Diseño y evaluación de herramientas lúdicas de aprendizaje socio-ambiental para identificar actitudes, motivaciones y decisiones de la juventud rural campesina contemporánea

Abstract

The current and potential relationship of contemporary rural youth with the agricultural and natural patrimony (PAN, according to its Spanish initials) that they will inherit is little known, but vitally important. In this study, we designed, adapted, and evaluated a variety of socio-environmental learning tools in order to identify and reflect on the opinions, actions, and motivations of 14 to 17 year olds in an area of the Sepultura Biosphere Reserve in Chiapas, Mexico to use their PAN in the future. The methodological approach consisted of exploring discourses using the Q method and three original table games (Mi territorio ideal, El carga palito y Manantiales de la Sierra). 46 teens were shown how to use these four tools, their use was monitored in workshops, and results were recorded and statistically analyzed. These tools allowed a) identifying at least four discourses of the teens regarding the use of their PAN, and b) reveal to the teens the preferences for land use, levels of diversification and intensification, and their disposition toward behaviors of dominance/subordination, competition, cooperation, coordination, equity, and solidarity that emerge from their decision making regarding PAN. Participants said they understood and enjoyed these tools, and that they learned about their own motivations. Together, these materials conform a dynamic educational approach that allows teachers and students to identify external and internal motivations, conservation behavior, intensification and diversification for managing PAN, attitudes of dominance and equity among teens, and preferences towards individual or collective working. This proposal is innovative, participatory, dynamic, and contextualized, and has great potential to be incorporated in the middle school curriculum in the study area and in similar rural regions of Mexico, as well as in the rest of Latin America and the world.

Mapping Role-Playing Games in Ibero-America: An Educational Review

“…For example, it can be observed that some topics are related to video games, two of them from a negative perspective [57,62], one about educational benefits [22], and finally a recent article about Classcraft [8], very related to MMORPGs [7,9]. Others are related to more physically interactive situations, like roleplaying [58,60,63] and LARPs [61] with applications for socialization, attitudes, and physical education, and several proposals including history [27,56], attitudes and values [30,55,60], mathematics [40], politics [59], sustainability [39], etc. Additionally, mainly in 2010, several articles had a more miscellaneous nature, with a more theoretical point of view: myths about RPGs [16], editorials and publications [52], profiles of RPG players [51], and definitions and concepts about RPGs [53].…”

“…Most of the citations belong to a 2010 Education in the Knowledge Society (EKS) monograph (128 citations). From a quantitative valuation, 19.05% of references [8,22,53,58] deal with video games and ICTs; 19.05% [58,60,61,63] with LARP/roleplays (differences between them are sometimes difficult to establish); 38.09% [18,27,30,39,40,55,56,59] about practical proposals and experiences in the classroom (without LARPs or ICTs) including history, gender, etc., and the rest deal with diverse issues, often more theoretical, with 23.81% [16,[51][52][53][54]]. This answer corresponds to MQ2.…”

“…education, and several proposals including history [27,56], attitudes and values [30,55,60], mathematics [40], politics [59], sustainability [39], etc. Additionally, mainly in 2010, several articles had a more miscellaneous nature, with a more theoretical point of view: myths about RPGs [16], editorials and publications [52], profiles of RPG players [51], and definitions and concepts about RPGs [53].…”