Abstract
The virtual university education required by the global pandemic has promoted the use of virtual platforms such as moodle, which allows for permanent interaction with the student. The influence of the independent variable called “Emotional motivation” was measured, which has as a stimulus the application of a reading about all the biblical verses that mention wine, considering as a dependent variable “Empowerment of learning about wine technology” as well as in the levels of the variable: “Cognitive” and “Previous knowledge”. The objective was to determine if a relationship existed between both variables. In the results of the dependent variable, there was a decrease in the low and middle levels; and an increase in the high level. Applying results of the pre-test and post-test, the chi-square test determined that in the dependent variable, if there is significant difference so the alternative hypothesis is accepted and the null hypothesis is rejected.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Sánchez, A.: Incidence in the development of learning strategies in the contents of the real functions through the Moodle platform. Aibi 5(1), 27–35 (2017)
Valera, C.: La Biblia. Sociedades Bíblicas Unidas, Basilea (1960)
Universidad Nacional de Frontera. http://www.unf.edu.pe/unf/
Benítez, M., Herrera, C.: Innovación metodológica en la docencia universitaria a través de ambientes virtuales de enseñanza aprendizaje. REXE 12(23), 35–46 (2013)
Rosas, M.: Plataforma Moodle para el aprendizaje de la asignatura “Nutrición y Planificación” en estudiantes agroindustriales de la Universidad Nacional del Santa, 2017-II. Tesis Universidad San Pedro, Chimbote (2018)
Kretza, L.: Emotional responsibility and teaching ethics: student empowerment. Ethics Educ. 9(3), 340–355 (2014)
Anaya, A., Anaya, C.: ¿Motivar para aprobar o para aprender? Estrategias de motivación del aprendizaje para los estudiantes. Tecnol. Ciencia Ed. 25(1), 5–14 (2010)
Trust, T.: Motivation, empowerment, and innovation: teachers’ beliefs about how participating in the Edmodo math subject community shapes teaching and learning. JRTE 49(1–2), 16–30 (2017)
Hernández, R., Fernández, C., Baptista, P.: Methodology of the Investigation. Mc Graw Hill, Mexico (2014)
Míguez, M.: El núcleo de una estrategia didáctica universitaria: motivación y compresión. ieRed 1(3) (2005)
López, D., Alarcón, P., Rodríguez, M., Casado, M.: Motivación en estudiantes de ingeniería: Un caso de estudio con teorías e instrumentos para su medida y desarrollo. Redu 12(4), 343–376 (2014)
Borghezan, M.: Formation and ripening of grape and effects on the wines: review. Ciência Téc. Vitiv. 32(2), 126–141 (2017)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Hernandez, E., Calle, E., Hernandez, M., Rivera, R., Sócola, Z. (2021). Empowerment in the Learning of Wine Technology Based on Emotional Motivation Using the Moodle Platform. In: Karwowski, W., Ahram, T., Etinger, D., Tanković, N., Taiar, R. (eds) Human Systems Engineering and Design III. IHSED 2020. Advances in Intelligent Systems and Computing, vol 1269. Springer, Cham. https://doi.org/10.1007/978-3-030-58282-1_22
Download citation
DOI: https://doi.org/10.1007/978-3-030-58282-1_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-58281-4
Online ISBN: 978-3-030-58282-1
eBook Packages: EngineeringEngineering (R0)