Diseño de un aplicativo web para la enseñanza del idioma kichwa

The era of globalization brought with it the increase in urbanization, and this in turn the demotivation of the traditional knowledge, science and knowledge of the indigenous peoples and nationalities of Ecuador, such is the case of the Kichwa language. However, the use of new information and communication technologies stimulated the teachinglearning process, adopting different formal and constitutive elements of the graphic message, which helped the aesthetics and functionality of a web product, to prevent and strengthen culture and acceptance of the teaching of an ancestral language. The University of Otavalo is located in the Otavalo canton, called the Intercultural Capital of Ecuador, for its cultural and historical richness, and for being the place of origin of the Kichwa

Otavalo people. Taking into account the socio-cultural and ethnographic population context of the town where the institution is located, the objective of this research was to design a web application for the unified teaching-learning process of the Kichwa language, with a series of multimedia resources that allowed its visualization and listening, supported by the Educational Model of the University of Otavalo, providing an online pedagogical tool that provides the teacher with the motivation to teach and the student with the interest in learning, reaching acceptance of the teaching of an ancestral language, which identifies a nationality. The methodological bases of the study correspond to a non-experimental descriptive research, where surveys were applied to a sample of 70 students from the University of Otavalo, out of a population of 98, who study Kichwa I and Kichwa II. It was convenient for this study to use a reliability of 95% to calculate the percentile corresponding to the normal distribution, with a maximum permissible error equal to 0.05, while the estimated sample proportion, as there was no previous research that allowed to preset this value, was considered 50%, which also guarantees the maximum sample size. The reliability of the survey measured through Cronbach's Alpha Coefficient was 0.798, so it can be considered high. Thus, the result was the design of a web application to contribute to the achievement of a basic education in a clear and enjoyable way of the Kichwa language, taking into account that there are not enough studies of institutional scope on its learning and its teaching aids valuing the language and awakening the interest of students, as well as satisfying the demand for hours in the curriculum, according to the criteria of the university teachers.

Introduction
Ecuador is one of the countries belonging to the Andean mountain range, and is characterized by its cultural and ethnic diversity. Since the conquest of the Incas, it has inherited cultural riches, one of them the Kichwa language, which has been transmitted from generation to generation by indigenous communities. However, Spanish domination, miscegenation and globalization have caused their culture to gradually dissipate, the loss of the Kichwa language being a manifestation of this process (Pichazaca, 2017 The Constitution of the Republic recognizes the Ecuadorian State as "intercultural, pluricultural and multilingual. In its relatively small territory, it covers 14 indigenous nationalities and 13 languages ". One of the most representative languages of this country is Kichwa, which allows the integration of new education systems that guarantee the fulfillment of rights within an "intercultural vision in accordance with the geographical, cultural and linguistic diversity of the country, and the respect for the rights of communities, peoples and nationalities "(Political Constitution of the Republic of Ecuador, Articles 66, 68, 69 and 84, numeral 11, 2008).
The Kichwa language is spoken in the inter-Andean alley from the north of Imbabura to the south of the province of Loja, and in eastern Ecuador in the provinces of Napo, Orellana, Pastaza, Morona Santiago and Zamora Chinchipe (Mejeant, 2001). As There are also migrant populations that settled many years ago in Guayas, El Oro, Los Ríos and Galapagos. Ilvis (2018) certifies that "the cultural wealth of Ecuadorian nationalities is evident in each of the regions"; Despite this, Ecuador has not managed to materialize an educational offer that responds to their demands for cultural sustainability. The Ministry of Education of Ecuador (2009) states that the revaluation of ancestral languages in Ecuador is a very arduous task, which depends on factors such as the implementation of language policies that make visible and empower indigenous peoples, the change of attitude in families, so that they proudly teach their language to their children. "Whenever feasible, the children of the peoples concerned should be taught to read and write in their own indigenous language or in the language most commonly spoken in the group to which According to Lema (1997, p. 7), the language "is considered as an instrument of communication, therefore its teaching must consist of training the people for an appropriate and effective communication, either orally or in writing." But nevertheless: The language falls into disuse for reasons of racism and social marginalization, but also because it is not spoken by whites-mestizos, with whom indigenous people interact in markets and in similar contexts, nor is Vol. 11, Núm. 21 Julio -Diciembre 2020, e146 it a language of common use in the institutions of the State, banks or other entities (Rodríguez, 2018, p. 119).
"Teaching the Kichwa language poses a didactic need to transfer knowledge, in a creative way for the new generations" (Buitrón, 2019, p. 3). Teaching models based on ICT, such as electronic learning (E-learning) and blended learning (B-learning), are generating new learning environments (virtual) that seek that the student is constantly motivated, through use of novel strategies and resources that provide the elements for some forms of communication in new and diverse didactic situations (Salinas, 1997). teaching-learning process of the Kichwa language, an alternative for the development of this mother tongue. They declare that the use of new technologies in the revitalization of indigenous languages has advantages, because it gives a social status to the language and includes it in modern media. In addition, it allows students to create their own materials and upload them to social networks. The use of technology makes the teaching of languages more interesting and dynamic, by developing processes that provide the perception of learning, as well as self-learning, allowing students to return to what they have learned as often as their curiosity deems it necessary. Likewise, the teacher looks for new strategies and relies on didactic technological resources to reach students, who, using digital platforms, access educational tools for their training.
The fact that the Kichwa language is spoken by a historically subaltern population has generated diglossic attitudes (a situation of coexistence of two linguistic varieties, where one is dominant) on the part of the sector of mestizo teachers and students, resulting in the intrinsic demotivation not only of monolingual students, but also of bilingual Vol. 11, Núm. 21 Julio -Diciembre 2020, e146 Kichwa speakers. Therefore, it is important to initiate processes of animation to the study of the Kichwa language (Camas, 2016). (2013) states:

