Implementación de objetos de aprendizaje basados en la metodología Dicrevoa 2.0 para la enseñanza de programación mediante Scratch en preadolescentes.

Abstract

The objective of this curriculum integration work is to implement LO Learning Objects for learning programming through SCRATCH using the DICREVOA 2.0 methodology in pre-adolescents. We utilized the analytical, synthetic, and statistical methods, we also utilized a documentary review through the web as techniques for data collection, observation utilizing web 2.0 tools, needs matrix, design of the learning object, internal structure and its I-devices, Dublin Core metadata file, CODA questionnaire and a survey adapted to the Usability questionnaire of a LO. For the implementation process, the DICREVOA 2.0 methodology was utilized, with the following phases: analysis, design, implementation, evaluation, and publication. Three learning style models were analyzed: Honey and Mumford, Neurolinguistic Programming (NLP) and Felder and Silverman, where the learning styles selected were: visual, auditory, and kinesthetic, corresponding to the Neurolinguistic Programming Model. Regarding the Web 2.0 tools, the eXeLearning authoring tool was utilized as an LO container, H5P for the creation of self-assessments and interactive activities, WordWall as a gamification tool, Genial.ly and Canva as presentation tools, and finally ThingLink and Powtoon for the creation of interactive and animated videos. Additionally, the ISO 9241-11 was applied to measure the level of usability of Learning Objects according to the sub-characteristics of effectiveness, efficiency, and satisfaction. The results obtained from the usability of the nine Learning Objects are 95.31%, it is concluded that the LO implemented in this curriculum integration work are great support tools, easy to handle in virtual education for learning programming with Scratch. However, the integration of web 3.0 tools is recommended for a more interactive and dynamic process.