Percepción de los profesores sobre los juegos web y dispositivos móviles en el nivel educativo superior durante la pandemia COVID-19

Ricardo-Adán  Salas-Rueda; Jesús Ramírez-Ortega; Ana-Libia Eslava-Cervantes; Ricardo Castañeda-Martínez; Gustavo De-La-Cruz-Martínez

doi:10.35699/1983-3652.2022.37074

Autores

Ricardo-Adán Salas-Rueda Universidad Nacional Autónoma de México, Instituto de Ciencias Aplicadas y Tecnología, Ciudad de México, México http://orcid.org/0000-0002-4188-4610
Jesús Ramírez-Ortega Universidad Nacional Autónoma de México, Instituto de Ciencias Aplicadas y Tecnología, Ciudad de México, México https://orcid.org/0000-0002-4538-9203
Ana-Libia Eslava-Cervantes Universidad Nacional Autónoma de México, Instituto de Ciencias Aplicadas y Tecnología, Ciudad de México, México https://orcid.org/0000-0002-7420-3412
Ricardo Castañeda-Martínez Universidad Nacional Autónoma de México, Instituto de Ciencias Aplicadas y Tecnología, Ciudad de México, México https://orcid.org/0000-0002-2225-7136
Gustavo De-La-Cruz-Martínez Universidad Nacional Autónoma de México, Instituto de Ciencias Aplicadas y Tecnología, Ciudad de México, México http://orcid.org/0000-0002-4446-7396

DOI:

https://doi.org/10.35699/1983-3652.2022.37074

Palavras-chave:

Educadores, Dispositivos móveis, TIC, Ensino, Ciência de dados

Resumo

O vírus SARS-CoV-2 tem feito com que as universidades busquem novas alternativas tecnológicas para aprimorar o ensino e a aprendizagem na modalidade a distância. Esta pesquisa quantitativa e qualitativa analisa a percepção de educadores sobre jogos para web e dispositivos móveis durante a pandemia de COVID-19, considerando a técnica de aprendizado de máquina e a técnica de árvore de decisão (ciência de dados). Os participantes são 60 professores de educação superior que ministraram cursos na Universidade Nacional Autônoma do México em 2021 e obtiveram o diploma “Inovação no Ensino Universitário 2021”. A técnica de aprendizado de máquina indica que o uso de web games e dispositivos móveis influenciam positivamente o trabalho docente e a participação dos alunos durante o processo ensino-aprendizagem. Além disso, a data science estabelece quatro modelos preditivos sobre essas ferramentas tecnológicas por meio da técnica de árvore de decisão. Por fim, os web games e dispositivos móveis permitem a criação de novos espaços virtuais que favorecem o ensino a distância e facilitam o aprendizado de qualquer lugar.

Downloads

Não há dados estatísticos.

Biografia do Autor

Ricardo-Adán Salas-Rueda , Universidad Nacional Autónoma de México, Instituto de Ciencias Aplicadas y Tecnología, Ciudad de México, México

Doctor en Diseño de Nuevas Tecnologías. Investigador de tiempo completo en el Instituto de Ciencias Aplicadas y Tecnología, Universidad Nacional Autónoma de México. Investigador Nacional SNI nivel 1 (2019-2021).

Adscripción: Instituto de Ciencias Aplicadas y Tecnología, Universidad Nacional Autónoma de México, Circuito Exterior S/N, Ciudad Universitaria, 04510, Mexico City.

Referências

AL FARSI, Ghaliya y col. A Review of Virtual Reality Applications in an Educational Domain. International Journal of Interactive Mobile Technologies (iJIM), v. 15, n. 22, pág. 99, nov. 2021. DOI: 10.3991/ijim.v15i22.25003. Disponible en: https://online-journals.org/index.php/i-jim/article/view/25003. Acceso en: 10 ene. 2022.

ARUMUGAM, Rooban y MD NOOR, Norah. Mobile Apps Based on Keller Personalized System of Instruction to Promote English Vocabulary Acquisition. International Journal of Interactive Mobile Technologies (iJIM), v. 15, n. 23, p. 4-17, dic. 2021. DOI: 10.3991/ijim.v15i23.27227. Disponible en: https://online-journals.org/index.php/i-jim/article/view/27227. Acceso en: 10 ene. 2022.

BAWA’ANEH, Muhammad S. Distance Learning During COVID-19 Pandemic in UAE Public Schools: Student Satisfaction, Attitudes and Challenges. Contemporary Educational Technology, v. 13, n. 3, ep304, mayo 2021. DOI: 10.30935/cedtech/10872. Disponible en: https://www.cedtech.net/article/distance-learning-during-covid-19-pandemic-in-uae-public-schools-student-satisfaction-attitudes-and-10872. Acceso en: 10 ene. 2022.

CARMONA-RAMÍREZ, Luis Hernando y HENAO-CÉSPEDES, Vladimir. Development of a Learning Model of Quadric Surfaces With Augmented Reality and Didactic Engineering. International Journal of Interactive Mobile Technologies (iJIM), v. 15, n. 22, pág. 142, nov. 2021. DOI: 10.3991/ijim.v15i22.25341. Disponible en: https://online-journals.org/index.php/i-jim/article/view/25341. Acceso en: 10 ene. 2022.

