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Use of Educaplay and the development of scientific competences in
natural sciences
Uso de Educaplay y el desarrollo de competencias científicas en ciencias
naturales
Adriana Eugenia Barahona-Ibarra
abarahonai@uce.edu.ec
Universidad Central del Ecuador, Quito, Pichincha, Ecuador
https://orcid.org/0000-0003-2196-1954
ABSTRACT
The objective of the research is to determine the impact of using Educaplay on the development
of scientific competences in natural sciences in basic education students from private educational
institutions in the city of Quito, Ecuador. A non-experimental, descriptive, cross-sectional design
was used on 385 students. The results obtained show a very strong (0.89) and statistically
significant (p = 0.004) positive correlation between the use of Educaplay and the development of
scientific competences in natural sciences. This confirms that the integration of this technological
tool in educational processes has a favourable impact on the strengthening of these
competences, which supports the affirmative hypothesis (H1) and allows the rejection of the null
hypothesis (H0). Therefore, it is concluded that Educaplay has a high potential for being
systematically integrated into educational programmes, contributing to the development of
scientific competences.
Descriptors: science and society; scientific culture; educational innovations. (Source: UNESCO
Thesaurus).
RESUMEN
Se procesa como objetivo de investigación determinar la incidencia del uso de Educaplay en el
desarrollo de competencias científicas en ciencias naturales en estudiantes de educación básica
de instituciones educativas particulares de la ciudad de Quito, Ecuador. Se trabajó con un diseño
no experimental, de tipo descriptivo de corte transversal en 385 estudiantes. Los resultados
obtenidos evidencian una correlación positiva muy fuerte (0,89) y estadísticamente significativa
(p = 0,004) entre el uso de Educaplay y el desarrollo de competencias científicas en ciencias
naturales, esto confirma que la integración de esta herramienta tecnológica en los procesos
educativos tiene un impacto favorable en el fortalecimiento de dichas competencias, lo que
respalda la hipótesis afirmativa (H1) y permite rechazar la hipótesis nula (H0). Por lo tanto, se
concluye que Educaplay tiene un alto potencial para ser integrado de manera sistemática en los
programas educativos, contribuyendo al desarrollo de competencias científicas.
Descriptores: ciencia y sociedad; cultura científica; innovación educacional. (Fuente: Tesauro
UNESCO).
Received: 08/09/2024. Reviewed: 12/10/2024. Approved: 19/12/2024. Published: 27/01/2025.
Research articles
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Revista de educción y pedagogía
Vol. 3(1), 26-37, 2025
Uso de Educaplay y el desarrollo de competencias científicas en ciencias naturales
Use of Educaplay and the development of scientific competences in natural sciences
Adriana Eugenia Barahona-Ibarra
27
INTRODUCTION
In contemporary education, the development of scientific competences in the
area of Natural Sciences is a fundamental axis for the integral training of students.
These competences, which include skills such as critical thinking, problem
solving, evidence-based argumentation and the understanding of natural
phenomena, are essential for students to be able to interpret, analyse and
actively participate in the scientific, technological and environmental challenges
of today's world. In this context, the incorporation of technological tools such as
Educaplay in the teaching-learning processes is an innovative and effective
strategy for strengthening these skills, especially in primary school students.
The use of Educaplay, an interactive platform that allows the creation of dynamic
educational activities, has proven to be a valuable resource for transforming
traditional pedagogical practices into more meaningful and participatory learning
experiences. In this vein, Alcívar-Zambrano & Bowen-Mendoza (2024) affirm that
this tool not only fosters students' motivation and interest, but also facilitates the
acquisition of scientific knowledge by integrating playful and technological
elements into the educational process, which is in line with current trends in
Natural Sciences didactics, which seek to promote active, contextualised and
student-centred learning. and technology into the educational process, which is
in line with current trends in Natural Science teaching, which seek to promote
active, contextualised and student-centred learning.
