Gamificación basada en un videojuego que permite desarrollar tareas de alta demanda cognitiva

Abstract

La gamificación ha iniciado su proceso de integración al método pedagógico en el Perú, aunque con escasos recursos económicos, los estudios se basan en plataformas de adquisición gratuita en medios virtuales, uno de ellos es estudiado en esta investigación. Se aplicaron 10 actividades experimentales acompañadas del juego Plants vs. Zombies, del cual se investigó su efectividad en tareas de alta demanda cognitiva matemática, se recurrió a un método cuantitativo, de tipo pre experimental, trabajado en una muestra de 20 niños y niñas de segundo grado de primaria (X(edad) = 8.9 años), la medición se realizó desde la adaptación del instrumento Evaluación diagnóstica de Matemática, los resultados arrojaron diferencias significativas entre las mediciones pretest y postest en la variable, lo cual provocó una influencia en el nivel de logro de los sujetos, se concluyó que el juego Plants vs. Zombies, acompañado de estrategias pedagógicas basadas en este videojuego, provocó más efectividad en las tareas complejas (con y sin conexiones de información), como también, en el más alto nivel de exigencia de tareas matemáticas, esto fue evidenciado en más del 50 % de estudiantes.

Video games and Kahoot! as cognitive gamifiers in compulsory social isolation

“…Although the differences exemplify that videogames caused sustained fluidity in the search for solutions, and in the shortest possible time. These evidences are similar to others that found benefits in the use of accompanying or integrated gamifiers to classroom learning, developing speed, concentration and response automation [4], [20]. On the other hand, here it has also been crucial the implication in the development of new predispositions towards the game in students who only thought about learning vertically, as has happened in other investigations [4], [18], [19].…”

“…That is, young people and children learn cognitively adapting, and involve the development of their own attitudes [19], [21], [22], [24]. In the same way, we can accept that although gamification styles were not studied, teachers can adapt to methods that can generate better learning rates, more fluid reactions to conceive data in the shortest possible time, and even to modify the numerical conceptual thinking [2], [17], [20], [18]. Finally, in the context of Brazil, the situation of isolation has become imposing, since face-to-face teaching has had to turn its perspective in a short time.…”

“…It is a playful process that guides the development of rigid learning, which is dependent on complex higher processes such as problem solving, solving operations, reading and social skills. Some results on gamification in learning have concluded that they allow the development of lower and higher cognitive processes [4], [17], [18], [19], [20]. Influential evidence has also been presented in the interaction processes through the immersion of mobile telephony in the learning of entrepreneurs from university contexts (García-Fernández et al, 2017), this form of gamification has been transfigured as a way of life of the school stage through transmedia education for active educational processes that use students' digital competences [21], [22].…”