@techreport{kurepository24,
           title = {De la teor{\'i}a a la pr{\'a}ctica: Ense{\~n}ando el pensamiento estad{\'i}stico a trav{\'e}s de actividades basadas en juegos en las aulas universitarias},
         address = {San Marcos},
            note = {Submitted},
            year = {2025},
       publisher = {Keiser University},
            type = {Technical Report},
     institution = {Keiser University Latin American Campus},
          author = {Silva, Flor and Walter, Kruger},
        keywords = {Juego, Aprendizaje activo, estad{\'i}stica, metodolog{\'i}as mixtas, game, active learning, Statistics, mixed methodologies},
        abstract = {Este estudio investiga la influencia del uso de juegos (como canicas, dados y cartas) como herramienta did{\'a}ctica en la ense{\~n}anza de estad{\'i}stica intermedia de los estudiantes de Keiser University, Latin American Campus. La hip{\'o}tesis principal del estudio plantea que la inclusi{\'o}n del juego como m{\'e}todo pedag{\'o}gico mejora significativamente el aprendizaje activo, la participaci{\'o}n y la atenci{\'o}n de los estudiantes. Mediante una metodolog{\'i}a mixta que incluy{\'o} la implementaci{\'o}n de juegos y la realizaci{\'o}n de ex{\'a}menes estandarizados, se recopilaron los promedios de los de estudiantes antes y despu{\'e}s de la implementaci{\'o}n de juegos en el aula. Utilizando una prueba t de Welch, se compararon las medias de las calificaciones entre los alumnos que no utilizaron los juegos como metodolog{\'i}a de aprendizaje y los que s{\'i} los utilizaron. Los resultados sugieren mejoras en el promedio acad{\'e}mico, mayor participaci{\'o}n en clase y una valoraci{\'o}n m{\'a}s positiva de la experiencia educativa.
---------------------
This study investigates the influence of using games (such as marbles, dice, and cards) as a didactic tool in the teaching of intermediate statistics among students at Keiser University, Latin American Campus. The main hypothesis of the study proposes that the inclusion of games as a pedagogical method significantly enhances active learning, participation, and student attention. Through a mixed methodology that included the implementation of games and the administration of standardized exams, students' averages were collected before and after the incorporation of games in the classroom. Using Welch's t-test, the mean grades were compared between students who did not use games as a learning methodology and those who did. The results suggest improvements in academic performance, greater classroom participation, and a more positive evaluation of the educational experience.},
             url = {https://kurepository.keiseruniversity.edu.ni/id/eprint/24/}
}