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dc.contributor.authorMoral-Sánchez, Silvia Natividad 
dc.date.accessioned2022-09-15T07:08:24Z
dc.date.available2022-09-15T07:08:24Z
dc.date.issued2022-09-07
dc.identifier.citationMoral-Sánchez SN, Sánchez-Compaña MªT, Romero I. Geometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Education. Mathematics. 2022; 10(18):3252. https://doi.org/10.3390/math10183252es_ES
dc.identifier.urihttps://hdl.handle.net/10630/25001
dc.description.abstractRecent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved.es_ES
dc.description.sponsorshipThis study was partially funded by the ERDF (European Regional Development Fund) research project from the FEDER-Andalusian Regional Government grant UAL2020-SEJ-B2086 and by University of Málaga (Spain). Partial funding for open access charge: Universidad de Málaga.es_ES
dc.language.isoenges_ES
dc.publisherIOAP-MPDIes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectGeometríaes_ES
dc.subject.otherGeometry educationes_ES
dc.subject.otherSTEMes_ES
dc.subject.otherGamificationes_ES
dc.subject.otherICTes_ES
dc.subject.otherAction researches_ES
dc.subject.otherVirtual realityes_ES
dc.subject.otherAugmented realityes_ES
dc.subject.otherBreakout EDUes_ES
dc.subject.otherMotivationes_ES
dc.titleGeometry with a STEM and Gamification Approach: A Didactic Experience in Secondary Educationes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.centroFacultad de Ciencias de la Educaciónes_ES
dc.identifier.doihttps://doi.org/10.3390/math10183252
dc.rights.ccAtribución 4.0 Internacional*
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones_ES


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