EDUDIG. Artículos

Artificial intelligence, social media, and web platforms in secondary education: effects on creativity and cultural participation in a global south context

Fri, 17 Apr 2026 00:00:00 GMT

[EN]This study examines the effects of a three-month pedagogical intervention that integrated artificial intelligence (AI), social media, and web-based tools to strengthen digital literacy, creativity, and cultural participation among secondary education students in Ecuador. The intervention was theoretically grounded in perspectives of inclusive digital education and Universal Design for Learning (UDL), emphasizing participation, accessibility, and collaborative knowledge construction. The intervention involved 61 students supported by 31 university facilitators and was developed under a mixed-methods action research design with a pre–post (quasi-experimental) approach. Pre- and post-test surveys were administered to assess changes in digital competencies and creativity, while semi-structured interviews explored students’ perceptions of creative expression and their engagement with the cultural and technological ecosystem. Quantitative results showed statistically significant improvements in digital literacy and creativity (p < 0.001), while qualitative findings evidenced increased student empowerment, critical awareness of algorithms, and active cultural participation. The integration of AI and social media promoted an inclusive, student-centered learning environment that enhanced autonomy, reflective thinking, and media engagement. These results suggest that hybrid and culturally contextualized AI-mediated interventions may foster 21st-century competencies, strengthen digital equity, and promote creative agency in educational contexts of the Global South, particularly within emerging digital learning environments in Ecuador.

Usos positivos y disruptivos de la IA en la enseñanza de lenguas: docentes en una encrucijada

Wed, 18 Mar 2026 00:00:00 GMT

[ES]La irrupción de la inteligencia artificial (IA) en la educación ha generado un debate profundo sobre su impacto en los procesos de aprendizaje. Más allá del entusiasmo general por sus posibilidades, este estudio pretende conocer cómo los docentes de lenguas utilizan la IA en su práctica pedagógica, con especial atención a las estrategias de planificación y evaluación, y a los procesos disruptivos que surgen en la adquisición de competencias por parte de los estudiantes y su impacto en la equidad educativa. La metodología es puramente cualitativa, basada en el análisis de contenido de entrevistas en profundidad realizadas a un número de docentes representativos de un departamento universitario dedicado a la enseñanza de lenguas extranjeras. Los resultados identifican beneficios del uso de la IA como la generación eficaz de recursos de aprendizaje y secuencias didácticas, la propuesta de ideas para trabajar en clase y la atención a la diversidad, si bien se señalan problemas pedagógicos y éticos que afectan a docentes y estudiantes. Los docentes muestran preocupación por el uso de la IA por parte de los estudiantes debido al tipo de aprendizaje que estimula y su impacto en la adquisición de las competencias que acredita una titulación universitaria. Los resultados revelan una transformación progresiva del rol docente. Se concluye que el uso de la IA por parte de los docentes y estudiantes tiene un impacto positivo en el rendimiento académico, si bien afecta a la equidad y los aprendizajes obtenidos.; [EN]The emergence of artificial intelligence (AI) in education has sparked a profound debate about its impact on the learning process. While there is general enthusiasm for the possibilities of AI, this study aims to determinehow language teachers use it in their practice, paying special attention to planning and assessment strategies,the disruptive processes that arise in students' skill acquisition and their impact on educational equity. The study employs a purely qualitative methodology based onthe content analysis ofin-depth interviews with teachers from a university department specialising in foreign language teaching. The benefits of using AI are identified, such as effectively generating learning resources and teaching sequences, proposing ideas for classroom workand paying attention to diversity. However, pedagogical and ethical issues affecting teachers and students are also highlighted. Teachers express concern about students using AI because of the type of learning it encourages and its impact on acquiring the knowledge and skills certified by a university degree. The results reveal the progressive transformation of the role of the teacher as an educational mediator. It is concluded thatthe use of AI byteachers and student hasa positive impact on academic performance, though it affects equity and learning outcomes.

