Evaluating the Effectiveness of GIF-Based Methodology in Enhancing Geoscience Education Among Primary Education Undergraduates

This study evaluates the impact of creating GIFs compared to traditional methodologies in teaching geology to undergraduate students in Primary Education, focusing on three key aspects: effectiveness in knowledge acquisition, motivation and interest in geology, as well as in information and communication technologies (ICTs). A total of 79 students participated, divided into two groups: one group utilized the research and creation of GIFs to learn geological processes, while the other group acquired this knowledge through traditional lecture-based classes. The study was conducted over a period of three months. The results indicated that creating GIFs was more effective than traditional methodologies for enhancing geological knowledge acquisition. No significant differences were observed in the interest in geology or ICTs between the two groups; however, students positively valued the GIF creation activity, describing it as an interesting and accessible experience with potential added value in teaching practice. These findings highlight the potential of GIFs as a dynamic and effective educational tool. The creation of GIFs can be integrated as an innovative complement to traditional methodologies, offering an attractive and practical alternative for teaching geological concepts.