La eficacia de los sistemas de proyección/tableros multimedia en la enseñanza de las humanidades
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.02.16Palabras clave:
Asignaturas de humanidades, competencias profesionales, pizarras multimedia, sistemas de proyección, tecnologías digitalesResumen
La relevancia del estudio se debe a la necesidad de integrar las tecnologías digitales (pizarras multimedia/sistemas de proyección) en la formación de especialistas, en particular en el ámbito de las humanidades, y en el desarrollo de competencias profesionales mediante el uso de herramientas multimedia modernas. El objetivo del estudio es evaluar la eficacia del uso de pizarras multimedia (PTM) para desarrollar las competencias profesionales de los estudiantes de humanidades. El estudio empleó métodos de análisis teórico y metodológico, generalización de estudios, pruebas, encuestas, trabajo con pizarras interactivas (incluyendo delimitación de espacio, selección de pegatinas, uso de etiquetas y elementos multimedia), etc. El estudio involucró a estudiantes de humanidades, en particular a los de Filología, Educación Primaria y Pedagogía. El número total de participantes fue de 300 estudiantes, que se dividieron en un grupo experimental (GE) de 150 estudiantes) y un grupo de control (GC) de 150 estudiantes. Todos los criterios experimentaron cambios positivos, especialmente en los aspectos de habilidades prácticas (+30%), experiencia con recursos de información (+40%) y el nivel de habilidades comunicativas (+25%). En la fase de control del estudio, se encontraron diferencias estadísticamente significativas entre el GE y el GC en cuanto al nivel de competencia profesional (φcrit=1,64<φemp=2,418). El uso de pizarras virtuales aumenta significativamente el nivel de competencia de los estudiantes, contribuyendo a la interacción activa y a la resolución de tareas prácticas. La encuesta reveló que las tecnologías multimedia aumentan la participación, mejoran la motivación y la comprensión del material (puntuación media: 4,17-4,28). Su flexibilidad en el aprendizaje obtuvo la máxima puntuación (4,28) y sus funciones de personalización, la mínima (3,99). En general, su uso tiene un impacto positivo en el proceso educativo. La novedad académica reside en el uso de pizarras virtuales para el desarrollo de competencias en el actual entorno educativo digital. Futuras investigaciones podrían centrarse en el estudio de la eficacia de las tecnologías interactivas en otras disciplinas de humanidades y su impacto en la formación profesional. The study has a quasi-experimental design, which involves the participation of experimental and control groups without randomisation, but with precise control of variables and comparison of educational outcomes. This approach enables a reasonable assessment of the effectiveness of using multimedia boards and projection systems in developing students' professional competence. The theoretical contribution of the study lies in the development and testing of a pedagogical model for integrating digital tools into humanities education, covering the principles of visualising complex concepts, developing interdisciplinary thinking, active interaction in a digital environment, and individualising learning. The proposed approach can be adapted to other areas of education, taking into account the specifics of subject training.
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Derechos de autor 2025 Natalia Romanyshyna, Nataliіa Matveieva, Alexander Chinchoy, Viktoriia Savitska, Yurii Sakh
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
