Maestría Tecnología e Innovación Educativa

URI permanente para esta colecciónhttp://hdl.handle.net/11634/59069

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Fortalecimiento de la comprensión lectora a través de la ejecución de actividades gamificadas en los estudiantes de segundo grado en la Institución Educativa Santa Teresita, sede Óscar Mogollón Jaimes, incrementando su motivación hacia la lectura en el aula
(Universidad Santo Tomás, 2026-07-17) Cepeda Oliviery, Laura Carolina; Aguas Mercado, Eliana Patricia; Castillejo Rodriguez, Yadith; Bocanegra, Jose; Universidad Santo Tomas
The research addressed reading comprehension difficulties identified in second-grade students at Santa Teresita Educational Institution, Óscar Mogollón Jaimes campus. During the initial diagnosis, weaknesses were identified in the literal, inferential, and critical levels of reading comprehension. Low motivation toward reading activities and difficulties expressing ideas orally and in writing were also observed. The objective of the study was to analyze the impact of implementing gamified activities on strengthening reading comprehension in second-grade students at Santa Teresita Educational Institution, Óscar Mogollón Jaimes campus. The proposal integrated digital tools such as Educaplay and Quizlet, as well as game-based dynamics aimed at improving student participation and interest. The research was developed under the qualitative paradigm. An ethnographic design and a case study approach were used to analyze the reading dynamics of the participant group. The population consisted of students between 6 and 8 years old. Data collection included pre-tests, post-tests, pedagogical observation, and evaluation rubrics. The results showed significant progress in reading comprehension levels after the implementation of the gamified strategy. It was concluded that gamification mediated by digital resources strengthened the reading comprehension process and promoted more motivating pedagogical experiences in the classroom. The proposal contributed innovative strategies that fostered meaningful learning and the development of communicative skills among students.
More than Eleven feelings: una cartilla digital para fortalecer habilidades socioemocianales en niñas fútbolistas de la Fundación More than Eleven en el Municipio de Itagui
(Universidad Santo Tomás, 2026-07-09) León Ortiz, Camila Andrea; Castro Vargas, Angela Viviana; Montoya Soleto, Diego; Universidad Santo Tomas
The purpose of this project is to design a digital booklet aimed to strength socio-emotional education for young female soccer players belonging to the More Than Eleven Foundation located in Itagui, Antioquia. This proposal arises from the identification of a need in the sports field: the lack of structures spaces for emotional development, where girls learn how to recognize, express and manage their emotions assertively both on and off the playing field. In traditional sports contexts, training usually focus on physical and technical development, leaving aside the emotional component, which is essential for psychological well-being and healthy group interaction. Taking that into account, the digital booklet is presented as an innovative educational tool that combines soccer, technology and emotional education, allowing for the creation of active, meaningful and accessible learning experiences aimed at the development of participants. The design of the booklet conceives learning as a dynamic process in which girls create their knowledge based on experience, reflection, and interaction with their peers. It also incorporates technological resources that make autonomous learning easier and promote key skills such as emotional self-regulation, assertive communication, and collaborative work. It fosters a more inclusive sports culture, where emotional development is valued as much as physical performance. This initiative represents a significant contribution to the comprehensive development of girls football players by integrating the emotional dimension into teaching-learning process and leveraging emerging technologies as mediators of personal and social development. In general, the booklet aims to contribute to strenghtening the socioemotional component in youth sports contexts, fostering self-confidence. Resilience and cooperation. At the same time, it wants to promote a more inclusive sports culture, where emotional development is valued as much as physical performance.
Aplicación web para el bienestar universitario de la Universidad Militar Nueva Granada.
