Análisis del estado del arte sobre el uso de los videojuegos en Educación Infantil y Primaria

Suelves, Diana Marín; Esteve, María Isabel Vidal; Donato, Donatella; Saiz, Jesús Granados

doi:10.24310/innoeduca.2021.v7i2.11541

Cited by 6 publications

(4 citation statements)

References 32 publications

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“…En base a los resultados obtenidos, el hecho de que existan pocas investigaciones sobre ludificación digital en la educación preescolar es consistente con los resultados reportados recientemente por Arufe-Giráldez et al, (2022) y Marín Suelves et al (2021). En especial, Arufe-Giráldez et al, (2022) reportó que en edad preescolar no existen experiencias, al menos en el caso de la Educación Física.…”

Section: Discusión Y Conclusionesunclassified

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Ludificación digital en el aprendizaje en edad preescolar: una revisión sistemática de la literatura

et al. 2023

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En el contexto educativo, la ludificación ha emergido como una estrategia efectiva para potenciar el aprendizaje y motivación. Con el auge de las tecnologías de la información y la comunicación, ha surgido la ludificación digital (LD). Aunque existen numerosos estudios que resumen las contribuciones de la ludificación en la educación, muy pocos han incluido a la educación preescolar. La presente revisión sistemática, apoyada en 25 estudios primarios publicados entre 2014 y 2022 e indexados en Scopus y Web of Sciences, busca cerrar esta brecha al caracterizar las principales contribuciones, y sintetizando cualitativamente los efectos de la LD. Los resultados indican que hay un interés creciente sobre el tema, en donde la mayoría de los estudios se originan en Asia; se publican en revistas; y se basan en la propuesta de videojuegos para computadoras o dispositivos móviles que buscan mejorar el aprendizaje de la Lengua. Predominan las investigaciones de enfoque narrativo, basadas en muestras inferiores a 10 participantes, que emplean elementos de juego de tipo Logro (Progresión). Los 15 estudios que midieron algún tipo de efecto de la LD, reportan resultados positivos. Sin embargo, estos son difíciles de generalizar por las pequeñas muestras consideradas y su diversidad en la experimentación.

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Section: Discusión Y Conclusionesunclassified

“…Por supuesto, todo esto dependerá de la infraestructura con la que puedan contar los centros escolares. Como bien alertaban Loganathan et al (2019) y Marín Suelves et al (2021), la falta de una infraestructura y personal docente adecuados, atentan contra la buena implementación de la ludificación digital.…”

Section: Discusión Y Conclusionesunclassified

Ludificación digital en el aprendizaje en edad preescolar: una revisión sistemática de la literatura

et al. 2023

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“…Serious games permit the development of skills and competences for educational purposes; and they carry out interactive learning. Therefore, video games must respond to the students' teaching-learning process and be linked in their context (Marín Suelves et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…However, there are still gaps in the research, such as the lack of studies on the risks and the benefits of serious games (MENDEZ & BOUDE, 2021), the effects during the learning session, when using serious games (Kara, 2021), the emotional state of the students and the evaluation of their engagement during the game, including its social, behavioural, affective, and cognitive dimensions (Daoudi, 2022), as well as the identification of the learning achievements acquired (Marín Suelves et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Serious Games on Learning in Primary Education: A Systematic Literature Review

Lopez

Huaycho

Santos

et al. 2023

IJLTER

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In recent years, serious games have gained greater relevance in the educational field due to their usefulness in the intellectual development of students. With this objective in mind, we conducted a systematic literature review on serious games in the learning of primary-school students to reveal the advantages and the disadvantages, as well as the effects of educational game strategies and in the application areas, when using the PRISMA methodology to analyse the academic progress during the last 10 years. We conducted the search, selection and analysis in different databases, such as SCOPUS, ERIC and Dimensions, and analysed 54 studies. The results showed that serious games have a positive impact on cognition; and they generate significant learning achievements. Likewise, the game-based learning strategy concentrates a high level of motivation, generated by the interest, commitment and fun to solve the activities. However, it was also noted that the competition among students to reach the highest competencies can increase the level of anxiety. In addition, inadequate methodology and teacher unfamiliarity can cause negative effects, such as apathy towards serious games. Regarding the intervention areas, a greater application was observed in mathematics, the social sciences, communication and natural sciences. On the other hand, mathematical and communicative skills are the most addressed topics.

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Technical skills teaching to MD students: a blinded, randomized controlled trial investigating video assistance in the education of the single-handed knot tie

Raythatha,

Hameed,

Lee

et al. 2024

Discov Educ

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Background The COVID-19 pandemic has brought significant changes to medical education, particularly for procedural and surgical skills, which inherently require face-to-face education. The utility of adding an instructional video remains uncertain. To guide future curricula, our aim was to assess whether the addition of an optional instructional video improves the acquisition and retention of one-handed surgical knot-tying. Methods Naïve year one medical students were randomised to video before face-to-face instruction versus face-to-face instruction only. Blinded surgeons assessed their performance at the end of a workshop and 4 weeks later by counting the number of knots tied in 1 min and a global Likert score assessing knot quality. The students also completed surveys for qualitative assessment and feedback. Results Students with access to the video tied significantly more knots in 1 min than the control group (median ± IQR: 15 ± 4 N = 14, vs 12.5 ± 10 N = 15, p = 0.012). After 4 weeks, the intervention group showed a non-significant trend towards being able to tie more knots (16.5 ± 6 N = 6, vs 3.5 ± 16 N = 8, p = 0.069), and the knots tied were of significantly better quality (global score: 3 ± 1.4 vs 1 ± 1.8, p = 0.027). Compared to the control group, the intervention group expressed greater confidence in their ability to retain their skills after the workshop and at follow-up (p = 0.04). Additionally, they experienced significantly less stress during the workshop (p = 0.028). Conclusion A non-interactive video can improve learning and retention of single-handed knot tying. As medical education continues to evolve, supplementary videos should be considered an important part of new surgical skill curricula.

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Análisis del estado del arte sobre el uso de los videojuegos en Educación Infantil y Primaria

Cited by 6 publications

References 32 publications

Ludificación digital en el aprendizaje en edad preescolar: una revisión sistemática de la literatura

Ludificación digital en el aprendizaje en edad preescolar: una revisión sistemática de la literatura

The Impact of Serious Games on Learning in Primary Education: A Systematic Literature Review

Technical skills teaching to MD students: a blinded, randomized controlled trial investigating video assistance in the education of the single-handed knot tie

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