Resultados de la investigación actual sobre el aprendizaje con videojuegos

Autores/as

  • Margarita del Rosario Escobar
  • Laura Buteler

Palabras clave:

Videojuegos, Juegos, Digital, Juegos serios, Cambio conceptual

Resumen

En este trabajo presentamos los resultados de una revisión bibliográfica sobre 50 investigaciones entre 2003 y 2018 acerca de los efectos de los videojuegos en el aprendizaje. Nuestro análisis considera dos hilos conduc-tores: por un lado, las potencialidades que los videojuegos ofrecen y, por otro, las dimensiones de análisis a considerar en el abordaje de los videojuegos como recurso educativo. Los resultados ponen de manifiesto la diversidad y ambigüedad de resultados en torno al impacto de los videojuegos en el aprendizaje, pese a su amplia aceptación por parte de científicos y educadores. Esta diversidad de resultados se entiende desde la multiplicidad de enfoques teóricos existentes para analizar dicho impacto. Se concluye que el abordaje teórico de la cuestión deberá contemplar simultáneamente múltiples enfoques, siendo centrales la perspectiva cognitiva y la sociocultural.

Citas

Annetta, B. L. A., Murray, M. R., Laird, S. G., Bohr, S. C. y Park, J. C. (2006). Incorporating video games in the classroom serious games. Educause Quarterly, 3, 16–22.

Annetta, L. A. (2008). Video Games in Education: Why They Should Be Used and How They Are Being Used. Theory into Practice, 47: 229- 239.

Annetta, L., Mangrum, J., Holmes, S., Collazo, K. y Cheng, M.T. (2009). Bridging Realty to Virtual Reality: Investigating gender effect and student engagement on learning through video game play in an elementary school classroom. International Journal of Science Education, 31(8), 1091-1113.

Annetta, L. A., Cheng, M.T. y Holmes, S. (2010). Assessing twenty-first century skills through a teacher created video game for high school biology students. Research in Science & Technological Education, 28(2), 101-114.

Baker R.S.J.D., D’Mello S.K., Rodrigo M.M.T. y Graesser A.C. (2010). Better to be frustrated than bored: the incidence, persistence, and impact of learners’ cognitive- affective states during interactions with three different computer-based learning environments. International Journal of Human-Computer Studies, 68, 223–241.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.

Bear, M. F., Connors, B. W., y Paradiso, M. A. (2001). Neuroscience: Exploring the brain (2da ed.). Baltimore, MD: Lippincott Williams & Wilkins.

Beavis, C., Muspratt, S. y Thompson, R. (2015). 'Computer games can get your brain working': students experience and perceptions of digital games in the classroom. Learning Media and Technology, 40(1), 21-42.

Bailenson, J. N., Yee, N., Blascovich, J., Beall, A.C., Lundblad, N. y Jin, M. (2008). The Use of Immersive Virtual Reality in the Learning Sciences: Digital Transformations of Teachers, Students, and Social Context. Journal of the Learning Sciences, 17(1), 102-141.

Blumberg, F. C. y Fisch, S. M. (2013). Introduction: Digital games as a context for cognitive develop-ment, learning, and developmental research. En F. C. Blumberg y S. M. Fisch (Eds.), Digital Games: A Context for Cognitive Development. New Directions for Child and Adolescent Development, 139, 1–9.

Bodnar, C. A., Anastasio, D., Enszer, J. A. y Burkey, D. D. (2016). Engineers at Play: Games as Teaching Tools for Undergraduate Engineering Students. Journal of Engineering Education, 105(1), 147-200.

Brown, E. y Cairns, P. (2004). A grounded investigation of game immersion. Artículo presentado en el CHI ’04, abstracts extendidos sobre Human factors in computing systems. ACM Press, 1297–1300.

Buckingham, D. (2007). Media education goes digital: an introduction. Learning, Media and Technology, 32(2), 111-119.

Chen, H-J. H. y Yang, T-Y. C. (2013). The impact of adventure video games on foreign language learning and the perceptions of learners. Interactive Learning Environments, 21(2), 129-141.

Cheng, M. T., She, H.C. y Annetta, L.A. (2015). Game immersion experience: its hierarchical structure and impact on game-based science learning. Journal of Computer Assisted Learning, 31(3), 232-253.

