La metodología de Gamificación para el aprendizaje de historia de la educación española: investigación acción en la formación universitaria de docentes

Agustín, Esther Edo

doi:10.4995/thesis/10251/178971

Cited by 3 publications

(2 citation statements)

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“…In almost a decade, between the years 2014-2023, several studies have been published, which extolled the virtues of using simulation in teacher education. The general advantage is that more emphasis is placed on the active role of pre-service teachers, who thereby can gain insights into the nature of the process being simulated ( Álvarez, 2023;Bradley & Kendall, 2014;Edo Agustín, 2021;Gibson et al, 2014;Hamada et al, 2019;Kikkawa & Crookall, 2011;Kikkawa & Ohnuma, 2019;Kriz, 2003;Kriz & Hense, 2006;Leigh & Spindler, 2004;Nygaard et al, 2012;Ranchhod et al, 2014;Speed et al, 2015,Tipton et al, 2016Angelini, 2021, among others).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

Angelini,

Diamanti,

Aguilar-Moya

2024

Simulation & Gaming

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Background Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master’s degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants’ perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods. Findings Findings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork. Contributions Thus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

Angelini,

Diamanti,

Aguilar-Moya

2024

Simulation & Gaming

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“…La simulación, sin embargo, no ha encontrado la suficiente acogida como metodología articuladora a excepción de su uso como recurso o técnica puntual de aula. Se pueden observar escasos estudios que hayan abordado empíricamente el impacto de la simulación como metodología sobre el aprendizaje auténtico en la formación docente (Álvarez, 2023;Edo, 2021;Angelini y Muñiz, 2023), a pesar de que la neurociencia aporta que los ejercicios de simulación, gracias a la actividad de las neuronas espejo, generan estructuras cerebrales semejantes a las que se generan en el desempeño real (Alcívar y Moya-Martínez, 2020;García-García, 2008;Tormo-Calandín et al, 2023). Por esta razón, con el objetivo de comprobar si la simulación aplicada de forma cíclica e iterativa responde al aprendizaje auténtico, este trabajo presenta un estudio cuantitativo discreto de una experiencia de enseñanza basada en la metodología de la simulación que complementa estudios anteriores en el mismo entorno educativo.…”

Section: Introductionunclassified

A simulação telemática e seu impacto na formação inicial de professores

Angelini,

Diamanti,

Jiménez-Rodriguez

2024

RIEOEI

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La formación docente cada vez más persigue ampliar su horizonte a realidades educativas exitosas nacionales e internacionales. Para ello, los programas de movilidad académica y estudiantil así como la colaboración telemática, responden a la llamada para la internacionalización en la educación superior y la educación y formación profesionales del informe del Consejo Europeo y la Comisión Europea (2015) titulado “Nuevas Prioridades para la Cooperación Europea en el Ámbito de la Educación y la Formación”. La presente propuesta recoge las percepciones de los estudiantes universitarios de formación de profesorado durante un curso enmarcado en la simulación telemática a gran escala. El estudio se lleva a cabo con participantes de cinco universidades de los siguientes países: Túnez, Rumanía, Turquía, Estados Unidos y España. Se pretende averiguar de qué manera se correlaciona la simulación telemática con la adquisición de una visión más profunda de los problemas educativos actuales por parte de los estudiantes. Mediante un análisis de correlación determinamos las relaciones significativas entre las variables para luego modelar con una regresión lineal, a través de la cual concluimos que se puede predecir que la simulación es una metodología de mejora en la enseñanza y aprendizaje a partir de los problemas recogidos en el escenario, del tiempo dedicado a la interacción asíncrona sumado al tiempo de presencialidad en las sesiones síncronas, y de la dificultad percibida al realizar las simulaciones respecto a las demás actividades educativas. Tras el análisis de los datos, los resultados sugieren que, si bien la simulación telemática permite a los participantes percibir el progreso sobre sus aprendizajes de manera significativa, también puede servir como indicador de aspectos a mejorar

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STEAM conceptions, competencies and attitudes in higher education: a pilot study

Sandoval-Palomares

2022

JHEW

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The rapid development of the STEAM disciplines (science, technology, engineering, art and mathematics) has allowed education based on this approach to be considered as a key and essential component for 21st century education, where students are required to have a range of science and technology skills, skills and knowledge, in addition to providing them with a range of tools to cope with the various situations that arise, many of them complex and challenging; the objective of this paper is to show the preliminary results of a pilot study that was carried out to validate two instruments that were designed in order to evaluate the competences and attitudes in STEAM education of students and university teachers. To meet this objective, four stages were implemented that included the following moments: Phase 1. Estimation of the distribution of data, Phase 2. Pilot study, Phase 3. Estimation of reliability and internal consistency. Phase 4. Preliminary results. The main results show favorable indicators in understanding, relevance and satisfaction of the items and an adequate internal consistency around the values of reliability and validity.

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La metodología de Gamificación para el aprendizaje de historia de la educación española: investigación acción en la formación universitaria de docentes

Cited by 3 publications

References 0 publications

Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

A simulação telemática e seu impacto na formação inicial de professores

STEAM conceptions, competencies and attitudes in higher education: a pilot study

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