Ronald Marquez*; Blaise L. Tardy; Roberto J. Aguado; Giovana Signori-Iamin; Esther Argelagós; Marc Delgado-Aguilar "Artificial Intelligence (AI)-Augmented 'Living' Meta-Analyses toward Critical Thinking Engagement in Chemical Education and Research: A Case Study of Nanocellulose-Stabilized Pickering Emulsions." Journal of Chemical Education (2025): -. Rodríguez-Gómez, A.; Becerril, M.; Privado, J.; Amorós-Gómez, M.; Argelagós, E. "The mediating role of coping strategies between social and emotional competence and psychological well-being and distress in teachers." Bordón : revista de pedagogía (2025): -. García, C.; Argelagós, E.; Privado, J. "Assessing the learning impact of the Four-Component Instructional Design (4C/ID) model on information problem-solving skills for writing academic texts." International Journal of Information and Learning Technology 42 (2025): 329-340. Argelagós, E.; López-Melendo, M.; Privado, J. "Vídeos Enriquecidos y Aula Invertida: multiplicadores del Aprendizaje y la satisfacción durante un escape room en Educación Primaria." Bordón : revista de pedagogía 76 (2024): 147-171. Argelagós, E.; Garcia, C.; Privado, J.: Wopereis, I. "Fostering information problem solving skills through online task-centred instruction in higher education." Computers & Education 180 (2022): -. Garcia, C.; Argelagós, E.; Privado, J. "Assessment of higher education students' information problem-solving skills in educational sciences." Information Development 37 (2021): 359-375. Pifarré, M.; Argelagós, E. "Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance." Sustainability (Switzerland) 12 (2020): 1-19. Argelagós, E.; Brand-Gruwel, S.; Jarodzka, H.; Pifarré, M. "Unpacking cognitive skills engaged in web-search: how can log files, eye movements, and cued-retrospective reports help? An in-depth qualitative case study." International Journal of Innovation and Learning 24 (2018): 152-175. Argelagós, E. & PIfarré, M. "Unravelling secondary students' challenges in digital literacy: a gender perspective." Journal of Education and Training Studies 5 (2017): 42-55. Argelagós, E. & Pifarré, M. "Key Information-problem solving skills to learn in secondary education: a qualitative, multi-case study." Journal of Education and Learning 5 (2016): -. Pérez-Cabaní, M. L.; Juandó-Bosch, J.; Argelagós, E. "Analysing a Management Model for Competence-based university teaching: the lecturer's perspective / Análisis de un modelo de gestión de la docencia en base a competencias en la universidad: la perspectiva del profesor." Infancia y Aprendizaje 38 (2015): 872-908. Pérez-Cabaní, M. L.; Juandó-Bosch, J.; Argelagós, E. "Testing a Model of Competence-based Teaching." Procedia Social and Behavioral Sciences 143 (2014): 31-34. Pifarré, M.; Guijosa, A.; Argelagós, E. "Using a Blog to create and support a Community of Inquiry in Secondary Education." E-Learning and Digital Media 11 (2014): 72-87. Pifarré, M.; Cobos, R.; Argelagós, E. "Incidence of group awareness information on students’ collaborative learning processes." Journal of Computer Assisted Learning 30 (2014): 300-317. Argelagós, E.; Pifarré, M. "Improving Information Problem Solving Skills in Secondary Education through embedded instruction." Computers in Human Behavior 28 (2012): 515-526.
Andino, F.; Argelagós, E.; Crespo, M.J. "Un aula con dos profesores. La atención a la diversidad en la ESO a través del profesorado de apoyo a la integración.." A tres bandas (2000): 5-9.