Publication: Implicaciones de la gamificación en educación matemática, un estudio exploratorio
Authors
González Moya, Omar ; Ramos Rodríguez, Elisabeth ; Vásquez Saldías, Patricia
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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Description
Abstract
Las aplicaciones tecnológicas ofrecidas para la educación son variadas, brindando
nuevas posibilidades de aprendizaje . Se debe estar en constante vigilancia de las
propuestas de gamificación para el aula, dado que su desarrollo y uso no asegura un
éxito en la enseñanza. Estudiamos el impacto de la gamificación en la enseñanza de la
matemática, analizando su papel en el tratamiento de las figuras geométricas cono y
cilindro con estudiantes de 13 y 14 años. Desde un enfoque cuantitativo descriptivo de
tipo cuasi experimental con grupo control y piloto y aplicación de test, se realiza un
análisis estadístico clásico e implicativo, evidenciando un mayor porcentaje de
respuestas correctas del grupo piloto, en el ítem sobre la relación entre el volumen del
cono y el cilindro, con un 96,3%, en contraste un 73,08 % que obtuvo el grupo control .
Además, se muestra un comportamiento con alto nivel de similitud (84,4%) entre el
uso del juego virtual y responder satisfactoriamente los ítems. Esto nos sugiere que
este medio educativo puede provocar mejoras en los aprendizajes de l alumnado, quien
parece ser proclive a su uso.
The technological applications offered for education are varied, providing new learning possibilities. Gamification proposals for the classroom must be con stantly monitored, since their development and use does not ensure success in teaching. We study the impact of gamification in the teaching of mathematics, analyzing its role in the treatment of geometric cone and cylinder figures with 13 and 14 years old students . From a descriptive quantitative approach of quasi experiment al type, with a control and pilot group and test application, a classic al and implicative statistical analysis is carried out , showing a higher percentage of correct answers from the pil ot group, in the item on the relationship between the volume of the cone and the cylinder, with 96.3%, in contrast to 73.08% obtained by the control group. In addition, a behavior with a high level of similarity (84.4%) is shown between the use of virtual games and satisfactorily answering the items. This suggests that this educational medium can cause improvements in the learning of students who seem to be prone to its use.
The technological applications offered for education are varied, providing new learning possibilities. Gamification proposals for the classroom must be con stantly monitored, since their development and use does not ensure success in teaching. We study the impact of gamification in the teaching of mathematics, analyzing its role in the treatment of geometric cone and cylinder figures with 13 and 14 years old students . From a descriptive quantitative approach of quasi experiment al type, with a control and pilot group and test application, a classic al and implicative statistical analysis is carried out , showing a higher percentage of correct answers from the pil ot group, in the item on the relationship between the volume of the cone and the cylinder, with 96.3%, in contrast to 73.08% obtained by the control group. In addition, a behavior with a high level of similarity (84.4%) is shown between the use of virtual games and satisfactorily answering the items. This suggests that this educational medium can cause improvements in the learning of students who seem to be prone to its use.
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