1. Artículos/Articles

Artículos/Articles

ARTÍCULOS EN REVISTAS CIENTÍFICAS CON MENCIÓN DEL ÍNDICE DE IMPACTO

IMPACTO/IMPACT
 		Articles published: 161
JCR (SSCI)© 40
SCOPUS© 
 		61
EMERGING SOURCES CITATION INDEX 27
ANEP-RESH-MIAR-International Indexing 33

 

 

Citas


Selected Papers only JCR© 

  1. Vázquez-Cano, E. (2012). Mobile learning with Twitter to improve linguistic competence at Secondary Schools. The New Educational Review, 29(3), 134-147.  
  2. Vázquez-Cano, E., Fombona, J., & Fernández, A. (2013). Virtual Attendance: Analysis of an Audiovisual over IP System for Distance Learning in the Spanish Open University (UNED). The International Review of Research in Open and Distance Learning (IRRODL), 14(3), 402-426. http://dx.doi.org/10.19173/irrodl.v14i3.1430
  3. Vázquez-Cano, E. (2013). The Videoarticle: New Reporting Format in Scientific Journals and its Integration in MOOCs. Comunicar, 41, 83-91. http://dx.doi.org/10.3916/C41-2013-08  
  4. Vázquez-Cano, E. (2013). Expectativas, obstáculos y hábitos de estudio de los internos que cursan enseñanzas universitarias en la UNED. Un estudio de caso: Centro Penitenciario Madrid VII. Revista Educación. MEC, 360, 162-188. doi: 10.4438/1988-592X-RE-2013-360-225.
  5. Vázquez-Cano, E., & Sevillano, M.ª L. (2013). ICT strategies and tools for the improvement of instructional supervision. The virtual Supervision. The Turkish Online Journal of Educational Technology, 12(1), 77-87.
  6. Vázquez-Cano, E. (2013). Open government and e-leadership in schools mediated by ICT. Croatian Journal of Education, 15(1), 11-41. 
  7. Vázquez-Cano, E. (2014). Mobile Distance learning with Smartphones and Apps in Higher Education. Educational Sciences: Theory & Practice, 14(4), 1-16. doi: 10.12738/est.2014.4.2012
  8. Sáez López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez Garrido, C. (2015). Exploring application, attitudes and integration of video games: MinecraftEdu in Middle School. Educational Technology & Society, 18(3), 114-128.
  9. López Meneses, E., Vázquez-Cano, E., & Román, P. (2015). Analysis and implications of the impact of MOOC movement in the scientific community: JCR and Scopus (2010-2013). Comunicar, 44, 73-80. doi: 10.3916/C44-2015-08
  10. Sevillano, M. L., & Vázquez-Cano, E. (2015). The impact of digital mobile devices in Higher Education. Educational Technology & Society, 18(1), 106-118.
  11. Vázquez-Cano, E., Mengual-Andrés, S., & Roig-Vila, R. (2015). Análisis lexicométrico de la especificidad de la escritura digital del adolescente en Whastapp. Revista de Lingüística Teórica y Aplicada, 53(1), 83-105. doi:10.4067/S0718-48832015000100005.
  12. Sáez Lopéz, J.M., Román, M., & Vázquez-Cano, E. (2016). Visual programming languages integrated across the curriculum in elementary schools: A two year case study using "Scratch" in five schools. Computers & Education, 97, 129-141. doi: 10.1016/j.compedu.2016.03.003
  13. Aguaded, I., Vázquez-Cano, E., & López Meneses, E. (2016). El impacto bibliométrico del movimiento MOOC en la Comunidad Científica Española. Educación XX1, 19(2), 77-104. doi: 10.5944/educXX1.19.2
  14. Vázquez-Cano, E., Fombona, J., & Bernal, C. (2016). Análisis computacional de las características ortotipográficas y paralingüísticas de los tweets periodísticos. El profesional de la Información, 25(4), 588-598. doi: https://doi.org/10.3145/epi.2016.jul.08.
  15. Fombona Cadavieco, J., & Vázquez-Cano, E. (2017). Posibilidades de utilización de la Geolocalización y Realidad Aumentada en el ámbito educativo. Educación XX1, 20(2), 319-342. doi: https://doi.org/10.5944/educxx1.19046
  16. Vázquez-Cano, E., López Meneses, E., & Sevillano García, M.ª L. (2017). La repercusión del movimiento MOOC en las redes sociales. Un estudio computacional y estadístico en Twitter. Revista Española de Pedagogía, 75(266), 47-64. doi: 10.22550/REP75-1-2017-03
  17. Vázquez-Cano, E., López Meneses, & García-Garzón, E. (2017). Differences in basic digital competences between male and females university students of Social Sciences in Spain. International Journal of Educational Technology in Higher Education, 14:27. doi: https://doi.org/10.1186/s41239-017-0065-y
  18. Sayans-Jiménez, P., Vázquez-Cano, E., & Bernal-Bravo, C. (2018). Influence of family wealth on student reading performance in PISA. Revista de Educación, 380, 129-155. doi: 10.4438/1988-592X-RE-2017-380-375.
  19. Vázquez-Cano, E., Holgueras, A. I., & Sáez-López, J. M. (2018). An analysis of the ortographic error found in university students' asynchronous digital writing. Journal of Computing in Higher Education, 31(1), 1-20.
  20. https://doi.org/10.1007/s12528-018-9189-x
  21. Vázquez-Cano, E., Holgueras, A. I., & Fombona, J. (2019). Studying a university degree in penitentiary centers in Spain. Challenges and difficulties from the internee's perspective. Prison Journal, 99(5) 593- 613. https://doi.org/10.1177/0032885519875074
