DESIGN AND IMPLEMENTATION OF A FORMATIVE INTERVENTION WITH EDPUZZLE TO PROMOTE AUTONOMOUS LEARNING IN A UNIVERSITY GENERAL MATHEMATICS COURSE

Abstract

This study aims to design, implement, and evaluate a formative intervention based on the use of the Edpuzzle application, aimed at promoting independent learning among first-year students in a General Mathematics course. Additionally, it analyzes students’ perceptions of this tool within the context of the flipped classroom methodology. This is a descriptive study with an applied qualitative approach. In a class of 25 students, interactive videos, practical activities, and assessments were integrated to promote autonomous learning. Data were collected through observation, summative assessment, as well as a questionnaire on students’ perceptions of Edpuzzle. Data triangulation ensured the validity and depth of the results. The use of Edpuzzle enabled students to study and practice autonomously while overcoming common mistakes in algebraic exercises. Summative assessment reflected highly positive results. The questionnaire showed that most students found the tool useful, easy to use, and innovative, highlighting its support for interactive and autonomous learning. However, challenges such as internet access, video length, and lack of interactive feedback were mentioned. Overall, Edpuzzle’s use in the flipped classroom setting proved effective in fostering autonomous learning, as it improved the understanding of mathematical concepts. Students valued the tool for its interactivity and innovation, emphasizing its impact on concentration and active learning. Although areas for improvement were identified, Edpuzzle represents a valuable alternative for integrating technology with traditional teaching methods.