GALIO Gaming: Aprendizaje Lúdico de Química Inorgánica y Orgánica Parte 1: Desarrollo de un proyecto lúdico-didáctico en la Facultad de Química de la UNAM
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Educational games have demonstrated that they represent valuable pedagogical instruments, which can contribute to teaching and learning in a gratifying environment. In particular in chemistry courses, an important effort has been made to facilitate complex interrelated concepts in an easy, enjoyable and sometimes competitive way. At Facultad de Química, UNAM, we have generated a series of chemistry educational games treating a variety of introductory chemistry topics. The application of these games in the classroom showed encouraging results in terms of increasing learning and helping to overcome documented misconceptions. These promising results lead to a higher scale printing of the games, thus being available at the campus and allowing students and educators to use them for ludic and didactic purposes. Herein, we discuss the different contributions and their impact in students’ learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.003 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.005 | 0.003 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it