D. KNOWLEDGE TRANSFER, INNOVATION, AND APPLIED ACTIVITIES

Intellectual Property Registrations

Pedroche Santoveña, I.
When AI Gets It Wrong: Pedagogical Insights from GPT-4. Agent Misclassifications in Affective Polarization Discourse.

Official registration of intellectual property rights for a scientific work, granted with favourable legal qualification by the Territorial Intellectual Property Registry of the Community of Madrid.

• Registration number: M-005166/2025
• Registry entry number: 16/2025/7149
• Date of registration: 28 November 2025

The registered work is directly linked to ongoing research on critical media literacy, affective polarization, discourse analysis, and the pedagogical implications of generative artificial intelligence, and constitutes a protected research output with potential application in higher education, teacher training, and educational innovation.

Spanish Patent and Trademark Office (OEPM)

Protection and Valorisation of Knowledge

In order to ensure the proper transfer, sustainability, and protection of the knowledge generated, the #PinchaLaBurbuja® project holds an official national trademark registration, granted by the Spanish Patent and Trademark Office (OEPM), under the Figurative National Trademark modality, classes 41 and 42.

The registration was granted for a ten-year period, following a favourable official examination and with no third-party opposition, in accordance with Spanish Trademark Law 17/2001. This registration protects the name and conceptual design of the project, ensuring its use in educational, training, and knowledge-transfer contexts.

Knowledge Transfer and Educational Innovation Project

#PinchaLaBurbuja® is a self-initiated knowledge transfer and educational innovation project, aimed at the social and educational application of research outcomes in critical media literacy, discourse analysis, polarization, and generative artificial intelligence.

The project is implemented through a transmedia educational platform that integrates mission-based pedagogical design, audiovisual resources, digital environments, and supervised AI tools. Its main objective is to foster critical thinking, metacognition, and cognitive resistance to manipulation in non-formal educational contexts.

Transferred Outcomes

The main knowledge-transfer outcomes of the project include:

• Development of an applied educational platform, used as an environment for teaching innovation, lifelong learning, and scientific outreach.
• Design of open educational resources, including podcasts, and digital materials addressed to the general public and teacher training.
• Use of the project as an experimental environment and case study in academic research on echo chambers, affective polarization, and interpretative errors in generative AI systems.
• Participation in institutional university entrepreneurship and knowledge-transfer programmes, such as Emprende UNED–Banco Santander, where the project received an Accésit Award.

Link to Teaching and Research

The #PinchaLaBurbuja® project integrates in a coherent manner:

• Research, as a theoretical and empirical framework for the critical analysis of discourse and technologies.
• Teaching, through its implementation in university-level educational activities and lifelong learning programmes.
• Knowledge transfer, by facilitating access for educators, students, and the wider public to tools and approaches grounded in scientific evidence.

This integration strengthens the social impact of research and contributes to the objectives of quality, innovation, and university social responsibility

YouTube Podcast

Interview Podcast – #PinchaLaBurbuja

The YouTube podcast is part of Mission 1: Detect the Virus within the #PinchaLaBurbuja platform. It consists of a series of audiovisual interviews oriented towards critical media literacy, integrated into the pedagogical architecture of the transmedia platform and grounded in Critical Inoculation Theory.

This podcast is embedded within the #PinchaLaBurbuja project, conceived as an initiative of research, educational innovation, and knowledge transfer, and uses the YouTube interview format as a pedagogical device for the development of critical thinking, media literacy, and cognitive resistance to disinformation, affective polarisation, and algorithmic manipulation.

From a didactic perspective, the podcast constitutes an initial phase of guided exposure, in which students are introduced to key concepts presented by domain experts. This first contact is followed by a process of recall, dialogue, and critical reflection, preparing learners for a subsequent application phase focused on the identification and analysis of messages, publications, or ideas related to the issues addressed in the interviews.

Integration within #PinchaLaBurbuja

Within the pedagogical architecture of #PinchaLaBurbuja, the podcast fulfils a specific critical inoculation function, operating as a preliminary and complementary phase to the platform’s educational missions. Through the interviews, participants are exposed in a guided and controlled manner to:

• Simplified narratives and problematic discursive frames, presented in attenuated forms.
• Common cognitive biases and fallacies prevalent in the digital media ecosystem.
• Influence and viralisation strategies characteristic of algorithmic environments.

This controlled exposure is accompanied by analytical tools and reflective prompts, enabling participants to recognise and critically interrogate these dynamics before encountering them in real-world contexts.

Pedagogical Approach

Each episode is structured as a guided interview with experts in communication, education, technology, research, or social intervention, with the aim of:

• Connecting theoretical frameworks of critical media education with contemporary examples.
• Activating deliberative thinking (System 2) in contrast to automated content consumption.
• Fostering metacognition, encouraging the audience to reflect on how they interpret, validate, and share information.
• Generating transferable learning outcomes applicable to the missions and educational activities of the platform.

The format prioritises reflective dialogue, reasoned argumentation, and contextualisation, explicitly avoiding polarising or sensationalist dynamics.

Educational Objectives

The podcast directly contributes to the overarching objectives of #PinchaLaBurbuja by:

• Applying Critical Inoculation Theory within an open audiovisual environment.
• Reinforcing processes of critical media literacy and AI education.
• Facilitating the transfer of academic knowledge to digital citizenship contexts.
• Serving as a reusable educational resource in university settings and teacher education programmes.

Scope of Application and Impact

The podcast is employed as a complementary resource in:

• Educational innovation activities linked to #PinchaLaBurbuja.
• University training processes and lifelong learning initiatives.
• Actions related to scientific dissemination and social engagement.

The interview series constitutes a structural component of #PinchaLaBurbuja, reinforcing coherence between research, teaching, and knowledge transfer in digital environments.

SoundCloud Podcast

The Codex Podcast (SoundCloud)

The Codex Podcast (Mission 3) is an AI-supported educational resource integrated into the #PinchaLaBurbuja transmedia platform. It is oriented towards the activation and use of the Códex Subversivo, a critical glossary designed for the contrast, validation, and evaluation of responses generated by specialised GPT-based agents (Cyborgs).

Developed in a debate-based format, the podcast fulfils a specific pedagogical function within the project by providing a structured space for argumentative contrast and metacognitive reflection on key concepts related to critical media literacy, discourse analysis, and the educational use of generative artificial intelligence.

From a teaching perspective, The Codex Podcast operates as a deepening and consolidation device, in which students analyse and compare automated responses produced by different Cyborgs, identify biases, limitations, and interpretative errors, and employ the Códex Subversivo as a tool for conceptual validation and epistemic traceability.

Contribution to Teaching, Research, and Knowledge Transfer

This initiative contributes to:

• Educational innovation through the critical and supervised use of generative AI.
• The development of competencies in evaluation, critical thinking, and AI literacy.
• The transfer of knowledge from academic research to open educational contexts.

The podcast is coherently integrated into #PinchaLaBurbuja as evidence of the articulation between research, teaching, and innovation, aligned with ANECA quality and academic evaluation criteria.