The Regional Office of Education for Latin America and the Caribbean
Education systems are called upon to experience paradigmatic changes in their current configuration, and this process will be facilitated and accelerated by the support provided by ICTs for their development. In order to develop these skills in each of its students, education in the 21st century requires a new form of school, more flexible, personalized and ubiquitous. (p. 32).
According to Sunkel and Trucco (2012), Latin America has become one of the most proactive regions in the world in relation to the integration of ICTs in their education systems, in order to contribute to social inclusion, democratization and reduction of the digital divide.
Thus, the following general research question is established: how to contribute to the strengthening of the teaching-learning process of the Kichwa language at the University of Otavalo? Therefore, taking into account the sociocultural and ethnographic population context of the town where the educational institution is located, the objective was to design a web application that strengthens the teaching and learning process of the Kichwa language at the University of Otavalo.

Description of a web application
By Mendoza and Barrios (2004) A web application consists of internet-based software, in which a user population, through a browser, make remote requests and expect a response that may involve a mix of print publishing and software development, marketing and computing, and external relations, and art and technology (p. 81).
The technology that allows a web application to work is the internet (channel), and the support that expresses the information is the computer; the application runs in the web browser (medium) when a URL is accessed. "With a web application, the user experience will be dynamic due to the adapted design and above all, because it is developed in a language for a specific operating system" (Buitrón, 2019, p. 27). The application can be developed with a single programming language, such as HTML, JavaScript or CSS (Montiel, 2017 Web applications focused on learning are used as transmitters of knowledge and news. In these web applications access to content is privileged; for this reason, usability and accessibility are essential (Cuello and Vittones, 2014).
There are different programs for designing a web application, one of them is Adobe XD. According to its official website (Adobe, 2020), it is clarified that this program helps to "create interactive mobile applications and website prototypes with ease. You can create and share designs for websites, mobile applications, voice interfaces, games, and much more "(p.1). This program offers the possibility of creating work tables taking into account the dimensions for the device that the application intends to use. Being a web application, its resolution is "web 1366 (1366px*768p)".