(Universidad Santo Tomás, 2026-07-08) Pachon Sierra, Juan Carlos; López Palacios, Wilson Adrián; Castro García, Joase David; Amado, Javier Duvan; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000771740; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002306356; https://scholar.google.com/citations?user=tzKWknAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9394-6679; https://orcid.org/0009-0000-7091-0593; https://orcid.org/0009-0000-0140-9455
The current offering of courses and electives in the University Wellness Section of the Cultural and Sports Extension program of the University Division of the Nueva Granada Military University, located on campus in the city of Cajicá, Colombia, focuses exclusively on the needs of students enrolled in daytime classes. For this reason, the subjects offered only cover this type of mediation, presenting limitations in terms of availability for undergraduate students enrolled in evening classes. These restrictions are explained by the fact that the training spaces are occupied by the activities of the curriculum of the various academic programs. This makes it difficult to find spaces for the completion of complementary academic wellness activities, the compulsory nature of which becomes a challenge. Added to this situation are additional factors specific to evening students, such as work, family responsibilities, etc., which limit their ability to attend during the day. Given the situation described above, the working group for this project proposes the development of a gamified virtual elective course, aimed at offering an educational alternative that facilitates the participation of evening undergraduate students in the university wellness program. The aim is to create a flexible, accessible, and dynamic academic environment that allows them to meet the requirements of their respective study plans, while promoting autonomous learning and physical, mental, emotional, and social development as part of the comprehensive training process of the Neogranadino student. Soccer is considered the central theme of this elective due to its high level of acceptance and impact on the student community, making it a motivating factor for strengthening participation. The project is carried out with an applied research approach, using a mixed methodological design that includes characterizing the target population, instructional design of the elective course on the Moodle LMS platform, and validation of the proposal through focus groups and document analysis. The Design Thinking methodology is positioned as the guiding thread that guides the pedagogical innovation process, allowing immersion in the needs, expectations, and experiences of students, generating empathy for users, and facilitating the identification of real problems in the academic environment. At the same time, the methodology allowed for the ideation, prototyping, and validation of educational solutions in a creative way, with the purpose of developing a relevant, user-centered proposal aimed at effectively solving the identified problems. The elective integrates interactive resources, gamification dynamics, self-assessments, and collaborative forums, as well as an adaptable design for multiple devices, with the aim of facilitating its adoption by students and ensuring its relevance in different contexts of use.
Implementación de un Laboratorio STEAM basado en retos para fortalecer competencias en sistema financiero internacional en modalidad virtual
(Universidad Santo Tomás, 2026-07-08) Tellez Suarez, Mayra Liliana; Miranda Zacipa, Stephania; Suárez Castellanos, Herson Javier; Puerta Franco, Diego Alberto; Universidad Santo Tomás; 0009-0009-2998-4721; 0000-0001-7390-683X
This educational project addresses the limitations identified in the teaching and learning of the International Financial System (IFS), a subject within Areandina's online Finance and International Business program. The initial assessment revealed difficulties associated with predominantly theoretical approaches, low student interaction, heterogeneous student backgrounds, and a need to strengthen conceptual understanding through more applied experiences. Based on these findings, the design and implementation of a challenge-based STEAM laboratory is proposed, aimed at fostering meaningful learning through the integration of science, technology, engineering, art, and mathematics in contextualized financial scenarios. The laboratory's purpose is to transform the learning experience through an active, student-centered methodology that promotes critical analysis, problem-solving, data interpretation, and decision-making in global financial contexts. The proposal was developed using a mixed-methods approach, with a qualitative emphasis, and aligned with the educational innovation model based on Design Thinking. Thirty-one students voluntarily participated in the SFI Cohort C, Group 201 course. Quantitative instruments (perception survey, pre-test, post-test, and evaluation rubrics) and qualitative instruments (semi-structured interview, teaching field journal, and analysis of academic products) were used. The laboratory is structured around four interdisciplinary challenges, integrating digital tools, simulations, analysis of real data, and applied academic production. The intervention takes place in eight synchronous sessions using Teams and resources created in Genially, Gamma, Nearpod, Wooclap, and Wayground. The findings show an increase in motivation, participation, conceptual understanding, and use of digital tools. Likewise, a greater ability to relate theory to practical situations is observed. The proposal proved to be a relevant strategy for strengthening learning in virtual environments, improving the relationship between theory and practice, and contributing to the transformation of pedagogical practices in higher education.
Diseño de una página web gamificada para fortalecer la motivación y la participación en los procesos de codificación y decodificación en niños de primero de primaria de la sede c de la institución educativa promoción social del norte de Bucaramanga
(Universidad Santo Tomás, 2026-05-26) Medina Sierra, Lizeth Paola; Ramírez Pabón, Lisseth; Rueda Quintero, Jairo Alonso; Suárez Pinzón, Sonia Amparo; Acosta Gutiérrez, Joselín; Universidad Santo Tomas; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001012347; https://orcid.org/0000-0003-4879-8931; https://orcid.org/0009-0001-9576-8017; https://orcid.org/0000-0002-8678-3055; https://orcid.org/0009-0000-0970-9575; https://orcid.org/0009-0003-4112-4894
This project is being carried out at the Institution Educative Promotion Social del Norte Campus C, a public school located in the city of Bucaramanga. The context reveals various conditions of social, economic, and cultural vulnerability. The participating population consists of 26 first-grade students, aged between 5 and 7 years old. During the initial observation process, attitudes and behaviors were identified that demonstrated low motivation and participation among students in the process of learning to read and write. The children showed frustration at not understanding and feeling that they were not progressing as much as their peers or as expected of them. These situations present an obstacle to the processes necessary for learning to read and write. In light of this reality, the proposal suggests the design of a gamified website aimed at strengthening student motivation by promoting their participation and interest during activities. The research is conducted using a qualitative approach; according to Creswell and Poth (2018), this approach allows for a contextual understanding of phenomena. Techniques such as observation are employed to understand student motivation and participation. For data collection, instruments such as pre- and post-tests, field notes, and a user experience survey are used, which allow for the recording of perceptions, behaviors, and changes in children’s motivation during the implementation of the proposal. Additionally, the Design Thinking methodology is adopted, facilitating the creation of innovative solutions centered on the user experience. The digital resource integrates activities related to grapheme recognition, word reading, and name learning; it offers an interactive environment with engaging visual elements designed to capture students’ attention and motivate them to learn.
