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Article 1<\/strong>: Gamification and Student Retention in Virtual Courses: Evidence from Language Teaching Practice<\/p>\n\n\n\n Author: <\/strong>Dr. Elga Sep\u00falveda Su\u00e1rez, Culinary Institute LeNotre, elga.sepulvedasuarez@gmail.com<\/p>\n\n\n\n Abstract: <\/strong>Student retention in online education continues to be a major challenge, particularly in language courses where consistent practice, feedback, and motivation are key to success. This study examines how gamification tools can enhance engagement and persistence among online Spanish students. Four tools\u2014Kahoot, Quizlet, Gimkit, and Quizzes\u2014were integrated into asynchronous and synchronous activities in online Spanish courses. Data from Learning Management System (LMS) analytics and student feedback surveys were analyzed descriptively to assess engagement trends. Results show increased participation (85\u201392%), higher completion rates, and improved motivation, especially among students identified as at risk of dropout. This article illustrates the practical application of gamification in language education and offers evidence of its role in supporting student retention. The discussion highlights pedagogical implications, the need for accessible design, and recommendations for sustainable, inclusive gamification strategies in higher education.<\/p>\n\n\n\n Article 2<\/strong>: Competencias profesionales para ense\u00f1ar en entornos virtuales, de maestros de matem\u00e1ticas de los grados 9 a 12 del Departamento de Educaci\u00f3n de Puerto Rico<\/em><\/p>\n\n\n\n Author: <\/strong>De Jes\u00fas, Blenda, Egresada del Programa Graduado, Universidad Interamericana de Puerto Rico, Bdej7290@interponce.edu<\/a><\/p>\n\n\n\n Abstract: <\/strong>El prop\u00f3sito de esta investigaci\u00f3n fue determinar el nivel de competencia profesional autopercibida de los maestros de matem\u00e1ticas de los grados 9 al 12 del Departamento de Educaci\u00f3n de Puerto Rico para ense\u00f1ar en entornos virtuales de aprendizaje. Los resultados revelaron que los docentes se autopercibieron con un nivel alto de competencia profesional en todas las dimensiones evaluadas y se evidenci\u00f3 que factores como la formaci\u00f3n acad\u00e9mica graduada, la certificaci\u00f3n en entornos virtuales y la experiencia docente influyen significativamente en el nivel de competencia percibida. Se concluy\u00f3 que el fortalecimiento de las competencias profesionales en entornos virtuales debe ser una prioridad para el liderazgo escolar, a fin de garantizar una educaci\u00f3n de calidad, equitativa y contextualizada en escenarios de ense\u00f1anza mediados por tecnolog\u00eda.<\/em><\/p>\n\n\n\n Article 3<\/strong>: The Adverse Digital Childhood Experiences (ADCEs) Framework: A Transformative Paradigm for Decoding Digital Adversity and Safeguarding Human Agency in Child Development and Lifespan Trajectories<\/p>\n\n\n\n Author: <\/strong>Asrat Genet Amnie, Hostos Community College, CUNY, aamnie@hostos.cuny.edu<\/a><\/p>\n\n\n\n Abstract: <\/strong>Childhood is no longer confined to physical spaces; It increasingly unfolds within digitally saturated environments where algorithmically mediated technologies shape attention, learning, and identity formation from the earliest years. Traditional adversity frameworks, particularly the Adverse Childhood Experiences (ACEs) model, do not capture the distinctive, persistent, and often invisible risks of digital life. To address this gap, this study advances the Adverse Digital Childhood Experiences (ADCEs) framework, an empirically informed and theory-driven extension of ACEs that systematizes ten interrelated domains of digital adversity encompassing social, cognitive, and environmental stressors. These include cyberbullying and exploitation, commercial surveillance and privacy harms, technoference and digital neglect, identity distortion, exposure to harmful content, ideological manipulation, and displacement of physical play and nature engagement. Developed through an integrative synthesis of multidisciplinary evidence, the ADCEs framework delineates mechanisms through which digital and AI-mediated systems may influence neurocognitive, socioemotional, and ethical development. A structured research and clinical rubric is proposed to support psychometric validation, longitudinal tracking, and cross-cultural adaptation. By integrating developmental science, digital ethics, and public health, the ADCEs framework provides a coherent scaffold for research, screening, and intervention, enabling policymakers, educators, and clinicians to safeguard children\u2019s well-being and agency across convergent physical\u2013digital ecologies.