Expert consensus on gamification strategies for ICT courses in higher education: a modified Delphi approach

Thu, 12 Feb 2026 00:00:00 GMT

[EN]Teaching Information and Communication Technologies (ICT) in higher education faces the challenge of engaging students accustomed to interactive and digital learning environments. Although gamification has emerged as a promising pedagogical strategy to enhance motivation, participation, and learning, there is still no consensus on which gamification elements and strategies should be prioritized in ICT courses. To address this gap, this study aimed to identify, through expert consensus, the most relevant gamification components for ICT teaching in higher education. A modified Delphi study with a mixed-methods design was conducted in two rounds: an open exploratory phase and a structured round using a five-point Likert scale. Twelve experts were selected based on a competence coefficient (K ≥ 0.75). Quantitative analyses included means, standard deviations, interquartile range (IQR), coefficient of variation (CV), and Kendall’s coefficient of concordance (W), complemented by qualitative thematic coding with an inter-coder reliability of κ = 0.82. Consensus thresholds followed current Delphi standards (≥ 80% agreement, IQR ≤ 1, CV ≤ 0.30, and W ≥ 0.60). The results indicate that experts prioritized challenges and quests (83% agreement; W = 0.66), followed by points and rewards (67%) and the complementary use of badges and leaderboards. Strong consensus was reached regarding the potential of gamification to strengthen problem-solving, critical thinking, and collaboration (100%; W = 0.90), and to increase active participation (100%) and promote deep understanding (83%). However, heterogeneity persisted in relation to the selection of technological platforms (W = 0.27) and specific strategies (W = 0.28), and the effects on academic performance were reported as inconsistent. Overall, the findings suggest that gamification is most effective when systematically integrated into ICT curricula, supported by teacher training and immediate feedback mechanisms. As no universal technological platform is recommended, the use of contextual selection criteria is essential. These results provide a conceptually validated reference framework for the design of gamified learning experiences in higher education and underscore the need for further empirical validation across diverse educational contexts.

From virality to pedagogy: a systematic and comprehensive review of TikTok's educational use in South America

Fri, 20 Feb 2026 00:00:00 GMT

[EN]TikTok’s rise invites scrutiny of its educational value, yet evidence from South America remains fragmented. This study synthesizes South-American research on TikTok-mediated learning to (i) map thematic and methodological trends and (ii) quantify reported learning gains. A PRISMA-guided search of Scopus, Web of Science, SciELO and Latindex (2018–2025) yielded 1 695 records; after screening, 26 peer-reviewed studies met the inclusion criteria. Narrative synthesis traced conceptual patterns, while a meta-analytical substudy aggregated effect data from the 15 papers that reported quantitative outcomes. Research clusters around four application do-mains: language learning, science/health communication, reading & digital storytelling, and civic-environmental education. Most interventions occur in secondary and higher-education settings and employ challenge-based or duet/stitch tasks that lever-age TikTok’s multimodal affordances for motivation and identity work. Meta-analytic pooling—limited by under-reporting of descriptive statistics— nevertheless identified large pre/post differences associated with speaking accuracy (d = 2.13) and moderate pre/post differences related to emotionalintelligence clarity (Wilcoxon p < 0.05). Qualitative evidence corroborates heightened engagement, peer collaboration and critical-media literacy, but also flags persistent digital divides, algorithmic bias and scant research in primary, indigenous and community contexts. Heterogeneous designs and incomplete statistical reporting re-strict generalizability. Future studies should adopt longitudinal, multi-site experiments and open-data practices to enable robust meta-analysis. Effective use of TikTok hinges on intentional instructional design: clear learning objectives, equity centered access strategies and critical-digitalliteracy scaffolds that mitigate platform bias. This is the first systematic review and meta-analysis focused exclusively on TikTok’s educational applications in South America. It provides an evidence-based agenda for researchers and practitioners seeking to harness platform-native cultures while addressing the region’s sociotechnical inequalities.

Quality vs. populism in short-video political communication: a multimodal study of TikTok

