Game-based learningIncreasing the logical-mathematical, naturalistic, and linguistic learning levels of Primary School students

  1. María Esther del Moral Pérez 1
  2. Alba Patricia Guzmán Duque 2
  3. Laura Carlota Fernández García 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

  2. 2 Technological Unities of Santander
Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Año de publicación: 2018

Título del ejemplar: Bulling and Cyberbulling at the School

Volumen: 7

Número: 1

Páginas: 31-39

Tipo: Artículo

DOI: 10.7821/NAER.2018.1.248 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: NAER: Journal of New Approaches in Educational Research

Objetivos de desarrollo sostenible

Resumen

El Aprendizaje basado en Juegos (AbJ) es una metodología innovadora que aprovecha el potencial educativo que presentan los videojuegos, serious games o recursos lúdicos digitales para impulsar los procesos formativos, favoreciendo que los usuarios adquieran aprendizajes de forma motivadora. Aquí, se evalúa el Proyecto Jugar para Aprender, orientado a promover el uso de serious games y juegos digitales para potenciar el desarrollo de las Inteligencias Múltiples (IM), que involucró a 119 escolares de primaria. Los docentes evaluaron el nivel registrado por los alumnos en cada inteligencia, antes y después de participar en el proyecto, utilizando un instrumento cualitativo. Finalmente, tras el análisis correspondiente, utilizando técnicas estadísticas descriptivas, correlaciones bivariadas y ANOVA, los resultados muestran diferencias significativas entre los niveles alcanzados por el alumnado en las inteligencias lógico-matemática, naturalista y lingüística.

