Juegos educativos móviles: aspectos involucrados

Los Juegos Educativos Móviles son creados con objetivos educativos y se emplean como una herramienta en el proceso de aprendizaje por considerarse un elemento motivador para los alumnos. En este trabajo se presentan tres aspectos de este tipo de juegos: el contenido, la movilidad y la presentación (que se le brinda al alumno de los dos aspectos anteriores). El objetivo de este trabajo, es presentar estos aspectos de manera desacoplada entre sí, para poderlos combinar, al momento de la creación de estos juegos, fomentando de este modo, el reuso de cada aspecto.XI Workshop tecnología informática aplicada en educaciónRed de Universidades con Carreras en Informática (RedUNCI

Mobile application to enhance writing skills for tenth graders of Unidad Educativa Alfa y Omega, la Libertad, province of Santa Elena, school year 2018-2019.

The present work is an investigation which objective was to establish the use of WhatsApp as a teaching tool to enhance the writing skills on 23 students of tenth basic year at Unidad Educativa Alfa y Omega, in Santa Elena Province, Ecuador. The investigational group was allowed to use WhatsApp messenger Application in a smart device, whose principal characteristics are the usefulness of groups chatting, personal chatting sharing that allowed enhancing the writing skills on students through the practice of interactive activities, lectures and podcast. For the development of this research it was required to apply the qualitative method by implementing techniques such as: Focus group, observation and interviews. The results of these analysis demonstrated that the application of mobile learning technique in a smart device (WhatsApp), generate significant effects on writing skills of students such as the improvement of writing skill. These outcomes suggest that teachers should start changing traditional ways of teaching English specifically in the writing training sessions and explore new methods to improve production on students

Smart device application as teaching tool for improving listening skill to students of second bachillerato bgu at unidad educativa Liceo Cristiano Peninsular. La libertad, province of Santa Elena, school year 2015 - 2016.

The present work is an investigation which objective was to establish the use of whatsApp as a teaching tool to improve the listening skills on 15 students from second bachillerato BGU at unidad educativa Liceo Cristiano Peninsular, in Santa Elena province, Ecuador. The investigational group was allowed to use whatsApp cross mobile application in a smart device, whose principal characteristics are the usefulness of audio message sending and video sharing that allowed enhancing the listening skills on students through the practice of songs, video clips, lectures and podcast. For the development of this research it was required to apply the qualitative method by implementing techniques such as: Focus group, observation and interviews. The results of these analysis demonstrated that the application of mobile learning technique in a smart device (whatsApp), generate significant effects on listening skills of students such as the improvement of listening skill among 12% and 20% where students passed from A2.1 to A2.2 level in listening skills according to common european framework reference since the encouragement and confidence that scholars feel while they use a social network properly. These outcomes suggest that teachers should start changing traditional ways of teaching English specifically in the listening training sessions and explore new methods to improve production on students

An Investigation into The Use of The Smartphone Application 'Memrise' in Supporting English Vocabulary Learning among Undergraduate Students in Saudi Arabia

This research investigated students’ use and perception of value of the mobile smartphone application Memrise as a support to their vocabulary learning of the English as a Foreign Language (EFL). This study followed a mixed method sequential explanatory approach in which data were collected through questionnaire survey, pre and post tests and semi-structured interviews. The total participants (n=225) were learners at the Imam University in Saudi Arabia who had completed the basic entry year to study the language to degree level. Data gathered from the questionnaire (n= 205), pre and post-tests (n= 189) and semi-structured interviews (n= 11). Participants were provided with the questionnaire at the beginning of the semester and vocabulary pre-test. Then, participants were randomly divided into two groups Memrise and non-Memrise. The findings of the study showed a significance in the post-test scores for Memrise users. It was further made possible to identify vocabulary learning strategies that students use to learn with and without the use of mobile apps and the results were indicative of improved performance in test score achievement for those utilising the app functions which aided vocabulary knowledge accumulation and retention. The students were not schooled in the use of the functions of the software, simply advised where to access it, to ascertain evidence of its ease of use and enable conclusions to be drawn of the motivation to seek their own methods of learning. The evidence showed Memrise to be valuable in the support of traditional learning for students, improving performance beyond that achieved by institutional teacher guided learning. Essentially, a conclusion drawn from the qualitative interviews is that independence and autonomy in the practice of learning must be taught. This finding enables propositions to be developed to change the somewhat authoritarian teaching attitudes and practice prevalent in Saudi institutions. The study has, as such, achieved its objectives and it is expected to be submitted to the Saudi Ministry of Education in its review of the Vision 2030 initiative in 2020