Wed, 25 Feb 2026 00:00:00 GMT

[EN]The article examines how framing and actor identity structure attention in short-video politics using a country-level corpus from Ecuador. It assembles 4612 public TikTok videos from official accounts and politically salient hashtags, extracts multimodal text via automatic speech recognition and on-screen OCR, and constructs two continuous indices: a quality index (programmatic, efficacy-oriented content) and a populism index (antagonistic, people-versus-elite cues). Engagement is modeled as a fractional response (binomial GLM with logit link), with robustness checks using OLS on logit(ER) and Poisson counts with an offset for log(plays + 1). Models include affect (positive sentiment and anger), hour/day controls, and actor fixed effects (leader, creator, institution, party, and media). The indices display construct validity: quality aligns with positive/joyful tone and populism with anger. Net of controls, populism is positively and consistently associated with engagement across estimators; quality is small and often null or negative. Effects are heterogeneous: leaders gain under both frames, creators primarily under populism, and media modestly under populism, while institutions face penalties under both, and parties show limited returns. Monthly series reveal event-linked intensification of populism, and hashtag networks are modular, mapping onto institutional, partisan, and creator ecosystems. A design analysis identifies a non-populist pathway—benefit-first micro-explanations, concise captions, targeted hashtags, and joyful/efficacy affect—that raises engagement without antagonism. The study contributes a reproducible, open-source pipeline for survey-free, multimodal framing measurement and clarifies how persona × frame interactions and meso-level discursive structure jointly organize attention in short-video politics.

From tweets to power: an integrative thematic review of political communication and platform governance on Twitter/X (2009–2024)

Tue, 11 Nov 2025 00:00:00 GMT

[EN]Introduction: This integrative thematic review synthesizes the body of peer-reviewed studies on political communication via Twitter/X, aiming to map the conceptual and methodological landscape of the field as indexed in major databases from the platform’s inception in 2009 through 2024. Methods: The review followed a PRISMA-style workflow for search, deduplication, and screening, resulting in a final corpus of 52 articles from the Web of Science Core Collection and Scopus. Included studies were analyzed using a hybrid deductive-inductive thematic analysis. Results: Findings are organized around five central themes: (1) actor strategy (personalization, timing, campaign orchestration), (2) audience behavior (engagement patterns, selective exposure), (3) platform architecture (affordances, algorithmic mediation), (4) trust and legitimacy (institutional credibility vs. visibility logics), and (5) methodological innovation (computational scaling vs. interpretive depth). The analysis reveals conceptual consolidation but also a structural imbalance in the field, characterized by the dominance of US and EU scholarship, limited cross-regional integration, and uneven theoretical convergence. Discussion: The study argues for three key developments in future research: the adoption of mixed-method designs integrating discourse, network, and behavioral data; greater attention to non-Western contexts; and the explicit treatment of platforms as political actors, not just communication stages. Limitations include the restriction to two databases and a specific timeframe, the absence of a formal quality appraisal, and evolving platform conditions that challenge reproducibility. This review provides a roadmap for building more cumulative, comparative, and theory-driven research on the intersection of Twitter/X and governance.

Industrias culturales y creativas en Ibarra, Ecuador: un enfoque de apropiación cultural e interacción comunicacional

Wed, 01 Oct 2025 00:00:00 GMT

[ES]Este estudio analiza cómo la apropiación cultural y la interacción comunicacional inciden en el fortalecimiento de las Industrias Culturales y Creativas (ICC) en la ciudad de Ibarra, Ecuador. A través de un enfoque cualitativo y un diseño teórico-descriptivo, se recopilaron datos mediante entrevistas semiestructuradas, análisis documental y la técnica participativa Phillips 66, con la participación de actores culturales clave y jóvenes locales. Los resultados evidencian una identidad cultural fragmentada, escasa apropiación simbólica por parte de la juventud y una débil articulación entre instituciones, medios de comunicación y gestores culturales. Aunque existen iniciativas culturales, estas no conforman un ecosistema sostenible ni articulado. Se concluye que el diseño de una estrategia comunicacional integral, orientada a la juventud y al fortalecimiento de la identidad local, puede mejorar la visibilidad, sostenibilidad e impacto de las ICC. Asimismo, se destaca la necesidad de políticas públicas que reconozcan a las industrias culturales como motores del desarrollo territorial y como agentes de transformación social en ciudades intermedias.; [EN]This study analyzes how cultural appropriation and communicational interaction influence the development of Cultural and Creative Industries (CCI) in the city of Ibarra, Ecuador. Using a qualitative, theoretical-descriptive design, data were collected through semi-structured interviews, document analysis, and the participatory Phillips 66 technique, involving key cultural actors and local youth. Findings reveal a fragmented cultural identity, weak symbolic appropriation among young people, and limited coordination among institutions, media, and cultural managers. Although several initiatives exist, they do not form a cohesive or sustainable cultural ecosystem. The research concludes that implementing a comprehensive communication strategy—focused on youth engagement and identity reinforcement—could improve the visibility, sustainability, and impact of CCI. The study also highlights the need for public policies that recognize cultural industries as drivers of territorial development and agents of social transformation in intermediate cities.

