Rafodium: a social nets about augmented reality created in Google+

Métricas alternativas

Palabras clave

social networks
augmented reality
learning communities
virtual learning community Redes sociales
realidad aumentada
comunidades de aprendizaje
comunidad virtual de aprendizaje

Cómo citar

Marín Díaz, V., López Pérez, M., & Fernández Robles, B. (2020). Rafodium: a social nets about augmented reality created in Google+: Rafodium: una red social sobre realidad aumentada creada en Google +. Pixel-Bit. Revista De Medios Y Educación, 59, 225–240. https://doi.org/10.12795/pixelbit.69626


Analyzing the flow of movement that occurs in social networks is gradually acquiring greater relevance in the scientific community, which allows us in the first instance to establish the type of information “moving” within it significance and also to analyze in detail the flow of information that occurs in it. The article presents the process of creating a virtual community through the program Google+, which is found within the R&D research project “Augmented Reality to Increase Training (RAFODIUN)” granted by the Ministry of Science and Innovation of the Government of Spain (key: EDU2014_57446P). The analysis is carried out from different perspectives ranging from nationality analysis of the participants, their gender, the volume of participations, the type of resources located, their content, and references to the educational context of the messages provided by the members. The replicas and counter-replies offered by the participants in the same message are also observed, as well as the usage of the option +1 provided by Google+ on the part of the community members. The network is analyzed under a bipartite network model with the Pajeck program. One of the main conclusions that has been reached is the need to establish dynamizations so that the network is in a continuous flow of information.



Araujo, J. C. (2019). El componente social. Un indicador del trabajo colaborativo online. EDMETIC, Revista de Educación Mediática y TIC, 8(1), 171-200. https://doi.org/10.21071/edmetic.v8i1.11104

Asmawi, A., Suat, M. L., & Zahra, N. (2015). Factors educators should consider when integrating Facebook in education. International Journal of Multidisciplinary Education and Research, 2(1), 32-37.

Baccaa, J., Baldirisa, S., Fabregata, R., Shuk, K., & Graf, S. (2015). Mobile Augmented Reality in Vocational Education and Training. Procedia Computer Science, 75, 49-58. https://doi.org/10.1016/j. procs.2015.12.203.

Barroso, J., & Gallego, O. (2017). Learning resource production in Augmented Reality supported by education students. EDMETIC, Revista de Educación Mediática y TIC, 7(1), 23-38. https://doi. org/10.21071/edmetic.v6i1.5806

Borromeo, C. (2016). Social networks for language teaching: the case of teachers. Pixel Bit, Revista de Medios y Educación, 48, 41-50. http://dx.doi.org/10.12795/pixelbit.2016.i48.03

Cabero, J., & Barroso, J. (2016a). Ecosystem of learning with «augmented reality»: educational possibilities. Technology, Science and Education Journal, 5.141-154.

Cabero, J., & Barroso, J. (2016b). The educational possibilities of Augmented Reality. Journal of New Approaches in Educational Research, 5(1), 44-50. https://doi.org/10.7821/naer.2016.1.140

Cabero, J., & García, F. (coords) (2016). Realidad Aumentada. Tecnología para la formación. Madrid: Síntesis.

Cabero, J., Fernández, B., & Marín, V. (2017). Dispositivos móviles y realidad aumentada en el aprendizaje del alumnado universitario. RIED. Revista Iberoamericana de Educación a Distancia, 20(2), 167-185. http://dx.doi.org/10.5944/ried.20.2.17245

Cabero-Almenara, J., Del Prete, A., & Arancibia, M. L. (2019). Percepciones de estudiantes universitarios chilenos sobre uso de redes sociales y trabajo colaborativo RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 35-55. http://dx.doi.org/10.5944/ried.22.2.22847

Casquero, O., Landaluce, A., Portillo, J., Benito, M., & Romo, J. (2009). Meta-analysis of the- Articles Published in SPDECE and its Comparison with IJELLO. Interdisciplinary Journal of E-Learning and Learning Objects, 5, 399-418.

Casquero, O., Ovelar, R., Romo, J. Benito, B. (2014). Personal learning environments, higher education and analytical learning: a study on the effects. Cultura y Educación, 26(4), 696–738. https://doi.org/ 10.1080/11356405.2014.985945.

