The document discusses a project aimed at evaluating the effectiveness of four teaching methodologies—cooperative learning, digital game-based learning, traditional style, and Web 2.0 tools—on student learning in various subjects. The study reveals that active methodologies, particularly digital game-based learning, significantly enhance both short-term and long-term memory retention compared to traditional methods. However, some issues within cooperative learning practices are noted, highlighting variability in student outcomes.

1. “In Search of a Unified Theory of the New Methodologies for the 21st Century” project

2. How students learn better contents and how they increase more 21st
century Skills.
We assess these improvement both in short-term memory and long-
term memory.
RESEARCH TOPIC

3. WEB 2.0
DIGITAL
GAME-BASED
LEARNING
TRADITIONAL
STYLE
COOPERATIVE
LEARNING
Based on a population sample, we seek to
analyze and check the effectiveness of 4
of the most used methodologies in
classrooms in the 21st Century.
The final goal is to find a common criteria
that allows us to build a strategy up
for the effective use of such
methodologies and to guide the basis of a
unified methodology for the 21st century
teaching.
Research objective

4. CONTENTS WE WANT STUDENTS TO LEARN

5. SKILLS WE WANT STUDENTS TO IMPROVE: Science, 1st Grade.

6. SKILLS WE WANT STUDENTS TO IMPROVE: Physics and Chemistry, 8th grade

7. SKILLS WE WANT STUDENTS TO IMPROVE: Philosophy, 11th grade

8. GROUPS
METHODOLOGY
METHODOLOGIES
ASSESSMENT
All students have the
same time and all of
them fill the
assessment text at the
same time
Students are divided
in 4 groups.
It is done randomly
Each group will work
with a different
methodology.
They don´t choose.
The methodologies are:
1- Cooperative learning
2. Digital Game-based Learning
3. Traditional style
4. Web 2.0 tools
METHODOLOGY
No student had previously
worked the contents of the
research.

9. COOPERATIVE LEARNING

10. A worksheet was prepared by the teacher so that, by doing it, students had to
research and understand the contents expected to be learnt.
• Science, 1st Grade: Students had to do 2 exercises, with 2 different cooperative
informal techniques: 1-2-4 and Revolving sheet.
• Physics and Chemistry, 8th Grade: Students worked and understood the contents
with one activity that followed the cooperative informal techniques experts
groups.
• Philosophy, 11th Grade: Students had to do 3 exercises, with 3 different
cooperative informal techniques (1-2-4, Pencils to the center and Revolving
sheet.
Through the exercises students had to compare, relate, interpret and understand.
The teacher didn´t explain anything to students, they learnt all by working
together.
COOPERATIVE ACTIVITY

11. COOPERATIVE ACTIVITY: Science, 1st grade

12. COOPERATIVE ACTIVITY: Physics and Chemistry, 8th grade
Experts Groups
Cooperative technique.

13. COOPERATIVE ACTIVITY: Philosophy, 11th grade

15. Philosophy: The teacher created a videogame with all the contents of the
unit. Students played it individually as many times as they wanted.
The game has a duration of 20-25 minutes.
Physics and Chemistry: The teacher used some interactive simulations of
University of Colorado about light and radiation. Pupils worked with the
simulations during 20 minutes.
Science: Students learnt the contents through an interactive game hosted in
Learn English Kid and carried out by the British Council.
The teacher didn´t explain anything to students, they learnt all by playing.
DIGITAL GAME-BASED LEARNING ACTIVITIES

16. DIGITAL GAME-BASED LEARNING ACTIVITIES

17. DIGITAL GAME-BASED LEARNING ACTIVITIES

18. DIGITAL GAME-BASED LEARNING ACTIVITY

19. WEB 2.0 TOOLS

20. Science, 1st grade: Students had to do 8 exercises with Wizer.me Tool. In
these activities they had to relate, match, watch didactic videos, organize,
write and draw about the contents.
Physics and Chemistry, 8th grade: Students had to choose any Web 2.0 tool
and create a presentation-abstract about the contents of the unit .
Philosophy, 11th grade: Students had to choose any Web 2.0 tool and
create a presentation-abstract about the contents of the unit . They also
had to make a mind-map with a Web 2.0 tool.
The teacher didn´t explain anything to students, they learnt all by
researching and working with 2.0 tools.
WEB 2.0 ACTIVITY

21. WEB 2.0 ACTIVITY: Science, 1st grade.

22. WEB 2.0 ACTIVITY: Physics and Chemistry, 8th grade.

23. WEB 2.0 ACTIVITY: Philosophy, 11th grade.

24. TRADITIONAL METHODOLOGY

25. The teacher explained all the
contents with a blackboard and a
chalk, trying to do it in the better
way, with examples,
clarifications…
TRADITIONAL EXPLANATION

26. The text evaluated both
contents and skills
Contents were 18 points
and skills were 18 points
too
It was done 4 times:
I-II To see what they knew before
the lesson
III- To evaluate short-term memory
IV- To evaluate long-term memory
Short-term memory was done
just after the activities.
Long term memory 48 hours
after the activities
THE ASSESSMENT A sheet of rubrics was
designed to correct the
text.

27. ASSESSMENT TEXT, 1st Grade, Science

28. ASSESSMENT TEXT, 8th Grade, Physics & Chemistry

29. ASSESSMENT TEXT, 11th Grade, Philosophy

30. RUBRICS 1st GRADE, Science

31. RUBRICS 8TH GRADE, Physics & Chemistry

32. RUBRICS 11th GRADE, Philosophy

33. WHAT HAPPENS WITH THE RESULTS?
We have studied and
compared all the data,
calculating medias, and
finding the following
results…

34. Building results…
Calculating skills
acquisition…
Calculating learnt
content…
Outcomes in short-term
memory…
Outcomes in long-term
memory…

35. 11th Grade
SHORT-TERM MEMORY CONTENTS
1st Grade
8th Grade

36. 1st Grade 11th Grade
8th Grade
SHORT-TERM MEMORY SKILLS

37. TOTAL AMOUNT OF ADQUIRED KNOWLEDGE:
SHORT-TERM MEMORY
1st Grade 11th Grade
8th Grade

38. LONG-TERM MEMORY CONTENTS
11th Grade8th Grade

39. LONG-TERM MEMORY SKILLS
11th Grade8th Grade

40. TOTAL AMOUNT OF ADQUIRED KNOWLEDGE:
LONG-TERM MEMORY
11th Grade
8th Grade

41. DGBL
9,1  12,6 (+3,5)
Cooperative
6,4  8,4 (+2)
Web 2.0
7,3  8,2 (+0,9)
Traditional
8,6  7,1 (-1,5)
Knowledge Evolution

42. The traditional methodology doesn´t look bad (2nd place) when we
look upon the contents students acquire at the moment (short-
term memory). However, in the long-term results the three active
methodologies surpass the traditional methodology.
Web 2.0, cooperation and gamification help students
to have a significantly knowledge (developing skills
like relating, comparing, arguing, clasifying… ).
Cooperative learning have some critical problems. Some
students learn a lot and some others nearly nothing.
Some conclusions
All the active methodologies have better results with long-term
memory than with short-term. It´s like if they had processed the
information after a time and they can use better the
knowledge.
The best of these four methodologies to learn contents
and also skills (both short and long term memory) is
Digital Game-Based Learning. At least in this study.

43. AND NOW… WHAT? ( FUTURE PERSPECTIVES)