Educación financiera a distancia: análisis de un caso latinoamericano

Wed, 01 Oct 2025 00:00:00 GMT

[ES]La educación financiera es un proceso fundamental para la gestión eficiente de los recursos. Los cursos abiertos, masivos y en línea (MOOC) ofrecen accesibilidad, comprensibilidad y desarrollar habilidades clave en competencia financiera. El artículo describe la implementación de una iniciativa latinoamericana, analizando su perfil sociodemo-gráfico, tasas de término y niveles de satisfacción. Es un estudio de caso exploratorio, principalmente cuantitativo, no experimental y ex post facto. Se utilizaron datos de 27.953 inscritos del MOOC “Educación Financiera Ciudadana” de UAbierta de la Universidad de Chile. Los datos provienen de registros de usuarios, calificaciones, encuestas de inicio y cierre. El análisis se efectuó con SPSS Statistics v.28 y ATLAS.ti v.25, utilizando herramientas de inteligencia artificial de codificación, resumen y conversación. Como resultados, se obtuvo una tasa de finalización del 16,31%, inferior al total de los cursos de plataforma (16,99%) y superior al estándar internacional (10%). El perfil predominante es femenino, jo-ven, con estudios universitarios y habilidades digitales medias-altas, residentes mayoritariamente en Chile. La satisfac-ción global fue alta (85,17%), destacando contenidos (89,65%) y materiales (88,14%), los foros obtuvieron calificación más baja (75,72%). Si bien existe un alto interés por las finanzas personales y la valoración es positiva; también se pide mayor aplicación práctica de las temáticas tratadas. Se concluye la necesidad de aplicar mejoras relacionadas con la actualización de contenidos y recursos, evaluaciones, y en la supervisión e interacción entre participantes y equipo docente; con tal de mantener una oferta atractiva y pertinente, que fomente el crecimiento de las tasas de finalización.; [EN]Financial education is a fundamental process for the efficient management of resources. Massive open online courses (MOOCs) offer accessibility, comprehensibility, and the development of key financial literacy skills. The article describes the implementation of a Latin American initiative, analyzing its sociodemographic profile, completion rates, and satisfaction levels. It is an exploratory, mainly quantitative, non-experimental, and ex post facto case study. Data from 27,953 registrants of the MOOC “Citizen Financial Education” from UAbierta at the University of Chile were used. The data come from user records, grades, and start and end surveys. The analysis was performed with SPSS Statistics v.28 and ATLAS.ti v.25, using artificial intelligence tools for coding, summarizing, and conversation. The results showed a completion rate of 16.31%, lower than the total for platform courses (16.99%) and higher than the international standard (10%). The predominant profile is female, young, with university studies and medium-high digital skills, mainly residing in Chile. Overall satisfaction was high (85.17%), with content (89.65%) and materials (88.14%) receiving high ratings, while forums received the lowest rating (75.72%). Although there is a high level of interest in personal finance and the assessment is positive, there is also a demand for greater practical application of the topics covered. It is concluded that improvements are needed in terms of updating content and resources, assessments, and supervision and interaction between participants and teaching staff, in order to maintain an attractive and relevant offering that encourages growth in completion rates.

Evaluating DigiCraft for the development of digital competence: a qualitative approach

Mon, 01 Jan 2024 00:00:00 GMT

[EN]Digital competence, the ability to use and understand technology effectively, is fundamental in today's society. For this reason, several programs have been launched in recent years to develop and improve it. DigiCraft, an educational program of the Vodafone-Spain Foundation that aims to give Spanish children access to quality training in digital literacy, is one of the most important initiatives to develop this skill among students aged 6-12 in Spain. In addition to developing digital competence, it contributes to meeting the challenges of educational sustainability, which is particularly in line with Goal 4 of the Sustainable Development Goals (SDGs): "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". The purpose of this study is to explore and understand the results of the DigiCraft educational program, taking into account the perspective of the different agents who participated in it, after three years of development. In this research, a qualitative methodology was chosen, using a semi-structured interview with open-ended questions as a tool to collect the evaluation of students and teachers involved in the program. Sixteen centres from different contexts and Autonomous Communities were selected. The results obtained show the success of this program in developing digital competence in children aged 6-12.

