Diversified Strategies as Tools in the Meaningful Teaching of Interactive Design at the Undergraduate Level
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| Nhiều tác giả: | , |
|---|---|
| Định dạng: | artículo original |
| Trạng thái: | Versión publicada |
| Ngày xuất bản: | 2025 |
| Miêu tả: | Diversified strategies make it possible to understand and address the different ways in which each person perceives the world and constructs knowledge in a meaningful way. Therefore, those who work in education, at any level, should be actively involved in creating more inclusive learning environments that encourage the participation of students with diverse learning styles, conditions and forms of neurodivergence.The objective of this research is to reflect on the benefits of implementing two diversified strategies - Agendas and Stations - in the classroom, in order to promote inclusive pedagogical practices that address the diversity of the student body. For this purpose, a qualitative approach methodology with case study design was used, taking as analysis group 45 second semester students of the Bachelor's Degree in Design, Art and Interactive Technologies, within the training unit Principles of Interactive Design at the University of Guadalajara, Mexico. Through participatory observation, records of experiences and analysis of the results of the activities implemented, the positive effects of these strategies on motivation, active participation, and adaptation to different learning styles were identified. |
| Quốc gia: | Portal de Revistas UCR |
| Tổ chức giáo dục: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Ngôn ngữ: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/495 |
| Truy cập trực tuyến: | https://revistas.ucr.ac.cr/index.php/restudios/article/view/495 |
| Từ khóa: | social inclusion computer application learning innovation inclusión social aplicación informática aprendizaje innovación |