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- Title
GAMIFICACIÓN POR VIDEOJUEGOS EN CONTEXTOS VULNERABLES: HALLAZGOS EXPERIMENTALES DESDE LA MATEMÁTICA ESCOLAR.
- Authors
Holguin-Alvarez, Jhon; Villa Córdova, Gloria María; Oyague Pinedo, Susana; Silvia Samame Gamarra, Silvia x.
- Abstract
The use of video games to gamify math classes has reached educational institutions with adequate political, economic and social conditions for educational achievement; and has massified them leading to results that increase in educational organizations of the public sector. However, this reality is different in contexts of vulnerability for schoolchildren, whose main problems are economic and social. In response, in this research we proposed to implement video games to develop mathematics in public schools of vulnerable contexts, we worked three stimulation experiments according to the mathematics component in which children participated: A) second (Candy Crush) = 47 (M) = 7.8 years); B) third (Asphalt 8 Airborne) = 43 (M = 9.7 years); and C) fourth (Plants & Zombies) = 49 (M = 8.8 years), the developed components were: A) numbering, B) mathematical reasoning and C) problem solving, respectively, the enactive, iconic diagnostic evaluation was used and symbolic, Precalculus Test and the Diagnostic Evaluation of Mathematics. In particular, we note in the results lower rates of increase in numbering scores, and higher in mathematical reasoning and problem solving; Although in experiment A we found lower rates of improvement, the Candy Crush game allowed us to develop enactive and iconic representation in second grade children. The videogame Asphalt 8 Airborne, made viable the cognitive reaction of the reasoning before the use of badges and scores, which allowed the students to develop skills to improve the practice of mathematical operations. Finally, the students who executed the game Plants & Zombies (experiment C) developed problems with greater complexity after the experiment, in turn evidenced the development of metacognition and flexibility to tackle tasks with high cognitive demand.
- Subjects
VIDEO games; PROBLEM solving; METACOGNITION; EDUCATION associations; ACADEMIC achievement; CHEMICAL laboratories
- Publication
3C TIC, 2019, Vol 8, Issue 3, p83
- ISSN
2254-6529
- Publication type
Article
- DOI
10.17993/3ctic.2019.83.82-107