Alfabetización emocional en contextos vulnerables con dibujos digitales

Autores/as

  • Jhon Holguin-Alvarez Universidad Privada Norbert Wiener
  • Juana Cruz-Montero Universidad César Vallejo
  • Juan Apaza-Quispe Universidad César Vallejo
  • Irene Merino Flores Universidad César Vallejo
  • Jenny Ruiz-Salazar Universidad Nacional Federico Villarreal

DOI:

https://doi.org/10.37467/revtechno.v11.3811

Palabras clave:

Alfabetización, Contexto Vulnerable, Dibujo Escolar, Emociones, Lápiz Óptico, Tabletas, Valencia Emocional

Resumen

El objetivo buscó determinar los efectos en la alfabetización emocional en la elaboración de dibujos digitales y dibujos tradicionales en el formato pedagógico cooperativo e individual. Participaron 120 escolares de contextos vulnerables. Los datos fueron recabados por una escala basada en las propuestas de Fury. Se advierten efectos de mejora en el cambio de la alfabetización emocional, y en sus componentes de expresividad y valencia. Se detectó mayor nivel en el cambio de emociones negativas a positivas en los dibujos de niños que utilizaron tabletas de forma colaborativa a diferencia de los que lo realizaron de forma individual.

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Publicado

2022-11-28

Cómo citar

Holguin-Alvarez, J., Cruz-Montero, J. ., Apaza-Quispe, J. ., Merino Flores, I. ., & Ruiz-Salazar, J. . (2022). Alfabetización emocional en contextos vulnerables con dibujos digitales. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 11(3), 1–11. https://doi.org/10.37467/revtechno.v11.3811

Número

Vol. 11 Núm. 3 (2022): Monográfico: "Desarrollos e innovaciones en la sociedad de la edu-información"

Sección

Artículos de investigación (monográfico)

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