Efecto de una intervención lúdico-educativa multimodal sobre el rendimiento académico en contenidos de Anatomía humana en estudiantes de Bachillerato General Unificado de Imbabura, Ecuador, 2026
DOI:
https://doi.org/10.70577/yghkv767Palabras clave:
Anatomía humana, aprendizaje lúdico, bachillerato, gamificación, estudio cuasiexperimental.Resumen
El objetivo fue evaluar el cambio en el rendimiento tras una intervención lúdico-educativa multimodal para la enseñanza de Anatomía humana en estudiantes de Bachillerato General Unificado. Se realizó un estudio cuantitativo, cuasiexperimental, con diseño pretest-postest de un solo grupo, en 706 estudiantes de una institución educativa de Imbabura, Ecuador. La intervención abordó cavidades y regiones corporales, sistema cardiovascular y sistema respiratorio mediante gincanas, juegos interactivos, elaboración de modelos y prácticas anatómicas. La diferencia pretest-postest se examinó con la prueba exacta de los signos, intervalos del 95 %, tamaño del efecto direccional y ajuste de Holm. Las nueve comparaciones por curso y contenido fueron significativas (p ajustado < 0,001), con valores δ entre 0,982 y 1,000. El rendimiento igual o superior a siete puntos aumentó de 10,25 % a 93,67 %. La intervención se asoció con una mejora sistemática y satisfacción, aunque la ausencia de grupo control limitó la inferencia causal.
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Derechos de autor 2026 Yadira Marcela Pantoja Rivas, Ruth Erminia Cifuentes Muriel, Patricia Gabriela Benitez, Luis Martín Arias Pardo (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
