C=OCARBOHIDRATOS: efecto del juego sobre el aprendizaje

Abstract

<p>La implementación de un juego educativo como herramienta didáctica para el aprendizaje de los conceptos de carbohidratos, se planteó con 111 estudiantes del grupo experimental y 79 del grupo control. El juego incluyó elementos visuales y textuales que facilitaron la comprensión; la validez se estableció por expertos e indicadores académicos de efectividad. El efecto sobre el aprendizaje se evaluó con un pretest/postest con alfa de 0,86. La homogeneidad poblacional y las diferencias entre grupos se establecieron con contraste de hipótesis Wilcoxon y U de Mann-Whitney, el promedio del grupo experimental incrementó sus resultados en 2,6 puntos respecto al grupo control. Los indicadores permiten concluir que la herramienta motiva, mejora el rendimiento académico, favorece el trabajo en equipo y promueve la generación de procesos cognitivos requeridos para el aprendizaje.</p>

Perception channels and cognitive styles: opponents, followers or learning allies?

“…The limitations on the study arose because The game C=OCarbohydrates used as an educational strategy was an effective tool for the learning of the subject, as demonstrated in Vera-Monroy et al. (2020) , and it is the patrimonial property of the UMB.…”

“…The limitations on the study arose because The game C¼OCarbohydrates used as an educational strategy was an effective tool for the learning of the subject, as demonstrated in Vera-Monroy et al (2020), and it is the patrimonial property of the UMB. This is why, in the first instance, the population subject to the study should belong to the institution, once the results are published, agreements will be established to implement in other university populations, thus to generalize the results.…”

“…The academic performance of the participants was established through a pre-test/post-test experimental design with 12 multiple-choice questions, which evaluated the generation of cognitive processes required for learning the subject ( Vera-Monroy et al., 2020 ), the results are presented as a percentage.…”

“…Finally, the social current represented by Vygotsky who affirms that cognitive development is achieved in sociocultural interactions, mental activity is exclusively human, it is the result of social learning, the internalization of culture and social relations ( Vera-Monroy, Mejía- Camacho and Gamboa, 2020 ). Epistemologically it belongs to the postmodern theory that is related to the teaching-learning theories in which knowledge is built, with the active participation of the student and the search for consensus.…”

“…With the purpose of having an efficient communicative process in the classroom and a better academic performance, Playing has been considered as a tool that enables learning, through collective work, where the capacities to solve a problem next to “the most capable” are enhanced ( Vera-Monroy et al, 2020 ). Playing leads itself to a series of behaviors, such as imitation, which represent various evolutionary trends, and for this reason, it is a very important source of development and appropriation of the sociocultural sense of Human activity (Vygotsky, 2008, cited by Gallardo and Vásquez, 2018 ).…”