On the other hand, research such as that of Zompero et al. (2022) and
Sepúlveda-Obreque et al. (2023) highlights the importance of strengthening
scientific competences in Natural Science curricula in Latin America, where
education systems face challenges related to curricular updating, teacher training
and the integration of emerging technologies. In this sense, tools such as
Educaplay not only contribute to the teaching of scientific content, but also
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enhance transversal skills such as collaboration, creativity and logical thinking,
basic aspects for the development of scientific citizenship.
In the case of basic education students belonging to private educational
institutions in the city of Quito, Ecuador, the use of Educaplay takes on particular
relevance, given that it is an educational context characterised by a growing
demand for pedagogical innovation and the need to prepare students to face the
challenges of the 21st century, which offers an ideal scenario for exploring the
impact of this tool on the development of scientific competences.
In accordance with the above, the research objective is to determine the impact
of the use of Educaplay on the development of scientific competences in natural
sciences in basic education students from private educational institutions in the
city of Quito, Ecuador.
Theoretical framework
The development of scientific competences in the area of Natural Sciences is a
fundamental axis for the integral formation of students, therefore, the following
are described:
Use of Educaplay as a technological tool
The incorporation of digital technologies in teaching and learning processes has
significantly transformed educational practices, allowing for the creation of more
interactive, dynamic and student-centred environments. In this context,
Educaplay is presented as a technological tool that facilitates the design of
interactive didactic activities, such as crossword puzzles, word searches, concept
maps, questionnaires and educational games. These activities, designed with a
pedagogical approach, allow teachers to diversify their teaching strategies and
adapt them to the individual characteristics of the students, promoting meaningful
learning.
From a pedagogical perspective, Educaplay is aligned with the principles of active
learning, in which students not only receive information, but actively participate in
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the construction of their knowledge. According to Alcívar-Zambrano & Bowen-
Mendoza (2024), the use of Educaplay encourages intrinsic motivation in
students by integrating playful elements with academic content, which generates
a more attractive and participatory learning environment. Likewise, this tool
allows teachers to address diversity in the classroom, as the activities can be
personalised to respond to different learning styles and levels of cognitive
development.
In terms of Natural Science teaching, Educaplay becomes a valuable resource
for facilitating the understanding of abstract and complex concepts, while
Hernández-Barbosa et al. (2024) mention that technological tools such as
Educaplay allow the visualisation of scientific phenomena, the simulation of
natural processes and interaction with content in a playful way, which contributes
to a deeper and more meaningful learning. From this perspective, Educaplay not
only acts as a means of transmitting knowledge, but also as a pedagogical
mediator that promotes the active construction of knowledge.
Likewise, research such as that of Marcelo-Veliz (2022) and Tapia-Peralta (2024)
warns that the use of technological tools in the classroom not only improves the
understanding of content, but also encourages the development of transversal
skills such as creativity, collaboration and critical thinking. These skills, essential
in the framework of 21st-century competences, are particularly relevant in the
teaching of Natural Sciences, where learning is not limited to the memorisation
of concepts, but seeks to train students capable of analysing, interpreting and
applying scientific knowledge in real contexts.
Development of scientific competences in natural sciences
The development of scientific competences is a central axis in the teaching of
Natural Sciences, as these competences allow students to understand natural
phenomena, formulate scientific questions, design research, interpret data and
make evidence-based decisions. From a pedagogical perspective, these
competences not only promote the learning of specific content, but also contribute
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to the integral development of the student, fostering skills such as critical thinking,
problem solving and scientific literacy (Zompero et al., 2022).
Within the framework of Natural Science pedagogy, scientific competences are
understood as a set of cognitive, procedural and attitudinal skills that allow
students to interact with scientific knowledge in an active and reflective way.
According to Sepúlveda-Obreque et al. (2023), these competences include
processes such as systematic observation, hypothesis formulation,
experimentation, analysis of results and communication of conclusions. These
skills are not only fundamental for learning about natural sciences, but they also
have a cross-disciplinary character, in that they contribute to the development of
essential life skills such as collaboration, creativity and informed decision-making.