Potenciando la geometría con tinkercad en los estudiantes de grado sexto de la Institución Educativa Técnica Zulia de Maripí
(Universidad Santo Tomás, 2026-06-30) Peñaranda Quintero, Milton Andrey; Salinas Toloza, Diana Dania; Segua Heredia, Naury Astrid; Torres Fuentes, Adriana Paola; Vásquez Rojas, Karla Yuliana; Osorio Gutiérrez, Paula Andrea; Universidada Santo Tomás; 0009-0005-8249-0641; 0009-0006-5360-4491; 0009-0002-8903-986X; 0009-0001-8881-3473
Multiple studies demonstrate the importance of teaching geometry in school classrooms; however, educational institutions face significant challenges in knowledge transmission, particularly in strengthening spatial thinking and developing creativity. The lack of adequate tools limits the representation of two-dimensional and three-dimensional forms. This study implemented Tinkercad as an innovative strategy to strengthen spatial thinking, integrating geometry and arts in sixth-grade students at Zulia Technical Educational Institution in Maripí, located in a vulnerable rural context in Boyacá, Colombia. The research was conducted using a qualitative interpretive approach, seeking to understand the transformations generated by integrating digital technologies across three interconnected areas of knowledge: technology, arts, and geometry. It was expected that this integration would facilitate meaningful learning applicable in everyday contexts through interactive digital tools. The results showed substantial improvements: identification of geometric elements increased from 71% to 100%, three-dimensional representation from 68% to 89%, and spatial visualization from 14% to 86%. All students applied geometric concepts in creative contexts. Teachers positively valued the impact on motivation, creativity, and 21st-century competencies. The project contributes to the Educational Innovation research line of Santo Tomás University by demonstrating the viability of pedagogical innovation in vulnerable rural contexts through a replicable methodological model that articulates the STEAM approach, Maker Culture, and Design Sprint, contributing to knowledge on technological mediation in mathematics teaching in Colombia.
Del aula tradicional a la experiencia digital: rediseño de la enseñanza gramatical del inglés con enfoque innovador.
(Universidad Santo Tomás, 2026-06-17) Cubillos Cubillos, Lina María; Díaz Ballesteros, Luis Fernando; Rada Torres, Tommy; Rodríguez Caicedo, Arledy; Sánchez Zambrano, Diana Carolina; Murcia Arregoces, María Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002388966; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378481; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002388969; https://scholar.google.com/citations?user=VA5h89kAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7493-3960; https://orcid.org/0009-0009-7240-5705; https://orcid.org/0009-0007-9206-8895
This research project aimed to strengthen the pedagogical and technological competencies of English teachers at Colegio Bilingüe José Allamano through the design and implementation of an interactive digital environment focused on the teaching of English grammar. The study emerged from the identification of difficulties related to traditional grammar teaching methodologies, low contextualization of grammatical content, limited integration of technological resources, and students’ low motivation toward individual grammar activities. A qualitative descriptive approach was adopted to analyze teachers’ perceptions regarding the use of digital resources, artificial intelligence tools, and gamified strategies integrated into the Allamanova project. Data collection techniques included interviews, classroom observations, pilot testing activities, transcription analysis, and qualitative coding processes conducted through Taguette software. The findings revealed highly positive perceptions related to usability and efficiency, technological appropriation, motivation, gamification, innovation, and critical thinking. Teachers highlighted the accessibility of the digital environment, the optimization of planning processes, and the usefulness of artificial intelligence for designing interactive grammatical activities adapted to real educational contexts. Likewise, gamified dynamics strengthened participation, collaboration, and pedagogical creativity. The study concludes that the integration of digital resources, artificial intelligence, and gamified strategies contributes significantly to the strengthening of pedagogical practices related to English grammar teaching. Furthermore, the Allamanova project demonstrated viability as an innovative educational proposal capable of promoting meaningful learning experiences and technological appropriation within bilingual educational contexts. Additionally, the participants recognized the importance of continuous teacher training processes related to educational technology, digital innovation, and the pedagogical integration of artificial intelligence within English language teaching practices.