Impact of Gamification on Motivation and Academic Performance: a systematic review

Thu, 13 Jun 2024 00:00:00 GMT

[EN]This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and Scielo. According to the inclusion, exclusion, and quality criteria, it was determined to include 9 SLR articles on gamification that address at least one of the two key variables: student motivation or academic performance. The articles were published between 2016 and 2022, available in open access, written in English or Spanish, and with content that is directly related to the research questions. The results reveal that gamification significantly influences motivation by facilitating the assimilation of knowledge, the improvement of skills and academic competencies of students, and specifically refers to a wide range of capabilities that are essential for success in the educational environment and that can be enhanced through playful and interactive learning experiences. These skills can be cognitive, self-learning, social, or collaborative, among others. It is concluded that creativity and adaptability are key to successfully implementing gamification in the classroom.

La falsa Neuroeducación: descubriendo mitos en la formación inicial de los educadores

Mon, 01 Jan 2024 00:00:00 GMT

[ES]Las prácticas pedagógicas respaldadas por la neurociencia aún son incipientes en el contexto educativo y el creciente interés por la neuroeducación no se traduce siempre en una implementación adecuada de los hallazgos de la investigación. Los conceptos erróneos sobre el cerebro, conocidos como neuromitos, continúan predominando. En este artículo se presentan los resultados de una investigación cuya finalidad es la de analizar la capacidad que tienen los futuros profesionales de Grados en Educación, para identificar neuromitos en el ámbito de la neurociencia, el aprendizaje y los procesos cognitivos, así como conocerla influencia de las variables de género, edad, titulación y curso académico, sobre sus percepciones y concepciones. Empleando una metodología cuantitativa, se trabajó con una muestra de 172 educadores en formación de los Grados en Pedagogía, Maestro en Educación Primaria, Educación Social y Maestro en Educación Infantil, de la Universidad de Salamanca. Tras la recogida de datos,por medio de la escala ALFANED, y el análisis descriptivo e inferencial de los mismos, los resultados hallados corroboran la evidencia sobre la prevalencia de los neuromitos en el ámbito de la educación y se identifican las variables de edad, curso académico y titulación como predictoras en la identificación de estas falsas creencias.; [EN]Pedagogical practices supported by neuroscience are still in their early stages in the educational context, and the growing interest in neuroeducation does not always translate into proper implementation of research findings. Misconceptions about the brain, known as neuromyths, continue to prevail. This article presents the results of research aimed at analyzing the ability of university students in Education degrees to identify neuromyths in the field of neuroscience, learning, and cognitive processes. It also aims to identify the influence of gender, age, degree, and academic year on their perceptions and conceptions. Using a quantitative methodology, a sample of 172 education students from degrees in Pedagogy, Primary Education, Social Education, and Early Childhood Education at the University of Salamanca was examined. After data collection through the ALFANED scale and descriptive and inferential analysis, the results confirm the prevalence of neuromyths in the education field. Additionally, age, academic year, and degree are identified as predictors in the identification of these false beliefs.

¿Mejoran las habilidades lingüísticas en inglés el desarrollo de la competencia digital?

Sun, 01 Sep 2024 00:00:00 GMT

[ES]La investigación en el ámbito científico de la competencia digital y la competencia lingüística en idioma inglés ha demostrado una relación direccional en la que se señala a la competencia digital como favorecedora de las habilidades lingüísticas en idioma inglés. Sin embargo, no existen investigaciones que hayan estudiado la relación entre las habilidades lingüísticas en inglés y el desarrollo de la competencia digital, objetivo del presente estudio. En esta investigación se ha seguido una metodología cuantitativa con la finalidad de identificar la relación existente entre el nivel de competencia lingüística en idioma inglés y el nivel de competencia digital observado de 149 estudiantes universitarios de primer curso de titulaciones en Educación. Tras la recogida de información y su análisis descriptivo, inferencial y correlacional, los resultados obtenidos permiten concluir que las habilidades lingüísticas en idioma inglés y el desarrollo de la competencia digital de los estudiantes están relacionados.; [EN] The research in the scientific field of digital competence and English language proficiency has demonstrated a directional relationship, indicating that digital competence promotes English language skills. However, there is a lack of studies that have examined the relationship between English language proficiency and the development of digital competence, which is the aim of the present study. This research follows a quantitative methodology to identify the existing relationship between the level of English language proficiency and the observed level of digital competence in 149 first-year university students in Education. After collecting and analyzing information descriptively, inferentially and correlatively, the results obtained lead to the conclusion that English language skills and the development of students' digital competence are relate.

