ABSTRACT
The health problem generated by COVID-19 unexpectedly accelerated some of the everyday aspects of our daily life where Information and Communication Technologies were not very involved, with this the introduction of tools in education was hastened which have denoted difficulties technical and technological services and technical resources that people use, another aggravating factor is inaccessible areas and economic problems, as positive aspects it can be highlighted that populations can change the way they carry out daily activities and that the will can much more than current problems, the good result in the teaching-learning process in Virtual Learning Environments (EVA) mainly requires the active participation of the student, so the teacher must try to develop activities that motivate the student to participate, to investigate and develop their learning autonomously, one of these activities is that of playful character that facilitates the internalization of students' knowledge in a fun way and generating significant experiences. This work was carried out with the main objective of analyzing the use of the gamification technique in the EVA for the Metropolitan District Educational Unit (UEDM) of Santo Domingo, applying a qualitative - quantitative research, which showed that motivational techniques are not used in teaching (gamification or gamification) that develop significant learning in students and that with the proper application of these resources, learning in the different actors would be enhanced.
ABSTRACT
The SARS-CoV-2 pandemic accelerated the process of total incorporation of Information and Communication Technologies in educational environments, generating the opening and analysis in different lines of research focused on the different actors of the educational process mediated by the use of technology, in this educational process the student has the leading role and the teacher has the role of co-responsible and facilitator, In view of this, the need arises to identify how much students have developed their autonomous work skills and how this influences the effectiveness of online learning. The objective was to analyze how the cognitive-motivational factors of students such as self-regulation of learning and academic procrastination are linked to the effectiveness of online learning of students at the technology level. The results were obtained from a questionnaire adapted from the online self-regulated learning questionnaire in a Russian MOOC and the General Procrastination Scale (GPS) Lay (1986), applied to a sample of 347 technology level students, with 95% reliability, through statistical analysis and the documentation contained in the references it was possible to demonstrate the existence of a positive and a negative relationship of the cognitive-motivational factors analyzed with the effectiveness of online learning.