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All Journal International Journal of Evaluation and Research in Education (IJERE)
Jhon Holguin-Alvarez
Universidad César Vallejo
Education

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Mixed gamification with virtual tools modify poor school performance Jhon Holguin-Alvarez; Jenny Ruiz-Salazar; Giovanna Manrique-Alvarez; Juan Antonio Picoy Gonzales; Ana Holgado-Quispe
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.25530

Abstract

Currently, the use of gamifiers as teaching tools in virtuality is present due to the digital education that is developed in Latin America. The objective was to determine the effects of two methodologies: i) Mixed gamification; and ii) Usefulness of virtual teaching tools, in the cognitive processes of poor school performance. The methodology was experimental, quantitative. The evaluation was carried out on 150 Spanish-speaking schoolchildren, grouped into three comparison groups (8.5 years of age ±0.4). They underwent 40 learning sessions with the D-S-F methodology (dynamics, strategy, feedback). The validated instruments were three performance tests on the areas of mathematics, science and communication. Significant results were obtained in cognitive processes from the activities designed with mixed gamification, although the effects were not decisive in the area of communication. It is concluded that gamification reduces low performance to raise cognitive processes for logical reasoning, cognitive deduction in mathematics, skills to generate hypotheses in science; and those of reading and oral expression. It is suggested to develop experiments with variables that include a digital evaluation of text writing, to avoid the limitations presented in this research.
Mathematical competencies with applications of mirror classes in regular basic education Maruja Dionisia Baldeón De La Cruz; Melba Rita Vasquez Tomás; Judith Soledad Yangali Vicente; Jhon Holguin-Alvarez
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25577

Abstract

The problem about learning in mathematics lies in the lack of application of teaching strategies for the resolution of the calculation in mathematical problems, problems of movement, mathematical regularity, equivalence, and uncertainty; in populations with difficulties to learn collaboratively. Here the application of mirror classes in populations with interactive problems is demonstrated, thus contributing to strengthening their knowledge from cooperative information management, the use of analysis skills based on co-evaluation. In this sense, the purpose of the study was to evaluate the mirror class, as a pedagogical strategy, in order to optimize the competence of solution of quantity problems in basic school students of two educational institutions in Lima, Peru. The study was conducted under the action research approach where the diagnostic and exit test, question guide and field diary were the instruments used for data collection. It was concluded that the mirror class as a pedagogical strategy favors the optimization of competition and solves quantity problems in basic education students. So, they also developed concrete knowledge, to assign them in cognition more enduringly as a form of social learning.
Co-Authors Ana Holgado-Quispe Giovanna Manrique-Alvarez Jenny Ruiz-Salazar Juan Antonio Picoy Gonzales Judith Soledad Yangali Vicente Maruja Dionisia Baldeón De La Cruz Melba Rita Vasquez Tomás