Explorador Digital

The impact of the Moodle platform on the post-pandemic teaching process: systematic review

Luis Eduardo Amaguaya Llamuca — 2024-10-05

Introduction: This research evaluates the impact of Moodle on vocational technical training during the post-pandemic period, through a systematic review. Objectives: To evaluate the impact of Moodle on vocational technical training during the post-pandemic period, providing a critical perspective based on recent evidence on its effectiveness and applicability in virtual educational environments. Methodology: the PRISMA criteria were used to select studies published between 2020 and 2023, covering various academic sources. Results: The results highlight that Moodle, widely adopted during the pandemic, facilitates active, collaborative, and autonomous learning, improving student participation and academic performance. However, significant challenges were identified, such as insufficient teacher training and barriers to access to technology. The research underscores the need for continuing education programmed for educators and the development of education policies that ensure equitable access to ICTs. In addition, the hybrid modality is presented as an effective solution to overcome the limitations of distance education. Conclusions: It is concluded that Moodle has a positive impact when implemented in an institutional framework that supports technological innovation, promoting quality education that prepares students for professional challenges in the post-pandemic era. This review provides valuable insights for academics, educators, and education policymakers on the effective use of Moodle in vocational technical education. General area of study: Education. Specific area of study: education. Type of study: literature review.

Gamification: training and popularity; existing challenges of its implementation within the classroom in educational institutions in the rural areas of Ecuador

Beatriz del Carmen Basantes Vinueza — 2024-10-28

Introduction. Gamification uses digital technologies to create games in playful environments, which improves motivation and academic performance. Although these educational technologies are effective, their adoption in Ecuador faces difficulties, especially in rural areas like Cotopaxi. This study explores gamification from the perspectives of training, popularity, and challenges of its implementation. Objective. The main objective of this research is to analyze the relationship between teacher training and the popularity of gamification in public institutions in the province of Cotopaxi, located in rural areas of the cities of La Maná, Pujilí, and Sigchos, identifying the prominent challenges for its effective implementation in the teaching process. Methodology. A mixed-method approach was used, with a non-experimental design. Data was collected through surveys and document reviews to analyze the training, popularity, and challenges of gamification in rural institutions of Cotopaxi. Statistical analysis included Chi-square tests and the Phi coefficient, complemented by a qualitative analysis based on inductive coding and a literature review. Results. The Chi-square analysis revealed a significant difference between teachers who are familiar with gamification and those who have received training. The Chi-square values and p-value indicate a statistically significant relationship between the two variables. The Phi coefficient indicates a moderate to strong association. Additionally, 69% of the teachers identified the lack of technological resources as the biggest challenge to implementing gamification, 20% mentioned student resistance to change, and 10% pointed to the lack of time for planning activities. Conclusion. The results show a sincere relationship between being familiar with gamification and having received training to implement it. Trained teachers are more likely to apply these technologies in the classroom. The challenges for implementing these technologies are the lack of technological resources, student resistance to change, and lack of time to plan gamification activities. General area of study: Education. Specific area of study: Gamification. Type of study: Original articles.

Educational innovation in the professional technical training of accounting assistants

Dixie Alexandra Moran Arteaga — 2024-10-30

Introduction. Education in technical and vocational training is constantly challenged to find innovative strategies that promote effective and meaningful learning. In the current context, the use of innovative teaching methods is essential to enhance the development of students' accounting skills. Objective. Determine the impact of educational innovation on the technical training of the assistant accountant to improve the development of skills in the face-to-face program offered by the College of Baccalaureate and Public Accountants of Guayas. Methodology. It is a mixed, transversal modality, descriptive and exploratory level whose method is deductive. The research is bibliographic and field. An interview with the accounting manager and coordinator was conducted, and a questionnaire was administered to 40 students attending the Colegio de Contadores Bachilleres y Públicos del Guayas (CCBPG), in the classroom. Results. 71% of students always have good technical vocational training when educational innovation is favorable, according to new regulations implemented to improve academic performance. The significance level is 0.000, indicating that it is significantly less than 0.01, with a Spearman correlation coefficient of. 687, which indicates a strong positive correlation in technical vocational training and educational innovation. Conclusion. The purpose of this study is to contribute to the advancement of knowledge in this area, explore new strategies and evaluate their impact on the development of accounting skills of technical and professional students.