CHADAGA, Krishnaraj y col. Battling COVID-19 using machine learning: A review. Edición: D T Pham. Cogent Engineering, v. 8, n. 1, pág. 1958666, ene. 2021. DOI: 10.1080/23311916.2021.1958666. Disponible en: https://www.tandfonline.com/doi/full/10.1080/23311916.2021.1958666. Acceso en: 10 ene. 2022.

DONALD, Iain y col. Project Sanitarium: playing tuberculosis to its end game. Journal of Computing in Higher Education, v. 29, n. 3, p. 599-617, dic. 2017. DOI: 10.1007/s12528-017-9145-1. Disponible en: http://link.springer.com/10.1007/s12528-017-9145-1. Acceso en: 10 ene. 2022.

FELSZEGHY, Szabolcs y col. Using online game-based platforms to improve student performance and engagement in histology teaching. BMC Medical Education, v. 19, n. 1, pág. 273, dic. 2019. DOI: 10.1186/s12909-019-1701-0. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1701-0. Acceso en: 10 ene. 2022.

GEZGİN, Deniz Mertkan; ADNAN, Muge y GUVENDIR, Meltem ACAR. Mobile Learning According to Students of Computer Engineering and Computer Education: A Comparison of Attitudes. Turkish Online Journal of Distance Education, v. 19, n. 1, p. 4-17, ene. 2018. DOI: 10.17718/tojde.382653. Disponible en: https://dergipark.org.tr/tr/pub/tojde/issue/34638/382653. Acceso en: 10 ene. 2022.

HILBERT, Kevin y col. Identifying CBT non-response among OCD outpatients: A machine-learning approach. Psychotherapy Research, v. 31, n. 1, p. 52-62, ene. 2021. DOI: 10.1080/10503307.2020.1839140. Disponible en: https://www.tandfonline.com/doi/full/10.1080/10503307.2020.1839140. Acceso en: 10 ene. 2022.

ISMAIL, Muhd Al-Aarifin y col. Using Kahoot! as a formative assessment tool in medical education: a phenomenological study. BMC Medical Education, v. 19, n. 1, pág. 230, dic. 2019. DOI: 10.1186/s12909-019-1658-z. Disponible en: https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-019-1658-z. Acceso en: 10 ene. 2022.

KARATAS, Kasim y ARPACI, Ibrahim. The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contemporary Educational Technology, v. 13, n. 3, ep300, mar. 2021. DOI: 10.30935/cedtech/10786. Disponible en: https://www.cedtech.net/article/the-role-of-self-directed-learning-metacognition-and-21st-century-skills-predicting-the-readiness-10786. Acceso en: 10 ene. 2022.

LEZHNINA, Olga y KISMIHÓK, Gábor. Combining statistical and machine learning methods to explore German students’ attitudes towards ICT in PISA. International Journal of Research & Method in Education, p. 1-20, ago. 2021. DOI: 10.1080/1743727X.2021.1963226. Disponible en: https://www.tandfonline.com/doi/full/10.1080/1743727X.2021.1963226. Acceso en: 10 ene. 2022.

LI, Kam Cheong y col. Evaluation of mobile learning for the clinical practicum in nursing education: application of the FRAME model. Journal of Computing in Higher Education, v. 31, n. 2, p. 290-310, ago. 2019. DOI: 10.1007/s12528-019-09213-2. Disponible en: http://link.springer.com/10.1007/s12528-019-09213-2. Acceso en: 10 ene. 2022.

LICORISH, Sherlock A. y col. Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, v. 13, n. 1, pág. 9, dic. 2018. DOI: 10.1186/s41039-018-0078-8. Disponible en: https://telrp.springeropen.com/articles/10.1186/s41039-018-0078-8. Acceso en: 10 ene. 2022.

MAGGIO, Mariana. Las prácticas de la enseñanza universitarias en la pandemia: de la conmoción a la mutación. Campus Virtuales, v. 9, n. 2, p. 113-122, 2020. Disponible en: http://www.uajournals.com/campusvirtuales/journal/17/9.pdf. Acceso en: 10 ene. 2022.

MANRIQUE-LOSADA, Bell; ZAPATA CÁRDENAS, María Isabel y ARANGO VÁSQUEZ, Sandra Isabel. Entorno virtual para cocrear recursos educativos digitales en la educación superior. Campus Virtuales, v. 9, n. 1, p. 101-112, 2020.

MAPHOSA, Vusumuzi y DUBE, Bekithemba. Local Language Numeracy Kindergarten Prototype Design to Support Home-based Learning During and Post COVID-19 Pandemic. Contemporary Educational Technology, v. 13, n. 3, ep301, abr. 2021. DOI: 10.30935/cedtech/10846. Disponible en: https://www.cedtech.net/article/local-language-numeracy-kindergarten-prototype-design-to-support-home-based-learning-during-and-post-10846. Acceso en: 10 ene. 2022.

