Gamification in ecology teaching: a model with protected areas
With the arrival of the pandemic, current university students thirst for knowledge and to enhance their soft and hard skills in the middle of distance and / or virtual education, where the use of information and communication technologies (ICT), learning and knowledge technologies (LKT), technologie...
| Autores Principales: | Aizprúa, Milagros, Peña de Zamora, Jeriskel J. |
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| Formato: | Artículo |
| Idioma: | Español |
| Publicado: |
Universidad Tecnológica de Panamá
2022
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| Acceso en línea: |
https://revistas.utp.ac.pa/index.php/ric/article/view/3666 https://ridda2.utp.ac.pa/handle/123456789/16064 |
| Sumario: |
With the arrival of the pandemic, current university students thirst for knowledge and to enhance their soft and hard skills in the middle of distance and / or virtual education, where the use of information and communication technologies (ICT), learning and knowledge technologies (LKT), technologies for empowerment and participation (TEP) are pressing, it means, ludic didactics, now gamified. The teaching duty entailed a decisive adaptation process for the development of its work as a promoter of knowledge. The student-teacher virtual experience and vice versa during the first semester 2021 in General Ecology aimed to know protected areas of our country and present an initiative from their acquired or created knowledge to help others in the generation of new learning. The virtual practice demonstrated the students ability to take responsibility for what they want to learn by doing, without the need for the teacher to master the same technological tools; that teacher performance will continue to be constantly evaluated by their students to fit their current needs. The teacher in the face-to-face or virtual classroom is the main motivator when it comes to hard skills, without detriment to soft skills. |
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