Clark, D. B., Nelson, B., Sengupta, P., y D’Angelo, C. M. (2009). Rethinking science learning through digital games and simulations: Genres, examples, and evidence. Trabajo entregado al National Research Council Workshop on Gaming and Simulations, 6- 7 de octubre, Washington, DC.

Clark, B. D., Sengupta, P., Bradey, C. E., Martínez-Garza, M. M. y Killingsworth, S. S. (2015). Disciplinary integration of digital games for science learning. International Journal of STEM Education, 2:2, DOI 10.1186/s40594-014-0014-4.

Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T. y Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59, 661-686.

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper-Perennial.

De Grove, F., Cauberghe, V. y Van Looy, J. (2014). In Pursuit of Play: Toward a Social Cognitive Un-derstanding of Determinants of Digital Play. Communication Theory, 24, 205-223.

diSessa, A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2–3), 105–225.

Duschl, R. A., Schweingruber, H. A., y Shouse, A.W. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. National Research Council Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Ebrahimzadeh, M. y Alavi, S. (2016). Motivating EFL Students: E- learning enjoyment as a Predictor of Vocabulary Learning through Digital Video Games. Cogent Education, 3.

Egenfeldt-Nielsen, S. (2005). Beyond edutainment: exploring the educational potential of computer games. PhD thesis, IT-University of Copenhagen, Copenhagen.

Frété, C. (2002). Le potentiel du jeu vidéo pour l'éducation. Master tesis, University of Geneva, Geneva.

Gameplay (Sin Fecha). En Wikipedia. Recuperado el 22 de febrero de 2018 de https://en.wikipedia.org/wiki/Gameplay

Gee, J. P. (2003/2007). What video games have to teach us about learning and literacy. New York: Pal-grave Macmillan.

Gee, J. P. (2004). Situated language and learning: A critique of traditional schooling. New York: Rout-ledge.

Gee, J. P. (2008). Good videogames, the human mind, and good learning. En T. Willoughby & E. Wood (Eds.), Children’s learning in a digital world, 40–63. Malden, MA: Blackwell.

Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. New York: Palgrave Macmillan.

Gentile, D. A. y Gentile, J. R. (2005). Violent video games as exemplary teachers. Trabajo presentado en the Biennal meeting of the society for research in child development, Atlanta.

Gentile, D. A., Groves, C. L. y Gentile, J. R. (2014). The general learning model: Unveiling the teaching potential of video games. En F. Blumberg (Ed.), Learning by playing: Video gaming in education, 121–144. Oxford, UK: Oxford University Press.

Girard, C., Ecalle, J. y Magnan, A. (2012). Serious games as new educational tools: how effective are they? A meta-analysis of recent studies. Journal of Computer Assisted Learning, 29(3), 207-219.

González, C. S. y Blanco, F. (2008). Emociones con videojuegos: incrementando la motivación para el aprendizaje. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información. Universidad de Salamanca, 9(3), 69-92.

Greitzer, F. L., Kuchar, O. A. y Huston, K. (2007). Cognitive science implications for enhancing training effectiveness in a serious gaming context. Journal on Educational Resources in Computing, 7, 3, 2.

Gros Salvat, B. (2009). Certezas e interrogantes acerca del uso de los videojuegos para el aprendizaje. Comunicación, 7(1), 251-264.

Habgood, M. P. J. y Ainsworth, S. E. (2011). Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games. Journal of the Learning Sciences, 20(2), 169-206.

Halff, H. M. (2005). Adventure games for science education: Generative methods in exploratory envi-ronments. Trabajo presentado en el 12th International Conference on Artificial Intelligence in Education, Amsterdam, the Netherland.

Hammer, D. (1996). Misconceptions or p-prims: How may alternative perspectives of cognitive structure influence instructional perceptions and intentions? The Journal of the Learning Sciences, 5(2), 97–127.

Hennessy, S. (2006).Integrating Technology into Teaching and Learning of School Science: a Situated Perspective on Pedagogical Issues in Research. Studies in Science Education, 42(1), 1-48.

