LACLO Sesión 12: Innovación educativa - innovación pedagógica

  • Use of audiogames as a strategic tool for teaching English as a Foreign Language skills in Ecuadorian higher education. Ecuador

    • Autor(es): Paola Cabrera-Solano, Luz Castillo-Cuesta and Alex Jaramillo
    • Abstract: The purpose of this study was to analyze the effectiveness of audiogames as a strategic tool for teaching English language skills in Ecuadorian higher education. The participants were 90 distance students registered in two courses of an English Integrated Skills class, which is included in the English Major offered by Universidad Tecnica Particular de Loja. The students belonged to an A2 level according to the Common European Framework of Reference for Languages (CEFR). The research was conducted through a mixed approach in which a diagnostic questionnaire was first administered to determine the participants’ learning needs. Subsequently, a pedagogical intervention was carried out by two instructors for a 14-week period. This process included academic monitoring and personalized feedback. At this intervention, 30 matching audiogames were carefully designed and used in both courses. Once this stage finished, a students’ perceptions questionnaire was applied and an interview was conducted to teachers who were in charge of using these games as a supplementary resource in their classes. The results demonstrated that gamification through audiogames is highly effective since they have the potential to strengthen both, productive and receptive English as a Foreign Language (EFL) skills, especially the listening ability. In addition, the use of audiogames improves students’ learning experience, encourages autonomous learning, and helps them to be actively involved in academic activities, thus improving their attention, participation and reflection.
    • Expositor(a): Paola Cabrera


  • Analysis of the effects of the use of Gamification as a teaching strategy in disciplines related to the area of Software Engineering. Brasil

    • Autor(es): Matheus Serrão Marinato, Socorro Vania Alves and Enoque Calvino Melo Alves
    • Abstract: The teaching of Software Engineering usually occurs in computer courses through the traditional teaching approach, because the disciplines that present related content area, usually have a wide amount of theoretical topics, and that is why most teachers prefer to adopt this type of approach, causing demotivation and lack of engagement of students in the learning process. In order to use more effective strategies, the use of so-called "active teaching methodologies", such as Gamification, has been discussed in recent years. However, there is a lack of studies that analyze their effects on the behavior and learning of students, when used as a teaching strategy in disciplines that address related contents area. Therefore, this paper exposes how gamification was applied in two disciplines in the area of Software Engineering (Requirements Engineering and Software Analysis and Design) and what effects were generated in students' learning and behavior.
    • Expositor(a): Matheus Serrão Marinato


  • La alfabetización informacional de los estudiantes en América Latina: una revisión de programas y propuestas. Ecuador

    • Autor(es): Patricia Henriquez-Coronel, Tania Alejandra Loor Rengifo, Maria Angélica Henríquez, Juan Pablo Trampuz Reyes and Iliana Fernandez Fernandez
    • Abstract: El propósito de esta investigación ha sido analizar los programas de alfabetización informacional en el contexto de la educación superior Latinoamérica en seis ámbitos: objetivos del programa, estándar de competencia en que se basa la alfabetización, público al que va dirigido, modalidad formativa, estrategias y recursos educativos empleados y resultados obtenidos. Es una investigación de enfoque mixto y alcance descriptivo. En un primer momento se realizó una revisión documental para identificar los programas de alfabetización informacional de universidades latinoamericanas reseñados en publicaciones científicas. Luego se efectuó el análisis de cada programa, desde los portales web de las universidades, mediante una rúbrica que contenía los 6 ámbitos objeto de estudio. Se analizaron 46 programas universitarios de alfabetización informacional en 12 países de la región. Los resultados de esta investigación reflejan que la modalidad que predomina en los programas de alfabetización es la presencial, seguida de la combinación presencial-virtual. Sólo 7% de los programas explicita el estándar de competencia que persigue. La mayoría de los programas (67%) se diseñó para la comunidad universitaria en su conjunto, pero los estudiantes son el grupo mayoritario (86,8%). Predomina el taller como estrategia didáctica y los tutoriales como recurso educativo. No se obtuvieron cifras concretas de los resultados que alcanzan los programas
    • Expositor(a): Patricia Henriquez Coronel


  • The Problem of the Research Problem: Flipping the Scientific Methodology Classes. Brasil

    • Autor(es): Lafayette Melo
    • Abstract: The objective of the research is to investigate how the active methodologies PBL and Flipped Classroom were developed to refine and define the “research problem” in disciplines of scientific methodology, by the students, in an environment that applies different technological resources. A methodology was created for the development of the work in a case study, which includes the steps of defining the tools for analyzing the “research problem” and evaluate the flipped class, application of the first problem refinement class, evaluation of the refinement class, application of the problem definition class, evaluation of the definition class and evaluation of the process as a whole. It is concluded that the application was successful, especially in the flipped class of refinement of the problem, but that the other steps can be replicated, adapting to new contents and needs.
    • Expositor(a): 


  • A systematic literature review of empirical evidence on Serious Game for Mathematics Learning. Perú

    • Autor(es): Manuel Ibarra, Braulio Barzola Moscoso, Ebert Gomez Aiquipa, Ruth Esther Calatayud, Juan Leonardo Dávila and Maria P. Lima
    • Abstract: This paper examines the literature on serious games for Mathematics learning regarding the potential positive impacts of serious games on students motivation. The methodology for this paper was to collect the data from digital repositories, Scopus, DBLP, IEEExplore, Science Direct and ACM-DL, then evaluate the search terms carefully and then apply logical connectors and then filtering the data. Search terms identified 214 papers reporting empirical evidence about the impacts and outcomes of serious games concerning learning mathematics. The findings revealed that most of the papers are stored in Scopus and DBLP repositories; on the other hand, most of the papers are published in Conference papers and Journals.
    • Expositor(a): Manuel Jesús Ibarra


En 2020, CLEI y LACLO serán realizados conjuntamente potencializando el intercambio entre ambas comunidades, en Loja - Ecuador