Núñez Torres, María Giovanna
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Núñez Torres, María Giovanna
Main Affiliation
Ambato
Email
giovannanunez@uti.edu.ec
ORCID
Scopus Author ID
58558506800

Research Output
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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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Development and Evaluation of a Computerized Didactic Guide with Mathematical Foundations for the Teaching-Learning of Physics

2023 , Balladares-Pico L.M. , Espinosa-Pinos C.A. , Núñez Torres, María Giovanna

The present research aims to implement a computerized guide for the development of meaningful learning of mathematical foundations for learning Physics. It is based on a quantitative approach with a quasi-experimental design with a descriptive/explanatory scope. The population is made up of 20 first year high school students of the Luis A. Martinez Educational Unit; for the quantitative approach, the type of sample is intentional, therefore, 20 first year high school students have been considered. The research technique used is the survey addressed to students and teachers, with the questionnaire as an instrument validated by means of the expert judgment technique. The reliability and validity of the instrument applied was determined by means of Cronbach's Alpha test, obtaining a value of 0.936, which indicates a high level of internal consistency as well as reliability, and validity by means of expert judgment. The results obtained show that there were significant differences between the pre-and post-test after applying the computerized didactic guide and, therefore, it is concluded that this proposal is valid to be implemented in traditional education scenarios and thus ensure the significant learning of Physics in the first year of high school. © 2023 IEEE.

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Augmented Reality as a Promoter of Visualization for the Learning of Mathematics in Ninth-Year of Basic Education

2023 , Espinosa Pinos, Carlos Alberto , Amaluisa Rendón P.M. , Núñez Torres, María Giovanna , Quinatoa-Casicana J.

This research focused on developing a mobile application in Meta-verse augmented reality to improve the learning of notable products, factoring, and linear equations in ninth-grade students of the intercultural bilingual educational unit of the millennium “Pueblo Kisapincha” based on the notional method. The methodology applied was quasi-experimental and longitudinal, where related samples were compared using a diagnostic test versus a subsequent evaluation of knowledge. The sampling technique was by non-probabilistic convenience comprising 25 students and 15 teachers to whom a structured questionnaire was applied to determine the predisposition to work in the classroom with augmented reality, which was validated with Cronbach's alpha statistic (α = 0.844). The students’ scores improved significantly after participating in both evaluations, with the post-evaluation being the one that showed the highest score according to the Bayesian T-test applied to related samples. A proposal of activities was designed to motivate the study of algebraic expressions; this product was implemented considering the ADDIE instructional model, guiding each movement with its respective resolution process as a form of feedback. The proposal was evaluated by two experts in technology and two experts in education with more than ten years of experience. In conclusion, developing an augmented reality mobile application in Metaverse to improve the learning of introductory algebra proved to be a valuable and effective tool to contribute to student learning. The mobile application provided an interactive and engaging learning experience, so it is recommended to incorporate this mobile application in the curriculum of the Kisapincha educational unit and its possible implementation in other similar educational institutions. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

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