<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6722</journal-id>
<journal-title><![CDATA[Revista Chakiñan de Ciencias Sociales y Humanidades]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Chakiñan]]></abbrev-journal-title>
<issn>2550-6722</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional de Chimborazo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-67222021000100019</article-id>
<article-id pub-id-type="doi">10.37135/chk.002.13.01</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[QUIZIZZ AND SMARTPHONES: WARM-UP STRATEGY FOR IMPROVING UNIVERSITY STUDENTS&#8217; CLASS PARTICIPATION]]></article-title>
<article-title xml:lang="es"><![CDATA[QUIZIZZ Y SMARTPHONES: ESTRATEGIA DE CALENTAMIENTO PARA MEJORAR LA PARTICIPACIÓN EN CLASES DE LOS ESTUDIANTES UNIVERSITARIOS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Toledo]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[Claudio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Bío-Bío Departamento de Estudios Generales ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Concepción Facultad de Educación Departamento de Currículum e Instrucción]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<numero>13</numero>
<fpage>19</fpage>
<lpage>37</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-67222021000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-67222021000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-67222021000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Due to the impact of the internet and technology on the millennials generation, the teaching and learning process must be integrated by both trends, as they can increase university students&#8217; motivation as well as their levels of class participation. This integration can be achieved through potential and authentic pedagogical strategies: warm-up activities using smartphones and a technological tool called Quizizz. The objectives of this study were: 1) to identify if students increased their class participation after using quizzes and smartphones as a warm-up strategy, and 2) to explore the perceptions of the students about their level of class participation. Data were collected with the application of three instruments (the teacher's diary, a classroom map, a students' perception scale) and also a combination of a qualitative and a quantitative data analysis. The results of this study pointed out that all of the 47 participants improved their willingness to participate in class. However, their own perceptions about participation did not show any particular change. In other words, the students´ willingness to participate in class positively changed, but their own perceptions about participation remained the same before and after the application of these strategies.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Debido al impacto del internet y la tecnología en la generación de los millennials, el proceso de enseñanza-aprendizaje debe ser integrado por ambas tendencias, ya que pueden aumentar la motivación de los estudiantes universitarios y sus niveles de participación en clases. Dicha integración puede lograrse a través de una potencial y auténtica estrategia pedagógica: las actividades de warm-up con smartphones y una herramienta tecnológica llamada Quizizz. Los objetivos de este estudio fueron: 1) identificar si los estudiantes aumentaron su participación en clases después del uso de quizizz y smartphones como estrategia de warm-up, y 2) explorar las percepciones de los estudiantes sobre su nivel de participación en clases.Los datos se recopilaron con tres instrumentos (El diario del profesor, el mapa del aula y la escala de percepción de los estudiantes) y se utilizó una combinación de análisis cualitativo y cuantitativo de datos. Los resultados de este estudio indicaron que los 47 participantes mejoraron su disposición de participar en clases. Sin embargo, sus propias percepciones al respecto, no revelaron ningún cambio. En otras palabras, la disposición de los estudiantes de participar en clases cambió positivamente, pero sus propias percepciones de participación, siguieron siendo las mismas antes y después de la estrategia.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Warm-up stategy]]></kwd>
<kwd lng="en"><![CDATA[smartphones]]></kwd>
<kwd lng="en"><![CDATA[quizizz]]></kwd>
<kwd lng="en"><![CDATA[class participation]]></kwd>
<kwd lng="en"><![CDATA[univestity students]]></kwd>
<kwd lng="es"><![CDATA[Estrategia de calentamiento]]></kwd>
<kwd lng="es"><![CDATA[smartphones]]></kwd>
<kwd lng="es"><![CDATA[quizizz]]></kwd>
<kwd lng="es"><![CDATA[participación en clases]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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