YouTube y el aprendizaje formal de matemáticas. Percepciones de los estudiantes en tiempos de COVID-19

Abstract

Los videos educativos de matemáticas en Internet son un recurso generalizado entre estudiantes de secundaria. Las investigaciones sobre el uso de Video Clases (VC) en estudios universitarios respaldan su efectividad e identifican qué patrones afectan a la utilidad e intención de uso por parte de los estudiantes. Esta investigación presenta, en el contexto de la pandemia por COVID-19, la utilidad e intención de uso percibida en 220 estudiantes de secundaria. A partir de un catálogo de VC de matemáticas y con una metodología híbrida que combina el Modelo de Aceptación Tecnológica (TAM) con grupos focales de estudiantes y sus profesores, los resultados revelan que las VC se perciben como un recurso útil, manifestando su intención de seguir usándolos para aprender (enseñar) matemáticas en el aula. No se encontraron diferencias significativas entre los diferentes cursos de secundaria, pero sí entre géneros, siendo la Utilidad Percibida (UP) por las mujeres, mayor que la de los hombres. La presencia en pantalla de un profesor, la duración y precisión de los contenidos son patrones fundamentales para el alumnado de todos los cursos. La inclusión de animaciones, música y píldoras humorísticas son importantes para los estudiantes más jóvenes. Los profesores añaden especial relevancia a la calidad técnica de la VC.

Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS‐SEM approach

“…The speed of the Internet connection, the use of a web browser, and the ability to edit simple videos, are activities that, once acquired, constitute a core that is not subject to change within the framework of the mentioned teacher‐independent conditions (for example, in this research model exemplified by the variable EC). In summary, this means that the DC associated with creating, searching for, and editing OER on YouTube are not in a strong and simple linear relationship with EC (H8–H10), but their development is based more on factors categorized, for example BI (H2) (Vázquez & Tena, 2022).…”

“…Incorporating academic knowledge through educational videos on YouTube is an innovative methodological alternative to more traditional learning processes (Ríos Vázquez & Romero Tena, 2022), since “the incorporation of technology helps motivate students to learn” (Carstens et al, 2021, p. 106). The implementation of YouTube in the classroom requires moderate digital skills and competence on the part of teachers (Fernández del Río & Barreira Arias, 2017), with the teacher's level of digital competence influencing both the improvement of their students' digital skills and their academic performance (Cabero‐Almenara et al, 2023).…”

Video Tutorials in Teacher Education: Benefits, Difficulties, and Key Knowledge and Skills

“…These learning tools are becoming increasingly popular and are facilitating the way people learn by offering the possibility to access content anytime and anywhere. The literature reporting evidence on the use of VoD emphasises the advantages they offer, mainly pointing to the possibility of having a considerable amount of multimedia information available for teachers in order to enhance training paths and the educational process [14][15][16][17][18][19]. The main objective of video tutorials is to create educational content to train children, young people, and adults.…”

“…One of the main conclusions drawn from the analysis was the student's ability to pause and return to the selected video, which is of particular use in being able to understand the theoretical content communicated in the video with enough time, and, consequently, having a positive impact on their academic performance. The possibility of pausing and/or moving forward will "depend on how lost they were, or on how much they needed help with a certain subject" (p.6) [14], and this has been previously identified as a characteristic that contributes to learning success [15], mainly in those students with low academic performance [31], leading to more autonomous learning and promoting a greater interest of the students in the participation of this type of learning [16]. Nevertheless, as stated by Noetel [17], it is necessary to analyse and reflect on whether the participants always managed their own cognitive load (pauses and rewinding the tutorial videos) since "segmentation reduces learners' cognitive load by inserting system-controlled pauses into instructional animations and video" (p.318) [18].…”

Effectiveness of the Flipped Classroom in the Teaching of Mathematics in an Online Environment: Identification of Factors Affecting the Learning Process

“…As a key factor-and in common with other methods-the FC method primarily aims to reorganize and optimize the use of time in the teaching-learning process (Balan et al, 2015;González et al, 2016). As the usual class structure is flipped around, students can access preclasses or videos (Ríos & Romero, 2022) that contribute greatly to the fundamental knowledge that turns students into active participants in classroom discussions (Fung, 2020). Teachers adjust to the pace and interests of their students.…”