Ambiente virtual 3d para el fortalecimiento del aprendizaje de lengua y literatura en estudiantes de 5to año de educación básica paralelo A.

Abstract

The project presented below was carried out in the school of Basic Education "18 DE NOVIEMBRE" located in the city of Arenillas, belonging to the province of El Oro, with the participation of the teacher in the subject of Language and Literature, Marlene Cueva Luzón, with the participation of the students of the fifth year of General Basic Education, parallel "A". In the case of COVID-19, the educational institutions were forced to leave face-to-face education and move to virtual classes, causing a resounding change in the student's education. For this reason, it is necessary for teachers to acquire new technological skills that allow them to be implemented effectively, thus making their classes more innovative and dynamic. It is therefore important that students develop technological skills and prepare themselves for a society that is immersed in the technological world, allowing the student to learn about the proper use and management of techno-educational tools. Today's society demands that teachers are in constant training during their work in educational centers, since most of them do not know about the different resources to use and implement during their class, for this reason it is essential that they include various strategies involving technology and thus achieve a significant change in the teaching-learning process of students. Therefore, the main objective of the research is to design a 3D Virtual Learning Environment, using the "Open Sim" software, to strengthen reading comprehension in 5th year elementary school students in the subject of Language and Literature. In this way the qualitative and quantitative approach was used to obtain more concrete results, methods such as Pretest and Post-test were also applied to a defined population of 25 students, 12 male and 13 female students of 5th year EGB, with the teacher of the subject Language and Literature. To develop the prototype, we were guided by the ADDIE model, because it has 5 stages of a development process: Analysis, Design, Development, Implementation and Evaluation, which allowed us to Analyze the problem, Design the prototype, Develop the resources to be used, and finally Evaluate the level of acceptance, successfully meeting the expectations expected by the participants at the time of implementing the VPA. It is worth mentioning that the prototype was designed from scratch using Open Sim tools, which is used to create and program everything inside the VPA, and Singularity Viewer that allows us to visualize the prototype. Two sections were created within the world: Reading and Writing, in which presentations and evaluative activities were developed in different techno-educational tools, allowing the student to strengthen their learning, achieving the objectives of this research. To carry out experience I, we had the first meeting with the teacher to show her the AVA and that she could give us the due observations about the product that was presented to her, also to be able to determine the level of acceptance of the same and finally a survey was carried out. In experience II the respective demonstration and execution of our prototype was carried out to the students, entering all with a user and password that was generated for them, where they were visualized through an avatar. The demonstration class was given allowing the student to be motivated to learn, through the resources implemented in the VPA, then developing the activities that would help them to strengthen reading comprehension, guided by the content of the Didactic Unit Planning (PUD). In conclusion, the research presented favorable results according to the surveys, thus having a great impact for the students due to its striking interface, for this reason, there was no recommendation from the teacher and students.