La gamificación y el uso cartográfico para el aprendizaje de los continentes, en el Octavo Año EGB

The COVID-19 pandemic changed the world and the way we see it forever and education is not spared. Emergency Remote Teaching (ERT) as a response to this worldwide problem was the most viable solution. In spite of the remarkable advantages of ERT, certain problems become evident, such as student demotivation and the lack of dynamization of classes. It is here, where gamification acquires the protagonism as an active technique that allows the teacher and the student a possibility to overcome these difficulties. In this sense, this research had a mixed approach, where the quantitative elements were obtained through surveys applied to students in the eighth year, while the qualitative approach was obtained through an interview applied to the coordinator of the Social Sciences Area of the "Pensionado Olivo" School during the school year 2020-2021. The type of research was predominantly descriptive, although it presents explanatory elements. The design was descriptive of the case report type. The survey was applied through a Google Forms form and the survey was applied through a Zoom meeting. Thus, the results obtained showed that although gamification motivates students, energizes classes and generates collaborative and competitive skills, it is not part of the students' learning under the conditions of the ERT.

• Váldodahkki: Chávez Romero, Pablo Andrés (author)
• Materiálatiipa: bachelorThesis
• Giella: spa
• Almmustuhtton: 2022
• Fáttát: Gamificación; Enseñanza Remota de Emergencia; Aprendizaje; Continentes
• Liŋkkat: http://dspace.unach.edu.ec/handle/51000/8839