Videojuegos para el desarrollo de competencias en Educación Superior

  1. María Caridad Sierra-Daza
  2. Marta Martín-del Pozo
  3. María Rosa Fernández Sánchez
Journal:
Revista Fuentes

ISSN: 1575-7072 2172-7775

Year of publication: 2023

Volume: 25

Volume: 2

Pages: 228-241

Type: Article

More publications in: Revista Fuentes

Metrics

SCImago Journal Rank

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • SJR Journal Impact: 0.251
  • Best Quartile: Q3
  • Area: Education Quartile: Q3 Rank in area: 956/1438
  • Area: Sociology and Political Science Quartile: Q3 Rank in area: 707/1381
  • Area: Developmental and Educational Psychology Quartile: Q4 Rank in area: 274/349

Índice Dialnet de Revistas

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Impact: 0.710
  • Field: EDUCACIÓN Quartile: C2 Rank in field: 68/232

CIRC

  • Social Sciences: C

Scopus CiteScore

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • CiteScore of the Journal : 1.2
  • Area: Sociology and Political Science Percentile: 52
  • Area: Education Percentile: 35
  • Area: Developmental and Educational Psychology Percentile: 22

Journal Citation Indicator (JCI)

(Indicator corresponding to the last year available on this portal, year 2022)
  • Year 2022
  • Journal Citation Indicator (JCI): 0.31
  • Best Quartile: Q3
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 563/759

Abstract

Video games are gaining more attention from educational research and their implementation in teaching practice. In this sense, video games can expand educational possibilities, among others, at the university level. That said, the main objective of this work is to obtain evidence from articles on the development of specific skills (instrumental, interpersonal and systematic) of Tuning Project with video games in Higher Education. Specifically, the skills developed following the division of the Tuning Project are analyzed, as well as the fields of knowledge of the university degrees. To do this, a systematic literature review of studies published in the last six years (from 2016 to 2021) on the use of video games for students’ skills development in Higher Education is carried out, guided by the PRISMA 2020 protocol. In this review, 62 articles are identified that collect findings on the use of video games for skills development in Higher Education. The results obtained reflect a predominance of studies focused on use of video games for the development of instrumental skills such as motivation. However, a lack of studies related to interpersonal skills is detected, such as the ability to work in an interdisciplinary team or to communicate with experts from other areas, both of which are fundamental in professional development.

