Interactive and Ubiquitous Audiovisual Media in Solving Verbal Arithmetic Problems

Currently online teaching has become the new educational scenario, which favors instruction and interactive processes between teacher and student through digital tools. In this sense, it is intended to evaluate the level of learning and its effectiveness in the management of audiovisual media in the resolution of verbal arithmetic problems. As well as the impact of feedback mediated by technology and the teacher. 13 learning sessions were designed in Powtoon hosted by EDpuzzle offering immediate feedback and then, through personalized video calls, reflective feedback, using Polya’s heuristic method. This learning strategy was applied to third-grade students. A study was designed with a quantitative approach and a quasi-experimental design. The results show significant differences in obtaining the learning achievement in favor of the experimental group. Therefore, it is concluded that audiovisual media promote greater motivation, interaction, opportunity, and error management, in a ubiquitous work. The findings showed that reflective feedback proved to be more effective compared to immediate feedback.