In the Latin American context, research such as that of Ruiz et al. (2016;
Cárdenas-Navas & Martínez-Rivera (2021), has indicated that school curricula
have limitations in the integration of practical and experimental approaches in the
teaching of Natural Sciences. This deficit raises the need to implement innovative
pedagogical strategies that promote active and meaningful learning, in which
students not only acquire knowledge, but also develop scientific skills that allow
them to understand and transform their environment.
From a critical pedagogical perspective, the development of scientific
competences also implies an integrative approach that connects scientific
knowledge with the social, cultural and environmental contexts of the students.
According to González-Abonía & Martínez-Casanova (2019), the CTSA (Science,
Technology, Society and Environment) approach in the teaching of Natural
Sciences promotes critical reflection on the impact of science and technology on
society and the environment, which contributes to the formation of a responsible
scientific citizenry, which, combined with the use of technological tools such as
Educaplay, allows teachers to design learning experiences that not only address
the curricular content, but also foster critical thinking and social awareness in
students.
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Use of Educaplay and the development of scientific competences in natural sciences
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In this sense, the development of scientific competences in natural sciences
cannot be understood as an isolated process, but as an integral component of
educational training that seeks to prepare students to face the challenges of the
contemporary world. The implementation of pedagogical strategies that combine
active methodologies, technological resources and interdisciplinary approaches
is essential to achieve this objective, especially in the context of basic education,
where students are in a transitory stage for the construction of their scientific
thinking and their understanding of the natural world.
METHOD
The research was carried out using a quantitative approach, with a non-
experimental, descriptive, cross-sectional design, supported by correlational
statistics, developing without manipulating the variables and collecting the data
at a single moment.
The study population consisted of 385 basic education students belonging to
private educational institutions in the city of Quito, Ecuador, which integrate
technological tools into their teaching processes.
For data collection, a structured questionnaire was used that evaluated two main
dimensions: the use of Educaplay and the development of scientific
competences. In the first dimension, the frequency and level of integration of this
tool in educational activities was measured, while in the second, skills such as
critical thinking, understanding of scientific concepts and the ability to apply
knowledge in practical contexts were evaluated. The questionnaire was validated
by a panel of five experts in education and technology, and a pilot test was carried
out to ensure its clarity. The reliability of the instrument was calculated using
Cronbach's alpha coefficient, obtaining a value of 0.87, which indicates a high
level of internal consistency.
The research procedure was carried out in several stages. First, the planning was
carried out, where the objectives, variables and data collection instruments were
defined. Subsequently, the questionnaires were administered, both in person and
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online, depending on the conditions of each educational institution. Subsequently,
the collected data was processed and analysed using the statistical software
SPSS V25, using Spearman's correlation coefficient (Rho) to determine the
relationship between the use of Educaplay and the development of scientific
competences.
For the statistical analysis, the Spearman correlation coefficient was used due to
the ordinal nature of the data, and a statistical significance level of p < 0.05 was
considered to validate the results.
RESULTS
Based on the data collected, the results obtained in the research are presented:
Table 1. Use of Educaplay and the development of scientific competences in
natural sciences.
Educaplay and scientific skills
Spearman's
Rho
Correlation coefficient
,89
Next (bilateral)
,004
N
385
Source: Prepared by the author.
The analysis carried out using Spearman's Rho coefficient shows a very strong
positive correlation (0.89) between the use of Educaplay and the development of
scientific competences, which suggests that the greater the integration of this tool
in educational processes, the greater the strengthening of these competences.
The level of statistical significance (p = 0.004) confirms that this relationship is
not the product of chance, but has statistical consistency in the analysed data.
With a sample of 385 participants, the results are consistent and important for
pedagogy, highlighting the potential of Educaplay as a didactic resource to
promote meaningful learning in the scientific field.
