Carlos de Aldama Sánchez


Carlos de Aldama is Assistant Professor at the department of Research and Psychology in Education, Faculty of Education, Universidad Complutense de Madrid. He holds a PhD. in Educational Psychology at Autonomous University of Madrid. His interests are mainly focused on how digital technologies are reshaping the different dimensions of human nature and society. In particular, he has largely researched how to integrate them in educational settings to enhance meaningful learning and how this is linked with higher mental processes, such as reasoning and thought. He has been involved in various research projects (e.g. EDUWorks, a Marie Curie Initial Training Network funded by European Commission) and collaborated with different international research groups (e.g. University of Ghent, Ghent, Belgium or Griffith University, Brisbane, Australia). His work has been published in different scientific journals (e.g. Journal of Educational Computing Research or Lecture Notes in Computer Science) and disseminated through numerous conferences, talks and workshops (e.g. European Conference on Technology Enhanced Learning or European Conference on Educational Research).

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Líneas de Investigación:

  • ICT and cognitive processes.
  • ICT in education.
  • digital technologies and learning.
  • Thinking and reasoning.


Grupos de Investigación:


Proyectos de Investigación:

Como IP:

  • “Pensamiento y Tecnología Digital: Relación Entre El Uso De Las TIC Y Las Competencias Argumentativas y De Razonamiento En Educación Universitaria (2020-2021). Universidad Europea de Madrid.

Como Miembro de Equipo:

  • “EDUWorksProject: Crossing Borders in the Comprehensive Investigation of Labor Market Matching Processes, an EU-Wide, Trans-Disciplinary, Multilevel and Science-Practice-Bridging Training Network (2017-2018). Comisión Europea.
  • “Concepciones Y Usos De Las Representaciones Externas En El Aprendizaje Y La Enseñanza" (2015-2017). Ministerio de Economía y Competitividad dentro de la Convocatoria de Proyectos i+d Excelencia.



  • De Aldama, C., García-Pérez, D., Aguirre-Camacho, A., & González-Cuevas, G. (March,2021).How do we do with digital technology? A study on the use of technology and the search for different types of content, 15th annual International Technology, Education and Development Conference (INTED), Valencia, 2021.
  • García-Pérez, D., de Aldama, C., Aguirre-Camacho, A., & González-Cuevas, G. (March,2021). Critical thinking assessment of internet inquiry and argumentation in text generation,15th annual International Technology, Education and Development Conference (INTED), Valencia, 2021.
  • De Aldama, C. (2020). Cognitive enhancement or cognitive diminishing? Digital technologies and challenges for education from a situated perspective, Límite, Revista Interdisciplinaria de Filosofía y Psicología, Special Issue, Cognition & Technology: a 4E perspective.
  • de Aldama, C., & Pozo, J. I. (2020). Do You Want to Learn Physics? Please Play Angry Birds (But With Epistemic Goals). Journal of Educational Computing Research 2020;58 (1):3-28.
  • Arnedillo-Sánchez, I., De Aldama, C., & Tseloudi, C. (2018). rESSuME: Employability Skills Social Media SurvEy. International Journal of Manpower, 39(8), 1080-1095.
  •  Arnedillo-Sánchez I., de Aldama C., Tseloudi C. (2017) Mapping Employability Attributes onto Facebook: rESSuME: Employability Skills Social Media survEy. In: Lavoué É., Drachsler H., Verbert K., Broisin J., Pérez-Sanagustín M. (eds) Data Driven
    Approaches in Digital Education. EC-TEL 2017. Lecture Notes in Computer Science, vol 10474. Springer, Cham. Impact Source: Including in Conference Proceedings Citation Index (CPCI), WoS
  • De Aldama, C. & García-Pérez, D., & Pozo, J.I. (2017). Analysis of content: ICT integration in higher education, SAGE Methods Cases, London, United Kingdom: SAGE Publications.
  • De Aldama, C & Pozo, J.I. (2016). How are ICT used in the classroom? A study of teachers´beliefs and uses, Electronic Journal of Research in Educational Psychology, 14 (2), 253-286, DOI:
  • Pozo, J. I., & De Aldama, C. (2016). Learning physics with angry birds videogame: an epistemic approach. International Journal of Psychology, 51, 511.
  • Prestridge, S & De Aldama, C. (2016). A classification framework for exploring technology-enabled practice, Journal of Educational Computing Research, 1-21


Propuesta de tesis:

  • Towards an understanding of using digital technologies and cognitive processes (Hacia una comprensión del uso de las tecnologías digitales y los procesos cognitivos).