<\/p>\n\n\n\n Article 4<\/strong>: Perceived Online Teaching\u2013Learning Environment as a Predictor of Student Satisfaction: Evidence from a Spanish Course<\/p>\n\n\n\n Author: <\/strong>Irizarry, Brian, Ed.D., Doctoral Graduate, Inter American University of Puerto Rico, Ponce Campus, Biri9798@interponce.edu<\/a><\/p>\n\n\n\n Abstract: <\/strong>This study examines the relationship between students\u2019 perceptions of the online teaching\u2013learning environment and their satisfaction with a Spanish language course at a private university. Using a quantitative, correlational design, we analyzed student survey responses adapted from established online learning environment scales to capture instructor support, student interaction and collaboration, personal relevance, authentic learning, active learning, student autonomy, and enjoyment of distance education. Results indicate a significant positive association between perceptions of the online learning environment and overall satisfaction (Kendall\u2019s tau-b = .367, p = .001; N = 43). Findings reinforce the importance of clear course structure, timely feedback, and robust instructor\u2013student interaction in non-traditional modalities. We discuss implications for instructional design, faculty development, and student support services, and offer actionable recommendations to enhance learner experience and satisfaction in online language courses. Limitations and future research directions are outlined to guide subsequent studies within Hispanic-serving contexts and similar higher-education settings.<\/p>\n\n\n\n Article 5<\/strong>: Shaping Problem-Solvers: The Role of Diverse Methods in Advancing Mathematical Confidence<\/p>\n\n\n\n Author: <\/strong>Armando Amador, Ed. D. C.T.A.S, Assistant Professor of Mathematics, Hostos Community College, City University of New York, aamador@hostos.cuny.edu<\/a><\/p>\n\n\n\n Abstract: <\/strong>This article investigates how exposure to diverse methods for solving quadratic equations influences the development of mathematical confidence and problem-solving skills among undergraduate students in community college algebra courses. Recognizing that students often enter with varying levels of prior knowledge and limited experience in flexible problem-solving, the instructional model introduced multiple strategies, including Grouping, Completing the Square, Trial and Error, the Quadratic Formula, and Slide-Divide-Bottoms-Up. Student perceptions, preferences, and self-reported confidence were collected through surveys and analyzed to assess both procedural proficiency and conceptual understanding. Findings reveal that engaging with multiple solution methods enhances students\u2019 confidence, encourages strategic thinking, and promotes adaptability in selecting appropriate approaches for different problem types. The results also demonstrate that students develop greater mathematical maturity, characterized by reflective reasoning, method comparison, and persistence in problem-solving. These insights suggest that integrating diverse methods into algebra instruction fosters a mindset of flexible and independent problem-solving, providing a pathway for students to approach complex mathematical challenges with confidence and resilience.<\/strong><\/p>\n\n\n\n Article 6<\/strong>: Generational Cybersecurity: Helping Parents Understand Teens\u2019 Online Risks<\/p>\n\n\n\n Author: <\/strong>Fokam, Dejolie Christelle, Assistant Professor, Hostos Community College (CUNY), <\/strong>dejoliechristelle@gmail.com<\/a><\/p>\n\n\n\n Abstract:<\/strong> This study uses parallel surveys of parents and adolescents to examine intergenerational understanding of teens\u2019 online activities and risks. Thirty anonymous responses (majority teens) were analyzed descriptively. While 71% of parents reported being very or somewhat confident about their teen\u2019s online life, only 4% of teens said they always share their online activities with parents; 57% turn to friends first when problems arise. Nearly half (48%) of teens reported experiencing cyberbullying or harassment. Both groups expressed strong interest in learning together (teens: 87% yes\/maybe; parents: 86% yes\/maybe). Findings highlight gaps in knowledge and communication that can be addressed through family-based education and structured workshops. We conclude with practical recommendations for parent\u2013teen joint learning, privacy\u2011respectful dialogue, and basic technical safeguards.