The integration of technology in education has reshaped how mathematics, particularly probability, is taught.
Traditional methods, often reliant on rote memorization, have left students underprepared for university-level probability concepts.
This article presents an innovative approach to address these gaps through gamified learning itineraries, leveraging the digital tool Deck.Toys. Designed for future primary education teachers, this method enhances engagement and conceptual understanding within an entirely online environment.
The study evaluates the effectiveness of these learning paths by comparing the performance of an experimental group using Deck.Toys with a control group taught through traditional online methods. Pre- and post-tests, along with user satisfaction surveys, revealed that students in the experimental group achieved significantly higher results.
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The gamified approach improved comprehension of probability concepts and also allowed students to work at their own pace, fostering deeper engagement and retention.
Beyond academic performance, the findings highlight positive student perceptions of the tool, emphasizing its potential to transform online learning in mathematics. Deck.Toys' interactive features, such as puzzles and video-embedded exercises, proved to be both engaging and effective. This study suggests that gamified digital tools can play a pivotal role in higher education, offering scalable, inclusive, and adaptable solutions for teaching complex subjects like probability.
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How to cite: Orcos Palma, L., Jiménez Hernández, C., & Magreñán Ruiz, A. A. (2022). Learning Itineraries to Work Mathematic Probability with Future Teachers in an Online Scenario with Deck.Toys Tool. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), pp. 195-218. https://doi.org/10.5944/ried.25.2.31748
