Diseño y validación de un recurso didáctico para la educación sobre tenencia responsable de animales de compañía en la Enseñanza Básica.
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Date
2026
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Publisher
Universidad de Concepción
Abstract
En Chile la promulgación de la Ley 21.020 establece la obligatoriedad de educar sobre tenencia responsable de animales de compañía, sin embargo, existe una carencia operativa de recursos pedagógicos estandarizados para su aplicación en el aula escolar. El objetivo de este estudio fue diseñar y validar un recurso educativo lúdico en formato de juego de cartas, orientado a promover el conocimiento, la empatía y las actitudes responsables hacia los animales de compañía en estudiantes de enseñanza básica. Metodológicamente, se empleó un diseño cuasi-experimental con enfoque de métodos mixtos, implementando el recurso en una muestra piloto de 70 estudiantes de 5° a 8° básico de la Escuela Arturo Merino Benítez de Chillán. La intervención consistió en sesiones lúdico-pedagógicas, midiendo el impacto cognitivo a través de cuestionario pre y post test, además evaluando la experiencia de juego mediante encuesta tipo Likert basada en el modelo MEEGA+KIDS, con dimensiones como Jugabilidad, Aprendizaje Percibido y Dinámica Social.
Los resultados cuantitativos revelan un incremento altamente significativo (p<0,001) en los niveles de conocimiento global posterior a la intervención. Destacan mejoras sustanciales en el dominio de aspectos críticos y legales sobre tenencia responsable de mascotas, como la comprensión de la utilidad del Microchip e inscripción de Animales de Compañía (Aumento del 59%). En cuanto a la evaluación de la experiencia de juego, el recurso evidenció una alta satisfacción y usabilidad (p>0,05) transversal a todos los niveles educativos. Asimismo, el análisis estadístico no paramétrico (prueba de Kruskal- Wallis) identificó diferencias significativas (p<0,05) en las dimensiones de inmersión emocional y dinámica social según el curso, demostrando que el nivel escolar influye genuinamente en el grado de socialización y respuesta afectiva frente al juego. Se concluye que el recurso didáctico diseñado constituye una herramienta pedagógica efectiva, inclusiva e innovadora, capaz de operativizar los mandatos de la Ley 21.020 y fortalecer integralmente el aprendizaje activo sobre Tenencia Responsable y bienestar animal de mascotas.
In Chile, the enactment of Law 21.020 establishes the obligation to educate on responsible pet ownership; however, there is an operational lack of standardized pedagogical resources for its application in the classroom. The objective of this study was to design and validate a playful educational resource in the form of a card game, aimed at promoting knowledge, empathy, and responsible attitudes towards companion animals in primary school students. Methodologically, a quasi-experimental design with a mixed-methods approach was employed, implementing the resource in a pilot sample of 70 students from 5th to 8th grade at the Arturo Merino Benítez School in Chillán. The intervention consisted of playful-pedagogical sessions, measuring the cognitive impact through a pre- and posttest questionnaire, in addition to evaluating the gaming experience through a Likert-type survey based on the MEEGA+KIDS model, with dimensions such as Playability, Perceived Learning, and Social Dynamics. The quantitative results reveal a highly significant increase (p<0.001) in overall knowledge levels following the intervention. Substantial improvements stand out in the mastery of critical and legal aspects regarding responsible pet ownership, such as the identification of a "Community Animal" (a 43% increase in accuracy) and the understanding of the utility of microchips and the registration of Companion Animals (a 59% increase). Regarding the evaluation of the gaming experience, the resource demonstrated high satisfaction and usability (p>0.05) across all educational levels. Likewise, non-parametric statistical analysis (Kruskal-Wallis test) identified significant differences (p<0.05) in the dimensions of emotional immersion and social dynamics according to the grade level, demonstrating that the school level genuinely influences the degree of socialization and affective response to the game. It is concluded that the designed didactic resource constitutes an effective, inclusive, and innovative pedagogical tool, capable of operationalizing the mandates of Law 21.020 and comprehensively strengthening active learning regarding Responsible Pet Ownership and animal welfare.
In Chile, the enactment of Law 21.020 establishes the obligation to educate on responsible pet ownership; however, there is an operational lack of standardized pedagogical resources for its application in the classroom. The objective of this study was to design and validate a playful educational resource in the form of a card game, aimed at promoting knowledge, empathy, and responsible attitudes towards companion animals in primary school students. Methodologically, a quasi-experimental design with a mixed-methods approach was employed, implementing the resource in a pilot sample of 70 students from 5th to 8th grade at the Arturo Merino Benítez School in Chillán. The intervention consisted of playful-pedagogical sessions, measuring the cognitive impact through a pre- and posttest questionnaire, in addition to evaluating the gaming experience through a Likert-type survey based on the MEEGA+KIDS model, with dimensions such as Playability, Perceived Learning, and Social Dynamics. The quantitative results reveal a highly significant increase (p<0.001) in overall knowledge levels following the intervention. Substantial improvements stand out in the mastery of critical and legal aspects regarding responsible pet ownership, such as the identification of a "Community Animal" (a 43% increase in accuracy) and the understanding of the utility of microchips and the registration of Companion Animals (a 59% increase). Regarding the evaluation of the gaming experience, the resource demonstrated high satisfaction and usability (p>0.05) across all educational levels. Likewise, non-parametric statistical analysis (Kruskal-Wallis test) identified significant differences (p<0.05) in the dimensions of emotional immersion and social dynamics according to the grade level, demonstrating that the school level genuinely influences the degree of socialization and affective response to the game. It is concluded that the designed didactic resource constitutes an effective, inclusive, and innovative pedagogical tool, capable of operationalizing the mandates of Law 21.020 and comprehensively strengthening active learning regarding Responsible Pet Ownership and animal welfare.
Description
Tesis presentada para optar al título de Médico Veterinario.
Keywords
Mascotas, Educación básica, Estudiantes, Juegos educativos