Modalidades de aprendizaje con videojuegos, pedagogia lúdica para provocar cambios cognitivos

Resumen

The research work we carried out during the development of this doctoral thesis was directed to give a significant response to the assumption that play and program videogames promotes in the user the development of higher level cognitive activities. To ratify or discard that assumption, we carried out a research with a quasi-experimental design and a quantitative approach in two different populations. The first population was composed by attendants to the Video Games Programming Workshop carried out in the Core of Community Learning (NAC) of Caseros City – Buenos Aires province. The second population was composed by second year students of the Programming career of the National’s Technological University (UTN) in Buenos Aires City. Finally, we compared and extrapolated statistically produced data to detect correlations between both populations and understand the outcome. The NAC population is composed of children aged between 11 and 13 years old As inquiry methodology, we used pretest and posttest of André Rey’s, Florence Goodenough’s Human Figure. During the workshop course, we performed an active observation contrasted with Bloom’s (1976) taxonomy in the traditional. The UTN population is composed by students aged between 23 to 46 years. With the aim of analyzing possible cognitive changes, we applied pretest and posttest of Andre Rey, and posttest of J. Moreno. The results confirm that there are significant changes in the cognitive abilities of both populations after the experience of video game play and programming, reason why the hypothesis was confirmed.