Aplicación gamificada para el desarrollo de habilidades en los estudiantes de 2do año de bachillerato en la asignatura de informática

Abstract

The purpose of this degree work was to implement a web application based on gamification INFORMATICA ALMS, as a resource which the teacher can make use of and be considered a tool that adds to their classes in the computer science area, for second-year students. baccalaureate skill development. Therefore, to the problem, it is offered as a motivational initiative to implement a gamified application in the area of ​​Computer Science, with which it is intended to use a gamified methodology, to develop cognitive skills, aimed at the 2nd year students of the Ismael High School. Pérez Pazmiño of the City of Machala. However, educators are in need of implementing technological resources to promote the acquisition of new knowledge, together with the educational institution and community members such as parents to make quality education a reality. Therefore, the main objective was to design and implement a web application based on gamification using the tools offered by technology (Internet, Laptop, Cell phone, etc.) and through the construction of three-dimensional objects for the development of cognitive skills. of the students. For this reason, the qualitative-quantitative methodology was used with the descriptive, historical and bibliographic method that are part of the inquiry process to collect relevant information on the problem. Likewise, in this stage of the process, techniques and instruments were used, the survey that is directed to the students and the interview to know the reality of the classroom. To complement the research process, it was developed through the aforementioned method, in which it is detailed that the population was made up of a teacher from the computer science area and 26 students from the second year of computer science. In the same way, the survey was used as a data collection instrument, which were graphed for their respective analysis. The search for information, allowed to expand the knowledge about the problem that was raised from the beginning, obtaining as a result that teachers within the teaching-learning process use resources from traditional models, in addition, not correctly incorporating technological tools because the institution does not have internet bandwidth. Therefore, it is necessary to understand that if the incorporation of technological tools does not exist within the teaching-learning process, it will cause poor academic performance in students and even dropouts, therefore, teachers are responsible for updating and expanding your knowledge. Likewise, it is determined that the use of technological tools in the classroom is fundamental in the cognitive process of students. However the Teacher is not prepared or has the necessary skills to implement technological tools in the classroom. Due to this, many teachers find it difficult to move away from traditional paradigms, which is why it becomes a challenge for teachers, where they have the challenge of training and empowering themselves with digital resources to generate new learning environments, focused on the motivation. It should be noted that ICT (Information Technology and Communication), are a set of technological tools that seek to facilitate the teaching process in teachers by creating new learning spaces where you can share, socialize and create concepts, based on digital resources. that prevail today. Similarly, it is necessary to understand the great importance of these platforms for the correct empowerment of knowledge.