000145067 001__ 145067 000145067 005__ 20250923084436.0 000145067 0247_ $$2doi$$a10.1080/14703297.2024.2386031 000145067 0248_ $$2sideral$$a139791 000145067 037__ $$aART-2024-139791 000145067 041__ $$aeng 000145067 100__ $$0(orcid)0000-0002-4252-115X$$aAsensio-Martínez, Ángela$$uUniversidad de Zaragoza 000145067 245__ $$aCreating educational podcasts as an expository methodology for active learning and its relationship with satisfaction: A comparative study with live oral presentations 000145067 260__ $$c2024 000145067 5060_ $$aAccess copy available to the general public$$fUnrestricted 000145067 5203_ $$aThe educational podcast is a didactic resource requiring specific planning to create a digital audio file with educational content. These podcasts promote meaningful learning and stimulate cognitive skills. This study aimed to analyze the effectiveness of educational podcasts in increasing students’ satisfaction and performance in content acquisition compared to live oral presentations. An experimental methodology was used, involving 148 students from the University of Zaragoza (2022-2023). Students were divided into two groups: one used podcasts, and the others gave live oral presentations. They assessed both types of presentations using an evaluation rubric and collaborated on content development. Data on academic performance, satisfaction, ratings, gender, age, and admission cut-off marks were collected for statistical analysis. Both groups reported high satisfaction, with in-class presentations deemed slightly more appropriate. Exam performance was similar across groups. Collaborative, student-centered learning increased satisfaction, but intra-group conflicts prevented clear distinctions between the methodologies. 000145067 536__ $$9info:eu-repo/grantAgreement/ES/UZ/PIIDUZ-21-292 000145067 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/ 000145067 590__ $$a4.9$$b2024 000145067 592__ $$a0.812$$b2024 000145067 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b27 / 756 = 0.036$$c2024$$dQ1$$eT1 000145067 593__ $$aEducation$$c2024$$dQ1 000145067 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion 000145067 700__ $$0(orcid)0000-0003-2683-7346$$aAguilar-Latorre, Alejandra$$uUniversidad de Zaragoza 000145067 700__ $$0(orcid)0000-0001-6565-9699$$aOliván-Blázquez, Bárbara$$uUniversidad de Zaragoza 000145067 700__ $$0(orcid)0000-0002-9645-8109$$aFernández-Del-Río, Elena$$uUniversidad de Zaragoza 000145067 700__ $$aSamper-Pardo, Mario 000145067 700__ $$aBartolomé, Cruz 000145067 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social 000145067 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac 000145067 773__ $$g(2024), [13 pp.]$$pInnov. Educ. Teach. Int.$$tINNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL$$x1470-3297 000145067 8564_ $$s286216$$uhttps://zaguan.unizar.es/record/145067/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-02-01 000145067 8564_ $$s1660116$$uhttps://zaguan.unizar.es/record/145067/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-02-01 000145067 909CO $$ooai:zaguan.unizar.es:145067$$particulos$$pdriver 000145067 951__ $$a2025-09-22-14:46:50 000145067 980__ $$aARTICLE