6 de enero de 2017

Creative Coding and Intercultural Projects in Higher Education: a Case Study in Three Universities / Codificación creativa y proyectos interculturales en Educación Superior: Un estudio de caso en tres universidades

Creative Coding and Intercultural Projects in Higher Education: a Case Study in Three Universities / Codificación creativa y proyectos interculturales en Educación Superior: Un estudio de caso en tres universidades

José-Manuel Sáez-López, Yoshiro Miyata, María-Concepción Domínguez-Garrido


This study analyses the concepts, attitudes and practices of 113 students from three major universities in different countries (Japan, Mexico and Spain) related to the process of coding to create multimedia presentations in an intercultural context. A project framed in two research groups has been developed to enhance coding skills in intercultural multimedia presentations. A Student t-test, a mixed questionnaire with a pretest-posttest design, a Wilcoxon test and interviews were administered to students using data triangulation. The results show that fostering intercultural multimedia activities and interaction using coding and communication tools in a university has several advantages regarding ICT skills. Research showed statistically significant efficacy regarding the ability of students to understand the management and use of multimedia content through block programming. Although there are just a few limitations related to Scratch programming language, students highlighted that Scratch is easy to use, funny and perfect for presentations and animations.
El presente estudio analiza conceptos, actitudes y prácticas de 113 alumnos de tres importantes universidades de diferentes países (Japón, México y España) en relación al proceso de codificación para crear presentaciones multimedia en un contexto intercultural. El proyecto está enmarcado en dos grupos de investigación, y ha sido desarrollado para mejorar habilidades de codificación en presentaciones multimedia interculturales. Se aplica una prueba t de Student, un cuestionario mixto con un diseño pretest-postest, una prueba de Wilcoxon y entrevistas a los alumnos, haciendo uso de triangulación de datos. Los resultados muestran que el fomento de actividades multimedia y la interacción intercultural utilizando herramientas de codificación y la comunicación en una universidad tiene varias ventajas con respecto a las competencias TIC. La investigación demostró estadísticamente una eficacia significativa en cuanto a la capacidad de los estudiantes para comprender el manejo y uso de contenidos multimedia a través de programación por bloques. Aunque hay alguna limitación relacionada con el lenguaje de programación Scratch, los estudiantes destacaron que Scratch es fácil de usar, divertido y perfecto para presentaciones y animaciones.

Palabras clave

Collaborative learning; evaluation methodologies; ICT framework; Design Based Research; Project Based Learning / Aprendizaje Basado en Proyectos; Aprendizaje Colaborativo; Investigación Basada en el Diseño; Metodologías de Evaluación; TIC.

Texto completo:


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DOI: http://dx.doi.org/10.5944/ried.19.2.15796