Impact of Educational Innovation with Digital Tools: Cerebriti on the Academic Performance of Middle School Students
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Abstract
Education is undergoing changes and transformations that manifest as challenges for teaching and learning worldwide. Educational innovation demands responses where the legal and curricular framework is part of the transformation, incorporating digital tools to improve access and learning through interaction and personalization. The objective of this analysis was to determine the impact on educational innovation through the use of the gamified tool Cerebriti and its contribution to student performance. Methodologically, a quantitative, descriptive-correlational approach with a pre-experimental pretest-posttest design was applied to the ad hoc instrument, consisting of 10 items. This instrument was administered to a population of 99 students who completed the entire intervention. Statistical processing revealed high internal consistency with a Cronbach’s alpha of 0.814. The statistical results yielded a Pearson correlation of 0.611 between the dimensions of willingness to use and student participation, demonstrating that the tool significantly strengthened motivation and dynamic work in the classroom. However, inferential tests revealed that the differences in quantitative academic performance between the pretest and posttest were not statistically significant. Therefore, it was concluded that gamification favorably transformed attitudinal and procedural components, although the graded average depends on long-term multifactorial factors.
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