<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1815-7696</journal-id>
<journal-title><![CDATA[Mendive. Revista de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Mendive]]></abbrev-journal-title>
<issn>1815-7696</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Pinar del Río Hermanos Saíz Montes de Oca]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1815-76962021000401359</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Algunos mitos más difundidos sobre las TIC en la educación. ¿Cómo evitarlos?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alguns dos mitos mais difundidos sobre as TIC na educação. Como evitálos?]]></article-title>
<article-title xml:lang="en"><![CDATA[Some more spread myths about ICT in education. How to avoid them?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Avello Martínez]]></surname>
<given-names><![CDATA[Raidell]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalba-Condori]]></surname>
<given-names><![CDATA[Klinge Orlando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias Chávez]]></surname>
<given-names><![CDATA[Dennis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad "Carlos Rafael Rodríguez"  ]]></institution>
<addr-line><![CDATA[ Cienfuegos]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Santa María  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[ Arequipa]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>19</volume>
<numero>4</numero>
<fpage>1359</fpage>
<lpage>1375</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1815-76962021000401359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1815-76962021000401359&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1815-76962021000401359&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La irrupción de dispositivos electrónicos en todas las esferas de la sociedad, con pantallas de todos los tamaños y con múltiples prestaciones, es cada vez mayor. La rápida automatización de la mayoría de los procesos, incluidos los educacionales, ha generado o hecho resurgir diferentes mitos, en forma de relatos fabulosos y supuestos epistemológicos, muchos de ellos carentes de evidencia empírica y contraste con la realidad. En la literatura se plantea la existencia de mitos recurrentes alrededor de la tecnología, que encierran promesas que no podrán ser alcanzadas debido, precisamente, a que se originan en mitos. Estos mitos dejan de serlo cuando la tecnología, luego de una etapa novedosa, entra al ámbito de lo común y entonces es posible su utilización plena. Este trabajo pretende analizar y comentar evidencias que soportan o rechazan algunos de los mitos generados por las TIC en la educación, en particular los relacionados a la existencia de la multitarea, los nativos digitales, los estilos de aprendizaje, los videojuegos y el conectivismo como supuesta nueva teoría.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO É cada vez maior a irrupção de aparelhos eletrônicos em todas as esferas da sociedade, com telas de todos os tamanhos e multifuncionais. A rápida automação da maioria dos processos, incluindo os educacionais, gerou ou ressurgiu diferentes mitos, na forma de histórias fabulosas e suposições epistemológicas, muitas de las sem evidências empíricas e contrastadas com a realidade. Na literatura, é proposta a existência de mitos recorrentes em torno da tecnologia, que contêm promessas que não podem ser cumpridas justamente por se originarem de mitos. Esses mitos deixam de existir quando a tecnologia, após um novo estágio, entra no reino do comum e então seu uso pleno é possível. Este trabalho tem como objetivo analisar e comentar evidências que sustentam ou rejeitam alguns dos mitos gerados pelas TIC na educação, em particular aqueles relacionados à existência de multitarefa, nativos digitais, estilos de aprendizagem, videogames e conectivismo como suposta nova teoria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The invasion of electronic devices in all spheres of society, with screens of all sizes and with multiple features, is increasing. The rapid automation of most processes, including educational ones, has generated or re-emerged different myths, in the form of fabulous stories and epistemological assumptions lacking empirical evidence and contrast with reality. In the literature, the existence of recurring myths around technology that contain promises that cannot be achieved is proposed precisely because they originate in myths. These myths cease to be so when technology, after a new stage, enters the realm of the common and then its full use is possible. This work aims to analyze and comment on evidence that supports or rejects some of the myths generated by ICT in education. In particular those related to the existence of multitasking, digital natives, learning styles, video games, and connectivity as a supposed new theory.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[mitos]]></kwd>
<kwd lng="es"><![CDATA[TIC]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="pt"><![CDATA[mitos]]></kwd>
<kwd lng="pt"><![CDATA[TIC]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="en"><![CDATA[Myths]]></kwd>
<kwd lng="en"><![CDATA[ICT]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aarts]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Use of "serious health games" in health care: a review]]></article-title>
<source><![CDATA[Information Technology in Health Care: Socio-Technical Approaches]]></source>
<year>2010</year>
<volume>160</volume>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[AlDahdouh]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Osório]]></surname>
<given-names><![CDATA[A. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Caires]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Understanding knowledge network, learning and connectivism]]></article-title>
<source><![CDATA[International Journal of Instructional Technology and Distance Learning]]></source>
<year>2015</year>
<volume>12</volume>
<numero>10</numero>
<issue>10</issue>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Avello]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Requeiro]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A propósito del artículo "Experiencia en la adaptación de actividades a los estilos de aprendizaje desde la educación de posgrado a distancia"]]></article-title>
<source><![CDATA[Educación Médica Superior]]></source>
<year>2018</year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Avello]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Sosa]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Companioni]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[R. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[¿Por qué enunciar las limitaciones del estudio?]]></article-title>
<source><![CDATA[MediSur]]></source>
<year>2019</year>
<volume>17</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>10-2</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bullen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Morgan]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Belfer]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Qayyum]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[The digital learner at BCIT and implications for an e-strategy]]></source>
