Education with technology: the use of an adaptive interface facilitates the teaching and learning

The intense transformation in the goals of science education at all levels requires a change in the methodologies used to teach Cell Biology. This research presents the construction and application of an adaptive interface to follow these changes facilitating and motivating the students in the teaching-learning process. The content of the interface is related to cell cycle and proliferation. The interface was applied to two groups of 3rd year high school students, while other two groups received conventional lecture based. Prior to application, a pre-test was given to the students in order to assess their previous knowledge, and after implementation, a post-test was given. They were also asked to produce concept maps in order to do an integrative synthesis of concepts allowing the assessment of acquired. To compare the groups, ANOVA and T test were performed. In the pre-test that there was no significant difference (p = 0.197). It is assumed that all students had the same level of prior knowledge. However, when comparing the results of the post-tests, a statistically significant difference was obtained between students who received the methodology and those who did not (p = 0.001). In addition, the concept maps constructed by those who received classes with the interface presented more appropriate connections and theoretical associations. So, it could be inferred that students who had classes with the interface showed greater acquisition of knowledge about the content taught. The research was approved by the ethics committee of the institution.