Recurso digital para el fortalecimiento de las competencias pedagógicas de los docentes de la institución educativa Ángela Restrepo Moreno IED
(Universidad Santo Tomás) Nieto Ortiz , Daniela; Diego Fernando Amores2, Diego Fernando Amores; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002505949; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001708053; https://scholar.google.com/citations?user=VZrb9RAAAAAJ&hl=es&oi=ao; https://orcid.org/0009-0005-8133-8218; https://orcid.org/0000-0003-1128-5104
In recent decades, technology has become increasingly important because its advances are part of the development of basic tasks in different areas of knowledge. The field of education is no exception, as new tools for innovating teaching and learning emerge every day. The Angela Restrepo Moreno school is located in district 19, an area stigmatized by violence, social inequality, drug use, and microtrafficking. These problems affect the reality of the surrounding schools. The educational community is divided as follows: 1,040 students, 43 teachers, one principal, and two coordinators. From this group, a sample of two teachers was taken from each level (preschool, primary, secondary, and middle school), A pre-test was administered, which addressed the use of ICT in the classroom. The test showed that teachers prefer not to use different technological tools frequently because, due to connection problems, execution issues, and even loss of control, teachers prefer to continue with traditional practices. Therefore, this research proposes the implementation of an educational portal called “Technological Doses for the Digital Age,” a tool that will allow teachers to learn about digital applications and tools, from their use to a step-by-step breakdown of each one. In this way, it is hoped to encourage and magnify the use of technological tools in the classroom and familiarize teachers with them.
Plataforma interactiva para el aprendizaje de la química en estudiantes del grado 8 del colegio naval de bahía Málaga.
(Universidad Santo Tomás, 2026-07-06) Mosquera Bravo, Luisa Fernanda; Bonilla Asprilla, Sindy Vanessa; Zambrano Bothía , Marcela Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scholar.google.com/citations?user=QqPIOvIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8172-3726
In this project, ICT educational resources were implemented as the primary tool, with the entire development supported by guidelines from the technological innovation sector. This work aims to present a Universal Design for Learning (UDL) approach focused on enhancing the skills of 8th-grade students in the teaching and learning process of chemistry. It is true that chemistry can be abstract and present challenges for students with diverse learning styles, paces, interests, or educational needs, and some resources are required that, due to the geographical context, pose a challenge to obtain. Therefore, a pedagogical strategy was developed, conceived as a didactic sequence theoretically supported by ICT resources. This strategy was used to consult with users through interviews. For the innovation phase, the Design Thinking methodology was applied, and a qualitative approach with a descriptive design was used to gather information. All of this was carried out within the framework of action research with its defined phases. The main finding was that students are more motivated and engaged when interacting with immersive learning environments. Keywords: ICT resources, immersive learning, technological innovation.
Aprender haciendo: estrategias innovadoras con ABP para desarrollar competencias del siglo XXI.
(Universidad Santo Tomás, 2026-07-04) Acevedo Romero, Lucero Katherine; Díaz Ramírez, Claudia Milena; Navarrete Carrasquilla, Carlos Arturo; Arana Castañeda, Carlos Andrés; Universidad Santo Tomás
The "Aprender haciendo" (Learning by Doing) project designs a didactic strategy to strengthen 21st-century skills by utilizing Project-Based Learning (PBL) as a pedagogical approach. The project focuses on ninth, tenth, and eleventh-grade students at the Institución Educativa Rural Pantanillo, in Abejorral, Antioquia. This proposal arose from a context characterized by unidirectional teaching, llimited technological resources, and a population tied to family agricultural economies, factors that demand methodologies connecting the classroom with daily rural life. Furthermore, under a mixed-methods action-research approach, a pedagogical prototype, structured as a fourteen-stage model that integrates field research with technical execution, was developed to articulate learning with the socio-environmental issues of the farming environment, promoting critical thinking, creativity, collaboration, communication, and autonomy in students. The strategy was structured into phases ranging from diagnosis to the public presentation of solutions, integrating field diaries and observation guides as monitoring tools. Also, validation was conducted through expert judgment, professionals with a career in pedagogy, evaluating didactic coherence, rural relevance, visual design, and skill integration. The results demonstrated high technical and pedagogical acceptance, highlighting the strength of the PBL approach, the quality of the digital resource, and its capacity to motivate students through contextualization. In conclusion, identified opportunities for improvement include the need to deepen the articulation with local knowledge and Flexible Educational Models inherent to rural settings, as well as strengthening formative evaluation and metacognition processes. It is concluded that the "Aprender haciendo" prototype constitutes a viable and pertinent tool for transforming educational practice in the rural classroom by turning the territory into a central axis of learning and positioning the student as an active agent in solving community problems.
