Examinando por Materia "Rueda del cambio de comportamiento"

Mostrando 1 - 2 de 2
  • No hay miniatura disponible
    Ítem
    Aumentar el uso de la herramienta en línea Webpath Express como instrumento hábil para la enseñanza y el aprendizaje en la comunidad educativa en un colegio de la Estrella (Antioquia)
    (Universidad EAFIT, 2024) Osorio Rico , Ricardo Andrés; Arboleda Cano , Diana Marcela; Echeverri Álvarez, Jonathan; Mazo Barrientos, Juan Daniel
    This work presents a behavioral intervention carried out in an educational institution in the municipality of La Estrella (Antioquia), where the Behavior Change Wheel model was used (Michie et al 2011). The behavioral problem to be intervened was the underuse of the WebPath Express online tool of the library's bibliographic software by students and teachers. In the conceptual framework, three key variables were defined to mobilize the intention to change, supported by theoretical and empirical references, which were: Digital literacy, perceived usefulness and collaboration and institutional leadership. These three variables, according to the research found (Becerra 2016, Domínguez & Echeverría 2011, Vergara & Lloreda 2020, Valerio 2011, Lomos et al 2023, Ormaza & Fajardo 2023), presented evidence of their effectiveness in mobilizing the use of ICTs in the teaching exercise. The entire process is presented with these major sections: Introduction, Conceptual Framework, Diagnosis, Intervention Design, Results, Discussion and Conclusions.
  • No hay miniatura disponible
    Ítem
    Mis primeras lecturas : intervención comportamental para favorecer hábitos de lectura en el hogar entre madres e hijos/as entre 3 y 5 años
    (Universidad EAFIT, 2022) Meneses Hoyos, Robinson; Córdoba Sánchez, Verónica
    The objective of this pilot study was to determine the efficacy of a behavioral intervention based on text messages to increase the reading time at home that mothers spend with their sons and daughters aged between 3 and 5 years. The participants were 28 mothers randomly selected from 192 users of a Child Development Center of the Buen Comienzo program in the city of Medellín, Colombia. The study had an experimental design of cases and controls, both groups were given a physical book with more than 40 children's stories and for a month the experimental group was sent 3 weekly text messages, which contained reminders, goal setting and videos with short trainings and experiences of other mothers. A baseline telephone survey was conducted to measure reading time with their sons and daughters at home, and both groups were followed up at the end of the month of intervention. The results allowed us to observe statistically significant differences after the intervention, presenting an average increase of 9.4 minutes of reading for the treatment group, while the control group would consume reading time on average 2.6 minutes.