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ORCIDMaría Graciela Badilla Quintana
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2020 – today
- 2022
[j14]Francisco Javier Sandoval-Henríquez
, María Graciela Badilla Quintana:
How elementary students experience the use of immersive technology. Int. J. Learn. Technol. 17(2): 115-132 (2022)- 2021
- [j13]Francisco Javier Sandoval-Henríquez, María Graciela Badilla Quintana:
Measuring stimulation and cognitive reactions in middle schoolers after using immersive technology: Design and validation of the TINMER questionnaire. Comput. Educ. 166: 104157 (2021)
2010 – 2019
- 2019
- [c1]Ignacio Salamanca Garay, María Graciela Badilla Quintana:
21st Century Skills. An Analysis of Theoretical Frameworks to Guide Educational Innovation Processes in Chilean Context. RIIFORUM 2019: 37-46 - 2017
- [j12]María Graciela Badilla Quintana, Angélica Vera Sagredo, Miltiadis D. Lytras:
Pre-service teachers' skills and perceptions about the use of virtual learning environments to improve teaching and learning. Behav. Inf. Technol. 36(6): 575-588 (2017) - 2016
- [j11]Matilde Susana Basso Aranguiz, María Graciela Badilla Quintana:
ICT Resources to Improve Learning in Higher Education. Int. J. Knowl. Soc. Res. 7(4): 1-11 (2016) - 2015
- [j10]María Graciela Badilla Quintana, Sandra Meza Fernández:
A pedagogical model to develop teaching skills. The collaborative learning experience in the Immersive Virtual World TYMMI. Comput. Hum. Behav. 51: 594-603 (2015) - [j9]Marcelo Careaga Butter, Eileen Sepulveda Valenzuela, María Graciela Badilla Quintana:
Intercultural Talent Management Model: Virtual communities to promote collaborative learning in indigenous contexts. Teachers' and students' perceptions. Comput. Hum. Behav. 51: 1191-1197 (2015) - [j8]Michelle Nicólas Nourdin, María Graciela Badilla Quintana:
Design and Content Description of Educational Videogame Word-y to Learn English as a Second Language. Int. J. Knowl. Soc. Res. 6(2): 83-93 (2015) - [j7]María Graciela Badilla Quintana, Diana Sabillón Zelaya:
The TPACK Model to Prepare and Evaluate Lesson Plans: An Experience with Pre-service Teachers Using Social Networks and Digital Resources. J. Mobile Multimedia 11(1&2): 134-146 (2015) - 2014
- [j6]Marcelo Careaga Butter, Laura Jiménez Pérez, María Graciela Badilla Quintana:
School networks to promote ICT competences among teachers. Case study in intercultural schools. Comput. Hum. Behav. 30: 442-451 (2014) - [j5]María Graciela Badilla Quintana, Eduardo Parra Zambrano:
E-mentoring: The effects on pedagogical training of rural teachers with complex geographical accesses. Comput. Hum. Behav. 30: 629-636 (2014) - [j4]María Graciela Badilla Quintana, Cristian Lara Valenzuela:
Acti-Plan: Appropriation of ICT Resources for Pre-Service Teachers' Teaching Practice in Immersive Virtual Worlds. Int. J. Knowl. Soc. Res. 5(3): 15-24 (2014) - [j3]Eileen Sepulveda Valenzuela, María Graciela Badilla Quintana, Marcelo Careaga Butter:
Mobile Devices for Teaching English as a Second Language in Higher Education, the Case of DUOC in Chile. J. Mobile Multimedia 10(3&4): 234-243 (2014) - [j2]Marcelo Careaga Butter, María Graciela Badilla Quintana, Eileen Sepulveda Valenzuela:
Incremental Prototyping Model for the Development of Educational Platforms: a Process of Design and Quality Standards. J. Univers. Comput. Sci. 20(10): 1407-1417 (2014) - [j1]María Graciela Badilla Quintana, Miquel Àngel Prats Fernández, Marcelo Careaga Butter, Juan Carlos Gacitúa, Cecilia Vásquez Carillo:
Technological Readiness for Teaching Practices in Immersive Learning Environments Open Sim. J. Univers. Comput. Sci. 20(15): 2024-2031 (2014)
Coauthor Index
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