El efecto del aprendizaje invertido gamificado en el rendimiento académico y la experiencia de aprendizaje en ciencias de los estudiantes de quinto grado en Malasia
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https://doi.org/10.24310/ijtei.111.2025.20559Palabras clave:
gamificación, aprendizaje invertido, aprendizaje invertido gamificado, escuela primaria, experiencia de aprendizajeResumen
Este estudio investigó el efecto del aprendizaje invertido gamificado en los logros de los estudiantes de quinto grado. Se utilizó un diseño cuasi-experimental, con un grupo de control que recibió el aprendizaje convencional y un grupo experimental que participó en el aprendizaje invertido gamificado. Se seleccionaron aleatoriamente cuarenta estudiantes de quinto grado, con 20 estudiantes en cada grupo. Los datos se recopilaron mediante pruebas previas y posteriores junto con entrevistas, y se analizaron utilizando estadísticas descriptivas y la prueba no paramétrica Quade-ANCOVA. El análisis reveló una mejora significativa en los logros del grupo de aprendizaje invertido gamificado (p < 0.05) con un tamaño de efecto grande (eta cuadrado parcial = .626) en comparación con el grupo de control. Los datos de las entrevistas indicaron que los estudiantes en el grupo experimental tuvieron experiencias de aprendizaje positivas, informando un aumento en la emoción, el enfoque y la facilidad de aprendizaje a través de actividades gamificadas. Estos hallazgos sugieren que integrar la gamificación con el aprendizaje invertido puede mejorar el logro y el compromiso de los estudiantes, y se recomienda que los educadores continúen incorporando elementos gamificados en el aprendizaje invertido para satisfacer mejor las necesidades de aprendizaje de los estudiantes de la Generación Z.
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