MORSIDI, Suraya y col. WhatsApp and Its Potential to Develop Communication Skills among University Students. International Journal of Interactive Mobile Technologies (iJIM), v. 15, n. 23, p. 57-71, dic. 2021. DOI: 10.3991/ijim.v15i23.27243. Disponible en: https://online-journals.org/index.php/i-jim/article/view/27243. Acceso en: 10 ene. 2022.

PADMO, Dewi; IDRUS, Olivia y ARDIASIH, Lidwina Sri. The Utilization of Mobile Devices for Improving Access to Online Learning for Distance Education’s Students. Turkish Online Journal of Distance Education, p. 147-161, abr. 2019. DOI: 10.17718/tojde.557858. Disponible en: https://dergipark.org.tr/en/doi/10.17718/tojde.557858. Acceso en: 10 ene. 2022.

PARK, Ho-Ryong; KIM, Deoksoon y VOROBEL, Oksana. International students’ reading digital texts on tablets: experiences and strategies. Journal of Computing in Higher Education, v. 32, n. 3, p. 476-504, dic. 2020. DOI: 10.1007/s12528-019-09242-x. Disponible en: http://link.springer.com/10.1007/s12528-019-09242-x. Acceso en: 10 ene. 2022.

PEÑA ESTEBAN, F. David de la y col. Web gamification with problem simulators for teaching engineering. Journal of Computing in Higher Education, v. 32, n. 1, p. 135-161, abr. 2020. DOI: 10.1007/s12528-019-09221-2. Disponible en: http://link.springer.com/10.1007/s12528-019-09221-2. Acceso en: 10 ene. 2022.

RADWAN, Akram M. y col. Active machine learning framework for teaching object recognition skills to children with autism. International Journal of Developmental Disabilities, v. 63, n. 3, p. 158-169, jul. 2017. DOI: 10.1080/20473869.2016.1190543. Disponible en: https://www.tandfonline.com/doi/full/10.1080/20473869.2016.1190543. Acceso en: 10 ene. 2022.

RAMÍREZ-MONTOYA, María-Soledad. Transformación digital e innovación educativa en Latinoamérica en el marco del COVID-19. Campus Virtuales, v. 9, n. 2, p. 123-139, 2020. Disponible en: http://www.uajournals.com/campusvirtuales/journal/17/10.pdf. Acceso en: 10 ene. 2022.

SALAS-RUEDA, Ricardo-Adán. Use of flipped classroom in the marketing career during the educational process on financial mathematics. Education and Information Technologies, v. 26, n. 4, p. 4261-4284, jul. 2021. DOI: 10.1007/s10639-021-10470-x. Disponible en: https://link.springer.com/10.1007/s10639-021-10470-x. Acceso en: 10 ene. 2022.

SALAS-RUEDA, Ricardo-Adán; SALAS-RUEDA, Érika-Patricia y SALAS-RUEDA, Rodrigo-David. Analysis and Design of the Web Game on Descriptive Statistics through the ADDIE Model, Data Science and Machine Learning. International Journal of Education in Mathematics, Science and Technology, v. 8, n. 3, pág. 245, mayo 2020. DOI: 10.46328/ijemst.v8i3.759. Disponible en: https://ijemst.net/index.php/ijemst/article/view/759. Acceso en: 10 ene. 2022.

SAMURA, Asri Ode y col. Improving the Creative Thinking Ability of Junior High School Students Through GeoGebra Assisted Learning Community in Mathematics. International Journal of Interactive Mobile Technologies (iJIM), v. 15, n. 22, pág. 84, nov. 2021. DOI: 10.3991/ijim.v15i22.24797. Disponible en: https://online-journals.org/index.php/i-jim/article/view/24797. Acceso en: 10 ene. 2022.

SARIBAS, Deniz y ÇETINKAYA, Ertan. Pre-Service Teachers’ Analysis of Claims About COVID-19 in an Online Course. Science & Education, v. 30, n. 2, p. 235-266, abr. 2021. DOI: 10.1007/s11191-020-00181-z. Disponible en: http://link.springer.com/10.1007/s11191-020-00181-z. Acceso en: 10 ene. 2022.

SMITH, Julia y col. Serious games for serious crises: reflections from an infectious disease outbreak matrix game. Globalization and Health, v. 16, n. 1, pág. 18, dic. 2020. DOI: 10.1186/s12992-020-00547-6. Disponible en: https://globalizationandhealth.biomedcentral.com/articles/10.1186/s12992-020-00547-6. Acceso en: 10 ene. 2022.

SUMUER, Evren. The effect of mobile phone usage policy on college students’ learning. Journal of Computing in Higher Education, v. 33, n. 2, p. 281-295, ago. 2021. DOI: 10.1007/s12528-020-09265-9. Disponible en: https://link.springer.com/10.1007/s12528-020-09265-9. Acceso en: 10 ene. 2022.

YPSILANTI, Antonia y col. Are serious video games something more than a game? A review on the effectiveness of serious games to facilitate intergenerational learning. Education and Information Technologies, v. 19, n. 3, p. 515-529, sep. 2014. DOI: 10.1007/s10639-014-9325-9. Disponible en: http://link.springer.com/10.1007/s10639-014-9325-9. Acceso en: 10 ene. 2022.