Hong, J-C., Cheng, C-L., Hwang, M-Y., Lee, C-K., Chang, H-Y. (2009). Assessing the Educational Values of Digital Games. Journal of Computer Assisted Learning, 25, 423-437.

Hutchison, D.(2007). Video Games and the Pedagogy of Place. The Social Studies, 98(1), 35-40.

Infante, C., Weitz, J., Reyes, T., Nussbaum, M., Gómez, F. y Radovic, D. (2010). Co-located collabora-tive learning video game with single display groupware. Interactive Learning Environments, 18(2), 177–195.

Israel, M., Wang, S. y Marino, M. T. (2016). A Multilevel Analysis of Diverse Learners Playing Life Science Video Games: Interactions Between Game Content, Learning Disability Status, Reading Profi-ciency, and Gender. Journal of Research in Science Teaching, 53(2), 324-345.

Jackson, J. (2009). Game- based teaching: what educators can learn from videogames. Teaching Educa-tion, 20(3), 291-304.

Jaipal, K. y Figg, C. (2009). Using Video Games in Science Instruction: Pedagogical, Social, and Concept-Related Aspects. Canadian Journal of Science, Mathematics and Technology Education, 9(2), 117-134.

Jarvin, L. (2015). Edutainment, games, and the future of education in a digital world. En E. L.Grigorenko (Ed.), The global context for new directions for child and adolescent development.New Directions for Child and Adolescent Development, 147, 33–40.

Johnson- Glenberg, M. C., Savio- Ramos, C., Perkins, K. K., Moore, E. B., Lindgren, R.,Clark, D., Brady, C., Sengupta, P., Martinez-Garza, M., Adams, D., Killingsworth, S., Van Eaton, G., Gaydos, M., Barany, A., Squire, K. y Holbert, N. (2014). Embodied Science Education: Design Principles and Rolling It Out. Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) Proceedings, 3, 1199- 1208.

Juul, J. (2005) Where the action is. Recuperado el 23 de febrero de 2018 de: http://www.gamestudies.org/0501/editorial/

Kafai, Y. B. y Burke, Q. (2015). Constructionist Gaming: Understanding the Benefits of Making Games for Learning. Educational Psychologist, 50(4), 313-334.

Ketelhut, D. J. y Schifter, C. C. (2011). Teachers and game-based learning: Improving understanding of how to increase efficacy of adoption. Computers & Education, 56, 539–546.

Kiili, K. (2005). Digital Game-Based Learning: Towards an Experiential Learning Model. Internet and Higher Education, 8, 13-24.

Knight, J.F., Carley, S., Tregunna, B., Jarvis, S., Smithies, R., de Freitas, S., Dunwell, I. y Mackway-Jones, K. (2010). Serious gaming technology in major incident triage training: a pragmatic controlled trial. Resuscitation, 81, 1175–1179.

Lainema, T. (2003). Enhancing organizational business process perception: Experiences from constructing and applying a dynamic business simulation game. PhD thesis, Turku School of Economics and Business Administration.

Lee, D. y LaRose, R. (2007). A socio-cognitive model of video game usage. Journal of Broadcasting & Electronic Media, 51(4), 632–650.

Lee, Y. H. y Heetert, C. (2017). The effects of cognitive capacity and gaming expertise on attention and comprehension. Journal of Computer Assisted Learning, 33(5), 473-485.

Lehrer, R. y Schauble, L. (2006). Cultivating model-based reasoning in science education. En RK Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences, 371–388. Cambridge, England: Cambridge University Press.

Levine, M. H., y Vaala, S. E. (2013). Games for learning: Vast wasteland or a digital promise? En F. C. Blumberg y S. M. Fisch (Eds.). Digital Games: A Context for Cognitive Development. New Directions for Child and Adolescent Development, 139, 71–82.

Levrini, O. y diSessa, A. A. (2008). How students learn from multiple contexts and definitions. Physics Education Research, 4(1), 010107.

Li, Q. (2010). Digital game building: Learning in a participatory culture. Educational Research, 52(4), 427-443.

Li, Q., Lemieux, C., Vandermeiden, E. y Nathoo, S. (2013). Are You Ready to Teach Secondary Mathe-matics in the 21st Century? Journal of Research on Technology in Education, 45(4), 309-337.

