• Periodista, Universidad de Concepción, Chile.
• Profesora de Educación General Básica, Universidad de Concepción, Chile.
• Magíster en Educación, Universidad de Concepción, Chile.
• Doctora en Investigación Pedagógica, Universidad Ramón Llul, Barcelona, España.
• Postdoctorado, Arizona State University, Estados Unidos (Laboratory for Embodied Cognition y
• Embodied Games Lab).

PUBLICACIONES

Badilla-Quintana, M.G. & Sandoval, F. (2024). Estudio de caso: experiencia de estudiantes en formación inicial docente en simulaciones de prácticas pedagógicas en un mundo virtual. Cuadernos de Investigación Educativa, 15(1), e204. https://doi.org/10.18861/cied.2024.15.1.3554

http://www.scielo.edu.uy/scielo.php?script=sci_abstract&pid=S1688-93042024000101204&lng=pt&nrm=iso&tlng=es

Mella, J., Chiappe, A. & Badilla, M.G. (2024). Theoretical and empirical models underlying the teaching use of LMS platforms in higher education: a systematic review. Journal of Computers in Education. https://doi.org/10.1007/s40692-024-00345-8 (doi corrected: https://doi.org/10.1007/s40692-024-00336-9)

Sandoval-Henríquez, F., Sáez, F. & Badilla-Quintana, M.G. (2024). Systematic review on the integration of immersive technologies to improve learning in primary education. Journal of Computers in Education. https://doi.org/10.1007/s40692-024-00318-x

Rivera-Robles, S., Badilla-Quintana, M. G., Jiménez-Pérez, L. (2024). Tipología y uso de tecnologías emergentes en educación primaria y secundaria en Latinoamérica: una revisión sistemática de la literatura. Revista Complutense de Educación, 35(1), 337-351. https://dx.doi.org/10.5209/rced.83108

Badilla-Quintana, M. G. & Sandoval-Henríquez, F. J. (2023). Valoración del desempeño docente de estudiantes en formación inicial tras participar en simulaciones de prácticas pedagógicas en un mundo virtual. Campus Virtuales, 12(1), 79-91. https://doi.org/10.54988/cv.2023.1.1073

Salamanca, I. & Badilla, M.G. (2023). Percepción de la comunidad educativa sobre la estimulación de las Habilidades para el siglo XXI. Revista Electrónica de Investigación Educativa, 25, e03, 1-11. https://doi.org/10.24320/redie.2023.25.e03.4326

Badilla- Quintana, M.G., Ramírez, G., Sandoval-Henríquez, F., Sáez-Delgado, F. & Gómez, L. (2022). Use of mobile technology in the development of cognitive skills of high school students with special educational needs. Aula Abierta, 51(3), 221-230. https://doi.org/10.17811/rifie.51.3.2022.221-230

Rivera-Robles, S., Salcedo-Lagos, P., Fernández-Chávez, C. & Badilla-Quintana, M.G. (2022). Changes in the technological self-perception of teachers in the context of a pandemic [Mudanças na autopercepção tecnológica de professores no contexto de uma pandemia]. Texto Livre: Linguagem e Tecnologia. Linguagem e Tecnologia,15, e39657. https://doi.org/10.35699/1983-3652.2022.39657

Badilla, M.G., González-López, G., Sandoval-Henríquez, F., Moreno-Fernández, O., Moreno-Crespo, P. & Revuelta-Domínguez, F. (2022). Validación psicométrica de un instrumento para medir la ciberconvivencia entre jóvenes chilenos en pandemia y post-pandemia. Aloma, Revista de Psicología, Ciencias de la Educación y del Deporte, 40(1), 23-34. https://doi.org/10.51698/aloma.2022.40.1.23-34 http://www.revistaaloma.net/index.php/aloma/article/view/585

Rojas-García, P., Sáez-Delgado, F., Badilla-Quintana, M.G. & Jiménez-Pérez, L. (2022). The analysis of educational interventions with video games in secondary education: a systematic review.  Texto Livre: Linguagem e Tecnologia, 15, e37810. doi: 10.35699/1983-3652.2022.37810. https://periodicos.ufmg.br/index.php/textolivre/article/view/37810

Sandoval-Henríquez, F. & Badilla-Quintana, M.G. (2022). How elementary students experience the use of immersive technology. International Journal of Learning Technology, 17(2), 115–132.

