Browsing by Author "Lorena Judith Ochoa Roman"

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    Diseño y validación inicial del videojuego 'Aventura Numeral': Un recurso gamificado para la enseñanza de fracciones en educación básica
    (Instituto Superior Tecnológico Particular Sudamericano, 2026) Ariana Milena Rodríguez Caicedo; Lorena Judith Ochoa Roman
    Difficulties in learning fractions are common in basic education due to the complexity of their procedures and the low motivation generated by traditional methodologies. In this context, gamified educational video games emerge as an interactive and dynamic alternative. The objective of this research was to develop and implement the initial module of the gamified video game Aventura Numeral to validate its effectiveness as a teaching resource for fraction multiplication. The methodology adopted a quantitative approach, a quasi experimental design, and a descriptive-validative scope, working with a sample of 20 fifth-grade students of Basic General Education at an educational institution in Cuenca, Ecuador. For data collection, a pretest and posttest, an observation sheet, and a teacher questionnaire using a Likert scale were applied. The results showed an increase in the mean score from 4.25 to 5.30 points, representing a 25% improvement compared to the initial assessment and a reduction in student errors. Furthermore, favorable levels of autonomy, motivation, persistence, and acceptance of the video game were observed among both students and the teacher. It is concluded that the implemented initial module constitutes a viable alternative that successfully integrates gamification, neuroeducation, and mathematical content.
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    Evaluación del Dispositivo Alpha Braille 2.0 como Herramienta Tecnológica para el Aprendizaje del Sistema Braille: Caso de Estudio en Riobamba, Ecuador
    (Instituto Superior Tecnológico Particular Sudamericano, 2026) Vera Montes José Antonio; Campo Guerrero Gabriel Mateo; Lorena Judith Ochoa Roman
    Inclusive education for people with visual impairments requires technological resources that enhance learning of the Braille system and promote educational accessibility. The purpose of this study was to conduct a preliminary evaluation of the educational feasibility of the Alpha Braille 2.0 electronic device as a support tool for learning the Braille system among students with visual impairments at the “Dr. Luis Benavides” Specialized Educational Unit in Riobamba, Ecuador. A pilot study was conducted using a mixed-methods convergent approach and a single-group pre-experimental design with pre- and post intervention measurements. Three students and two teachers participated. Data were collected using observation forms, questionnaires, and a semistructured interview, and were analyzed using descriptive statistics, content analysis, and triangulation. The results showed a favorable trend in Braille learning and suggest the educational feasibility of the device, providing preliminary evidence for future research with larger samples.