Innovación en el estilo formativo para transformar realidades en Educación Superior

Mon, 01 Jan 2024 00:00:00 GMT

[ES]La importancia de crear oportunidades para llevar a cabo prácticas empresariales universitarias significativas radica en su potencial para cultivar habilidades y competencias cruciales para el desempeño laboral. Esta relevancia se acentúa en el contexto colombiano debido a la escasez de enfoques teóricos que orienten la formulación de estrategias efectivas para la ejecución de prácticas empresariales universitarias en entornos virtuales de aprendizaje. El presente estudio se propuso investigar el impacto de la tecnología móvil en la colaboración efectiva entre universidades y empresas, y su influencia en el desarrollo de habilidades profesionales en estudiantes. La investigación se llevó a cabo mediante un diseño metodológico que incluyó el diseño de un Modelo de aprendizaje móvil (m-learning), la implementación de este en una institución educativa a través de un laboratorio virtual de prácticas y la recopilación de datos a través de encuestas y seguimientos a lo largo del período de aplicación. Los hallazgos principales revelaron que el m-learning fortaleció la relación universidad-empresa al proporcionar a los estudiantes la oportunidad de participar activamente en situaciones del mundo real; esto se tradujo en un aumento significativo en la confianza de los estudiantes en sus conocimientos teóricos y su capacidad para aplicar conceptos empresariales en contextos prácticos.; [EN]The importance of creating opportunities for meaningful business internships for university students lies in their potential to cultivate skills and competencies crucial to job performance. This relevance is accentuated in the Colombian context due to the scarcity of theoretical approaches that guide the formulation of effective strategies to do business internships in virtual learning environments. This study aimed to investigate the impact of mobile technology on effective collaboration between universities and companies, and its influence on the development of professional skills in students. The research employed a methodology that included the design of a mobile learning model (m-learning), its implementation in an educational institution through a virtual internship laboratory, and the collection of data through surveys and follow-ups throughout the application period. The main findings revealed that m-learning strengthened the university-business relationship by providing students with the opportunity to actively participate in real-world situations. This resulted in a significant increase in students' confidence in their theoretical knowledge and in their ability to apply business concepts in practical contexts.

Uso de aplicaciones móviles en contextos educativos de infantil y primaria

Wed, 08 Jan 2025 00:00:00 GMT

[ES]El uso de aplicaciones móviles propicia experiencias educativas activas, y puede mejorar la motivación e implicación del estudiante. El presente trabajo pretende: a) aportar una selección de aplicaciones educativas en infantil y primaria, b) conocer la opinión de profesores en formación acerca de dichas aplicaciones, c) analizar la satisfacción del alumnado de infantil y primaria tras participar en una experiencia con aplicaciones educativas. Para responder a los dos primeros objetivos, se aplica un cuestionario a una muestra de 182 profesores en formación de una universidad a distancia y se emplea un enfoque mixto en el análisis de los datos. Para responder al tercer objetivo se aplica la observación y entrevista a dos grupos de infantil y primaria, y se emplea un enfoque cualitativo. Los resultados aportan 51 aplicaciones para trabajar diversos contenidos en infantil y primaria. Los profesores en formación muestran una opinión favorable hacia el uso de estos recursos en el ámbito educativo, consideran que promueven un aprendizaje conductual y por descubrimiento, y tienen una función interactiva. También señalan algunas limitaciones como la falta de recursos materiales y de formación. Por último, el alumnado de infantil y primaria valora positivamente la experiencia realizada, están motivados y desean seguir trabajando con estos recursos para aprender contenidos y competencias.; [EN]The use of mobile applications promotes active educational experiences and can improve student motivation and involvement. The present work aims to: a) provide a selection of educational applications in preschool and primary school, b) know the opinion of teachers in training about these applications, c) analyse the satisfaction of the preschool and primary school student after participating in an experience with educational applications. To answer the first two objectives, a questionnaire is applied to a sample of 182 teachers in training from a distance university and a mixed approach is used in the analysis of the data. Replying to the third objective, observation and interview are applied to two groups of preschool and primary school, and a qualitative approach is used. The results provide 51 applications to work on various contents in early childhood and primary school. Teachers in training show a favourable opinion towards the use of these resources in the educational field, they consider that they promote behavioural, and discovery learning and have an interactive function. They also point out some limitations such as the lack of material resources and training. Finally, the children value the experience positively, they are motivated and want to continue working with these resources to learn content and skills.

