Estrategias de gamificación para fortalecer el proceso de enseñanza en el Centro de Admisión y Nivelación – UTB
| dc.contributor.advisor | Vera Mora, Glenda Rosalia | |
| dc.contributor.author | Paredes Tobar, Aline Cecilia | |
| dc.date.accessioned | 2023-07-12T13:37:09Z | |
| dc.date.available | 2023-07-12T13:37:09Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/14658 | |
| dc.description | The final project arises from the interest of promoting teaching interactively through the use of gamification in virtual education, this type of strategy generates significant skills and learning in students. The objective was to propose gamification strategies to strengthen the teaching process in the Admission and Leveling Center of the Technical University of Babahoyo. A cross-sectional non-experimental, mixed, descriptive and propositional type with a quantitative and qualitative approach was proposed. A sample of 50 teachers was taken to whom a survey with 20 items on a Likert scale was applied, whose results showed the favorable perception of the dimensions of gamification. Finally, the hypothesis was tested using the Pearson test, and it was concluded that the gamification strategies variable has a high positive relationship with the teaching process variable with a score of 0.758 and a bilateral significance of p=0.000<0.05. , which allowed rejecting the null hypothesis that postulates the non-existence of a relationship between the variables. It is proposed that teachers use gamification as a strategy to promote meaningful learning in a fun way in students. The results show that the dynamic fun, rankings and avatars foster a competitive environment in student learning. | es_ES |
| dc.description | The final project arises from the interest of promoting teaching interactively through the use of gamification in virtual education, this type of strategy generates significant skills and learning in students. The objective was to propose gamification strategies to strengthen the teaching process in the Admission and Leveling Center of the Technical University of Babahoyo. A cross-sectional non-experimental, mixed, descriptive and propositional type with a quantitative and qualitative approach was proposed. A sample of 50 teachers was taken to whom a survey with 20 items on a Likert scale was applied, whose results showed the favorable perception of the dimensions of gamification. Finally, the hypothesis was tested using the Pearson test, and it was concluded that the gamification strategies variable has a high positive relationship with the teaching process variable with a score of 0.758 and a bilateral significance of p=0.000<0.05. , which allowed rejecting the null hypothesis that postulates the non-existence of a relationship between the variables. It is proposed that teachers use gamification as a strategy to promote meaningful learning in a fun way in students. The results show that the dynamic fun, rankings and avatars foster a competitive environment in student learning. | es_ES |
| dc.description.abstract | El proyecto final surge del interés de promover la enseñanza de forma interactiva mediante el uso de la gamificación en la educación virtual, este tipo de estrategias genera competencias y aprendizajes significativos en los estudiantes. El objetivo fue proponer estrategias de gamificación para fortalecer el proceso de enseñanza en el Centro de Admisión y Nivelación de la Universidad Técnica de Babahoyo. Se planteó un estudio no experimental de corte transversal, de tipo mixto, descriptivo y propositivo con enfoque cuantitativo y cualitativo. Se utilizó una muestra de 50 docentes a quienes se aplicó una encuesta con 20 ítems en escala de Likert, cuyos resultados evidenciaron la percepción favorable de las dimensiones de la gamificación. Finalmente, se realizó la comprobación de la hipótesis utilizando la prueba de Pearson, y se determinó que la variable estrategias de gamificación tiene una relación positiva alta con la variable proceso de enseñanza con una correlación de 0,758 y una significancia bilateral de p=0.000<0.05, lo cual permitió rechazar la hipótesis nula que postula la inexistencia de una relación entre las variables. Se propone que los docentes usen la gamificación como estrategia para promover aprendizajes significativos de manera divertida en los educandos. Los resultados demostraron que la dinámica diversión, los rankings y los avatares propician un ambiente de competitividad en el aprendizaje de los estudiantes. | es_ES |
| dc.format.extent | 122 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2021 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Gamificación | es_ES |
| dc.subject | Aprendizaje interactivo | es_ES |
| dc.subject | Competencia | es_ES |
| dc.subject | Motivación | es_ES |
| dc.title | Estrategias de gamificación para fortalecer el proceso de enseñanza en el Centro de Admisión y Nivelación – UTB | es_ES |
| dc.type | masterThesis | es_ES |
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