Learning Itineraries to Work Mathematic Probability with Future Teachers in an Online Scenario with Deck.Toys Tool

  1. Lara Orcos Palma 1
  2. Cristina Jiménez Hernández 2
  3. Ángel Alberto Magreñán Ruiz 3
  1. 1 Universidad Internacional de La Rioja, España
  2. 2 Universitat Politècnica de València, España
  3. 3 Universidad de La Rioja, España
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Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2022

Volume: 25

Issue: 2

Pages: 195-218

Type: Article

DOI: 10.5944/RIED.25.2.31748 WoS: WOS:000824538600027 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

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Abstract

The work of Probability from the Compulsory Secondary Education stage and during the Baccalaureate is not generally contextualised and is, mainly, based on the rote learning of formulas. Therefore, when students arrive at university, a significant lack of knowledge related to the calculation of probabilities is evident. Teachers have to advocate for classroom strategies that help students to achieve lasting and contextualized learning and, even more, in areas such as Probability. This paper presents the design of a didactic proposal based on the use of gamified learning itineraries utilizing Deck.Toys digital tool for the learning of Probability in a sample of students of the Primary Education Degree who worked on an online environment. For this analysis, the outcomes obtained in two tests, initial and final, are collected in an experimental group that has used the tool and compared with those of a control group that worked in a traditional way. Moreover, the data of a survey of the evaluation of the user experience was also analysed. The results gained have been very satisfactory, the tests of comparison of means in the post-test shows a significant difference of 2.704 points more in the experimental group, taking into account that both groups were homogeneous. Likewise, the results of the satisfaction survey have been positive in terms of improving the understanding of both the procedures and the concepts involved on time management since students have been able to work at their own rhythm in an efficient way.

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