Gamificación en la enseñanza universitaria: retos didácticos y tecnológicos

Sat, 01 Mar 2025 00:00:00 GMT

[ES]La gamificación es una estrategia innovadora en la educación universitaria que busca aumentar la motivación y el compromiso estudiantil mediante dinámicas lúdicas. Sin embargo, su implementación enfrenta desafíos pedagógicos y tecnológicos. Este estudio analiza estas barreras y oportunidades en la Facultad de Educación, Ciencia y Tecnología de la Universidad Técnica del Norte (Ibarra, Ecuador) mediante una metodología mixta que combina encuestas, entrevistas y observaciones en aula. Participaron 30 docentes y 150 estudiantes. Los resultados muestran que el 75% de los estudiantes reporta mayor motivación y participación, especialmente con recompensas y competencias grupales. No obstante, el 70% de los docentes identificó la falta de formación específica, el tiempo de planificación y la resistencia al cambio como obstáculos importantes. Aunque la universidad cuenta con infraestructura tecnológica adecuada, persisten dificultades de acceso a dispositivos personales entre los estudiantes. El estudio sugiere reforzar la capacitación docente, ofrecer soporte técnico eficiente y personalizar las plataformas digitales para adaptarlas a los contenidos pedagógicos. Además, destaca la importancia de gestionar adecuadamente el uso de tecnologías para evitar la fatiga digital y aprovechar el entorno híbrido post-pandemia para consolidar esta metodología.; [EN]Gamification is an innovative strategy in university education that seeks to increase student motivation and engagement through playful dynamics. However, its implementation faces pedagogical and technological challenges. This study analyses these barriers and opportunities at the Faculty of Education, Science and Technology of the Universidad Técnica del Norte (Ibarra, Ecuador) using a mixed methodology combining surveys, interviews and classroom observations. Thirty teachers and 150 students participated. The results show that 75% of the students report increased motivation and participation, especially with rewards and group competitions. However, 70% of teachers identified lack of specific training, planning time and resistance to change as major obstacles. Although the university has adequate technological infrastructure, difficulties of access to personal devices persist among students. The study suggests reinforcing teacher training, offering efficient technical support and customizing digital platforms to adapt them to the pedagogical content. It also highlights the importance of properly managing the use of technologies to avoid digital fatigue and to take advantage of the post-pandemic hybrid environment to consolidate this methodology.

Impacto de la gamificación en el rendimiento académico en la Universidad Técnica del Norte (Ecuador)

Sun, 01 Jun 2025 00:00:00 GMT

[ES]El principal objetivo de este estudio es analizar el impacto de la gamificación en el rendimiento académico de 215 estudiantes universitarios mediante un enfoque tecnopedagógico. La gamificación aplica elementos y técnicas del diseño de juegos en contextos no lúdicos a fin de mejorar la participación, motivación y la efectividad de las actividades académicas. Se aplica una metodología cuantitativa de corte cuasiexperimental para comparar dos grupos: 1) control (87 estudiantes) que recibe instrucción tradicional y 2) experimental (128 estudiantes) que participa en actividades gamificadas. Los resultados muestran una mejora significativa en el rendimiento académico del grupo experimental, con una diferencia de 0.66 puntos en comparación con el grupo de control. En conclusión, la gamificación aprovecha la predisposición natural del ser humano hacia la competencia, el logro y la colaboración para fomentar la participación, el interés, la retención de información y mejora significativamente el rendimiento académico.; [EN]The primary objective of this research study is to analyze the impact of gamification on the academic performance of 215 university students by applying a technopedagogical approach. Gamification applies elements and techniques of game design in non-game contexts in order to improve participation, motivation and effectiveness of academic activities. A quasi-experimental methodology is applied to compare two groups: 1) a control group (87 students) that receive traditional teaching and 2) an experimental group (128 students) that participates in gamified activities. The results show a significant improvement in the academic performance of the experimental group, with a difference of 0.66 points, when compared to the control group. In conclusion, gamification takes advantage of the natural human predisposition towards competition, achievement, and collaboration to encourage participation, interest, and information retention while significantly improving academic performance.