Abstract
In this paper, a methodology termed MODELI (methodology for the design of educational digital objects for indigenous languages) is presented for the development of digital learning objects (DLOs) for the Mixtec language, which is an indigenous Mexican language. MODELI is based on the spiral model of software development and integrates three important aspects for the analysis and design of DLOs: pedagogical, affective-emotional and technological-functional. The premise of MODELI is that the emotional aspect with the inclusion of cultural factors has an important effect on the learning motivation of indigenous users when interacting with the DLO. Principles of the visual, auditory (or aural), read/write, kinesthetic (VARK) model and Kansei engineering were considered for the inclusion of the pedagogical, emotional and technological-functional aspects within the spiral model for the development of MODELI. The methodology was validated with the development of a DLO for a previously unknown variant of the Mixtec language. Usability tests of the DLO built with MODELI evidenced an improvement on the learning motivation and the value of cultural identity of indigenous children. These results are important for the preservation of indigenous languages in Mexico, because most of them are partially documented, and there is social rejection of indigenous culture caused by discrimination of ethnic communities.
Highlights
Each language expresses a different vision of the world in which we live
We found that the emotional factor is important to improve the sense of identity for indigenous people and that emotion affects the learning process of cultural elements, such as language
The digital learning objects (DLOs) presented is focused on the semantic field “land” with sub-context “animals in the field”
Summary
Each language expresses a different vision of the world in which we live It can represent where we come from, who we are and ideas of the society to which we belong. A DLO can be used individually or collectively with or without the mediation of the teacher, encouraging the student’s autonomy and critical thinking This is important to accomplish the learning task with constructivist principles [15,17,18,19]:. During all stages of MODELI, there is a sub-phase of prototyping of the DLO. The new data that were obtained from the users during each stage and phase of MODELI were integrated into the prototypes in order to recursively perform evaluation and correction of the DLO.
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