Diseño de un mundo virtual 3D para el aprendizaje de herramientas de gamificación por parte de los docentes del BGU de la Unidad Educativa Fiscomisional San José de Calasanz del cantón Saraguro, período lectivo 2021-2022.
The presence of COVID-19 at this time has created an unexpected educational scenario, emphasizing the role of teachers and their performance within the teaching-learning processes, which must support the integration and execution of their ICT competencies, as technologies have been recognized in the...
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| Médium: | bachelorThesis |
| Jazyk: | spa |
| Vydáno: |
2022
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| Témata: | |
| On-line přístup: | https://dspace.unl.edu.ec/jspui/handle/123456789/25044 |
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Přidat tag | Shrnutí: | The presence of COVID-19 at this time has created an unexpected educational scenario, emphasizing the role of teachers and their performance within the teaching-learning processes, which must support the integration and execution of their ICT competencies, as technologies have been recognized in the last decade as significant support and strategic resources for training management and learning. The current curricular integration work is based on the creation of a 3D virtual world for the learning of gamification tools by the teachers of the BGU of Unidad Educativa Fiscomisional San José de Calasanz in Saraguro Canton as a learning method that allows synchronous and asynchronous activities to be carried out in scenarios with pedagogical purposes. The research belongs to the propositional exploratory type. developed with a quantitative approach, the design of the 3D virtual world began with the identification of gamification tools used by teachers and those interested in learning, followed by the identification of tools that meet the characteristics that allow them to be dynamic, interactive, and motivating. As a result, Kahoot, Educandy, Arcademics, and Educaplay were found to meet these criteria The instruments used were a questionnaire that allowed the analysis of the teaching-learning methodology, as well as to know the preferences of teachers in the use of gamification in the development of their classes. An instructional strategy was used to define the virtual world elements and their functions, as well as a description of the use cases per actor, for the design of the 3D virtual world. Finally, sequence diagrams and diagrams of registration and exploration activities are presented, followed by a content sequence for each tool. Keywords : 3d virtual design, gamification tools, teaching and learning methodology. : 3d virtual design, gamification tools, teaching and learning methodology. |
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