Modificación de la demanda cognitiva matemática basada en enseñanza gamificada con videojuegos

• Jhon Holguin-Alvarez ^[3] ; Fernanda Taxa ^[4] ; Jenny Maria Ruiz Salazar ^[1] ; Juana Cruz-Montero ^[2] ; Evandro Tortor ^[5]
  1. [1] Universidad Nacional Federico Villarreal

     Universidad Nacional Federico Villarreal

     Perú

     
  2. [2] Universidad César Vallejo

     Universidad César Vallejo

     Provincia de Trujillo, Perú

     
  3. [3] Universidad Privada Norbert Wiener, 15046, Lima, Perú.
  4. [4] Pontifica Universidade Catolica de Campinas, 317, São Paulo, Brasil.
  5. [5] Universidade do Estadual Paulista Júlio de Mesquita Filho, 01312-000, São Paulo, Brasil.

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• Localización: RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação, ISSN-e 1646-9895, Nº. Extra 52, 2022, págs. 68-86
• Idioma: español
• Títulos paralelos:
  • Modification of mathematical cognitive demand based on gamified teaching with video games
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• Resumen
  • español

    El rendimiento de las matemáticas complejas se abordó desde el uso de tecnologías del ocio como recurso disruptivo en el aula virtual. El objetivo permitió modificar la demanda cognitiva en matemática, mediante el uso de videojuegos como gamificador de sesiones de aprendizaje. Participaron 250 escolares como parte de una muestra latinoamericana. Luego de seis meses de desarrollo de la investigación con el modelo experimental, concluimos en la mejora de las habilidades en los sujetos para abordar la demanda de bajo nivel y la demanda de tipo no conectiva luego de participar en clases gamificadas con modelo D-O [Dinámica-Operativa]. Los eventos produjeron mejores posibilidades de producir operaciones matemáticas basadas en el razonamiento, provocando mayor reflexión en el grupo experimental. Las evidencias necesitan profundizarse en el nivel de demanda conectiva (alto nivel) con otras muestras latinoamericanas.

  • English

    The performance of complex mathematics was approached from the use of leisure technologies as a disruptive resource in the virtual classroom. The objective allowed modifying the cognitive demand in mathematics, through the use of video games as a gamifier of learning sessions. 250 schoolchildren participated as part of a Latin American sample. After six months of research development with the experimental model, we concluded in the improvement of the skills in the subjects to address the low-level demand and the non-connective type demand after participating in gamified classes with the DO model [Dynamic-Operational]. The events produced better possibilities of producing mathematical operations based on reasoning, provoking more reflection in the experimental group. The evidence needs to be deepened on the level of connective demand (high level) with other Latin American samples.

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