The University of La Rioja (UR) is a public institution of higher education based in Logroño, La Rioja, Spain. Inaugurated during 1992-1993 from various existing schools and colleges, it currently teaches Grades 19 adapted to the European Higher Education, and a varied program of masters, summer courses and courses of Spanish language and culture for foreigners. It has earned the Campus International Excellence for the project "Iberus" presented together with the public universities of Zaragoza, Navarra, and Lledia.The campus of the University of La Rioja is located in Logroño. Teaching, research and culture are activities conducted in the roughly 200,000 square meters it covers. The shield of the University of La Rioja is composed of the initials "U" and "R" removed from the calligraphy of emilianenses codices, written and kept in the Monastery of San Millán de la Cogolla, considered 'the cradle of the Spanish' and a Heritage Site.In 1996, the University of La Rioja was the first campus to create and teach Spanish in the Bachelor of Oenology, according to the tradition of winemaking in the region, while in 1999 it began offering studies in History and Bachelor of Science Music, the first given at a Spanish public campus entirely through the Internet and is now offered by the Bachelor of Science in Labour and much of the master's program and graduate courses.The staff at the University of La Rioja is composed of about 450 members of teaching and research staff and 250 other members of the Administration and Services. The ratio remains at 15 students per teacher. In eighteen years of history, University of La Rioja has taught more than 14,000 students.The UR is part of Group 9 of Universities, which brings together the nine public campuses that are unique in their autonomous region, and Tordesillas Group, a network of Latin American campus has its origins in the First Meeting of Rectors of Universities in Brazil, Spain and Portugal, which was held in June 2000 for the commemoration of 500 years of Brazil, in the Houses of the Treaty in Tordesillas (Valladolid).In 1999 it received the Medal of the Government of La Rioja, in a ceremony in San Millan de la Cogolla. It runs Dialnet, a bibliographic database.
Semantic fluency, the ability to retrieve words within a category, relies on lexical knowledge, semantic memory and executive control mechanisms. A richer, interconnected semantic memory and optimal executive control, as seen in creative individuals, enhance fluency through broad associative searches and quicker access to remote concepts. However, the extent to which this creativity-related advantage in the first language (L1) extends to second language (L2) remains largely unexplored. Using a combination of inferential analyses, we examined how productive vocabulary knowledge and creativity relate to L2 semantic fluency in a sample of 60 Spanish 12th-grade English as a Foreign Language (EFL) learners. L2 semantic fluency was measured using two semantic fluency tasks. Findings suggest that vocabulary provides the necessary basis for creativity to operate and that although creativity enhances L2 semantic fluency in semantically broad domains, verbal flexibility serves a compensatory function in more constrained categories. Further analyses of lexical production patterns and retrieval strategies lent support to these findings.
Abstract Empirical evidence has demonstrated the power of AI to influence human decisions and the risk of humans acquiring AI biases. Therefore, there is a clear need to develop strategies to mitigate such threat. In three experiments, set in a medical context, we tested whether warning individuals about AI biases and errors could mitigate the negative impact of AI biases on their decisions and reduce the transmission of AI biases to humans. In Experiment 1, participants received explicit information about the percentage of erroneous AI recommendations but with two different framings: in terms of AI accuracy or AI risk of error. Our results showed that emphasising the risk of AI errors, more than its accuracy, reduced people’s tendency to follow incorrect AI suggestions and to acquire biases from AI. In Experiment 2, a more general warning message alerting of possible AI errors and biases was also effective in reducing bias acquisition. Experiment 3 showed that, although the warning message provided some protection against bias, participants who received AI support still made more errors than participants who completed the classification task without any assistance. Experiments 2 and 3 also investigated whether the type of error made by the AI, a false positive or a false negative, influenced participants’ tendency to adhere to its suggestions, and the effect of the warning message. However, no significant effects were found. Overall, our results highlight the importance of informing users about the risk of AI error rather than focusing solely on accuracy.
This study examines digital gamified museum experiences through the lens of affordance theory using a mixed-methods design. Two research questions guided the work: (1) which affordances, visitor experiences and outcomes characterise a gamified digital museum interaction, and (2) how these affordances shape different experience dimensions and related outcomes. Interviews with visitors engaging with a projection-mapping interactive table - depicting the harsh working conditions of a 19th-century factory - identified four affordances (rewards, competition, immersion, empathy), three experience dimensions (flow, learning perception, enjoyment) and three outcomes (perceived memorability, attitude reinforcement, intention to donate). The proposed model was tested with 252 museum visitors using PLSc-SEM. Findings show that specific affordances give rise to distinct experiences and outcomes. Theoretically, the study advances affordance theory in the context of gamified museum experiences. Practically, the results provide insights for exhibit design and museum management.HighlightsThe affordance theory is highly dependent on the experience and setting providedMuseums offer specific gamification affordances for better visitor experiencesGamification in museums need to focus on enjoyment and learningDigital gamification can strengthen the sense of empathy felt with historical facts
Methyl jasmonate (MeJA) is a defence-related phytohormone that triggers metabolic reprogramming in grapevines and modulates pathways associated with stress responses and secondary metabolism. However, the temporal organisation of leaf metabolic responses following MeJA elicitation remains insufficiently characterised. In this study, an untargeted metabolomic approach based on UPLC-QTOF-MS was applied to investigate the time-resolved metabolic response of Vitis vinifera L. cv. Tempranillo leaves following foliar application of 10 mM MeJA under controlled greenhouse conditions. Leaf samples were collected at 0, 3, 6, 18, 24, and 48 h post-treatment. After quality filtering, 2552 metabolite features were detected, of which 40 discriminant features met stringent statistical criteria (maximum fold change >= 2 and p <= 0.05). Putative annotation according to Metabolomics Standards Initiative guidelines (MSI levels 2-3) revealed modulation of several metabolite classes, including carbohydrate-derived conjugates, terpenoid-related metabolites, hydroxycinnamic acid derivatives, and flavonoid-associated compounds. Temporal profiling revealed structured and non-monotonic metabolic responses characterised by rapid early changes between 3 and 6 h, followed by delayed accumulation patterns peaking around 24 h. Early phases were mainly associated with carbohydrate-related metabolites, suggesting rapid redistribution of carbon resources after elicitor perception. These results indicate that MeJA-induced metabolic adjustment in Tempranillo leaves occurs through temporally differentiated response phases rather than a uniform metabolic shift, providing a time-resolved metabolomic framework for interpreting elicitor-driven defence responses in grapevine.
The increasing linguistic diversity in educational settings raises important questions about how learners with different linguistic backgrounds access and organize their lexicon in a foreign language. This study compares the mental lexicon structure of English as a Foreign Language (EFL) learners with monolingual backgrounds (L2 learners) and heritage bilingual backgrounds (L3 learners) through semantic fluency tasks and network analysis. No significant quantitative differences in vocabulary production were found. However, some qualitative diffe-rences at the microscopic level, concerning specific responses, could be attested. These findings highlight the role of linguistic proficiency in structuring the lexicon. The study contributes to second language acquisition theories and provides insights for pedagogical strategies tailored to multilingual EFL learners.
