Ciencias Humanas y de la Educación
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Item Experiencia de aprendizaje y desarrollo de habilidades cognitivas(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-27) Córdova Zurita Juan David; Aldas Rovayo Victor Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research called “Learning experiences and development of cognitive skills” explores que possibility of relating the perception of first, second and third semester university students of the psychopedagogy career with the development of their cognitive skills with the objective of analyzing this relationship. The research approach was quantitative with a non-experimental, cross-sectional design. The population consisted of 104 students, and two instruments were applied: The results showed a predominance of medium and high levels in both variables measured, it is concluded that at a statistical level the hypothesis is considered as null, so that although in a narrative and descriptive way there is a relationship between quality and significance of the experience and the development of these skills, it is not extracted more than an empirical basis that promotes pedagogical methodologies that take the student as an endocentric element that should be favored by their environment.Item Estilos de aprendizaje y motivación académica(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-06-26) Nieto Mantilla Emilia Anahí; Morales Jaramillo María Belén; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis research focuses on the study of “Learning Styles and Academic Motivation”. its main objective is to investigate how different learning styles impact academic motivation; the study involved a population of 64 students. The research employed a quantitative methodology, which facilitated its development and the testing of hypotheses. It utilized numerical data analysis within a descriptive correlational design, complemented by a documentary bibliographic modality. The information collection instruments applied to the participants were the VARK Questionnaire and the Academic Motivation Scale (AMS). To test the study's hypothesis, Pearson's chi-square test was used with IBM-SPSS Statistics software. The correlation between both variables yielded a significance of 0.044, leading to the acceptance of the alternative hypothesis: Learning styles do influence academic motivation in tenth-grade students of the "La Inmaculada" Educational Unit during the 2024-2025 academic yearItem Gamificación en el ecuavoley en la motivación en estudiantes de bachillerato general unificado(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y Deporte, 2025-01-20) Játiva Rosero Wilson Gonzalo; Mayorga Ortiz Diego Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de la Actividad Física y DeporteThe study addresses the implementation of gamification in ecuavoley as a pedagogical strategy to increase academic motivation in students of the Unified General Baccalaureate (BGU). The research focuses on how this traditional Ecuadorian sport, combined with game elements, can positively influence learning, physical and social development, and group cohesion. Gamification, defined as the integration of playful elements into non-game activities, includes strategies such as points, levels, badges, and leaderboards. These dynamics foster students' intrinsic and extrinsic motivation, enhancing their interest, participation, and performance both academically and athletically. Through ecuavoley, students develop technical skills, strengthen their interpersonal intelligence, and improve their ability to collaborate and solve problems as a team. The study employs the Motivational Assessment Questionnaire for the Learning Process (EMPA) to measure motivation levels before and after the implementation of gamified strategies. The results demonstrate a significant increase in students' motivation upon incorporating these dynamics, highlighting the effectiveness of this approach in improving academic and athletic engagement. Furthermore, the cultural significance of ecuavoley is emphasized, reinforcing national identity and connecting new generations to their roots. This sport, adapted to the educational context through gamification, not only enhances motor skills and physical performance but also fosters healthy competition and teamwork, essential for students' holistic development. In conclusion, gamification applied to ecuavoley emerges as an innovative and effective tool in the educational field, motivating students to actively participate and overcome challenges while integrating cultural and pedagogical elements that enhance learning and social developmentItem Tecnología en la actividad física en la motivación académica de los estudiantes educación general básica media(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de la Actividad Física y deporte, 2025-01-17) Curimilma Chamba Alberth Benito; Sánchez Guerrero Mentor Javier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Actividad Física y DeporteThis research focuses on analyzing the impact of technology applied to physical activity on the academic motivation of students in Middle Basic General Education at Unidad Educativa Génesis, located in Ambato, Tungurahua province. The importance of this study lies in the search for innovative strategies that encourage active student participation and improve their academic engagement through technological tools like virtual reality. The main objective of the study was to determine how the use of technology in physical activity influences students' academic motivation. To achieve this, the research employed a quantitative, applied, pre-experimental, field-based, and longitudinal design. The sample consisted of 40 students, to whom the Motivational Assessment Questionnaire for the Learning Process (EMPA) was administered in both the pre-test and post-test phases to measure levels of intrinsic, extrinsic, and global motivation. During the intervention, physical activities using virtual reality headsets were implemented. These activities allowed students to interact in immersive and dynamic virtual environments, transforming traditional classes into more engaging and motivating experiences. Data analysis was conducted using the SPSS 26 statistical software, applying descriptive statistics and the Wilcoxon test to verify differences between the pre-test and post-test results. The findings revealed a significant increase in students' academic motivation levels after the intervention. In extrinsic motivation, most students progressed from low and medium levels to high levels, while intrinsic motivation showed a notable improvement in interest and enjoyment of physical activities. Global motivation also demonstrated significant improvements, reflecting the positive impact of technology on the learning process. In conclusion, the use of technology applied to physical activity, such as virtual reality headsets, enhanced students' academic motivation by making activities more interactive and engaging. This study provides evidence on how integrating technological tools into physical education classes can be an effective strategy to improve student engagement and performance in the school environment.