Grammatical structure of the Kichwa language
When a certain language is spoken certain sounds are used that correspond to that language, and not to another; for example, in Spanish there are certain different sounds between the one spoken in Spain and Argentina, that is, there is phonology (Gómez et al., 2005). Phonemes as distinctive units in their oral manifestation, in everyday speech, are In the case of the Kichwa language, the correct pronunciation of the words is taught, but with regard to the variants of pronunciation in oral communication, it is almost impossible to record each and every one of them with their characteristics; here are some of the most recurrent (table 1) Words are spoken, but those words need to be organized according to certain rules.
The part of grammar that deals with the rules that govern to structure grammatical sentences is called syntax (Gómez et al., 2005). It is the study of the internal structure of the sentence ( The spellings that make up the alphabet when they become a word have a bass prosodic accent, which means that when a word is brought together, the voice accent will travel to the penultimate syllable to comply with this rule. That the Kichwa language is an agglutinant means that new compositions can be created from a base word or its root with the adhesion of morphemes, resulting in new meanings (Cahuasquí, 2019, unpublished).

Know verb and conjugation
The verb is the word that expresses action, and in Castilian those words end inar, -er, -ir. This means that any verb is divided into two parts: the verb stem and the verb ending. In the Kichwa language, all verbs have a single ending, which is -na (Paza, 2011) ( The subject of a grammatical sentence in the Kichwa language will be identified with the morpheme ka, which will be postponed to the pronoun, proper nouns or common nouns. The complement will be identified with the use of the morpheme mi, which if used together with other morphemes will always go at the end of the base word and after any other morpheme. The purpose of its use is to affirm, reaffirm or attest to the idea that is to be transmitted, and it is the reason why it can be added or postponed to the subject, complement or verb. However, for the present study it will be used in the complement to avoid confusion (Cahuasquí, 2019b, unpublished It should be noted that the use of the morpheme mi has a very important cultural meaning that little by little has been lost from generation to generation. Previously in the Kichwa culture the morpheme mi was related to the truth; the person who used the morpheme mi emphasized a word, a sentence, an expression through which he wanted to highlight a truth. This was so because the word was like law and as such it had to be observed. At present one is not aware of the transcendental meaning of the morpheme mi.
In case of using other morphemes, the mi will always go at the end ( and company culture. It should be clarified that there is no correct and formal way to make an application. The reality is too changing and we must be fast enough to adapt to the market and be the ones who create a trend and not the ones who follow it (Montiel, 2017