Yévenes-Márquez, J., Badilla-Quintana, M.G. & Sandoval-Henríquez, F. (2022). Measuring Engagement to Academic Tasks: Design and validation of the Comp-TA questionnaire. Education Research International, 2022, 4783994, 1-9. https://doi.org/10.1155/2021/4783994

Mella-Norambuena, J., Badilla-Quintana, M.G. & López-Angulo, Y. (2022). Modelos Preditivos Baseados no Uso de Análises de Aprendizagem no Ensino Superior: Uma Revisão Sistemática. Texto Livre: Linguagem e Tecnologia, 15, p.e 36310. doi: 10.35699/1983-3652.2022.36310. https://periodicos.ufmg.br/index.php/textolivre/article/view/36310

Salamanca, I. & Badilla, M.G. (2021). Del pensamiento computacional al pensamiento creative. Un análisis de su relación en estudiantes de educación secundaria. Revista ICONO 14, 19(2). https://doi.org/10.7195/ri14.v19i2.1653

Badilla-Quintana, M.G. & Sandoval-Henríquez, F.J. (2021). Students’ immersive experience in initial teacher training in a virtual world to promote sustainable education: Interactivity, presence, and flow. Sustainability, 13(22),12780. https://doi.org/10.3390/su132212780 (WOS Q2)

Carrasco, J.L., Careaga, M., Badilla-Quintana, M.G. & Molina-Farfan, J. (2021). Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (B-PLE) in Higher Education Students. Sustainability, 13(16), 8736. https://doi.org/10.3390/su13168736.166.104157 (WOS Q2)

Sandoval, F. & Badilla-Quintana, M.G. (2021). Measuring stimulation and cognitive reactions in middle schoolers after using immersive technology: Design and validation of the TINMER questionnaire. Computers & Education, 166, 104157. https://doi.org/10.1016/j.compedu.2021.104157

Salamanca, I. & Badilla, M.G. (2021). Habilidades para el siglo XXI, guía metodológica para estimular el pensamiento computacional y creativo. Editorial UCSC. ISBN: 9789566068228

Badilla-Quintana, M.G., Sepúlveda-Valenzuela, E. & Salazar-Arias, M. (2020). Augmented reality as a sustainable technology to improve academic achievement in students with and without special educational needs. Sustainability (Special Issue Inclusive Education and Sustainability), 12(19), 8116. https://doi.org/10.3390/su12198116

Pinilla-Morales, P. & Badilla-Quintana, M.G. (2020). RubricApp: Adaptation and validation of a Rubric to evaluate the pedagogical value of Mobile Educational Applications. Aloma, Revista de Psicología, Ciencias de la Educación y del Deporte, 38(2), 69-82. https://doi.org/10.51698/aloma.2020.38.2.69-82

Garay, I. & Badilla Quintana, M.G. (2020). Study of reference frames of 21st century skills: An ecosystemic model to guide educational innovation processes. Synergies Chili, 16, 33-48. https://gerflint.fr/Base/Chili16/salamanca_badilla.pdf

Careaga, M., Badilla, M.G. & Fuentes, C. (2020). Critical and prospective analysis of online education in pandemic and post-pandemic contexts:  Digital tools and resources to support teaching in synchronous and asynchronous learning modalities. Aloma, Revista de Psicología, Ciencias de la Educación y del Deporte, 38(2), 23-32. https://doi.org/10.51698/aloma.2020.38.2.23-32

Sandoval, F., Yévenes, J. & Badilla, M.G. (2020). ACT-ED: instrumento unifactorial para medir la actitud hacia el uso educativo de TIC en docentes chilenos de educación secundaria. Revista de Estudios y Experiencias en Educación: REXE, 19(41). doi:10.21703/rexe.20201941sandoval12 https://www.scielo.cl/pdf/rexe/v19n41/0718-5162-rexe-19-41-225.pdf