Transformación de metodologías tradicionales para el aprendizaje virtual efectivo en programas académicos de derecho: desarrollo de un simulador jurídico con inteligencia artificial para el fortalecimiento de las habilidades de interpretación y argumentación jurídica en estudiantes del curso lógica jurídica del programa de derecho, modalidad virtual, de la UNAB.
(Universidad Santo Tomás, 2026-07-04) Garzón Alfonso, María Angélica; Bautista Martínez, Jessica Mayeth; Amado, Javier Duván; Universidad Santo Tomás
This research aimed to design an artificial intelligence-based legal simulator focused on strengthening legal interpretation and argumentation skills among students enrolled in the virtual Law program at Universidad Autónoma de Bucaramanga(UNAB). The proposal emerged from the identification of difficulties in the practical application of legal knowledge within virtual learningenvironments, particularly in activities related to case analysis, legal interpretation, and the construction of legal arguments. In contemporary legal education, it became evident that education cannot be limited solely to the transmission of normative content or the memorization of laws; instead, it requires the development of skills related to legal interpretation, decision-making, and the ability to support positions coherently and argumentatively. However, in virtual learning modalities, challenges persist due to the lack of practical scenarios that allow students to interact with situations similar to professional legal practice, creating a gap between theory and the practical application of legal knowledge. Methodologically, the study was developed under a mixed-methods approach, as it integrates quantitative and qualitative information to understand the difficulties associated with the development of legal interpretation and argumentation skills among students enrolled in the Legal Logic course of the virtual Law program at UNAB. Data collection techniques included student surveys, semi-structured interviews with professors, and analysis of academic activities developed within the Legal Logic course. Preliminary findings reveal difficulties in legal interpretation, limitations in the structuring of legal arguments, and limited transfer of theoretical knowledge into practice. Therefore, in response to this issue, the design of an artificial intelligence-based legal simulator was proposed, in which students assume professional roles such as defense attorney or prosecutor and must face legal situations requiring legal interpretation, factual analysis, and argumentative construction. The system incorporates natural language processing tools capable of analyzing student responses, formulating questions, presenting objections, and generating automated feedback aimed at strengthening interpretation and argumentation skills. The proposal was theoretically grounded in approaches related to legal education, virtual legal education, interpretation skills, argumentation skills, and simulation and simulators in legal education, integrating contributions from authors such as David Kolb, Manuel Atienza, Robert Alexy, Ronald Dworkin, and Paul Maharg, among others. Likewise, the project adopted the Design Thinking innovation model as a methodology for designing solutions centered on students’ needs and the specific dynamics of virtual education.
Integración de elementos de realidad aumentada aplicada a entornos educativos en el grado preescolar del instituto técnico de sabana de torres.
(Universidad Santo Tomás, 2026-07-01) Mora Rodríguez, Kathering Giselle; Abaunza Ariza, Neyla; Peña Morales, David; Universidad Santo Tomás
This project emerged from the desire to transform the rural preschool classroom at the Instituto Técnico de Sabana de Torres into a more engaging and meaningful learning environment for children. Through an interactive story titled Antonia and the Valley, a didactic strategy integrated with elements of augmented reality was designed to promote motivating, participatory, and contextualized learning experiences for the youngest students at the institution, while they explored new knowledge related to emotions, colors, vowels, counting from 1 to 20, and basic geometric shapes.This experience not only sparked children’s enthusiasm and participation, but also strengthened interaction with teachers and families, enriching the teaching-learning processes within a context characterized by limited technological resources, unstable internet connectivity, and scarce opportunities to access pedagogical experiences mediated by emerging technologies. Methodologically, the study was developed through a qualitative approach with a pedagogical action-research design. The sample consisted of 13 students approximately five years old, two preschool teachers, and 11 families. The following instruments were used for data collection: diagnostic observation guide, semi-structured interviews, field journals, implementation observation records, emotional scale, achievement perception form, and family perception form. The information was interpreted through thematic-categorical analysis and instrument triangulation.The results showed that the story narrative functioned as the guiding thread of the learning process, while augmented reality became a resource that brought the activities to life and generated positive socio-emotional responses.In conclusion, the proposal demonstrated that it is possible to innovate in early childhood education from rural contexts by integrating available technology, storytelling, play, movement, and local culture through accessible, intentional, and meaningful learning experiences.
Entorno educativo offline con Moodle para fortalecer las competencias matemáticas del grado 4° en la institución educativa concentración de desarrollo rural La Gabarra, Tibú – Norte de Santander.