Gamification in the teaching-learning process of derivatives in second year BGU students

Cinthya Katherine Pinargote Intriago — 2024-10-30

Introduction: In the teaching of mathematics, specifically on the topic of algebraic derivatives, gamification is implemented as a didactic strategy, since it allows the mechanics of games to be transferred to the educational field, providing great benefits such as improved learning, motivation in students. to actively participate in classes, encourages teamwork, among others. Objective: The objective of this research is to incorporate gamification in the teaching-learning process of derivatives in second year Baccalaureate students, to strengthen their knowledge. Methodology: A virtual environment on derivatives was created, the students viewed a wide variety of resources such as derivation rules, formulas, explanatory videos, and application exercises. In addition, several interactive games from the Cerebriti and Educaplay platforms were used where tests were applied. multiple options, riddles, matching, carousel questions, etc. Results: A good command of the teaching tool was observed in the students to develop calculation skills in derivatives and logic in mathematics. Therefore, when applying the respective surveys to the students, the results showed that they were initiative-taking with the use of technological resources through gamification. Conclusion: Digital games allowed us to better understand the rules of derivation, advance the content, thus benefiting the quality and warmth of the educational process. General study area: Pedagogy. Specific area of study: gamification in the teaching-learning process. Type of study: Original articles.

Motor coordination in the development of sports initiation with children aged 5 to 6 years

Jhoselin Patricia Suntaxi Guasumba — 2024-10-30

Introduction: Developing motor coordination for sports initiation in children from 5 to 6 years old allows them to refine their basic motor skills to execute sport gestures in an efficient and fluid manner, which will allow them to enjoy and be motivated to practice sports in the future. Objective: the objective of the research was to determine the influence of motor coordination in the development of sports initiation with children from 5 to 6 years old from the Comandante General Eloy Alfaro Private Educational Unit. Methodology: a quantitative methodology was used, under a quasi-experimental work design, of longitudinal cut, and a field and bibliographic-documentary research modality. The Child Body Coordination Test (KTK) was used as a research instrument. It consists of four items, Rearward Balance (ER). Monopodal jumps (SM). Lateral jumps (SL), Lateral transposition (TL), where the indicators were aimed at collecting data on motor coordination for sports initiation. The present research had a population of 30 students, selected from high school and second year of elementary basic general education. Results: it was evident that, in the pre-post - intervention of the group from 5 to 6 years old, the p-value shows significant changes in the 4 variables of study. In the post-intervention it was observed that the meaning in the four study variables is higher with respect to the pre-intervention. Conclusions: the hypothesis posed was proved: motor coordination does have an impact on the sports initiation of the students of the Comandante General Eloy Alfaro Private Educational Unit. General area of study: Education. Specific area of study: Motor coordination - Sports initiation. Type of study: original.

Active and metacognitive strategies in the teaching and learning of mathematics in high school

Vilma Verónica Lutuala Faz — 2024-10-30

Introduction: This study reviews the effectiveness of active and metacognitive strategies in the teaching of mathematics in high school. Objective: The objective is to improve academic performance and develop critical thinking and critical thinking skills in students. Methodology: the methodology used was a bibliographic review of empirical and theoretical studies published between 2016 and 2024. Results: The results show that the implementation of active and metacognitive strategies contributes significantly to increased academic performance, better conceptual understanding, greater motivation, and development of critical thinking skills in mathematics. Conclusion: It is concluded that these strategies are effective in improving educational results and promoting comprehensive student development. It is also recommended that teachers receive continuous training in these strategies to ensure their correct implementation in the classroom. This review is framed within the field of education, specifically in the didactics of mathematics, and is presented as a systematic review of the literature, being an original article. General area of study: education. Specific area of study: mathematics didactics. Type of study: Bibliographic Review.

Productive entrepreneurship projects, a mechanism to improve attitudinal motivation in high school students

Rosa Marisol Yépez Alvarado — 2024-11-11

Introduction: Attitudinal motivation is crucial for the integral development of high school students. Many of them face difficulties in applying theoretical knowledge in practice, which affects their academic interest. This study seeks to improve such motivation through a productive entrepreneurship project. Objective: to foster the enterprising spirit in students, providing them with tools that allow them to identify business opportunities, develop strategies and execute entrepreneurial ideas. Methodology: A study was conducted with an experimental group, which participated in practical workshops, and a control group that followed the traditional curriculum. Motivation and academic performance were assessed through continuous evaluation. Results: The experimental group showed greater motivation and interest in their studies, emphasizing the importance of practical learning. In addition, their academic performance and entrepreneurial skills improved significantly compared to the control group. Conclusion: The productive entrepreneurship project was effective in improving both attitudinal motivation and academic performance, providing useful tools for the students' personal and professional lives. General area of study: Education. Specific area of study: Educational entrepreneurship. Type of study: Original articles.