Philominraj, A., Badilla, M.G., Arrellano, R. & Ranjan, R. (2020). Experiential Learning as Learner Centered Approach (LCA) in English Language Classroom. Universal Journal of Educational Research, 8(12A), 7660-7667. doi: 10.13189/ujer.2020.082552 https://www.hrpub.org/download/20201230/UJER52-19521053.pdf

Salamanca, I. & Badilla, M.G. (2019). 21st Century Skills. An analysis of theoretical frameworks to guide educational innovation processes in Chilean context. In A. Visvizi, y M. Lytras (Coord.), Research & Innovation Forum. RIIFORUM 2019. Springer Proceedings in Complexity. Springer, Cham (pp. 37-46). https://doi.org/10.1007/978-3-030-30809-4_4

Carrasco, J.L., Careaga, M., Badilla-Quintana, M.G., Jiménez, L. & Molina, J. (2019). Sociological Importance and Validation of a Questionnaire for the Sustainability of Personal Learning Environments (PLE) in 8th Grade Students of the Biobío Region in Chile. Sustainability, 11(5), 1301-1315. https://doi.org/10.3390/su11051301

PROYECTOS

2024-2026 Red Internacional AIDA (Artificial Intelligence Driven Assessment) para fortalecer la Investigación en evaluación para el aprendizaje mediante el uso de Inteligencia Artificial en Chile. FOVI24004, Fomento a la Vinculación Internacional para Instituciones de Investigación. Convocatoria 2024 ANID. Role: Investigadora Nacional Asociada. (Claudio Cerón, IP, UCM)

2024-2028 Promoción de la prosperidad docente por medio de la intervención ProSEL-iT basada en Mundos Virtuales con experiencias inmersivas y su efecto en las competencias socioemocionales, la resiliencia y el bienestar. Fondecyt Regular Nº 1241902. Rol: Co-PI (Dra. Fabiola Sáez, IP).

2023-2027 Proyecto “TYMMI” 2.0: Experiencias sincrónicas y asincrónicas para favorecer el aprendizaje y las prácticas pedagógicas efectivas en escenarios desafiantes de post pandemia a través de Tecnologías y Modelos Pedagógicos en Mundos Inmersivos. Fondecyt Regular Nº 1231136. Role: IP.

2019-2022 Integration of immersive technologies in education. Learning mechanisms and educational practices from teacher training. Fondecyt Regular Nº 1191891. Rol: IP.

2018-2020 Educational co-working through linking the university with the school: A proposal for innovation with the use of technology for the development of 21st century skills. Funded by Dirección de Investigación, Universidad Católica de la Santísima Concepción. DIN-REG17 / 2018. Rol: IP.

2018-2019 Development of the XXI Century Collaboration Skill: Learning and Innovation through the Application of a University-School Partnership Model. Funded by the Center for Research in Education and Development CIEDE-UCSC 02/2018. Rol: IP.

2018-2019 Pyramid of Needs for the Digital Citizen and applications of an enriched virtual learning environment to prefigure a distributed educational paradigm. DIN-REG15 / 2018. Funded by Dirección de Investigación, Universidad Católica de la Santísima Concepción. Rol: Co-IP.

2016-2018 Evaluation of digital competence in students of universities from the Bío Bío Region. Funded by Research Department (Dirección de Investigación), Universidad del Bío Bío. Project DIUBB 180203 3 / IDU. Rol: Co-IP.

2016-2018 Integrating immersive technologies in education: An analysis of the processes of emotional regulation of students to achieve significant learning. Becas Chile Projecto Nº 74160087, CONICYT. Rol: IP.

2017 EdiCOM- Educators in Coworking Model. Funds for projects oriented to the Internationalization of the research activities at the University Ramón LLull, File number 2017-URL-Internac-025. Funded by La Caixa Banking Foundation. Rol: Co-IP.

2012-2015 TYMMI: Technology and Pedagogical Models in Immersive Worlds. Initiation Fondecyt Project 11121532. Funded by the National Commission for Scientific and Technological Research of Chile, CONICYT. Rol: IP.