Amaluisa Rendón, Paulina Magally
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Preferred name
Amaluisa Rendón, Paulina Magally
Main Affiliation
Ambato
Email
paulinaamaluisa@uti.edu.ec
ORCID
Scopus Author ID
58558273800

Research Output
Now showing 1 - 5 of 5
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Tiktok as a Learning Tool for Elementary School Students

2023 , Amaluisa Rendón, Paulina Magally , Espinosa-Pinos C.A. , Núñez-Torres M.G.

The large number of users of the social network Tiktok worldwide and the studies that demonstrate the advantages of its use in relation to its educational capacity encourage us to seek new ways of teaching. The present study was conducted at the Indoamerica Educational University in the city of Ambato-Ecuador during the 2021–2022 school year, comparing the motivation of students of General Basic Education: specifically, Basic Middle (Sublevel 3): fifth, sixth and seventh grade corresponding to boys and girls of 9, 10 and 11 years old respectively, and the use of Tiktok as a learning tool demonstrated in their academic performance. Group A has used Tiktok as a tool for the development of academic activities, while group B has not used it. A quantitative methodology was used with a descriptive-inferential procedure and a qualitative analysis through interviews with educators. A pre-test and a post-test were carried out to demonstrate the children's motivation at the end of the school year. It is confirmed that the children who used Tiktok as a learning tool consider themselves more motivated and show a greater dedication to the proposed subject matter than children who do not use it, which is evidenced in their academic record. On the other hand, the teachers interviewed expressed heterogeneous opinions. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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The Impact of Gamification on Reading Comprehension: Transforming Literacy Skills Among High School Students in Puyo, Ecuador

2025 , Moyano Barahona, Álvaro , Espinosa Pinos, Carlos Alberto , Amaluisa Rendón, Paulina Magally

This research investigates the impact of gamification on reading comprehension among high school students in Puyo and Pastaza, Ecuador, where traditional methods face challenges compounded by limited technology access, COVID-19 disruptions, and specific community needs. Addressing the inadequacy of traditional approaches, the study explores gamification's potential to improve literacy skills. Employing a quantitative approach, the study involved 100 students divided into experimental and control groups. The experimental group received a gamified intervention using digital tools like Genially, while the control group followed traditional teaching methods. Reading comprehension was assessed using the PROLEC test, evaluating multiple dimensions of reading ability. The experimental group demonstrated significant improvements in reading comprehension, particularly in lexical selection, semantic categorization, and expository comprehension (p < 0.001). Student surveys confirmed increased engagement and motivation through gamification. The findings highlight the positive influence of digital gamification on reading development and critical thinking skills. Gamification positively impacts student engagement and academic performance in reading comprehension, offering an effective and replicable strategy for similar educational settings. However, the study underscores the necessity of robust technological infrastructure and adequate training for educators and students to fully leverage these strategies, ensuring improved literacy skills within challenging environments and addressing existing gaps in public education.

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Classification Tools to Assess Critical Thinking in Automotive Engineering Students

2024 , Espinosa Pinos, Carlos Alberto , Amaluisa Rendón, Paulina Magally , Noemi Viviana Rodríguez Ortiz

Inadequate conflict resolution skills in automotive engineering students can have negative consequences in the workplace. The development of mathematical logical thinking can help students develop critical analysis skills, improve problem-solving ability, develop reasoning skills, and effective communication, enabling them to deal effectively with conflicts and find creative solutions. This research aims to identify predictors of problem-solving ability using classification algorithms. Methodology: In this study, three classification algo-rithms were applied and the KDD process was used to identify predictors of problem-solving ability. The data set includes 60 records of students from the automotive engineering program at Universidad Equinoccial in Quito, Ecuador, to whom three tools were applied: a sociodemographic card, a Shatnawi test related to mathematical logical thinking, and a Watson Glaser test on conflict resolution ability. Results: The best classification model is the K-nearest neighbors’ algorithm and its predictive ability is very good, with a true positive rate versus false positive rate AUC of 0.75, along with a good performance in classifying negative cases. The model can be improved with increased sampling, cross-validation, or hyper-parameter adjustment. Conclusion: Age and mathematical logical thinking are strongly associated with conflict resolution ability. In future research it is important to consider additional variables such as experience in problem-solving projects, technical knowledge and communication skills; to explore the use of more advanced machine learning algo-rhythms; to design specific educational interventions based on the development of mathematical logical thinking; or to compare conflict resolution ability between different engineering disciplines.

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ICT-Based Game: An Alternative to Promote Healthy Eating in Ecuadorian Children Using User-Centred Design

2025 , Amaluisa Rendón, Paulina Magally , Núñez Torres, María Giovanna , Aguayza Mendieta, Carlos

Inadequate nutrition in Ecuadorian children leads to various physical, cognitive, and biological issues. However, the use of information and communication technologies (ICT) has become established in raising awareness and promoting beneficial eating behaviours. This research, conducted at the Indo-America Educational Unit during the 2022-2023 academic year in Ambato, Ecuador, aimed to compare the effectiveness of a guide text versus a didactic game in enhancing knowledge about healthy eating among fifth-grade students in Natural Sciences. The study involved 87 fifth-grade students, divided into two groups: Group 1, consisting of 42 students, and Group 2, consisting of 45 students. The teacher of Group 1 used traditional methods (reading and writing from the text), while the teacher of Group 2 employed a game called Flavour Puzzle. Statistical analysis revealed significant improvements in knowledge and motivation for students using the game-based method. Specifically, students in Group 2 showed a 26% greater improvement in knowledge levels compared to those in Group 1, and their motivation levels were nearly three times higher (89% vs. 30%). The results indicate that the game-based method has a clear comparative advantage over traditional text-based instruction, as it not only facilitated teaching but also enhanced socialization and engagement among students. Technological resources like Flavour Puzzle are more engaging for students and should be utilized as both recreational and educational tools in teaching Natural Sciences at the school level.

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From Physical to Digital Storytelling. A Comparative Case in School Education

2023 , Núñez Torres, María Giovanna , Amaluisa Rendón, Paulina Magally , Espinosa Pinos, Carlos Alberto

The advantages of narratives and stories in school teaching are known, however, nowadays the use of information and communication technologies are consolidated with common practices, opening the way to the use of strategies such as storytelling. The research was carried out at the Indoamerica Educational Unit in the 2022–2023 academic period in Ambato-Ecuador. Its main objective was to analyse the practice of reading comprehension based on storytelling in physical and digital format as a strategy in the teaching process in the subject Language and Communication. The study collects information from two groups of 6-year-old students with the same level of schooling (second year of primary school), group one with 60 students and group two with 61 students. The teacher of group 1 used illustrated pictures based on infographics to tell the stories (physical format). The teacher of group 2, on the other hand, used Tiktok as a digital narrative resource (digital for-mato). The central theme of the stories is respect and protection of animals. On the other hand, and beforehand, the teachers have completed some training stages on both physical and digital storytelling techniques. A mixed quantitative-qualitative methodology and a reading comprehension test were used, in addition to assessing the most striking graphic resources in both formats. The results show that students who have used digital storytelling as a learning tool have shown better reading comprehension and in less time, which is due to the use of movement, sound and light in the digital format. The teacher of group 1, on the other hand, finds that the use of storytelling in digital format captures the children's attention and facilitates concentration. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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