Influencia de procesos de ludificación en entornos de aprendizaje STEM para alumnos de Educación Superior

Palabras clave: educación en ingeniería, educación STEM-STEAM, educación superior, juegos de mesa, ludificación

Resumen

Los alumnos de ciencias, tecnología e ingeniería, en el ámbito del Espacio Europeo de Educación Superior, suelen abordar sus asignaturas como parcelas de conocimiento debido a la propia construcción de los planes docentes y la estructura interdepartamental de las universidades. es decir, sin que se profundice en la interrelación entre esas parcelas y la futura realidad laboral que el estudiante tendrá que vivir. Durante esta investigación se diseñó un juego de mesa, desde el marco de referencia de educación STEAM (Science, Technology, Engineering, Arts and Mathematics), con la finalidad de establecer dinámicas propias de las actividades lúdicas para generar un entorno de aprendizaje ludificado. Mediante un proceso de investigación planificado, organizado, dirigido y sistemático se valoró el efecto que tiene la utilización del juego de mesa sobre las calificaciones académicas del alumnado de ingeniería, partiendo de la hipótesis de que la utilización de este juego permite adquirir no solo conocimientos, sino también la capacidad de integrar los conocimientos de las asignaturas directamente vinculadas al entorno STEAM. El análisis de los resultados verificó la hipótesis de partida de esta investigación, confirmando el efecto positivo que tiene el uso de elementos de ludificación en entornos STEAM.

Citas

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Cómo citar
Calvo, L. F., Herrero Martínez, R., & Paniagua Bermejo, S. (2020). Influencia de procesos de ludificación en entornos de aprendizaje STEM para alumnos de Educación Superior. Trilogía Ciencia Tecnología Sociedad, 12(22), 35-68. https://doi.org/10.22430/21457778.1604

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Publicado
2020-01-31
Sección
Artículos de investigación