Liu, M., Rosenblum, J. A., Horton, L. y Kang, J. (2014).Designing Science Learning with Game- Based Approaches, Computers in the Schools: Interdisciplinary Journal of Practice. Theory and Applied Re-search, 31(1-2), 84-102.

Maguth, B. M., List. J. S. y Wunderle, M. (2014). Teaching Social Studies with Video Games. The Social Studies, 106(1), 32-36.

Malykhina, E. (2014). Fact or fiction? Video Games are the future of Education. Scientific American. Recuperado el 23 de febrero de 2018 de http://www.scientificamerican.com/article/fact-or-fiction-video-games-are-the-future-of-education/

Marr, A. J. (2001). In the zone: A biobehavioral theory of the flow experience. Athletic Insight: Online Journal of Sport Psychology.

Marsh, J., Plowman, L., Yamada-Rice, D., Bishop, J. y Scott, F. (2016). Digital play: a new classification. Early Years, 36:3, 242-253.

Marsh T. (2011) Serious games continuum: between games for purpose and experiential environments for purpose. Entertainment Computing, 2, 61–68.

Martin, C. y Murray, L. (2006). Digital games in the twenty‐first century. Learning, Media and Tech-nology, 31(4), 323-327.

Martínez-Garza, M., Clark, D. B. y Nelson, B.C (2013). Digital games and the US National Research Council’s science proficiency goals. Studies in Science Education, 49(2), 170-208.

Martínez-Miguélez (2010). Bases de la epistemología a comienzos del siglo XXI. Revista de Investiga-ción en Psicología, 13(1), 173-196.

Mayer, I., Bekebrede, G., Harteveld, C., Warmelink, H., Zhou, Q., van Ruijven, T., Lo, J., Kortmann, R. y Wenzler, I. (2014). The research and evaluation of serious games: Toward a comprehensive methodolo-gy. British Journal of Educational Technology, 45(3), 502-527.

Mayo, M.J. (2007). Games for Science and Engineering Education. Communications of the ACM, 50(7), 31-35.

Mitgutsch, K. y Alvarado, N. (2012). Purposeful by design?: a serious game design assessment frame-work. En Ryan W. (Eds), Proceedings of the International Conference on the foundations of digital games, 121–128, New York, USA.

Moreno, R. (2005). Instructional technology: Promise and pitfalls. En L. M. PytlikZillig, M. Bodvarsson, y R. L. Bruning (Eds.), Technology-based education: Bringing researchers and practitioners together, 1–19. Charlotte, NC: Information Age.

Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine. Reading, MA: Addison-Wesley Pub. Co.

Oblinger, D. G. (2006). Games and learning: Digital games have the potential to bring play back to the learning experience. EDUCAUSE, 29(3), 5–7.

O’Neill, H. F., Wainess, R., y Baker, E. L. (2005). Classification of learning outcomes: evidence from the computer games literature. The Curriculum Journal, 16, 455–474.

Ortiz Benavides, F. L. y Piña López, C. E. (2018). Estrategia tecno- didáctica para la solución de proble-mas de genética en estudiantes de educación a distancia. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 15(2), 2301.

Papastergiou M. (2009). Digital game-based learning in high school computer science education: impact on educational effectiveness and student motivation. Computers & Education, 52, 1–12.

Pe-Than, E. P. P., Goh, D. H. L y Lee, C.S. (2015). A typology of human computation games: an analysis and a review of current games. Behaviour & Information Technology, 34(8), 809-824.

Pickering, A. (1995). The Mangle of Practice: Time, Agency, and Science. Chicago: University of Chicago Press.

Plass, J. L., Homer, B. D., Kinzer, C. D. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258-283.

Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.

Price, C. B., Colvin, J. y Wright, W. (2006). Introducing Game Development into the Computing Curri-culum — A Progressive Methodology. Innovation in Teaching and Learning in Information and Computer Sciences, 5(3), 1-10.

Rebetez, C. y Betrancourt, M. (2007). Video game research in cognitive and educational Sciences. Roma-nian Association for Cognitive Science, 9(1), 131-142.