<\/p>\n\n\n\n Article 7<\/strong>: Academic, Social, and Emotional Impacts of COVID-19 on University Students in Puerto Rico<\/p>\n\n\n\n Authors: <\/strong>Angel Ginorio-Mart\u00ednez Ph.D., AT\/R, aginorio@uagm.edu<\/a>; Sandra Guzm\u00e1n Figueroa Ed.D., guzmans2@uagm.edu<\/a>; Edna Oyola Nunez Ed.D., Ut_eoyola@uagm.edu<\/a> from Universidad Ana G. M\u00e9ndez<\/em><\/p>\n\n\n\n Abstract:<\/strong> Findings revealed that 52.6% of participants reported negative academic impacts, particularly difficulties with concentration, motivation, and adapting to distance learning. Social interaction was significantly affected for 58.5% of students, with reports of isolation, reduced peer interaction, and limited access to student services. Emotional and mental health challenges were reported by 50% of participants, with stress, frustration, and anxiety as the most prevalent symptoms. These results highlight the urgent need for Puerto Rican IHEs to strengthen remote learning support systems, mental health services, and crisis resilience policies. Strengthening faculty readiness and student services are essential for future emergencies.<\/p>\n\n\n\n Article 8<\/strong>: La importancia de los planes de inducci\u00f3n para docentes de enfermer\u00eda en Puerto Rico: hacia una educaci\u00f3n de calidad<\/em><\/p>\n\n\n\n Author: <\/strong>Angel Jos\u00e9 Muriel Valc\u00e1rcel, EDP University of Puerto Rico, Hato Rey Campus Abstract:<\/strong> La transici\u00f3n de enfermeros cl\u00ednicos a docentes en Puerto Rico presenta m\u00faltiples desaf\u00edos, especialmente por la ausencia de planes de inducci\u00f3n estructurados. Este art\u00edculo examina la relevancia de los programas de inducci\u00f3n en la formaci\u00f3n y retenci\u00f3n de docentes de enfermer\u00eda, contrastando instituciones acreditadas y no acreditadas. A partir de un an\u00e1lisis realizado en cuatro instituciones de educaci\u00f3n superior en Puerto Rico, los hallazgos indican que los programas acreditados enfatizan estrategias sistem\u00e1ticas y sostenibles, mientras que los programas no acreditados tienden a enfocarse en soluciones a corto plazo con un desarrollo pedag\u00f3gico limitado a largo plazo. Se analizan tambi\u00e9n los estilos de liderazgo y su influencia en la efectividad de los procesos de inducci\u00f3n, destacando el impacto del liderazgo transformacional en la mentor\u00eda, la retenci\u00f3n y la calidad educativa. Finalmente, se proponen diez pasos estrat\u00e9gicos fundamentados en evidencia internacional y local para fortalecer la inducci\u00f3n docente, incluyendo la estandarizaci\u00f3n de gu\u00edas, la implementaci\u00f3n de mentor\u00edas cl\u00ednico-educativas, el uso de tecnolog\u00edas innovadoras y el alineamiento con est\u00e1ndares de acreditaci\u00f3n. Las evidencias de este an\u00e1lisis sugieren que la implementaci\u00f3n de planes de inducci\u00f3n representa un factor decisivo para fortalecer la calidad educativa y la confianza de los educadores, sino que tambi\u00e9n impacta directamente en la calidad de la ense\u00f1anza y en la seguridad del sistema de salud en Puerto Rico.<\/em><\/p>\n\n\n\n Article 9<\/strong>: Engaging, Motivating, and Strengthening Learning Preferences with Kahoot! in Higher Education<\/p>\n\n\n\n Authors: <\/strong>M\u00f3nica Stanton Koko, Assistant Professor, Borough of Manhattan Community College, CUNY, <\/a>mstantonkoko@bmcc.cuny<\/a>; Tammy Lee Christensen, Doctoral Lecturer, Lehman College, CUNY, Tammy.Christensen@lehman.cuny.edu<\/a>; Michele M\u00e9servie Mont\u00e9calvo, Part-Time Lecturer, Rutgers University, New Jersey, mm2433@tc.columbia.edu<\/a><\/sup><\/p>\n\n\n\n Abstract:<\/strong> Many college learners, especially first-generation and multilingual students, benefit from instruction that is interactive and culturally responsive. This article presents a practical framework for using Kahoot! (1) to boost motivation and engagement, and (2) to help students surface and strengthen their learning preferences through metacognitive reflection. We map core Kahoot! formats (Quiz, Type Answer, Slider, Drop Pin, Puzzle, Poll\/Scale, and Word Cloud) to learning modalities (visual, auditory, read\/write, kinesthetic; social\/collaborative), student-centered pedagogy (active learning, inclusive design, culturally sustaining practices), and flexible delivery modes (online synchronous and in-person with technology). We include ready-to-adopt prompts (e.g., chart interpretation, digestion-sequence puzzle, affective scenario polling) that pair each activity with a brief reflective question, allowing students to identify what helped them learn and why. This approach reframes Kahoot! from a game to a guided practice with rapid feedback and metacognitive checks, supporting persistence while honoring the expressive cultural strengths common among Hispanic\/Latinx learners. Faculty can implement this framework in online, HyFlex, and face-to-face courses to increase participation, reduce performance anxiety, and make learning-strategy awareness an explicit outcome.<\/p>\n\n\n\n
amuriel@edpuniversity.edu<\/a><\/p>\n\n\n\nTo learn about the authors of previous Issues click here<\/a><\/h2>\n\n\n\n