Plant regeneration functional groups modulate the response to fire of soil enzyme activities in a Mediterranean shrubland

Soil enzymes are critical to soil nutrient cycling function but knowledge on the factors that control their response to major disturbances such as wildfires remains very limited. We evaluated the effect of fire-related plant functional traits (resprouting and seeding) on the resistance and resilience to fire of two soil enzyme activities involved in phosphorus and carbon cycling (acid phosphatase and β-glucosidase) in a Mediterranean shrublands in SE Spain. Using experimental fires, we compared four types of shrubland microsites: SS (vegetation patches dominated by seeder species), RR (patches dominated by resprouter species), SR (patches co-dominated by seeder and resprouter species), and IP (shrub interpatches). We assessed pre- and post-fire activities of the target soil enzymes, available P, soil organic C, and plant cover dynamics over three years after the fire. Post-fire regeneration functional groups (resprouter, seeder) modulated both pre- and post-fire activity of acid phosphatase and β-glucosidase, with higher activity in RR and SR patches than in SS patches and IP. However, we found no major differences in enzyme resistance and resilience between microsite types, except for a trend towards less resilience in SS patches. Fire similarly reduced the activity of both enzymes. However, acid phosphatase and β-glucosidase showed contrasting post-fire dynamics. While β-glucosidase proved to be rather resilient to fire, fully recovering three years after fire, acid phosphatase showed no signs of recovery in that period. Overall, the results indicate a positive influence of resprouter species on soil enzyme activity that is very resistant to fire. Long-lasting decrease in acid phosphatase activity probably resulted from the combined effect of P availability and post-fire drought. Our results provide insights on how plant functional traits modulate soil biochemical and microbiological response to fire in Mediterranean fire-prone shrublands.

Análisis de la satisfacción del alumnado de L2 con respecto a la adquisición de terminología especializada por medio de videojuegos: estudio de caso

Los videojuegos permiten enseñar contenidos y destrezas de forma eficiente, posibilitando un aprendizaje duradero (Rama et al., 2012), y aumentan la motivación y la implicación del alumnado (Martens et al., 2004). En esta línea, el presente estudio pretende medir tanto el grado de satisfacción de dos grupos de estudiantes de L2 de la Universidad de Alicante con respecto a la adquisición de terminología especializada por medio de un videojuego como la percepción sobre el propio grado de aprendizaje. Tras un periodo de práctica, se ha medido y analizado tanto el grado de aprendizaje alcanzado como la satisfacción con la herramienta empleada y, muy especialmente, las diferencias en el grado de aprendizaje percibido por cada uno de estos grupos.