TRANSVERSAL COMPETENCES IN THE UNIVERSITY EDUCATIONAL CONTEXT: A CRITICAL THINKING FROM THE PRINCIPLES OF GAMIFICATION

Escobar B.R.P.; Carhautocto G.R.; Salazar C.A.H.; Sánchez W.A.C. · Prisma Social (2022)

Resumen

This research is based on critical thinking that allows highlighting the creative axis by proposing a direct stimulation of the students' interests, where teachers need innovation proposals accompanied by new resources in their classes, implementing gamification as a strategy that allows the incorporation of new educational practices in the classroom to increase motivation and commitment in their students, whose purpose was to value critical thinking as an educational innovation in university students through problem-based learning with the strengthening of transversal skills in the university educational context - Universidad Nacional Toribio Rodríguez de Mendoza, 2021. To do this, we worked with 512 students under a preexperimental, descriptive and correlational study; For this, it was prioritized to have a characterization of the subject. The results indicate the competencies regarding diversity, group integration capacity and socio-cultural commitment in students under critical thinking. Conclusion The influence of gamification within the teaching process in the university classroom according to its transversal competences had a moderate level of 0.57 according to the Pearson correlation, highlighting the academic contribution with training purposes.

Instituciones: Universidad Nacional Toribio Rodríguez de Mendoza de Amazonas; Universidad César Vallejo