(Universidad Santo Tomás, 2026-06-30) Moreno Aceros Stella Esmeralda; Villamizar Vera Yeny Paola; Murcia Arregocés María Victoria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000024831; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002377671; https://scholar.google.com/citations?user=VA5h89kAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-7493-3960; https://orcid.org/0009-0005-4996-2870; https://orcid.org/0009-0007-0346-7799
The purpose of this project is to strengthen access to educational content in mathematics for fourth-grade students at the Concentración de Desarrollo Rural La Gabarra Educational Institution, located in the municipality of Tibú, Norte de Santander. The initiative arose from the identification of low academic performance in logical-mathematical skills, as well as significant limitations in access to technological and educational resources typical of rural contexts. To address this problem, the project proposes the design and implementation of a virtual learning environment (VLE) based on the Moodle platform, configured to operate offline through a local server. This technological solution, which uses ICT, seeks to ensure the availability of educational content in the absence of internet connectivity, facilitating the teaching and learning of mathematics in an interactive and accessible way. The methodological approach is based on active pedagogies that promote participation, exploration, and collaborative knowledge construction, allowing students to develop and strengthen their mathematical skills in a meaningful way. In a first approach, questionnaires were administered to the student population, which found that although participants have access to digital devices such as cell phones or computers, internet connectivity for most respondents is inconsistent, meaning that internet access is usually limited to short periods of time. Similarly, there are participants motivated to have a digital strategy to strengthen mathematical skills. With this in mind, a prototype educational platform was developed to help strengthen students' mathematical skills and promote motivation and participation in the learning process. This technological tool was also considered to be a significant support for teaching in settings with limited digital resources, as it offers dynamic and accessible content without connectivity requirements.
Gamificación como estrategia didáctica para fortalecer la motivación frente al desarrollo de la comprensión lectora en estudiantes de grado décimo de la Institución Educativa Jesús Rey.
(Universidad Santo Tomás, 2026-06-29) Castro Sierra, Michel Jhohana; Ochoa Muñoz, Cristian David; Bernal Villamarín, Sindey Carolina; Universidad Santo Tomás; https://orcid.org/0000-0003-4656-2968; https://orcid.org/0009-0003-6411-9027
The lack of motivation regarding the development of reading comprehension among tenth-grade students at the Jesús Rey Educational Institution reflects a growing, widespread apathy primarily associated with the use of traditional teaching methods that are unengaging and out of touch with the needs of young people. Given this situation, the main objective was to design a teaching strategy using gamification to boost motivation regarding the development of reading comprehension among this group. Methodologically, the study adopted a qualitative approach based on the research-creation and applied research paradigms. The procedure was structured in three phases: mapping, in which initial perceptions were identified using an empathy map; prototyping, which included designing the strategy using a gamification canvas and expert validation; and reflective documentation through semi-structured interviews. The strategy was brought to life through the narrative “Los Secretos de Bruma Vieja,” implemented via the Seppo platform with a sample of 29 students selected for convenience. The results revealed a significant shift in the participants’ motivation and attitude toward developing reading comprehension, moving from initial apathy to states of intrigue, curiosity, and happiness. It was found that the use of narratives, game mechanics, sequential missions, collaborative roles, and rewards enabled students to improve their learning processes in the classroom. In short, the research demonstrated that gamification is an effective strategy for bridging the gap between students’ interests and the development of competencies, making learning an enriching experience by integrating creativity with pedagogical rigor.
Juego de mesa gamificado como estrategia pedagógica para mejorar la ortografía en los estudiantes de la IED Escuela Normal Superior de Ubaté – ENSU.
(Universidad Santo Tomás, 2026-06-30) Rincón Rincón, Paula Geraldine; Rivera Murcia, Diana Alexandra; Preciado Restrepo, Lina Maria; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002378283; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002376079; https://scholar.google.com/citations?user=QqPIOvIAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8172-3726; https://orcid.org/0009-0002-4892-1653; https://orcid.org/0009-0007-7294-3330
This research project proposes the implementation of a gamified board game as a pedagogical strategy to strengthen spelling skills among tenth-grade students at the Escuela Normal Superior de Ubaté (ENSU). The study emerged from the identification of recurrent spelling difficulties among students, including frequent errors in accentuation, capitalization, punctuation marks, and homophone usage, which negatively affect their academic performance and communicative competence. These problems are associated with traditional teaching methodologies that fail to motivate students, limited reading habits, and insufficient educational support in some family contexts. In response to this situation, the project introduces an innovative proposal based on gamification, understood as the incorporation of game dynamics and elements into educational settings. Through a gamified board game, the strategy seeks to promote meaningful, dynamic, and participatory learning while encouraging motivation, collaborative work, and immediate feedback. The proposal includes spelling challenges, progressive levels of difficulty, and symbolic rewards designed to increase students’ engagement in the learning process. The study is framed within applied educational research and is developed through an initial diagnostic stage, the design of the pedagogical strategy, and the evaluation of its outcomes. Furthermore, the project contributes to educational innovation in contexts with technological limitations by demonstrating that analog resources can also provide effective learning experiences. Ultimately, the proposal aims to transform the teaching of spelling into a playful and meaningful experience, strengthening not only students’ linguistic competencies but also their social skills.
