CRIS

Permanent URI for this communityhttps://cris-udd.scimago.es/handle/123456789/1

Browse

Settings

Author: search.filters.author.Franklin Parrales-BravoSubject: search.filters.subject.adaptive learning

Search Results

Now showing 1 - 2 of 2
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    CONGA: CONscientization GAme for Colon Cancer Literacy in Last-Semester Software Engineering Students
    (2026)
    Franklin Parrales-Bravo
    ;
    Jonatan Guillen-Salabarria
    ;
    Jadán Guerrero, Janio  
    ;
    Leonel Vasquez-Cevallos
    This study aimed to evaluate the effectiveness of the CONGA game, an interactive and gamified digital tool that uses AI-generated or manually created questions with feedback, to improve colon cancer literacy among tenth- semester Software Engineering students at the University of Guayaquil. Grounded in Paulo Freire’s critical pedagogy, CONGA operationalizes the concept of “conscientização” (critical consciousness awakening) by engaging learners in dialogical reflection on medical myths and encouraging critical evaluation of health information sources. This work addresses an age group—emerging adulthood—that is often overlooked in cancer prevention campaigns despite increasing cancer incidence in this population. The game incorporates an adaptive engine that personalizes difficulty and scoring based on player performance, enhancing engagement and learning personalization. A controlled experiment compared the game-based intervention with traditional lecture-based instruction, using pre- and post-test assessments to measure knowledge gains and misconception reduction. Results demonstrated that the CONGA group achieved a significantly higher post-test correct response rate of 82%, compared to 57% in the traditional instruction group, and showed a 70.4% reduction in incorrect responses versus 42.4% in the control group. These findings indicate that CONGA’s adaptive, feedback-driven design was more effective in enhancing short-term knowledge acquisition and immediate conceptual clarification following a single session. The study concludes that, based on immediate post-intervention assessments, gamified learning represents a scalable and engaging pedagogical strategy for colon cancer literacy, particularly in our local younger population. However, these results reflect short-term learning gains measured immediately after a single session, and further research is needed to evaluate long-term knowledge acquisition.
      1
  • Loading...
    Thumbnail Image
    Some of the metrics are blocked by your 
    consent settings
    Item type:Publication,
    GUM: Gum Understanding Mission—A Serious Game to Improve Periodontitis Literacy Among University Students
    (2026)
    Franklin Parrales-Bravo
    ;
    Arias Flores, Hugo Patricio  
    ;
    Luis Caguana-Alvarez
    ;
    Miguel Dávila-Medina
    ;
    Carolina Parrales-Bravo
    Objectives: Periodontitis represents a significant global health burden, yet preventive health literacy remains critically low among emerging adults—a developmental stage where lifelong health behaviors crystallize. This study evaluated the effectiveness of the GUM (an acronym of Gum Understanding Mission) game, an interactive gamified digital tool incorporating AI-informed or manual feedback, for improving periodontitis literacy among tenth-semester Software Engineering students at the University of Guayaquil. Methods: In a controlled pre-test/post-test experiment, 50 participants were randomly assigned to either the GUM game intervention or a traditional lecture. Both groups completed identical knowledge assessments immediately before and after their respective 50-min instructional sessions. The GUM game featured adaptive questioning, immediate elaborated feedback, and comprehensive performance analytics, while the control group received instructor-led didactic instruction with a subsequent question-and-answer session. Results: The GUM group improved from a baseline of 21% to 94% correct responses, while the lecture group increased from 22% to 67% (p&lt;0.001). Error reduction was 74% in the GUM group versus 45% in the control group. However, the study’s scope is currently limited to a single, digitally literate cohort, and knowledge retention over time was not assessed. Conclusions: These findings suggest that a self-directed, feedback-driven serious game can substantially outperform traditional methods in fostering periodontitis literacy within this population. Further research is needed across diverse populations with extended follow-up periods to assess knowledge retention and generalizability.</jats:p>
      5