Impacto de los juegos serios en la fluidez matemáticaUn estudio en Educación Primaria

  1. Fernando Fraga Varela 1
  2. Esther Vila Couñago 1
  3. Esther Martínez Piñeiro 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2021

Título del ejemplar: Participación ciudadana en la esfera digital

Número: 69

Páginas: 125-135

Tipo: Artículo

DOI: 10.3916/C69-2021-10 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Objetivos de desarrollo sostenible

Resumen

In recent years there has been a renewal of educational software encouraged by the incorporation of specific designs based on serious games. Previous studies on their use do not provide conclusive data on the advancement in learning, both at a general level and in specific contents. The main objective of this work is to study the impact of the use of serious games in primary education classrooms, specifically on mathematics fluency, taking into account gamification variables and teaching experience. A quasi-experimental study was carried out with a pretest-posttest design, without a control group and with several experimental groups, involving 284 students from the first to the fourth grade. The results show a significant improvement in mathematics fluency with the use of serious games in the different grades and classroom groups studied. The gamification strategy promotes even greater progress over the classes where it has not been implemented. There is a similar time of use of serious games by both novice and experienced teachers, with better results in mathematics fluency in the case of the second group. It also shows the relationship between the results obtained and the school grades of the students. The findings point to the potential of using serious games designed specifically for school environments and challenge previous work on generational barriers in teachers.

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Información de financiación

Este estudio es una acción del Proyecto de I+D+i Entornos digitales e identidades de género en la adolescencia (EDIGA), con referencia PID2019-108221RB-100, en el marco del Programa Estatal de Generación de Conocimiento y Fortalecimiento Científico y Tecnológico del Sistema de I+D+i y del Programa Estatal de I+D+i Orientada a los Retos de la Sociedad, financiado por el Ministerio de Ciencia, Innovación y Universidades del Gobierno de España.

Financiadores

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Fuente de los datos: Dialnet