In this sense, we proceed to accept the affirmative hypothesis H1 and reject the
null hypothesis H0
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Use of Educaplay and the development of scientific competences in natural sciences
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Hypothesis test
H1: The use of Educaplay has a favourable impact on the development of
scientific competences in natural sciences.
H0: The use of Educaplay does not have a favourable impact on the development
of scientific competences in natural sciences.
DISCUSSION
The results of this study, which show a very strong (0.89) and significant (p =
0.004) positive correlation between the use of Educaplay and the development
of scientific competences, are related to previous research that highlights the
impact of technological and methodological tools in the teaching of natural
sciences. Among them, Alcívar-Zambrano & Bowen-Mendoza (2024) point out
that Educaplay encourages meaningful learning by integrating interactive
activities that promote the understanding of scientific concepts, which coincides
with the results of this study by showing its potential to strengthen scientific
competences in primary school students. This is complemented by the reflections
of Busquets, Silva & Larrosa (2016), who argue about the need to adopt new
pedagogical approaches that integrate technology to face the challenges of
learning in natural sciences.
In this way, in the curricular context, Cárdenas-Navas & Martínez-Rivera (2021),
emphasise the importance of aligning school content with tools that foster critical
and scientific thinking, which reinforces the relevance of Educaplay as a didactic
resource. Similarly, Ruiz et al. (2016) mention that curricula should offer
opportunities to develop scientific skills from primary education, suggesting that
tools such as Educaplay can be key to achieving this objective. For their part,
Zompero et al. (2022) and Hernández-Barbosa et al. (2024) emphasise the
importance of epistemic practices and the organisation of content in natural
science curricula, suggesting that the use of Educaplay could be integrated more
systematically into educational programmes to maximise its impact.
From a didactic perspective, Tapia-Peralta (2024) and Sepúlveda-Obreque et al.
(2023) highlight the need to develop scientific competences and critical thinking
skills in students, as well as didactic competences in teachers. In this sense,
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Educaplay is consolidated as a tool that not only benefits students, but can also
be used in teacher training to improve teaching strategies. This approach is
complemented by the ideas of Marcelo-Veliz (2022), who highlights the
importance of methodological strategies in environmental education, an area that
can benefit from the use of interactive platforms such as Educaplay.
On the other hand, research such as that of González-Abonía & Martínez-
Casanova (2019) and Jaramillo-Naranjo (2019), approaches the teaching of
natural sciences from integrative perspectives, such as the relationship between
science, technology, society and the environment (STSE). These perspectives
can be enriched by the use of technological tools that allow students to connect
scientific concepts with their environment, an objective that Educaplay can
facilitate. Likewise, Lozano-Cantú & Villanueva-Gutiérrez (2016), describe the
role of the teacher in the implementation of innovative strategies in natural
sciences, which reinforces the need to train teachers in the use of tools such as
Educaplay.
In consideration, Figueroa-Rojas (2015) and Ortega-Bastidas et al. (2019)
comment on the importance of educational evaluation and didactics in the
teaching of natural sciences. In this sense, Educaplay not only allows for
interactive teaching, but also offers tools to evaluate learning in a dynamic way,
which can contribute to a continuous improvement in educational processes.
CONCLUSION
The results obtained show a very strong (0.89) and statistically significant (p =
0.004) positive correlation between the use of Educaplay and the development
of scientific competences in natural sciences. This confirms that the integration
of this technological tool into educational processes has a favourable impact on
the strengthening of these competences, which supports the affirmative
hypothesis (H1) and allows the rejection of the null hypothesis (H0). Therefore, it
is concluded that Educaplay has a high potential to be systematically integrated
into educational programmes, contributing to the development of scientific
competences from basic education and strengthening the teaching of natural
sciences in an innovative technological and pedagogical context.
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FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with people or institutions linked to the research.
ACKNOWLEDGEMENTS
To teachers of natural sciences.
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