Núñez-Naranjo, Aracelly Fernanda
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Núñez-Naranjo, Aracelly Fernanda
Main Affiliation
Ambato
Email
fernandanunez@uti.edu.ec
ORCID
Scopus Author ID
57918896500

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Gamification: From Motivation and Challenges to Improving Academic Performance in Learning Mathematics

2024 , Núñez Naranjo, Aracelly , Sinailin-Peralta J. , Morales-Urrutia E.

Gamification is a didactic strategy that motivates and improves teaching processes, for this reason the present study has been proposed in which a methodological proposal is structured that seeks to improve academic performance using gamification as a strategy for teaching operations with applied polynomials. Students of the first year of high school of an educational institution in the city of Quito, the methodology is addressed from a descriptive and correlational level given the exploratory approach that has been carried out, for the development of the proposal the principles of gamification that relate to motivation with learning challenges, we worked with 28 students in scheduled class meetings, a pre-test and a post-test were applied to them, obtaining the following average course results: initial pre-test evaluation 4.93 and post-test -test, a value of 8.61 was obtained, evidencing an increase in the total average, with these data it is concluded that the gamification of activities and assessments if it improves the academic performance of students. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

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Scratch as a Tool to Promote Computational Thinking in Technological Education

2023 , Núñez Naranjo, Aracelly , Luis-Masabanda J. , Morales-Urrutia E. , Goitia J.M.G.

The objective of this work is to improve computational thinking through the approach of algorithms in Scratch, thus giving a solution to the main problem detected, which is the case of knowledge of digital tools as a means for the development of computational thinking, this has led to the creation of a mobile application that teaches programming in Scratch. For the study, a mixed methodology with qualitative and quantitative approaches was used, and a pretest and a posttest based on exercises were applied to measure computational thinking. The following results were obtained as a starting point with the pretest, a value of 6.81, and at the end of the practice with the mobile application, the posttest assessment was 7.86, demonstrating a positive effect on the development of computational thinking. Therefore, it is concluded that the algorithms and the Scratch tool motivated the students and stimulated the development of computational thinking. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

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Improving English Language Skills with a Technological Approach in Teaching

2024 , Núñez Naranjo, Aracelly , Chimarro Reinoso S.E. , Morales-Urrutia E.

Worldwide, the teaching of the English language has gained strength and attitude as it is the most studied and spoken language in the world, whether as a first language or a second language. However, it has been seen that the process of teaching the English language presents certain shortcomings in promoting the development of the four skills (listening, reading, writing and speaking) in students by identifying the lack of digital platforms in the extension of skills. The objective of the research is to validate the use of a digital platform through activities that promote the development of the four skills of learning the English language in students. The use of the platform is promoted through activities aimed at teaching the language, develop each of the skills in Basic Education students. For this research, the mixed methodology was used that combined the qualitative and quantitative approach with a population of 59 students, which allowed an evaluation of the pre-test and post-test to evaluate the development of skills, obtaining a value of 6.82. In the pre-test and a value of 8.77 in the post-test. When measuring the effect of this statistical improvement, it is calculated using Cohen’s d, which determines a very large effect of this improvement. With this result, it is identified that the development English language skills improved significantly after using the platform, both in listening, reading, writing and speaking skills. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

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