Materials and methods
The methodological structure in the development of the research is oriented according to the following aspects in descending order: • The research meets the criteria of a non-experimental descriptive research, so the variables are not deliberately manipulated. The methodological bases of the procedure used correspond to the support of the research tools and techniques. In accordance with the pre-established objective, the research was developed during the 2018-2019 school semesters, a period in which a historical enrollment of students was reached to take Kichwa I and II at the University of Otavalo.
• The type of research carried out determined a descriptive, qualitative and quantitative field study. It was considered from the field because a detailed study was carried out, in the compilation of information necessary for the development of the web application; descriptive because the criteria of students were determined, as well as the considerations of a specialist teacher in Kichwa language; qualitative because it is proposed to evaluate and interpret information obtained through resources such as interviews, and quantitative because of the use of statistical tools in the processing of surveys to collect the results.
• A survey was developed according to the consensus of experts selected through the Kendall W test (Hurtado, 2007). Additionally, an interview was elaborated whose pattern focused on relevant aspects obtained by the authors, through the analysis of primary and secondary information documents. The statistical processing of the survey results was basically carried out by means of frequency tables and graphs. According to information from the Department of Academic The elements of the formula are: n = size of the sample sought N = population size k = statistical parameter that depends on the confidence level (90%) e = maximum accepted estimation error p = probability of the event being studied (success) q = (1-p) = probability that the event studied does not occur The survey consisted of eight questions associated with the importance that students attach to the use of virtual platforms in the teaching of the Kichwa language to stimulate their comprehensive learning and training. The SPSS version 21 statistical package was used. A total of 70 students from a population of 98 were surveyed. It was convenient for this study to use a reliability of 95% to calculate the percentile corresponding to the normal distribution, a maximum permissible error equal to 0.05, while the estimated sample proportion, as there was no previous research that allowed this value to be preset, was considered 50%, which also guarantees the maximum sample size. The reliability of the survey measured through Cronbach's alpha coefficient was 0.798, so it can be considered high.
The 70 students surveyed are representative of the 98 who are learning Kichwa at the University of Otavalo, ensuring that all students selected at random have an equal chance of being included in the sample obtained.
The teaching of the Kichwa subject is organized into six groups of students from urban and rural communities of the canton Otavalo, Atuntaqui and Cotacahi, these being the most significant. The ages of the students range from 22 to 28 years old. The groups have a mixed ethnic composition, that is, there are mestizos and Kichwa Otavalo students, although the dilemma is faced that, being some of the Kichwa Otavalo ethnic group, very few speak their mother tongue, but do not write it and the vast majority He cannot communicate, but they are interested in mastering it, and there are 15 Kichwa Otavalo students who are fluent in English.
In Figure 1, the percentage results are displayed according to the survey questions.
The importance of promoting the learning of Kichwa at the University of Otavalo is supported by the criteria of more than 70% of the students. On the other hand, 39.1% say they are neutral, conditioned by their ignorance of the benefits of a web application as didactic material, which motivates interest in learning the language, with information and communication technologies, although it should be noted that the University classrooms are equipped with all the necessary technology for the use of this didactic resource.
However, when inquiring about the importance of the web application as a learning tool, within the institution most students (74%) agree or totally agree with its design, as a tool with advantages for learning the Kichwa language inside and outside the institution. On the other hand, 75% of those surveyed state that they would use a web application oriented to learning the Kichwa language, and approximately 77% would use it because they consider that it will contribute to the general learning and training of students.
It is necessary to take into account the intercultural and ethnic context of the Otavalo canton, the cradle of the Kichwa Otavalo ethnic group, where the aforementioned university is located, a bilingual higher education institution that trains Kichwa Otavalo professionals, among others, in charge of valuing their cultural heritage. Consequently, 74% of students believe that if a web application is implemented to teach the Kichwa language at the university, it contributes to the development of Kichwa nationality.
Taking this analysis into account, it is concluded that a web application for the teaching of the Kichwa language causes a cultural impact of an entire nationality that is dispersed throughout the country and will contain the unified Kichwa grammar, which will be obtained by the theoretical foundation of several authors and government entities that add to its learning process (see figure 1).
To complement the research, a semi-structured interview was conducted, considering that this type of instrument offers an acceptable degree of flexibility, while maintaining sufficient uniformity to achieve interpretations consistent with the purposes of the study (Díaz, Torruco, Mildred & Varela, 2013  population speaks the Kichwa language. Therefore, it is important that the student master the language due to the services that they will provide in the future as professionals.
In addition, the absence of didactic material such as books and notebooks on learning the Kichwa language is declared, so that a technological material such as a web application would define the logical sequence for mastering the language. On the other hand, it is necessary to extend the hours in the curriculum of the Kichwa subject because the 32 that are taught in the semester are insufficient.

App design process
The phases of this process, from a design and development perspective, have been summarized in Figure 2: The specialized methodology for applications of Cuello and Vittones (2014) is used, which has been adapted to this research. The problem it solves is adjusted to the need to meet the demand for interactive teaching material for learning the Kichwa language, contributing to the maintenance of words that in this language contain cultural meanings such as customs, practices, rituals, ways of being, types of clothing. and other components that form a social fabric called culture.

Formalization of the idea
By having significant user data, the first functionalities of the application will be devised, which are divided into two phases: Vol. 11, Núm. 21 Julio -Diciembre 2020, e146

Hypothesis generation
Thanks to some interviews with users, we know that most of them are frustrated not to know a web application for learning the Kichwa language; Therefore, we believe that by designing a specific application for learning -with a user interface that organizes academic content in a metaphorical way in which Andean culture is associated with Kichwa grammar to create an aesthetic concept that is easy to understand by anyone. type of user-it will help the learning of the Kichwa language, in addition we will gain acceptance and awaken interest in the Kichwa culture.

Sketch and Concept Design
Organization of the contents: This section refers to the comprehension of the texts by means of readability and readability. Correct readability is based on the number of syllables per word and the number of words per phrase. Paragraphs that contain few sentences are used because it will be easier to understand. To understand the text, convenient titles, logical arguments and short phrases that will be related to the concept of the application are used. The conceptual complexity of the contents and its relationship with the preparation of the reader who will face them will also be considered.

