This research on gamification as a collaborative learning resource in technology education is based on the development of gamification resources so that technology education students have innovative resources in education in their synchronous classes. The objective of this study was to motivate students in the development of the contents of the synchronous and asynchronous class topics using gamified resources. The type of research is experimental of an analytical nature, which allows knowing the progress that the students had when using these resources within the learning of the subject of Programming Logic as well as Object Oriented Programming, the applied approach is mixed, in which a pretest was developed, which allowed measuring the perceptions regarding the synchronous and asynchronous classes; After this, the development of gamification resources began, for which three tools such as Quizizz, Educaplay and Genial.ly were selected; The strategies that were considered the most relevant for this study were: educational objectives, behavior, cycles of activities, resources, resource use mechanics. The model applied in the creation of the activities was PADDIE M+; considered the most complete model for good development of the e-learning platform under an optimal standard that allows the correct performance of learning: this model works together with pedagogy measured by Learning and Knowledge Technologies (LKT), in the same way, a validated technology acceptance instrument known as the TAM model is applied; in which favorable results can be obtained by the students to whom the synchronous and asynchronous gamified resources were applied; Likewise, it is evident that gamification is an area not so explored in technological education.

The flipped classroom methodology as a learning strategy in education 4.0 is considered one of the learning systems where students must study what corresponds to each subject, all this in advance of the synchronous or face-to-face class through videos in which a wide variety of concepts are exposed. This research is experimental-exploratory where the learning results were evaluated through the resources assigned in the Moodle platform for the students of the third-level Web Application Development career; the resources were created using the PADDIE M+ model, which focuses on the correct application of ICT with pedagogy, and PACIE was applied to the Moodle platform as a development methodology in flipped classroom learning; the approach applied was by parts; starting with the measurement of perceptions regarding the use of digital and technological materials and resources; Finally, a survey is applied where the acceptance of these technologies can be identified through the TAM model; In the same way, the student's qualifications were taken as precedents by not applying the digital resources and finally the advances obtained through the application of the same were evidenced. As result, it was evidenced that the students improved their grades by correctly applying the digital resources within the virtual classroom (Moodle), as well as with the structure through PACIE on the Moodle platform; in the same way, the aspects related to the acceptance of the technology were taken into consideration, both positive and negative aspects; through the instruments applied and the results obtained, improvements were made in the activities for a better understanding of the learning that students must acquire in virtual classes.

The current research is demanded to cover an examination accomplished with the following topic: “EASLE Educational Platform and Reading Skills” which investigates the relationship among both variables and how students improve their reading subskills. Firstly, this research was coordinated using a mixed approach and an experimental model by conducting a pre-test and a post-test taken from the PET Reading section by Cambridge. The test evaluated the six main reading subskills skimming, scanning, inferring, predicting, deducing meaning from context, and intensive reading. The paired sample t-test statistics were implemented in this study to analyze quantitative data. Furthermore, Cronbach’s alpha validation for the Web 3.0 diagnosis was considered to analyze qualitative data. Besides, the information from the Web 3.0 evaluation survey was categorized into a Likert scale. Secondly, online educational activities were applied to the subject’s class by the primary collaboration of the “EASLE” educational platform to assess the mentioned reading subskills. For that reason, this research aimed to analyze the relationship between the “EASLE” educational platform and the development of reading subskills. Moreover, the participants of the study were 37 students of the second semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Finally, the student’s average performance by using “EASLE” improved from 13.84 to 26.76 points. Discerning the results, it can be concluded that the online activities of the “EASLE” educational platform improve reading skills, as was proved in the analysis of the students’ scores.

Quality academic training at the different educational levels enhances students’ meaningful learning. Due to new requirements of the Covid 19 pandemic, education started to rely more on the use of information and communication technologies. This research article aims to describe and analyze the contribution of the “flipped classroom” model in the meaningful learning of mathematics through the use and design of web 3.0 digital tools. The methodology implemented was experimental - exploratory research, through a structured questionnaire of 17 questions on the Likert scale, which was validated using Cronbach’s alpha statistic with a result of 0.846. The TAM model was applied to measure the acceptance of digital resources in virtual learning and the ADDIE methodology was used in the design and application of the 3.0 technological tools for eighth-grade students of basic general education. The contrast of the hypothesis was made by the statistical test of KolmogorovSmirnov for a sample, where a value less than 0.05 was obtained. Therefore, the results proved that the flipped classroom model contributes to the meaningful learning of mathematics, allowing greater development of 30 students in their daily educational activities. In addition, there was an increase in the frequency of the use of digital documents, multimedia resources, and especially web 3.0 resources developed by the teacher to improve virtual teaching, which enhanced optimal and flexible learning within a social setting.

