The objective of the present systematic review aimed to analyze studies linked to online teaching-learning, digital competence tutoring, and technological tools in virtual education during COVID-19 in higher education. The suggested methodology by the PRISMA declaration was pursued; the information search was conducted in Scopus, EBSCO, Springer Open, ProQuest, and One File. The target period ranged from May 10, 2021, to July 4, 2021; the identification, screening, eligibility, and inclusion for its progress were performed. The search produced a total of 230 studies, with 45 remaining. The inclusion criteria included original peer-reviewed research articles and qualitative and quantitative studies in higher education, comprising teachers and students addressing the study objective. In contrast, the exclusion criteria covered bibliographic reviews with procedural deficiencies, studies not exposed to a peer review process, and those not depicting a relationship with parts of the study. The results reveal that online teaching-learning, digital competence tutoring, and technological tools have been affirmative features expected to persist in higher virtual education engendered by the COVID-19 pandemic. Received: 5 October 2021Accepted: 22 April 2022
El objetivo del presente estudio fue determinar la influencia del software "Kahoot!" como estrategia de gamificación en el desarrollo del pensamiento lógico matemático en estudiantes de educación superior. El método fue hipotético deductivo, enfoque cuantitativo, tipo aplicada, diseño experimental, cuasi experimental. La muestra fueron dos grupos de 30 estudiantes (control y experimental) y se aplicó una pre-post ficha de evaluación con una confiabilidad aceptable de 0,78 según tabla de KR-20. Los resultados descriptivos demostraron que el grupo experimental se ubicó en el nivel Logro con un 63,3% a diferencia del grupo control que obtuvo un 36,7% en nivel proceso. Debido a que los datos no presentaron una distribución normal se utilizó el test U de Mann-Whitney para comparar grupos; prueba que determinó que en el post test, el grupo experimental demostró mejores niveles de logro. Se concluyó que el software "Kahoot!" como estrategia de gamificación influye significativamente en el desarrollo del pensamiento lógico matemático según la U-Mann Whitney y con un p = 0,015 < 0,005. PALABRAS CLAVE Gamificación, Pensamiento lógico matemático, Kahoot!. 3C TIC. Cuadernos de desarrollo aplicados a las TIC.
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