Resumen

ZEPEDA HURTADO, María Elena; CORTES RUIZ, Jésica Alhelí  y  CARDOSO ESPINOSA, Edgar Oliver. Strategies for the Development of Soft Skills from Project-Based Learning and Gamification. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2022, vol.13, n.25, e057.  Epub 12-Jun-2023. ISSN 2007-7467.  https://doi.org/10.23913/ride.v13i25.1348.

This work had the intention of deepening and verifying the effectiveness of active didactic strategies implemented in the classroom to overcome some of the problems faced by both the teacher and the student: lack of interest, confusion about the contents, difficulty in working in teams and expressing, understanding and applying knowledge on a daily basis and in different contexts. Therefore, a proposal is presented for an educational practice that has combined two didactic strategies: project-based learning (PBL) and gamification, both to strengthen active learning. The objective of this study was to evaluate the soft skills achieved in a group of 50 students during the August-December 2021 semester, confinement period, in which gamification and PBL were implemented virtually in the learning unit of Oral and Written Expression I of the high school level of the Instituto Politécnico Nacional (IPN). The methodology was based on a quantitative approach with a descriptive scope. The information was collected by means of a questionnaire, which was organized under a Likert scale. The results show that the use of active strategies and their combination promote the development of soft skills, mainly interpersonal, self-control and coping skills; while those that represent an area of opportunity are those related to decision making, critical thinking and communication. Likewise, the results indicate that knowledge, values, and attitudes were developed in a balanced manner and that they were able to relate learning in multiple spaces, as well as autonomous learning.

Palabras llave : active learning; gamification; escape room; educational technology.

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