Uso y aceptación del video como estrategia para mitigar el plagio.
Saved in:
| Title: | Uso y aceptación del video como estrategia para mitigar el plagio. |
|---|---|
| Alternate Title: | Use and acceptance of video as a strategy to mitigate plagiarism. |
| Authors: | Hernández Moreno, Laura Alicia1 (AUTHOR), Moreno Reyes, Hugo2 (AUTHOR), González Martínez, Lizette Berenice1 (AUTHOR) |
| Source: | Apertura: Revista de Innovación Educativa. oct2024, Vol. 16 Issue 2, p80-97. 18p. |
| Subject Terms: | *Educational quality, *Authentic learning, *Learning strategies, *Student development, Technology Acceptance Model |
| Abstract (English): | The present research aimed to determine the use and acceptance of video in the self-creation of assignments or evidence of learning as a strategy to mitigate plagiarism. This research adopted a mixed design, with an experimental, exploratory, and descriptive scope that reflects an innovative approach to meet this challenge. A non-probabilistic sample was considered, comprised of students in their first semester of higher education in the subject of Introduction to Programming at a public university in Mexico. The participants were divided into an intervention group and a control group. The acceptance of the use of the implemented strategy was evaluated using the Technology Acceptance Model and the results revealed the viability and usefulness of the strategy since the students in the intervention group stood out in the creation of their assignments compared to the control group. There was a positive and strong relationship between academic performance and the perceived usefulness of the strategy. We conclude by emphasizing the importance of teachers promoting the active role of students in the development of their work, to promote authentic learning and guarantee educational quality. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El presente estudio tuvo como objetivo determinar el uso y la aceptación del video en la creación propia de tareas o evidencias de aprendizaje como estrategia para mitigar el plagio. Para la investigación se adoptó un diseño mixto, con alcance experimental, exploratorio y descriptivo que refleja un enfoque innovador para enfrentar este reto. Se consideró una muestra no probabilística, conformada por el alumnado de primer semestre de nivel superior en la materia de Introducción a la Programación en una universidad pública de México. Los participantes se dividieron en un grupo de intervención y uno de control. La aceptación del uso de la estrategia implementada se evaluó mediante el Modelo de Aceptación de la Tecnología y los resultados revelaron la viabilidad y utilidad de la estrategia, ya que el alumnado del grupo de intervención destacó en la creación propia de sus evidencias respecto al grupo de control. Se presentó una relación positiva y fuerte entre el rendimiento académico y la percepción de utilidad percibida de la estrategia. Se concluye enfatizando la importancia de que el profesorado promueva el rol activo del alumnado en el desarrollo de sus trabajos, a fin de fomentar un aprendizaje auténtico y garantizar la calidad educativa. [ABSTRACT FROM AUTHOR] |
| Copyright of Apertura: Revista de Innovación Educativa is the property of Universidad de Guadalajara, Sistema de Universidad Virtual and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The present research aimed to determine the use and acceptance of video in the self-creation of assignments or evidence of learning as a strategy to mitigate plagiarism. This research adopted a mixed design, with an experimental, exploratory, and descriptive scope that reflects an innovative approach to meet this challenge. A non-probabilistic sample was considered, comprised of students in their first semester of higher education in the subject of Introduction to Programming at a public university in Mexico. The participants were divided into an intervention group and a control group. The acceptance of the use of the implemented strategy was evaluated using the Technology Acceptance Model and the results revealed the viability and usefulness of the strategy since the students in the intervention group stood out in the creation of their assignments compared to the control group. There was a positive and strong relationship between academic performance and the perceived usefulness of the strategy. We conclude by emphasizing the importance of teachers promoting the active role of students in the development of their work, to promote authentic learning and guarantee educational quality. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 16656180 |
| DOI: | 10.32870/Ap.v16n2.2529 |