Entorno personal de aprendizaje para la enseñanza inclusiva de la adición y sustracción en estudiantes sordos de básica primaria de la escuela Normal Superior de Acacías – Meta.
(Universidad Santo Tomás, 2026-06-30) Camacho Jaraba, Eva Sandrith; Miranda Cáceres, Exary Magaly; Romero Linares, Ingrid Marcela; Ibarguen Mosquera, Yudier Camilo; Osorio Gutiérrez, Paula Andrea; Universidad Santo Tomás
This research presents Personal Learning Environment for the Inclusive Teaching of Addition and Subtraction to Deaf Elementary School Students at the Escuela Normal Superior de Acacías, Meta. The objective was to design an inclusive Personal Learning Environment (PLE) mediated by digital technologies and specific resources in Colombian Sign Language (LSC) to enhance the learning of addition and subtraction for deaf elementary school students at the Escuela Normal Superior de Acacías, Meta. The methodology was framed within a qualitative approach, corresponding to a case study, considering applied research based on context analysis. Data collection instruments included semi-structured interviews and field notes. The results show a pedagogical and didactic consolidation, the digital content of the Personal Learning Environment (PLE), its implementation with deaf students, and the learning of addition and subtraction. The study concludes with an inclusive pedagogical approach that fosters the construction of a deaf identity, addressing various strategies. Inclusive approaches using audiovisual resources for problem-solving, communicative and linguistic mediation, which fosters student participation and motivation.
MathManía, una herramienta tecnológica para el fortalecimiento del aprendizaje de las matemáticas en estudiantes de sexto grado con TDAH del Instituto Jorge Robledo de la ciudad de Medellín
(Universidad Santo Tomás, 2026-06-29) Arcila Ospina, Juan Camilo; Antolinez Cepeda, Astrid Johana; Garcia Artunduaga, Angie Viviana; Patarroyo Campos, Angie Carolina; López Ramírez, María Ximena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001754780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002386780; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002371990; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002375914; https://scholar.google.com/citations?user=QqPIOvIAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=kJTlvVAAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=mL3SujQAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-8172-3726; https://orcid.org/0009-0005-5393-6448; https://orcid.org/0009-0009-3818-788X; https://orcid.org/0009-0008-4309-9641
Strengthening mathematics learning in elementary education is an ongoing challenge, especially in contexts with high academic expectations and diverse learning paces. At the Jorge Robledo Institute in Medellín, a need was identified to implement pedagogical strategies that support students who struggle with key processes such as concentration, self-regulation, and problem-solving, particularly during the transition from fifth to sixth grade a stage marked by increased abstraction and cognitive demands. This transition also involves emotional and adaptive challenges that can affect both their well-being and their academic performance. The main objective of this project is to design MathManía, a gamified technological tool that aims to enhance the understanding of fundamental mathematical concepts through an interactive, progressive, and motivating experience. For its development, a methodology based on Design Thinking was employed, addressing the phases of empathy, definition, ideation, and prototyping, integrated with instructional design principles. Gamification is relevant in this context, as it allows for the incorporation of academic challenges, immediate feedback, a reward system, badges, a virtual store, and a guide character named “Foxy,” who accompanies and motivates the student throughout the process elements that promote sustained attention and active participation. The final proposal consists of a functional prototype that integrates cognitive accessibility, immediate feedback, and pedagogical support mechanisms, designed to address the needs of students transitioning from fifth to sixth grade. During its implementation, MathManía demonstrated high acceptance among students, with praise for its gamified nature, the clear progression of activities, and the constant interaction with a guide character. In this regard, the tool has established itself as an innovative alternative that promotes motivation, sustained engagement, and understanding of fundamental mathematical concepts. Furthermore, the project offers a model of technological integration that combines gamification, instructional design, and attention to diversity, contributing to the development of more context-specific educational practices.
Objeto virtual de aprendizaje gamificado (OVA): una alternativa pedagógica para el fortalecimiento de la comprensión lectora en estudiantes del “Programa Volver a la Escuela” del colegio Ciudadela El recreo Sonia Osorio de Saint-Malo.
