Gamification as a methodological strategy in students with hearing limitations at the Pichincha University Institute.
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Abstract
This research focuses on identifying the importance of gamification as a methodological strategy to dynamize the teaching-learning processes of students with hearing limitations at Tecnológico Universitario Pichincha. Different techniques were used to collect data, such as structured interviews, which facilitated their interpretation and hermeneutic analysis; a focus group facilitated the collection of opinions, experiences and expectations of deaf students of the Human Resources Management Career.
As important findings, it was determined the need to suggest the implementation of strategies based on gamification in the inclusive groups of the Institute, including teacher training and strategy design. In conclusion, gamification constitutes a viable alternative for the learning of hearing impaired students that will strengthen their participatory skills, meaningful learning, creative thinking and autonomy.
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References
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