dc.contributor.author | Holguin Alvarez, Jhon | |
dc.contributor.author | Ruiz Salazar, Jenny | |
dc.contributor.author | Manrique Alvarez, Giovanna | |
dc.contributor.author | Picoy Gonzales, Juan Antonio | |
dc.contributor.author | Holgado Quispe, Ana | |
dc.date.accessioned | 2023-09-27T21:36:44Z | |
dc.date.available | 2023-09-27T21:36:44Z | |
dc.date.issued | 2023 | |
dc.identifier.issn | 2252-8822 | |
dc.identifier.uri | https://ijere.iaescore.com/index.php/IJERE/article/view/25530 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12692/123096 | |
dc.description.abstract | Currently, the use of gamifiers as teaching tools in virtuality is present due to
the digital education that is developed in Latin America. The objective was to
determine the effects of two methodologies: i) Mixed gamification; and
ii) Usefulness of virtual teaching tools, in the cognitive processes of poor
school performance. The methodology was experimental, quantitative. The
evaluation was carried out on 150 Spanish-speaking schoolchildren, divided
into three comparison groups (8.5 years of age ±0.4). They underwent 40
learning sessions with the D-S-F methodology (dynamics, strategy, feedback).
The validated instruments were three performance tests on the areas of
mathematics, science and communication. Significant results were obtained
in cognitive processes from the activities designed with mixed gamification,
although the effects were not decisive in the area of communication. It is
concluded that gamification reduces low performance to raise cognitive
processes for logical reasoning, cognitive deduction in mathematics, skills to
generate hypotheses in science; and those of reading and oral expression. It is
suggested to develop experiments with variables that include a digital
evaluation of text writing, to avoid the limitations presented in this research. | es_PE |
dc.format | application/pdf | es_PE |
dc.language.iso | eng | es_PE |
dc.publisher | Universidad César Vallejo | es_PE |
dc.relation.ispartofseries | International Journal of Evaluation and Research in Education (IJERE);Vol. 12, No. 3, September 2023 | |
dc.relation.uri | https://ijere.iaescore.com/index.php/IJERE/article/view/25530 | es_PE |
dc.rights | info:eu-repo/semantics/openAccess | es_PE |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | es_PE |
dc.source | Repositorio Institucional - UCV | es_PE |
dc.source | Universidad César Vallejo | es_PE |
dc.subject | Proceso cognitivo | es_PE |
dc.subject | Aprendizaje digital | es_PE |
dc.subject | Gamificación | es_PE |
dc.title | Mixed gamification with virtual tools modify poor school performance | es_PE |
dc.type | info:eu-repo/semantics/article | es_PE |
dc.description.sede | Lima Norte | es_PE |
dc.description.escuela | Escuela de Posgrado | es_PE |
dc.identifier.doi | http://doi.org/10.11591/ijere.v12i3.25530 | |
dc.subject.ocde | https://purl.org/pe-repo/ocde/ford#5.00.00 | es_PE |
dc.publisher.country | PE | es_PE |
dc.description.lig | Biodiversidad, cambio climático y calidad ambiental | es_PE |
dc.description.rsu | Promoción de la salud, nutrición y salud alimentaria | es_PE |
dc.description.ods | Fin de la pobreza | es_PE |
dc.relation.isPartOf | urn:issn:2252-8822 | es_PE |