Referencias bibliográficas

  • Alfageme, M. B., & Sánchez, P. A. (2002). Learning skills with videogames. Comunicar, 19, 114-119. Amstrong, T. (2009). Multiple Intelligences in the Classroom. USA: ASCD. Antunes, C. (2011). Estimular las Inteligencias Múltiples. Madrid: Narcea.
  • De Aguilera, M., & Méndiz, A. (2003). Video games and education: Education in the Face of a “Parallel School”. Computers in Entertainment, 1(1), 1-14 (2003). doi:10.1145/950566.950583
  • Del-Moral, M. E., Guzmán, A. P., & Fernández, L. C. (2014). Serious Games: escenarios lúdicos para el desarrollo de las inteligencias múltiples en escolares de primaria. Edutec. Revista Electrónica de Tecnología Educativa, 47, 1-20. Retrieved from http://www.edutec.es/revista/index.php/edutec-e/article/view/121/ pdf_7
  • Ferrando, M., Prieto, M. D., Ferrándiz, C., & Sánchez, C. (2005). Inteligencia y creatividad. Revista Electrónica de Investigación Psicoeducativa, 7(3), 21-50.
  • Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students’ motivation, engagement and learning in an educational game. Computers & Education, 75, 136-148. doi:10.1016/j.compedu.2014.02.008
  • Gardner, H. (2012). Inteligencias Múltiples, la teoría en la práctica. Barcelona: Paidós.
  • Glenberg, A. M., & Robertson, D. A. (1999). Indexical understanding of instructions. Discourse Processes, 28(1), 1-26. doi:10.1080/01638539909545067
  • Graesser, A. C. (2017). Reflections on Serious Games. In Instructional Techniques to Facilitate Learning and Motivation of Serious Games (pp. 199-212). Springer International Publishing. doi:10.1007/978-3-319-39298-1_11
  • Gros, B. (2000). La dimensión socioeducativa de los videojuegos. Edutec. Revista Electrónica de Tecnología Educativa, 12, 1-11. Retrieved from http://edutec. rediris.es/Revelec2/Revelec12/gros.pdf
  • Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179.
  • Karakus, T., Baydas, O., Gunay, F., Coban, M., & Goktas, Y. (2016). Orchestrating learning during implementation of a 3D virtual world. New Review of Hypermedia and Multimedia, 22(4), 303-320. doi:10.1080/13614568.2016.1179797
  • Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic (pp.1-32). Hershey, Pennsylvania, USA: IGI-Global. doi.org/10.4018/978-1-59904-808-6. ch001
  • Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39. doi:10.1016/j.compedu.2013.12.010
  • Kuk, K., Jovanovic, D., Jokanovic, D., Spalevic, P., Caric, M., & Panic, S. (2012). Using a game-based learning model as a new teaching strategy for computer engineering. Turkish Journal of Electrical Engineering & Computer Sciences, 20(2), 1312-1331.
  • Lester, J. C., Spires, H. A., Nietfeld, J. L., Minogue, J., Mott, B. W., & Lobene, E. V. (2014). Designing game-based learning environments for elementary science education: A narrative-centered learning perspective. Information Sciences, 264, 4-18. doi:10.1016/j.ins.2013.09.005
  • Liu, M., Rosenblum, J. A., Horton, L., & Kang, J. (2014). Designing science learning with game-based approaches. Computers in the Schools, 31(1-2), 84-102. doi:1 0.1080/07380569.2014.879776
  • Miller, D. J., & Robertson, D. P. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self-esteem. British Journal of Educational Technology, 41(2), 242-255. doi:10.1111/j.14678535.2008.00918.x
  • Mouws, K., & Bleumers, L. (2015). Co-creating Games with Children: A case Study. International Journal of Gaming and Computer-Mediated Simulations, 7(3), 2243. doi:10.4018/IJGCMS.2015070102
  • Prensky, M. (2007). Computer games and learning: Digital game-based learning. St. Paul, Minnesota: Paragon House.
  • Prieto, M. D., & Ballester, P. (2003). Las inteligencias múltiples, diferentes formas de enseñar y aprender. Madrid, Spain: Pirámide.
  • Riemer, V., & Schrader, C. (2015). Learning with quizzes, simulations, and adventures: Students’ attitudes, perceptions and intentions to learn with different types of serious games. Computers & Education, 88, 160-168 (2015). doi:10.1016/j. compedu.2015.05.003
  • Robertson, D., & Miller, D. (2009). Learning gains from using games consoles in primary classrooms: a randomized controlled study. Procedia-Social and Behavioral Sciences, 1(1), 1641-1644. doi:10.1016/j.sbspro.2009.01.289
  • Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014). Children’s engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71, 237-246 (2014). doi:10.1016/j. compedu.2013.10.008
  • Sampedro, B. E., & McMullin, K. J. (2015). Videojuegos para la inclusión educativa. Digital Education Review, 27, 122-137.
  • Sanchez, J., Alvarez, G. J., Davila, M. A., & Mellado, V. (2017). Teaching technology: From knowing to feeling enhancing emotional and content acquisition performance through Gardner’s Multiple Intelligences Theory in technology and design lessons. Journal of Technology and Science Education, 7(1), 58-79. doi:10.3926/jotse.238
  • Schechter, R., Macaruso, P., Kazakoff, E. R., & Brooke, E. (2015). Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades. Computers in the Schools, 32(3-4), 183-200. doi:10.1 080/07380569.2015.1100652
  • Sedeño, A. M. (2010). Videogames as cultural devices: development of spatial skills and application in learning. Comunicar, 34, 183-189.
  • Shute, V. J., Ventura, M., & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67. doi:10.1016/j.compedu.2014.08.013
  • Sørensen, B. H., & Meyer, B. (2007). Serious Games in language learning andteaching–a theoretical perspective. In Proceedings of the 3rd International Conference of the Digital Games Research Association: Situated Play (pp. 559-566). Tokyo: DiGRA. Retrieved from http://www.digra.org/wp-content/uploads/digital-library/07312.23426.pdf
  • Squire, K D., Giovanetto, L., Devane, B., & Durga, S. (2005). From users to designers: Building a self-organizing game-based learning environment. TechTrends, 49(5), 34-42. doi:10.1007/BF02763688
  • Squire, K. D., & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29. doi:10.1007/s10956006-9037-z
  • Téllez, D., & Iturriaga, D. (2014). Videojuegos y aprendizaje de la Historia: la saga Assasin’s Creed. Contextos Educativos. Revista de Educación, 17, 145-155. doi:10.18172/con.2598
  • Torres, C. V. (2015). La creación de videojuegos en ciencias naturales y la competencia para resolver problemas. Revista Lasallista de Investigación, 12(2), 66-74. doi:10.22507/rli.v12n2a7
  • Turkay, S., Hoffman, D., Kinzer, C. K., Chantes, P., & Vicari, C. (2014). Toward understanding the potential of games for learning: learning theory, game design characteristics, and situating video games in class-rooms. Computers in the Schools, 31(1-2), 2-22. doi:10.1080/07380569.2014.890879
  • Whitton, N. (2007). Motivation and computer game based learning. In Proceedings of the Australian Society for Computers in Learning in Tertiary Education (pp. 1063-1067). Singapore: Centre for Educational Development, Nanyang Technological University. Retrieved from https://www.ascilite.org.au/conferences/ singapore07/procs/whitton.pdf
  • Wouters, P., & van Oostendorp, H. (2013). A meta-analytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412-425. doi:10.1016/j.compedu.2012.07.018
Fuente de los datos: Dialnet