<year>2008</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Clarà]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Barberà]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Three problems with the connectivist conception of learning]]></article-title>
<source><![CDATA[Journal of Computer Assisted Learning]]></source>
<year>2014</year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>197-206</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Coffield Ecclestone]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Hall]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning styles and pedagogy in post 16 education: A critical and systematic review]]></source>
<year>2004</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Creswell]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[A Concise Introduction to Mixed Methods Research]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Bruyckere]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Kirschner]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hulshof]]></surname>
<given-names><![CDATA[C. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Urban Myths About Learning and Education]]></source>
<year>2015</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Academic Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Bruyckere]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Kirschner]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Hulshof]]></surname>
<given-names><![CDATA[C. D.]]></given-names>
</name>
</person-group>
<source><![CDATA[More Urban Myths About Learning and Education: Challenging Eduquacks, Extraordinary Claims, and Alternative Facts]]></source>
<year>2019</year>
<publisher-name><![CDATA[Routledge]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[de Freitas]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Are Games Effective Learning Tools? A Review of Educational Games]]></article-title>
<source><![CDATA[Journal of Educational Technology &amp; Society]]></source>
<year>2018</year>
<volume>21</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>74-84</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gardner]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Davis]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[The App Generation: How Today's Youth Navigate Identity, Intimacy, and Imagination in a Digital World]]></source>
<year>2013</year>
<publisher-name><![CDATA[Yale University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[George-Reyes]]></surname>
<given-names><![CDATA[C.E.]]></given-names>
</name>
<name>
<surname><![CDATA[Avello-Martínez]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Competencias digitales para la práctica docente en pregrado en dos universidades latinoamericanas]]></article-title>
<source><![CDATA[EDMETIC, Revista de Educación Mediática y TIC]]></source>
<year>2021</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Girard]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Ecalle]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Magnan]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Serious games as new educational tools: How effective are they? A meta-analysis of recent studies]]></article-title>
<source><![CDATA[Journal of Computer Assisted Learning]]></source>
<year>2013</year>
<volume>29</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>207-19</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gladstones]]></surname>
<given-names><![CDATA[W. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Regan]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Lee]]></surname>
<given-names><![CDATA[R. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Division of attention: The single-channel hypothesis revisited]]></article-title>
<source><![CDATA[The Quarterly Journal of Experimental Psychology Section A]]></source>
<year>1989</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-17</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jemielniak]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Wikipedia: Why is the common knowledge resource still neglected by academics?]]></article-title>
<source><![CDATA[GigaScience]]></source>
<year>2019</year>
<volume>8</volume>
<numero>giz139</numero>
<issue>giz139</issue>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[D. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Fox]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["Digital Natives": An Asian Perspective for Using Learning Technologies]]></article-title>
<source><![CDATA[International Journal of Education and Development Using Information and Communication Technology]]></source>
<year>2013</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>64-79</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kirschner]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Stop propagating the learning styles myth]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2017</year>
<volume>106</volume>
<page-range>166-71</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kirschner]]></surname>
<given-names><![CDATA[P. A.]]></given-names>
</name>
<name>
<surname><![CDATA[van Merriënboer]]></surname>
<given-names><![CDATA[J. J. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Do Learners Really Know Best? Urban Legends in Education]]></article-title>
<source><![CDATA[Educational Psychologist]]></source>
<year>2013</year>
<volume>48</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>169-83</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kop]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hill]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Connectivism: Learning theory of the future or vestige of the past?]]></article-title>
<source><![CDATA[The International Review of Research in Open and Distributed Learning]]></source>
<year>2008</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[London]]></surname>
<given-names><![CDATA[D. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Andelman]]></surname>
<given-names><![CDATA[S. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Christiano]]></surname>
<given-names><![CDATA[A. V.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Hausman]]></surname>
<given-names><![CDATA[M. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Kim]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Is Wikipedia a complete and accurate source for musculoskeletal anatomy?]]></article-title>
<source><![CDATA[Surgical and Radiologic Anatomy]]></source>
<year>2019</year>
<volume>41</volume>
<numero>10</numero>
<issue>10</issue>
<page-range>1187-92</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[López]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Avello]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Baute]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Vidal]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Juegos digitales en la educación superior]]></article-title>
<source><![CDATA[Revista Cubana de Educación Médica Superior]]></source>
<year>2018</year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>264-76</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Margaryan]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Littlejohn]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Vojt]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Are digital natives a myth or reality? University students, use of digital technologies]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2011</year>
