RESUMO
La incorporación de estrategias de gamificación en la docencia se ha descrito como una herramienta para aumentar la motivación y el compromiso de los alumnos con la materia. Bajo esta premisa, se ha desarrollado una experiencia de innovación educativa mediante la plataforma Kahoot! en la primera y última práctica de laboratorio de la asignatura de Biología Celular del Grado en Biología. Los participantes fueron 135 alumnos repartidos en 12 grupos de laboratorio, que se dividieron entre experimentales y controles. Todos los grupos resolvieron un cuestionario en papel acerca de los conceptos explicados en clase, al finalizar ambas prácticas (post-test), pero sólo aquellos grupos experimentales resolvían un cuestionario antes de la clase (pre-test). Antes de la primera práctica, los alumnos de los grupos experimentales respondieron al pre-test mediante el Kahoot! Sin embargo, para la última práctica algunos grupos lo resolvieron jugando al Kahoot! y otros, con papel y bolígrafo. Los resultados mostraron que aquellos alumnos que fueron seleccionados para jugar a Kahoot!, obtuvieron un mayor número de aciertos en el test realizado tras la sesión práctica (post-test) con respecto a aquellos que no resolvieron ningún pre-test o, que lo hicieron de un modo clásico. Por lo tanto, nuestros resultados sugieren que implementar la jugabilidad en la docencia incrementa considerablemente la motivación del alumnado debido, probablemente, a cambios fisiológicos experimentados por el cerebro durante el juego y a la creación de un clima positivo, que facilitan el proceso de aprendizaje.
SUMMARY: The incorporation of gamification strategies in teaching has been described as a tool to increase the motivation and engagement of students with the subject. Under this premise, an educational innovation experience has been developed using the Kahoot! platform in the first and last laboratory practice of the Cell Biology course of the Biology degree. The participants were 135 students divided into 12 laboratory groups, which were divided into experimental and control groups. All groups solved a questionnaire on paper about the concepts explained in class, at the end of both practices (post-test), but only the experimental groups solved a questionnaire before the class (pre-test). Before the first practice, students in the experimental groups answered the pre-test using Kahoot! However, for the last practice, some groups solved it by playing Kahoot! and others with pen and paper. The results showed that those students who were selected to play Kahoot! obtained a higher number of correct answers in the test performed after the practical session (post-test) than those who did not solve any pre- test or who did it in a classical way. Therefore, our results suggest that implementing gamification in teaching considerably increases student motivation, probably due to physiological changes experienced by the brain during the game and the creation of a positive climate, which facilitates the learning process.
Assuntos
Humanos , Biologia Celular/educação , Gamificação , Aprendizagem , Motivação , UniversidadesRESUMO
This study aimed at examining the histological structure of the pecten oculi in the adult yellow-legged gull, Larus michahellis, and at two moments of postnatal development: during the posthatch (nestling) and juvenile periods. Particular attention was paid to differences in the diameter of vessels, the thickness of the basement membrane, and ultrastructural features of endothelial and pigmented stromal cells. Capillary endothelial cells displayed numerous microvillous-like folds projecting from their internal and external surfaces. Intercellular spaces between capillaries were occupied by pigmented stromal cells. The ultrastructure of pecten oculi underwent noticeable changes during postnatal development. The examination of the capillaries in nestlings, juveniles, and adults revealed that the formation process of vessels and pigmented stromal cells did not complete itself in the posthaching phase. The prominent feature of endothelial cells of capillaries in nestlings was that the microvilli were longer than in juvenile and adult cells, and the capillary lumen was therefore reduced. In this sense, their pigmented stromal cells showed fewer melanosomes, lacked intercellular spaces, and cellular junctions could still be observed. These results provide evidence that the pecten oculi during the posthatching phase maintains immature morphological features consistent with a role of pigmented stromal cells in the blood-retina barrier.
