Kahoot y Quizizz: cuando jugar en equipos marca la diferencia a la hora de motivar a leer noticias de ciencias

Autores/as

  • Noëlle Fabre Mitjans Universidad de Barcelona
DOI: https://doi.org/10.6018/reifop.547421
Palabras clave: Gamificación, Alfabetización científica, Clickers, Motivación

Resumen

Los estudiantes de educación suelen tener niveles bajos de alfabetización científica, hecho preocupante teniendo en cuenta que esta aptitud es necesaria para fomentar profesionales críticos con la información y capaces de enseñar ciencia de calidad a su alumnado. Los sistemas de respuesta de estudiantes basados en el juego surgen como una buena herramienta para motivar al alumnado. El presente estudio se centró en investigar si el uso de las plataformas Quizizz y Kahoot podía motivar al alumnado a leer noticias de ciencias y mejoraba sus conocimientos. También valoró si el hecho de trabajar individualmente o bien en equipos tenía repercusión en los resultados. Se trabajó con una muestra de 76 estudiantes de los grados de educación y se los sometió a dos fases. En la primera el alumnado jugó de forma individual y anónima, en la segunda fase jugó en equipos. Al principio y al final de cada fase se analizaron los resultados de los tests de conocimiento y se les preguntó a los participantes si habían leído las noticias de las webs propuestas. Los resultados muestran que mejora la lectura de noticias y también la correspondencia entre lectura de noticias - puntuación del test sólo en la fase grupal.

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Citas

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Publicado
03-04-2023
Cómo citar
Fabre Mitjans, N. (2023). Kahoot y Quizizz: cuando jugar en equipos marca la diferencia a la hora de motivar a leer noticias de ciencias. Revista Electrónica Interuniversitaria de Formación del Profesorado, 26(2), 129–142. https://doi.org/10.6018/reifop.547421