almenara, J., Palacios-Rodríguez, A., Rojas Guzmán, H. d. l. Á., & Fernández-Scagliusi, V. (2025). Prediction of the Use of Generative Artificial Intelligence Through ChatGPT Among Costa Rican University Students: A PLS Model Based on UTAUT2. Applied Sciences, 15(6), 3363.

Cabero, J. y otros (2021). Academic Performance and Technology Acceptance Model (TAM) Through a Flipped Classroom Experience: Training of Future Teachers of Primary Education. Contemporary Educational Technology, 13(3), ep305, 1-17 https://doi.org/10.30935/cedtech/10874 .

Llorente-Cejudo, C., Palacios-Rodríguez, A. & Fernández-Scagliusi, V. (2022). Learning Landscapes and Educational Breakout for the Development of Digital Skills of Teachers in Training. Interaction Design and Architecture(s), (53), 176-190.

Palacios-Rodríguez, A., Cabero-Almenara, J. & Puentes-Puente, A. (2022). Production of polimedia by university professor and degree of acceptance in the Dominican Republica. Revista Electrónica de Investigación Educativa, 24, e11 1-17.

Romero-Saritama, J. M., Llorente-Cejudo, C., Palacios Rodríguez, A., & Kalinhoff, C. (2024). Microaprendizajes en el aula universitaria: uso de simulador virtual en el área de biología. Edutec, Revista Electrónica De Tecnología Educativa, (88), 24–41.

Romero-Saritama, J. M., Espinosa-Tapia, S., & Palacios-Rodríguez, A. (2025). Using WhatsApp in Distance Education: Assessing the Impact on Academic Interaction and Influencing Factors. Social Sciences, 14(3), 183.

Llorente-Cejudo, C.; Barragán-Sánchez, R.; Palacios-Rodríguez, A.; Fernández-Scagliusi, M. V. (2025). Construction of learning and analysis of cognitive load through the use of active methodologies as a function of gender. Campus Virtuales, 14(2), 57-68.

Muñoz-Pradas, R., de la Fuente Benítez, M., Palacios-Rodríguez, A., & Fernández Scagliusi, M. V. (2025). Relationship Between Attachment and Social Skills in Adulthood Education in the Digital Society. Societies, 15(1), 8.

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