Quality academic training at different educational levels is consistent with the meaningful learning of students. Faced with the new requirements due to the global pandemic, education put its work into the use of information and communication technologies as well as the application of new pedagogical models. This research article aims to describe and analyze the contribution of the “flipped classroom” in the meaningful learning of students of the Basic Education Career through the use and design of web 3.0 digital tools. The methodology implemented is experimental-exploratory type research, through a structured questionnaire of 17 questions on a Likert scale which was validated by Cronbach’s alpha statistic with a result of 0.846, the TAM model was applied to measure acceptance of digital resources in virtual learning, the ADDIE methodology was applied in the execution and application of the technological tools of the web 3.0 for the students. Favorable results were obtained where it is stated that the flipped classroom contributes to significant learning in university students, allowing greater development of students in daily educational activities, in addition, it was possible to evidence the increase in the frequency of the use of digital documents, multimedia resources and especially web 3.0 resources developed by the teacher to improve virtual teaching, guaranteeing optimal and flexible learning within a social environment, with the help and application of web 3.0 tools.

The senses play a fundamental role in learning as they are related to emotions, since they allow stimulating the mind through perceptions because, by observing, smelling, tasting, and touching, they incite curiosity in benefit of the recognition of figures, textures, shapes, and colors, in addition to initiating the development of personal self-knowledge. The use of ICT in research is important since, through the development of a facial recognition application, it was possible to identify the learning that can be stimulated through the colors in fruits. The objective of this research is to investigate the perception of the colors of fruits and emotions in the learning of children in the first year of elementary school; based on the application of techno-emotional cuisine through facial recognition of emotions. The design was correlational-causal, because when presented with creative dishes made from fruit and with the help of the instruments, the emotion of the child was known when observing the food and in the same way the taste and dislike to eat, touch, smell and observe these foods. The scope of this research is to correlate, to explain the existing relationship between the two variables of study, that is, perceived the colors of the fruits of the creative dishes. To develop the hypothetical analysis with the instrument used and the population, the same that allowed to check the decision making with the alternate hypothesis, it is checked in a nonparametric way according to the statistics of Binomial Test of independent samples.

This research focuses on the use of gamification in collaborative learning, which means, implementing game-based activities in the virtual education of students from Educación General Básica. Gamification is a strategy that seeks to increase the motivation and creativity of students in academic environments, to obtain better results in their learning. Therefore, the objective of this research was to develop author resources based on gamification tools in the collaborative learning of students at Educación General Básica. Therefore, the type of research is experimental - analytical, since it allows to analyze the experiment applied in the study population through a pretest and posttest, the ADDIE model was used for the development of resources, which consists of creating experiences in the educational process to enhance skills in students. To determine the reliability of the instrument, Cronbach’s alpha statistic was used with a value of 0.842. Furthermore, the tools used were Powtoon and Kahoot which are important resources for students to improve their knowledge in an innovative and creative way. The results of this research were optimal, the students give a positive response for the development of gamification tools within the classroom since those help them to learn an interactive and dynamic way.

The design of educational activities in immersive virtual environments is one of the emerging perspectives in the field of practice and research within e-learning. Giving the fact that, the interaction capacity in these immersive environments provides a social and educational dimension similar to the ones involved in face-to-face education. It could be determined that, it motivates, it stimulates, and it improves the e-learning educational model. The present article describes the development of reading and writing skills that can be achieved by using the didactic strategy SAPIE didactic which fuses the use of immersive virtual world (IVW) and the global model for the teaching of reading and writing. The IVW provides an accumulation of playful activities, focused on the adoption of characters and the role play. All these actions substantially promote the learning of literacy in children from 4 to 6 years of age. The present work is part of an experimental field research, involving 12 teachers, 58 children and 58 parents belonging to Centro de Desarrollo Infantil Gregorio Cordero of the city of Azogues in Ecuador. The children and the parents were divided into a control group and an experimental group. The diagnostic information inherent to this work was obtained with the application of a survey directed to teachers, which includes 10 questions; the application of the ABC Test of Lorenzo Filho to children and a survey with 8 items addressed to parents. Preliminary results show that 91.67% of teachers are unaware of teaching strategies to develop literacy, supported by the use of technology. Thus, based on that data the didactic strategy called SAPIE was designed. By analyzing the results through a pre and posttest to both groups while applying the statistical analysis t test for independent samples, a representative increase in the reading and writing skills acquired by the children in a short time was evidenced.

Currently, gamification has achieved to improve the commitment, performance and the motivation of users by carrying the development of a specific task that uses and incorporates gaming and interactivity elements which allow that each of tasks to be more attractive. This is how gamification has been able to be applied inside of software engineering with the goal of increasing better results and the commitment of software developers. This is how gamification has been calling the attention in all academic fields as well as professional ones. It also has turned into a partially contradictory concept as it by itself faces a division in their underdeveloped theoretical foundations, academic value and delimited directives that are standardized for their independent application of their environment. The technology has been seen reflected in the actions that the human being develops by creating a system of social, cultural, and labor interrelations; therefore, education as a social event searches for the integral formation of the human beings, especially vulnerable groups such as incarcerated individuals who have been cast away from society for breaking some law or rule by means of been convicted to correctional facilities. They are relegated from activities useful to improve their life project and to be reinserted into society. In this paper we feature the development of a piece of multimedia didactic material for digital literacy, which is focused on the Ambato-Ecuador case study incarcerated individuals who mostly opt to take traditional workshops that are sometimes taken as distractors and not as endeavors for their reinsertion in the workforce. The research is based on an experimental methodology applied to a random sample to whom a pre-test was applied, and after the experiment insertion a post-test which is meant to identify the progress attained with the introduction of this didactic material through gamification techniques.