Codificación creativa y proyectos interculturales en Educación Superior: Un estudio de caso en tres universidades

José-Manuel Sáez-López, Yoshiro Miyata, María-Concepción Domínguez-Garrido

Resumen


El presente estudio analiza conceptos, actitudes y prácticas de 113 alumnos de tres importantes universidades de diferentes países (Japón, México y España) en relación al proceso de codificación para crear presentaciones multimedia en un contexto intercultural. El proyecto está enmarcado en dos grupos de investigación, y ha sido desarrollado para mejorar habilidades de codificación en presentaciones multimedia interculturales. Se aplica una prueba t de Student, un cuestionario mixto con un diseño pretest-postest, una prueba de Wilcoxon y entrevistas a los alumnos, haciendo uso de triangulación de datos. Los resultados muestran que el fomento de actividades multimedia y la interacción intercultural utilizando herramientas de codificación y la comunicación en una universidad tiene varias ventajas con respecto a las competencias TIC. La investigación demostró estadísticamente una eficacia significativa en cuanto a la capacidad de los estudiantes para comprender el manejo y uso de contenidos multimedia a través de programación por bloques. Aunque hay alguna limitación relacionada con el lenguaje de programación Scratch, los estudiantes destacaron que Scratch es fácil de usar, divertido y perfecto para presentaciones y animaciones.


Palabras clave


aprendizaje basado en proyectos; aprendizaje colaborativo; investigación basada en el diseño; metodologías de evaluación; TIC

Texto completo:

PDF (English)

Referencias


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DOI: https://doi.org/10.5944/ried.19.2.15796

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RIED. Revista Iboeroamericana de Educación a Distancia
(La Revista Iberoamericana de la Educación Digital)
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ISSN :1138-2783
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