<volume>56</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>429-40</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Massa]]></surname>
<given-names><![CDATA[L. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mayer]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Testing the ATI Hypothesis: Should Multimedia Instruction Accommodate Verbalizer-Visualizer Cognitive Style?]]></article-title>
<source><![CDATA[Learning and Individual Differences]]></source>
<year>2006</year>
<volume>16</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>321-35</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mesgari]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Okoli]]></surname>
<given-names><![CDATA[Ch.]]></given-names>
</name>
<name>
<surname><![CDATA[Mehdi]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Nielsen]]></surname>
<given-names><![CDATA[F. Å.]]></given-names>
</name>
<name>
<surname><![CDATA[Lanamäki]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA["The sum of all human knowledge": A systematic review of scholarly research on the content of Wikipedia]]></article-title>
<source><![CDATA[Journal of the Association for Information Science and Technology]]></source>
<year>2015</year>
<volume>66</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>219-45</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mosco]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<source><![CDATA[Sublimidad digital: Ciberespacio, mito y poder]]></source>
<year>2011</year>
<publisher-loc><![CDATA[Mexico ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Veracruzana]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Prensky]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Digital natives digital immigrants]]></article-title>
<source><![CDATA[On the Horizon NCB University Press]]></source>
<year>2001</year>
<volume>9</volume>
<numero>5</numero>
<issue>5</issue>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quinn]]></surname>
<given-names><![CDATA[C. N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Millennials, Goldfish &amp; Other Training Misconceptions: Debunking Learning Myths and Superstitions]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rawson]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Stahovich]]></surname>
<given-names><![CDATA[T. F.]]></given-names>
</name>
<name>
<surname><![CDATA[Mayer]]></surname>
<given-names><![CDATA[R. E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Homework and Achievement: Using Smartpen Technology to Find the Connection]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2017</year>
<volume>109</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>208-19</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Guitert]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Sangr a]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Bullen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Do UOC students fit in the Net Generation profile? An approach to their habits in ICT use]]></article-title>
<source><![CDATA[The International Review of Research in Open and Distance Learning]]></source>
<year>2013</year>
<volume>14</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sana]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Weston]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Cepeda]]></surname>
<given-names><![CDATA[N. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Laptop multitasking hinders classroom learning for both users and nearby peers]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2013</year>
<volume>62</volume>
<page-range>24-31</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sancho]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Bosco]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Alonso]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formación del profesorado en Tecnología Educativa: De cómo las realidades generan los mitos]]></article-title>
<source><![CDATA[Revista Latinoamericana de Tecnología Educativa - RELATEC]]></source>
<year>2015</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>17-30</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shafee]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Mietchen]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Su]]></surname>
<given-names><![CDATA[A. I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Academics can help shape Wikipedia]]></article-title>
<source><![CDATA[Science]]></source>
<year>2017</year>
<volume>357</volume>
<numero>6351</numero>
<issue>6351</issue>
<page-range>557-8</page-range><publisher-loc><![CDATA[New York, N.Y ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Siemens]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Connectivism: A learning theory for the digital age]]></article-title>
<source><![CDATA[International Journal of Instructional Technology and Distance Learning]]></source>
<year>2005</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Stahl]]></surname>
<given-names><![CDATA[S. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Different Strokes for Different Folks? A Critique of Learning Styles]]></article-title>
<source><![CDATA[American Educator]]></source>
<year>1999</year>
<volume>23</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>27-31</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tokac]]></surname>
<given-names><![CDATA[U.]]></given-names>
</name>
<name>
<surname><![CDATA[Novak]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Thompson]]></surname>
<given-names><![CDATA[C. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effects of game-based learning on students' mathematics achievement: A meta-analysis]]></article-title>
<source><![CDATA[Journal of Computer Assisted Learning]]></source>
<year>2019</year>
<volume>35</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>407-20</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verhagen]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Connectivism a New Learning Theory]]></source>
<year>2006</year>
</nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Trantleff-Dunn]]></surname>
<given-names><![CDATA[Wack]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Relationship between electronic game play, obesity, and psychosocial functioning in young men]]></article-title>
<source><![CDATA[CyberPsychology &amp; Behavior]]></source>
<year>2009</year>
<volume>12</volume>
<page-range>241-4</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weinstein]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Sumeracki]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Caviglioli]]></surname>
<given-names><![CDATA[O.]]></given-names>
</name>
</person-group>
<source><![CDATA[Understanding How We Learn: A Visual Guide]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zapata-Ros]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teorías y modelos sobre el aprendizaje en entornos conectados y ubicuos. Bases para un nuevo modelo teórico a partir de una visión crítica del "conectivismo"]]></article-title>
<source><![CDATA[Education in the Knowledge Society (EKS)]]></source>
<year>2015</year>
<volume>16</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>69-102</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
