Los videojuegos como medio de aprendizaje: un estudio de caso en matemáticas en Educación Primaria

• Nuria Capell Masip ^[1] ; José Tejada Fernández ^[1] ; Alejandra Bosco ^[1]
  1. [1] Universidad Tecnológica de Chile INACAP
• Localización: Pixel-Bit: Revista de medios y educación, ISSN 1133-8482, Nº. 51, 2017, págs. 133-150
• Idioma: español
• Títulos paralelos:
  • Valuation and barriers in the integration of the e-portafolio in theprocess of initial practice by teachers and students of highereducation
• Enlaces
  • Texto completo
• Dialnet Métricas: 13 Citas
• Resumen
  • español

    El objetivo del presente estudio es comprender y analizar los procesos de aprendizaje generados en dos aulas de primaria, tercero y cuarto curso, mediante el uso de un multimedia educativo, Jclic, y el videojuego Hearthstone, como herramientas de apoyo al desarrollo del cálculo mental y la resolución de problemas. La metodología seguida ha sido el estudio de caso mediante un enfoque de investigación-acción en los dos cursos mencionados en una población de 34 participantes. Los resultados obtenidos tanto desde el punto de vista del desarrollo cognitivo como social y personal han sido positivos respecto al uso del juego como herramienta de aprendizaje, y en especial en el uso de los videojuegos y su potencial educativo, estimulando la motivación, elemento clave en el proceso de aprendizaje, mediante la asunción de retos cada vez más complejos.

  • English

    Strengthening the student's training with tools that enhance 21st century competencies was a challenge that was addressed with the gradual integration of the electronic portfolio in the process of professional training of students of pedagogy in the practices of the Faculty of Education of the University of Americas. This article shows the main results and analysis of the electronic portfolio implementation. We worked with qualitative analysis to give a holistic account of the complex relationships that occurred when incorporating electronic portfolios into practices. The main results highlight that the integration of the eportfolio facilitated the reflection, the collaborative work, was a digital space where a compilation of the academic work of the students was published, supporting the authenticity of the students from which the teachers could evaluate The efforts, progress and achievements of the students in the practice in which they were. Special attention is given to the accompaniment and feedback given by teachers and to the visibility of certain resistances inherent to the integration of technology into educational processes, mainly of the second order, which respond to beliefs, negative evaluations of the use of technology. It is concluded that the integration of the e-portfolio, has to consider processes of formation, accompaniment and innovative proposals to face mainly the barriers or resistances present mainly in the teachers.