Chen, C-H., Lee, I-J., & Lin, L-Y. (2016). Augmented reality-based video-modeling storybook of nonverbal facial cues for children with autism spectrum disorder to improve their perceptions and judgments of facial expressions and emotions. Computers and Human Behaviour, 16, 477-485. doi: http://dx.doi.org/10.1016/j.chb.2015.09.033

Cruz, I. (2016). Perceptions in the use of social networks and their application in the teaching of mathematics. Pixel Bit, Media and Education Journal, 48, 41-50. doi: http://dx.doi.org/10.12795/ pixelbit.2016.i48.11

Di Serio, A., Ibañez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on students’ motivation for a visual art course. Computers & Education, 68, 586-596. doi: http://dx.doi. org/10.1016/j.compedu.2012.03.002

Durall, E., Gros, B., Maina, M., Johnson, L., & Adams, S. (2012). Technological perspectives: higher education in Ibero-America 2012-2017. Austin, Texas: The New Media Consortium Retrieved from http://openaccess.uoc.edu/webapps/o2/bitstream/10609/17021/6/horizon_iberoamerica_2012_ ESP.pdf

Eyyam, R., Menevis, I., & Dogruer, N. (2011). Perceptions of teacher candidates towards Web 2.0 technologies. Procedia Social and Behavioral Sciences, 15, 2663-2666. doi: http://dx.doi.org/10.1016/j. sbspro.2011.04.166.

Ferguson, R., & Buckingham, S, (2012). Social Learning Analytics: Five Approaches, In 2nd International Conference on Learning Analytics & Knowledge, 29 Apr - 02 May 2012. Vancouver, British Columbia.

Fogel, J., & Nehmand, E. (2009). Internet social network communities: Risk taking, trust and privacy concerts. Computers in Human Behavior, 25, 153-160. doi: http://dx.doi.org/10.1016/j. chb.2008.08.006.

Gaggioli, A., Mazzoni, E., Mileni, L., & Rive, G. (2015). The creative link: investigating the relationship between social network indices, creative performance and flow in blended tearms. Computers in Human Behaviour, 42, 157-166. doi: http://dx.doi.org/10.1016./j.chb.2013.12.003

Garay, U., Tejada, E., & Castaño, C. (2017). Perceptions of students towards learning through educational objects enriched with augmented reality. EDMETIC, Journal of Media Literacy and ICT, 7(1), 145-164 . doi: https://doi.org/10.21071/edmetic.v6i1.5812

Hidalgo, M. D., & Muñoz, J. M. (2017). El liderazgo en la formación inicial de docentes y educadores sociales: un estudio con perspectiva de género. IJERI: International Journal of Educational Research and Innovation, (9), 237-250. Retrieved from https://www.upo.es/revistas/index.php/IJERI/article/ view/2674

Hrastinski, S., & Keller, Ch. (2007). Computer-mediated Communication in Education: A review of recent research. Educational Media International, 44(1), 61–77. http://dx.doi. org/10.1080/09523980600922746.

Johnson, L., Smith, R, Willis, H., Levine, A. & Haywood, K. (2011). The 2011 Horizon Report, Austin, Texas: The New Media Consortium.

Lee, J., & Suh, A. (2015). How do virtual community members develop psychological ownership and what are the effects of psychological ownership in virtual communities? Computers in Human Behaviour, 45, 382-345. http://dx.doi.org/10.1016/j.chb.2014.12.002.

Lin, H.-F. (2008). Determinants of successful virtual communities: Contributions from system characteristics and social factors. Information & Management, 45(8), 522–527. http://dx.doi. org/10.1016/j.im.2008.08.002.

Maldonado, G., García, J., & Sampedro-Requena, B. (2019). El efecto de las TIC y redes sociales en estudiantes universitarios. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 153-176. http://dx.doi.org/10.5944/ried.22.2.23178

Marín, V., Vázquez, A. I., & McMullin, K. (2014). First steps towards a university social network on personal learning environments. The International Review of Research in Open and Distance Learning, 15(3), 1-27.

Sánchez, J, (2017). The potential of augmented reality in the teaching of Spanish as a foreign language. EDMETIC, Revista de Educación Mediática y TIC, 7(1), 62-80. https://doi.org/10.21071/edmetic. v6i1.5808

Strunga, A. (2015). The Integration of Virtual Learning Communities into Universities’ Knowledge Management Models. Procedia Social and Behavioral Science, 197, 2430-2434. https://doi. org/10.1016/j.sbspro.2015.07.306.

Wasserman, S. (2014). Analysis of social networks: methods and applications. Madrid: Centro de Investigación Sociológica.

Wasserman, S., & Faust, K. (2013). Analysis of social networks: methods and applications. Madrid: Centro de Investigaciones Sociológicas.


Los datos de descargas todavía no están disponibles.