Uso de un Sistema de Respuestas Basado en el Juego para Favorecer la Conciencia Gramatical en la Enseñanza Remota de Emergencia
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https://doi.org/10.37843/rted.v18i2.709
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Abstract
La pandemia del COVID-19 obligó a una transición desde la enseñanza presencial hacia la Enseñanza Remota de Emergencia (ERE), lo que evidenció la necesidad de estrategias innovadoras para mantener la motivación estudiantil y apoyar los aprendizajes. El objetivo de esta investigación fue explorar la implementación de un sistema de respuesta estudiantil basado en el juego Kahoot!, como una innovación educativa para promover la conciencia gramatical y la participación en estudiantes de primer año de una carrera de Pedagogía en inglés en Chile. El estudio se enmarcó en el paradigma pragmático, bajo el método inductivo-deductivo, con un enfoque mixto, diseño explicativo secuencial, triangulación convergente y corte transversal. Se recopilaron datos cuantitativos a través de pruebas diagnósticas (pre y post-test) y una encuesta de percepción tipo Likert, con datos cualitativos (preguntas abiertas). 35 participantes completaron 14 semanas de actividades gramaticales en Kahoot!, en modalidad sincrónica y asincrónica. El análisis estadístico reveló una mejora significativa en los puntajes del post-test (p < 0.001), lo que sugiere un impacto positivo en el aprendizaje gramatical. Los resultados de la percepción muestran que los estudiantes encontraron Kahoot! entretenido, motivador y útil para consolidar contenidos y recibir retroalimentación inmediata. Los hallazgos cualitativos coinciden, destacando una mayor participación, disminución de la monotonía y mayor concentración. No obstante, se reportaron desafíos asociados a la competitividad, ansiedad y acceso a internet. A pesar de estas dificultades, se concluye que Kahoot! Tiene un alto potencial pedagógico en contextos virtuales, promoviendo la conciencia gramatical y el compromiso estudiantil en escenarios de ERE.
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