Publication: Aplicación de videojuegos educativos teatrales en dispositivos móviles y fijos
Loading...
Official URL
Full text at PDC
Publication Date
2016
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Citations
Exportar
Abstract
En un mundo dominado por las nuevas tecnologías, donde en cada casa podemos encontrar más dispositivos tecnológicos que personas, seguimos teniendo un sistema educativo basado en libros de texto, cuaderno y bolígrafo. Esto, combinado con una generación de estudiantes considerados como nativos digitales (Prensky, 2010), está haciendo que los resultados académicos sean cada vez peores, aumentando el fracaso escolar (Fernández Pérez, 1986). Sin embargo, dada la aparición de los llamados videojuegos educativos, o "serious games", y la digitalización de las aulas, se ha demostrado que aprender jugando no sólo es más divertido, sino que además es más efectivo (Wong et al., 2007). Pero, cuando un centro educativo decide invertir dinero en traer nuevas tecnologías a las aulas, surge la siguiente pregunta: ¿en qué tipo de dispositivo debo invertir?
Hasta la aparición de las tablets, esta pregunta tenía una clara respuesta, ordenadores. Pero con la llegada de éstas, la respuesta no está tan clara. ¿Qué dispositivo funciona mejor en las aulas? Otro ámbito que pierde adeptos entre los más jóvenes con la llegada de tanta tecnología a los hogares, es el mundo del teatro. Cada vez son menos los jóvenes interesados en acudir al teatro, convirtiendo a éste en un espectáculo de minorías. Una vez más los videojuegos educativos pueden ser una solución, como se demuestra en la tesis doctoral de Borja Manero (Manero, Torrente, Serrano, Martínez-Ortiz, & Fernández-Manjón, 2015). Esto llamó la atención del Compañía Nacional de Teatro Clásico (CNTC), queriendo realizar más videojuegos educativos que ayuden a incrementar el interés de los más jóvenes por el teatro.
Por lo tanto, tenemos dos retos por delante: el principal es encontrar el mejor dispositivo para aplicar estos videojuegos educativos. Esto nos lleva a un segundo objetivo. Desarrollar el videojuego que servirá como herramienta para el desarrollo del experimento.
Desarrollamos un videojuego educativo, basado en la obra de teatro “La Cortesía de España”, representada por la CNTC. Se realizaron varios procesos de adaptación para transformar una obra de teatro clásico en un videojuego divertido y útil para la investigación. Utilizando este videojuego como herramienta educativa, realizamos un experimento en el colegio de la Comunidad de Madrid Benito Pérez Galdós (Móstoles), proporcionándonos más de 150 alumnos, de entre 9 y 11 años, para participar en el mismo. Este experimento tiene como fin demostrar qué dispositivo funciona mejor con esta generación: los dispositivos móviles (tablets) o dispositivos fijos (ordenadores). Aunque previamente los investigadores sospechaban que el resultado del experimento sería claramente a favor de las tablets, por su cercanía con los jóvenes a los que estaba dirigido, los resultados arrojan otra conclusión completamente distinta. Efectivamente los más jóvenes utilizan más las tablets que los ordenadores para jugar, pero, analizados los resultados, son los ordenadores los que mejor funcionan como herramienta de aprendizaje.
In a world dominated by new technology, where each household has more devices than people, we still have an educational system based on textbooks, notebooks, and pen and paper. This detail, combined with a new generation of students considered digital natives (Prensky, 2010), is causing academic performance to see a steady trend downward, increasing the rates of academic failure (Fernández Pérez, 1986). Nevertheless, given the emergence of so-called educational videogames, or “serious games,”and the digitalization of the classroom, it has been shown that learning by playing is not only more fun, but more effective as well (Wong et al., 2007). But, when a school decides to invest money into new technology in the classroom, it raises the question: what type of device should we invest in? Until the emergence of tablets, the answer to this question was clear: computers. But, with the arrival of tablets, the answer is not so clear anymore. Which device works better in the classroom? Another area that, along with the emergence of so much technology in the home, has lost interest among children is the world of theatre. There are increasingly fewer children who are interested in going to see a play at the theatre, which is consequently turning it into somewhat of a niche market. Once again, educational videogames can be a solution, as demonstrated in Borja Manero’s dissertation (Manero, Torrente, Serrano, Martínez-Ortiz, & Fernández-Manjón, 2015). This dissertation caught the attention of the Compañía Nacional de Teatro Clásico (CNTC), which was wanting to create educational videogames to help increase children’s interest in theatre. Consequently, we are faced with two challenges. The main challenge is to find the best device for these educational videogames. This brings us to a second objective: developing a videogame that will serve as an effective tool for our experiment. We have developed an educational videogame based on the play “La Cortesía de España,” as performed by the CNTC. A lot of work went into transforming this classic play into a fun videogame that would also be useful for our study. Using this videogame as an educational tool, we carried out an experiment at the Benito Pérez Galdós School in Móstoles, Madrid. We were provided with more than 150 students between the ages of 9 and 11 to participate in the experiment. The main goal was to show which device worked better with this generation of students: mobile devices (tablets) or PCs. Despite our suspicions that the results of the experiment would clearly favor tablets, since these are generally more geared towards children’s usage, the actual results presented a completely different conclusion. Basically, children use tablets instead of computers for entertainment purposes. Consequently, after analyzing the results, the computers were actually what ended up working best as a learning tool.
In a world dominated by new technology, where each household has more devices than people, we still have an educational system based on textbooks, notebooks, and pen and paper. This detail, combined with a new generation of students considered digital natives (Prensky, 2010), is causing academic performance to see a steady trend downward, increasing the rates of academic failure (Fernández Pérez, 1986). Nevertheless, given the emergence of so-called educational videogames, or “serious games,”and the digitalization of the classroom, it has been shown that learning by playing is not only more fun, but more effective as well (Wong et al., 2007). But, when a school decides to invest money into new technology in the classroom, it raises the question: what type of device should we invest in? Until the emergence of tablets, the answer to this question was clear: computers. But, with the arrival of tablets, the answer is not so clear anymore. Which device works better in the classroom? Another area that, along with the emergence of so much technology in the home, has lost interest among children is the world of theatre. There are increasingly fewer children who are interested in going to see a play at the theatre, which is consequently turning it into somewhat of a niche market. Once again, educational videogames can be a solution, as demonstrated in Borja Manero’s dissertation (Manero, Torrente, Serrano, Martínez-Ortiz, & Fernández-Manjón, 2015). This dissertation caught the attention of the Compañía Nacional de Teatro Clásico (CNTC), which was wanting to create educational videogames to help increase children’s interest in theatre. Consequently, we are faced with two challenges. The main challenge is to find the best device for these educational videogames. This brings us to a second objective: developing a videogame that will serve as an effective tool for our experiment. We have developed an educational videogame based on the play “La Cortesía de España,” as performed by the CNTC. A lot of work went into transforming this classic play into a fun videogame that would also be useful for our study. Using this videogame as an educational tool, we carried out an experiment at the Benito Pérez Galdós School in Móstoles, Madrid. We were provided with more than 150 students between the ages of 9 and 11 to participate in the experiment. The main goal was to show which device worked better with this generation of students: mobile devices (tablets) or PCs. Despite our suspicions that the results of the experiment would clearly favor tablets, since these are generally more geared towards children’s usage, the actual results presented a completely different conclusion. Basically, children use tablets instead of computers for entertainment purposes. Consequently, after analyzing the results, the computers were actually what ended up working best as a learning tool.
Description
Trabajo de Fin de Grado en Ingeniería Informática (Universidad Complutense, Facultad de Informática, curso 2015/2016)