  22. Sáez-López, J. M., Sevillano-García, M. L. & Vázquez-Cano, E. (2019).  The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot. Educational Technology Research and Development, 67(6), 1405-1425. https://doi.org/10.1007/s11423-019-09648-5
  23. Vázquez-Cano, E., León Urrutia, M., Parra-González, M. E., & López Meneses, E. (2020). Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context. Sustainability, 12(2), 476, 1-12. https://doi.org/10.3390/su12020476
  24. Vázquez-Cano, E., Gómez-Galán, J., Infante-Moro, A., López-Meneses, E. (2020). Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa. Sustainability, 12(2), 749. https://doi.org/10.3390/su12020749
  25. López-Meneses, E., Sirignano, F. M., Vázquez-Cano, E, & Ramírez-Hurtado, J. M. (2020). University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 36(3), 69-88. https://doi.org/10.14742/ajet.5583
  26. Vázquez-Cano, E., & Holgueras-González, I. (2019). Teachers stress factors and performance in high schools in Ecuador. KEDI, Journal of Educational Policy, 16(2), 21-41.
  27. Abad-Segura, E., González-Zarmar, M. D., López-Meneses, E., & Vázquez-Cano, E. (2020). Financial Technology: Review of Trends, Approaches and Management. Mathematics, 8, 951. doi:10.3390/math8060951
  28. Mac Fadden, I., Santana, M., Vázquez-Cano, E., & López-Meneses, E. (2020). A science mapping analysis of ‘marginality, stigmatization and social cohesion’ in WoS (1963-2019). Quality & Quantity. https://doi.org/10.1007/s11135-020-01004-7
  29. López-Meneses, E., Vázquez-Cano, E., González-Zamar, M. D., & Abad-Segura, E. (2020). Socioeconomic Effects in Cyberbullying: Global Research Trends in the Educational Context. International Journal of Environmental Research and Public Health, 17, 4369. doi:10.3390/ijerph17124369
  30. Leví-Orta, G., Sevillano, M. L., & Vázquez-Cano, E. (2020). An evaluation of university students' latent and self-perceived digital competence in the use of mobile devices. European Journal of Education, 55(3), 441-455. https://doi.org/10.1111/ejed.12404
  31. González-Zamar, M. D., Abad-Segura, E., Vázquez-Cano, E., & López-Meneses, E. (2020). IoT Technology Applications-Based Smart Cities: Research Analysis. Electronics, 9, 1246. doi:10.3390/electronics9081246
  32. Abad-Segura, E., González-Zarmar, M. D., López-Meneses, E., & Vázquez-Cano, E. (2020). Remote sensing applied in forest management to optimize ecosystem services: Advances in research. Forests, 11(9) 969. https://doi.org/10.3390/f11090969
  33. Gómez-Galán, J., Vázquez-Cano, E., Luque de la Rosa, A., & López-Meneses, E. (2020). Socio-Educational Impact of Augmented Reality (AR) in Sustainable Learning Ecologies: A Semantic Modeling Approach. Sustainability, 12, 9116; doi:10.3390/su12219116
  34. Vázquez-Cano, E., Sevillano, M.ª L., & Sáez-López, J. M. (2020). A Computational Analysis of the Morphosyntactic Variation in Tweets Written by Spanish Journalists. Revue roumaine de linguistique, LXV(4), 331-349.
  35. Jiménez-Rodríguez, E., Vázquez-Cano, E., Cebrián-Hernández, A., & López-Meneses, E. (2021). Influence of computer Knowledge and level of Education on Spanish citizens' propensity to use e-commerce. Social Science Computer Review, 1-17. https://doi.org/10.1177/08944393211007313
  36. Vázquez‑Cano, E., Mengual‑Andrés, S., & López‑Meneses, E. (2021). Chatbot to improve learning punctuation in Spanish and to enhance open and flexible learning environments. International Journal of Educational Technology in Higher Education, 18, 33. https://doi.org/10.1186/s41239-021-00269-8
  37. Vázquez-Cano, E., & Díez-Arcón, P. (2021). Facebook or LMS in Distance Education? Why University Students Prefer to Interact in Facebook Groups. The International Review of Research in Open and Distributed Learning, 22(3), 119-141. https://doi.org/10.19173/irrodl.v22i3.5479
  38. Crespo Ramos, S., Vázquez-Cano, E., & López-Meneses, E. (2022). Impact of family communication on Spanish adolescents’ dysfunctional behaviour on social networks. Journal of Aggression, Maltreatment & Trauma. https://doi.org/10.1080/10926771.2022.2043974
  39. Fombona-Pascual, A.; Fombona, J. y Vázquez-Cano, E. (2022).  VR in Chemistry, a Review of Scientific Research on Advanced Atomic/Molecular Visualization. Chemistry Education Research and Practice.  23, 300–312. doi: 10.1039/d1rp00317h.
  40. Ramírez-Hurtado, J. M., Vázquez-Cano, E., Pérez León, V. E., & Hernández-Díaz, A. (2022). A Model to Measure University Students’ Learning Efficacy and Satisfaction During the COVID-19 Pandemic. Croatian Journal of Education,
  41.  Vázquez-Cano, E., Ramírez-Hurtado, J. M., Díez-Arcón, P., & Pascual-Moscoso, C. (2022). Academic and social behaviour profile of the primary school students who possess and play video games. Child Indicators Research. https://doi.org/10.1007/s12187-022-09975-9