Rieber, L. P. (1996).Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development, 44(2), 43–58.

Sadler, T. D., Romine, W. L., Stuart, P. E. y Merle-Johnson, D. (2013). Game Based Curricula in Biology Classes: Differential Effects Among Varying Academic Levels. Journal of Research in Science Teaching, 50(4), 479-499.

Sengupta, P., Krinks, K.D. y Clark, D. B. (2015). Learning to Deflect: Conceptual Change in Physics During Digital Game Play. Journal of the Learning Sciences, 24(4), 638-674.

Shaffer, D. W., Squire, K. R., Halverson, R. y Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105–111.

Shapiro, L. (2011). Embodied cognition. New York, NY: Routledge.

Sherin, BL. (2001). How students understand physics equations. Cognition and Instruction, 19(4), 479–541.

Sitzmann T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64, 489–528.

Squire, K. D. (2003). Video games in education. International Journal of Intelligent Simulations and Gaming, 2, 49–62.

Squire, K. (2006). From content to context: Video games as designed experience. Educational Research-er, 35(8), 19–29.

Squire, K. D. (2008). Video Game- Based Learning: an Emerging Paradigm for Instruction. Performance Improvement Quarterly, 21(2), 7-36.

Stokes, B. (2012). Videogames have changed: time to consider ‘Serious Games’.The Journal of the De-velopment Education Association, 11, 2, 1–8.

Sweller, J., Van Merrienboer, J., y Paas, F. (1998). Cognitive architecture and instructional design. Edu-cational Psychology Review, 10, 251–296.

Tanes Z. y Cemalcilar Z. (2010). Learning from SimCity: an empirical study of Turkish adolescents. Journal of Adolescence, 33, 731–739.

Taylor, A. y Backlund, P. (2011). Letting the students create and the teacher play: expanding the roles in serious gaming. En Lugmayr A. y H. Franssila (Eds), Proceedings of the 15th International Academic MindTrek Conference: envisioning future media environments (pp. 63–70). New York: ACM.

Tettegah, S., McCreery, M. y Blumberg, F. (2015). Toward a Framework for Learning and Digital Games. Research. Educational Psychologist, 50(4), 253-257.

Tishman, S., Jay, E. y Perkins, D. N. (1993). Teaching thinking dispositions: From transmission to encul-turation. Theory into Practice, 32(2), 147–53.

Tobias, S. y Fletcher, J.D. (2007). What Research Has to Say About Designing Computer Games for Learning. Educational Technology, September-October.

Tsekleves, E. Cosmas, J. y Agoun, A. (2016). Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers. British Journal of Educational Technology, 47(1), 164-183.

Turkay, S., Hoffman, D., Kinzer, C. K., Panthipar, C. y Vicari, C. (2014). Toward Understanding the Potential of Games for Learning: Learning Theory, Game Design Characteristics, and Situating Video Games in Classrooms, Computers in the Schools. Interdisciplinary Journal of Practice, Theory, and Applied Research, 31:1-2, 2-22.

van der Spek, E. D., Wouters, P. y van Oostendorp, H. (2011). Code red: triage or Cognition-based design rules enhancing decision making training in a game environment. British Journal of Educational Tech-nology, 42(3), 441-455.

Van Eck, R. (2006). Digital game-based learning: It’s not just the digital natives who are restless. EDU-CAUSE, 41(2), 16–30.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Whitton, N. (2014). Digital games and learning: Research and theory. New York: Routledge.

Wouters, P., van der Spek, E., y van Oostendorp, H. (2009). Current practices in serious game research: a review from a learning outcomes perspective. En T. M. Connolly, M. Stansfield y E. A. Boyle (Eds.), Games-based learning: Techniques and effective practices.

Wrzesien M. y Raya M.A. (2010).Learning in serious virtual worlds: evaluation of learning effectiveness and appeal to students in the E-Junior project. Computers & Education, 55, 178–187.

Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., Simeoni, Z., Tran, M. y Yukhymenko, M. (2012).Our Princess Is in Another Castle: A Review of Trends in Serious Gaming for Education. Review of Educational Research, 82(1), 61-89.

##submission.downloads##

Publicado

2018-06-22

Número

Sección

Investigación Didáctica