Adaptación y validación de una actividad matemática a través de la gamificación para promover la habilidad de representación matemática, mediante el concepto de homotecia de forma vectorial en estudiantes de primer año medio.
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Date
2024
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Universidad de Concepción
Abstract
Esta investigación tiene por objetivo adaptar y validar el diseño de una actividad matemática existente para el aprendizaje de homotecia aplicada con elementos de gamificación educativa, para promover la habilidad de representar en estudiantes de primer año medio, de un colegio particular subvencionado de la comuna de Los Ángeles. El estudio se realizó en tres fases, utilizando un enfoque metodológico cualitativo con un diseño exploratorio descriptivo. La primera fase se enfocó en caracterizar los tipos de jugadores entre los estudiantes mediante el modelo Hexad-12, que identifica tipos de usuarios en gamificación de forma rápida y eficiente (Krath et al., 2023), en un contexto no experimental con un grupo de 35 alumnos, identificando sus preferencias y motivaciones. En la segunda fase, se adaptó una actividad sugerida en la Guía Didáctica del Docente de primero medio, que promueve la habilidad de representar en el contenido de homotecia vectorial. Para esto, se emplearon el modelo LM-GM, que conecta las mecánicas de aprendizaje con las de juego, permitiendo a diseñadores y educadores evaluar y mejorar la efectividad pedagógica de estos juegos (Lim et al., 2015); el metamodelo Gamify-SN, una metodología diseñada para ayudar a los instructores a planificar y desplegar conceptos de gamificación (Toda, 2019); y las características de los tipos de jugadores identificados en la fase anterior. En una tercera etapa, se buscó validar la adaptación realizada a través de un grupo focal compuesto por tres docentes: dos de ellos profesores de matemáticas y el tercero, un experto en gamificación. El grupo focal sugirió ajustes menores en el diseño de las clases y un rediseño en la guía, encaminados a mejorar la estructura general y la efectividad pedagógica de la actividad. Los resultados de esta validación y los ajustes planteados de acuerdo con ella dan cuenta de un diseño que pueda implementarse, para posteriormente medir los resultados del impacto de dicha intervención.
This research aims to adapt and validate the design of an existing mathematical activity for learning homothety applied with educational gamification elements, in order to promote the ability to represent among first-year high school students from a subsidized private school in the Los Ángeles district. The study was conducted in three phases, using a qualitative methodological approach with an exploratory-descriptive design. The first phase focused on characterizing player types among students using the Hexad-12 model, which identifies user types in gamification quickly and efficiently (Krath et al., 2023), in a non-experimental context with a group of 35 students, identifying their preferences and motivations. In the second phase, an activity suggested in the Teacher's Didactic Guide for first-year students was adapted, which promotes the ability to represent within the content of vector homothety. For this, the LM-GM model was used, connecting learning mechanics with game mechanics, allowing designers and educators to evaluate and improve the pedagogical effectiveness of these games (Lim et al., 2015); the Gamify-SN metamodel, a methodology designed to help instructors plan and deploy gamification concepts (Toda, 2019); and the characteristics of the player types identified in the previous phase. In a third stage, the adaptation was validated through a focus group composed of three teachers: two of them mathematics teachers, and the third an expert in gamification. The focus group suggested minor adjustments to the class design and a redesign of the guide, aimed at improving the overall structure and pedagogical effectiveness of the activity. The results of this validation and the adjustments made accordingly indicate a design that can be implemented, in order to later measure the results of the impact of this intervention
This research aims to adapt and validate the design of an existing mathematical activity for learning homothety applied with educational gamification elements, in order to promote the ability to represent among first-year high school students from a subsidized private school in the Los Ángeles district. The study was conducted in three phases, using a qualitative methodological approach with an exploratory-descriptive design. The first phase focused on characterizing player types among students using the Hexad-12 model, which identifies user types in gamification quickly and efficiently (Krath et al., 2023), in a non-experimental context with a group of 35 students, identifying their preferences and motivations. In the second phase, an activity suggested in the Teacher's Didactic Guide for first-year students was adapted, which promotes the ability to represent within the content of vector homothety. For this, the LM-GM model was used, connecting learning mechanics with game mechanics, allowing designers and educators to evaluate and improve the pedagogical effectiveness of these games (Lim et al., 2015); the Gamify-SN metamodel, a methodology designed to help instructors plan and deploy gamification concepts (Toda, 2019); and the characteristics of the player types identified in the previous phase. In a third stage, the adaptation was validated through a focus group composed of three teachers: two of them mathematics teachers, and the third an expert in gamification. The focus group suggested minor adjustments to the class design and a redesign of the guide, aimed at improving the overall structure and pedagogical effectiveness of the activity. The results of this validation and the adjustments made accordingly indicate a design that can be implemented, in order to later measure the results of the impact of this intervention
Description
Tesis presentada para optar al título de Profesor de Matemáticas