User-Centered Design:
This section focuses on the signifier, meaning and referent, linguistic signs that come together in the brain to give an associative link.
Pictograms: This section focuses on the design of graphic symbols for the information and operation of the web application. The design of symbols for public information requires that the meaning of the symbols be apparent without learning.
Therefore, icons designed and established throughout the digital age will be used that will facilitate the cognitive process of users.

Defining users
In this stage, models or user archetypes are defined for which it is designed taking into account their needs and objectives. The tool called persona is used, which consists of a singular and fictitious representation of a key segment of the target audience. It will have a face, name, history, needs, and goals.

Functional definition
All the actions and interactions that are necessary for a user to achieve their goal are translated into functions that the application must have. With the user's journey, it is possible to detect what the needs are in each stage and what tools it requires to be able to advance to the next.

User test
The test that was chosen to obtain information from users was a guerrilla test, which consists of bringing together a certain number of people to test the application with the main objective of seeing how they behave and collecting data that allows correcting errors.
The number of volunteers ranged from five to eight people, since with this number almost all of the most common usability problems can be detected. The place where it took place was in the classrooms of the University of Otavalo, because it is a quiet place, equipped with digital whiteboards, where there are no interruptions and it is the most realistic scenario where the application will be used. In annexes the visual and functional design of the web application for learning the Kichwa language is added (see annexes I-XX).

Discussion
Language is the living heart of a culture. Historically, in the public education system of Ecuador, ancestral languages have not been taken into account. responsibly on the abundance of data to apply it to various contexts and learning environments, as well as to build relevant knowledge based on them (Aguerrondo, Grinberg, Lugo, Marchesi y Ortega, 2006).
By Vallejo (2010) involves the areas of health, social security, justice, work and culture, among others (Guerrero and Dotes, 2012).
The proposal for a web application was born from the need to preserve and learn an ancestral language. However, the research showed limitations motivated by the lack of knowledge of adequate computer methodologies and techniques for learning Kichwa.
Furthermore, and despite the fact that the University of Otavalo has been taught as a subject since 2004, there is no evidence of their use in the teaching process; For this reason, the incorporation of the designed application into the teaching and learning process, and according to the results of the student survey, will have a sociocultural impact of national significance, this type of initiative arouses interest in cultivating, even if the student or person not part of a bilingual institution. In addition to this, the learning flow is facilitated by the use of multimedia resources that arouse interest, motivation and attention while meeting the demand for interactive teaching material for learning the Kichwa language in bilingual educational institutions.
The strength of the web application for learning the unified Kichwa language is its methodological utility, since future research using compatible methodologies can be carried out, so that joint analyzes will be carried out between institutions and researchers related to the subject of comparisons between specific time periods. and assessments that were being carried out for learning the Kichwa language.

Conclusions
The web application demonstrates that its use contributes to the enhancement of learning the Kichwa language and that didactic materials can be created on different platforms with the collaboration of a work team that will cover all phases of preproduction, production and post-production.
For this, of course, the correct organization of the grammatical information of that language is essential. Then the student --on the completion of her study hours imposed by the institution's curricular network-will be able to use the web application in her free time for 30 minutes a day, enough time to acquire the "working memory" useful for learning. If the minutes per week are calculated, the result is 3:30 hours plus the hours of study at the university are 5:30 hours. This is the minimum estimate, since the application can be used without a time limit, hence the main variant lies in the interest of the student.
Researchers have the criteria that designing a specific application for learning with a user interface that organizes academic content in a metaphorical way, in which Andean culture is associated with Kichwa grammar to create an aesthetic and easy to understand by any type of user, it will help the learning of the language, and will achieve acceptance and awaken interest in that culture in the new generations.
Facing alternatives for academic improvement, considering the educational inclusion and the effect on the learning of the Kichwa language of the Andean peoples, causes rethinking in future research for the defense and sustainability of the expressions of the ancestral national cultures (autochthonous), since it represents a wealth of heritage knowledge that must be protected; otherwise, it will be leading to poor levels of social cohesion and loss of traditions, culture and socio-community identity.