Memory game as a didactic resource for the study of parasites in the subject of Microbiology Memorama como recurso didáctico para el estudio de los parásitos en la asignatura de microbiología

Abstract

Higher education in the 21st century demands the incorporation of active teaching methodologies to foster meaningful learning among students. Accordingly, this study aimed to determine the influence of using a memory card game as a didactic resource on the meaningful learning of the morphological characteristics and scientific names of parasites among students at the Technical University of Manabí. A quasi-experimental design was employed with two groups: an experimental group that used the memory game and a control group that applied traditional methods. Diagnostic and final tests were administered. Statistical analysis, using the Shapiro–Wilk and Student’s t tests, showed that the experimental group achieved significant improvements in parasite recognition, information retention, and class participation. The results confirm that the memory game constitutes an effective strategy for addressing complex microbiology content by increasing student engagement and accuracy in taxonomic identification. It is concluded that incorporating playful resources into university teaching fosters a more interactive, profound, and meaningful learning experience