(Universidad Santo Tomás, 2026-06-29) Marulanda López, Juan Manuel; Rivera Zambrano, Alexis; Valbuena Ruiz, Leidy Katerine; Preciado Restrepo, Lina María; Universidad Santo Tomás
Reading comprehension is a fundamental process for human beings, as it is present in the various contexts in which they operate. This research project aims to strengthen reading comprehension skills, specifically at the literal and inferential levels, in students belonging to the “Programa Volver a la Escuela” at the Ciudadela el Recreo Sonia Osorio de Saint-Malo School. These students, who are in a situation of over-age and have experienced educational gaps, require pedagogical strategies that are both flexible and adapted to their specific needs.The methodology is framed within a qualitative approach and a participatory action research model. The strategy involves the implementation of Information and Communication Technologies (ICT) through the design and application of didactic sequences integrated into a gamified Virtual Learning Object (VLO) hosted on the Chamilo platform. The study explores the first two progressive levels of reading: the literal level, which allows the reader to locate specific data and explicit information, and the inferential level, which involves an articulation process between evident information and meanings woven from the text. Although the conceptual framework acknowledges the critical level as a more elaborate cognitive process for creating a personal stance, it is not addressed in the development of this specific investigation.In conclusion, this work embraces a gamified didactic alternative to transform traditional teaching practices into participatory educational environments. The main implication of this project is the improvement of school performance and the motivation of students by aligning educational practices with the digital demands of the 21st century.
Elementa: diseño de plataforma digital para centralización de recursos tecnológicos emergentes que fortalecen la enseñanza matemáticas y química en educación media.
(Universidad Santo Tomás, 2026-06-27) Eder Antonio, Fernández David; Montañez Sepúlveda, Tatiana Alejandra; Díaz Garnica, Jair Gildardo; Largo Taborda, Wilson Alejandro; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000009824; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001766203; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000002454; https://scholar.google.com/citations?user=8zCBvd4AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4718-8763; https://orcid.org/0000-0002-3813-8481; https://orcid.org/0009-0000-3218-4121; https://orcid.org/0009-0000-0523-9684
In Colombian public secondary education faces persistent difficulties in teaching and understanding abstract concepts in mathematics and chemistry, affecting academic performance and the development of scientific competencies. Although digital resources based on emerging technologies, such as Augmented Reality (AR), interactive simulators, and virtual laboratories, are available, their dispersion across different platforms hinders teachers’ access, selection, and pedagogical integration. In response to this issue, this research aimed to design and validate a digital platform called Elementa, developed in Wix, intended to centralize and organize educational resources for tenth-grade teachers in public institutions in the department of Colombia. The research was conducted under a qualitative interpretative approach and an applied research design. Ten mathematics and chemistry teachers from urban and rural contexts participated in the study. Data were collected through semi-structured interviews, guided observation, and a validation rubric applied during interaction with the prototype. In addition, a pedagogical digital curation process was implemented to select and classify relevant technological resources. The results showed that the platform facilitates organized access to digital resources, optimizes lesson planning time, and strengthens the pedagogical integration of emerging technologies in the classroom. Participants positively evaluated the accessibility, navigation, and didactic guides included, especially for teaching abstract concepts. However, limitations related to connectivity and teachers’ digital competencies were also identified. It is concluded that the pedagogical centralization of technological resources constitutes a viable strategy to strengthen innovative educational practices in public secondary education, promoting the appropriation of emerging technologies and contributing to the improvement of educational.
Fortalecimiento de la preparación para las pruebas saber 11° desde un enfoque pedagógico inclusivo y contextualizado con estrategias tecnológicas.
(Universidad Santo Tomás, 2026-06-27) Prens Mena, Eny Johanna; Monroy Fonseca, Edwin Alexander; Cortes Motta, Nicolas; Zambrano, Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001851126; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001414995; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002388940; https://scholar.google.com/citations?user=b6NhwXgAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-5566-4582; https://orcid.org/0000-0002-2875-6796; https://orcid.org/0009-0007-3437-8641; https://orcid.org/0009-0005-3995-4092
This project aims to enhance the academic performance of students at the Alejandro de Humboldt Technical Educational Institution, located in an urban area, although approximately 75% of its student population comes from rural backgrounds and faces multiple socio-educational challenges. Within this context, the primary issue identified was the low performance on the SABER 11° standardized assessments, associated with educational practices that remain insufficiently inclusive and disconnected from the sociocultural realities of the surrounding community. Consequently, through the design and implementation of contextualized and inclusive pedagogical strategies, the project seeks to integrate local knowledge and community-based experiences into the school curriculum, while promoting the active participation of the educational community and the recognition of diversity. The proposal articulates collaborative efforts among the school, families, and the wider community, considering factors such as limited academic support at home, restricted access to educational resources, low student motivation, and weak coordination among educational stakeholders. The innovative nature of the project lies in the adoption of methodologies that acknowledge and value students lived experiences, particularly those of rural origin, as a foundational element of the teaching and learning process. Furthermore, the project incorporates a continuous and participatory evaluation framework aimed at assessing the impact of the implemented strategies and their contribution to academic improvement. Ultimately, the initiative seeks to contribute positively to educational quality by fostering equitable, contextually relevant, and transformative education in rural settings.

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