Bibliographic References

  • Agudelo-Londono, S., Gorbanev, I., Delgadillo, V., Muñoz, O., Cortés, A., González, R. A., y Pomares-Quimbaya, A. (2019). Development and Evaluation of a Serious Game for Teaching ICD-10 Diagnosis Coding to Medical Students. Games for health journal, 8(5), 349-356. https://doi.org/10.1089/g4h.2018.0101
  • Agudelo-Londoño, S., González, R. A., Pomares, A., Delgadillo, V., Muñoz, O., Cortes, A. y Gorbanev, I. (2019). Revisión sistemática de juegos serios para la educación médica. Rol del diseño en la efectividad. Educación Médica Superior, 33(2), 1-16. Recuperado de http://bit.ly/3OsjCuw
  • Almeida, F., y Buzady, Z. (2019). Assessment of Entrepreneurship Competencies Through the Use of FLIGBY. Digital Education Review, 35, 151-169. https://doi.org/10.1344/der.2019.35.151-169
  • Almerich, G., Díaz-García, I., Cebrián-Cifuentes, S. y Suárez-Rodríguez, J. (2018). Estructura dimensional de las competencias del siglo XXI en los estudiantes universitarios de educación. RELIEVE, 24(1), 1-20. http://doi.org/10.7203/relieve.24.1.12548
  • Alves Tubelo, R., Freitas Portella, F., Gelain, M. A., de Oliveira, M. M. C., Figueiredo de Oliveira, A. E., Dahmer, A., y Bresolin Pinto, M. E. (2019). Serious game is an effective learning method for primary health care education of medical students: A randomized controlled trial. International Journal of Medical Informatics, 130, 103-944. https://doi.org/10.1016/j.ijmedinf.2019.08.004
  • Ameerbakhsh, O., Maharaj, S., Hussain, A., y McAdam, B. (2019). A comparison of two methods of using a serious game for teaching marine ecology in a university setting. International Journal of Human-Computer Studies, 127, 181-189. https://doi.org/10.1016/j.ijhcs.2018.07.004
  • Aoki, R. (2020). Aprendizagem Baseada em Jogos Digitais aplicada ao ensino de Redação Jornalística. Media & Jornalismo, 20(36), 109-128. https://doi.org/10.14195/2183-5462_36_6
  • Bachen, C. M., Hernández-Ramos, P., Raphael, C., y Waldron, A. (2016). How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game? Computers in Human Behavior, 64, 77-87. https://doi.org/10.1016/j.chb.2016.06.043
  • Bahadoorsingh, S., Dyer, R., y Sharma, C. (2016). Integrating serious games into the engineering curriculum-a game-based learning approach to power systems analysis. International Journal of Computational Vision and Robotics, 6(3), 276-289. https://doi.org/10.1504/IJCVR.2016.077372
  • Brazo, A. I., Muñoz, J. M., y Castro, C. (2018). Aprendiendo léxico y ortografía francesa en la universidad mediante el videojuego SCRIBBLENAUTS. EDMETIC, 7(2), 18-36. https://doi.org/10.21071/edmetic.v7i2.7201
  • Buzady, Z., y Almeida, F. (2019). FLIGBY-A Serious Game Tool to Enhance Motivation and Competencies in Entrepreneurship. Informatics, 6(3), 1-27. https://doi.org/10.3390/informatics6030027
  • Calabor, M. S., Mora, A., y Moya, S. (2018). Acquisition of competencies with serious games in the accounting field: an empirical analysis. Revista de Contabilidad-Spanish Accounting Review, 21(1), 38-47. https://doi.org/10.1016/j.rcsar.2016.11.001
  • Cano, E. y Fernández, M. (2016). Competencias de los egresados del Espacio Europeo de Educación Superior: relatos de vida de los nuevos estudiantes universitarios frente a los antiguos licenciados. REDU. Revista de Docencia Universitaria, 14(2), 187-203. https://doi.org/10.4995/redu.2016.5933
  • Capell, N., Tejada, J. y Bosco, A. (2017). Los videojuegos como medio de aprendizaje: un estudio de caso en matemáticas en Educación Primaria. Píxel-Bit. Revista de Medios y Educación, 51, 133-150. http://dx.doi.org/10.12795/pixelbit.2017.i51.09.
  • Carenys, J., Moya, S., y Perramon, J. (2017). Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes. Revista de Contabilidad, 20(2), 118-130. https://doi.org/10.1016/j.rcsar.2016.07.003
  • Castaño, R. y Pérez, S. (2012). Valoración de las Competencias genéricas en los estudios de magisterio Grados de Infantil y Primaria. Revista del Congrés Internacional de Docència Universitària i Innovació, 1. Recuperado de http://bit.ly/3hRHbR9
  • Castillo, N., Guzmán, M., Matus, P., Rivera, C. y Marín, J. G. (2018). Serious games y educación superior. Una revisión sistemática. RIESED - Revista Internacional De Estudios Sobre Sistemas Educativos, 2(8), 250-268. Recuperado de http://bit.ly/3TS3cgd
  • Castro, C. D., Muñoz, J. M., y Brazo, A. I. (2018). El uso de videojuegos serios en el aprendizaje de francés en educación superior. Revista Mexicana de Investigación Educativa, 23(76), 157-177. Recuperado de http://bit.ly/3Ve9VCJ
  • Chang, C. S., Chung, C. H., y Chang, J. A. (2020). Influence of problem-based learning games on effective computer programming learning in higher education. Educational Technology Research and Development, 68(5), 2615-2634. https://doi.org/10.1007/s11423-020-09784-3
  • Chen, A., Hanna, J. J., Manohar, A., y Tobia, A. (2018). Teaching Empathy: the Implementation of a Video Game into a Psychiatry Clerkship Curriculum. Academic Psychiatry, 42, 362-365. https://doi.org/10.1007/s40596-017-0862-6
  • Chung-Shing, C., Yat-hang, C., y Agnes, F. T. H. (2020). The effectiveness of online scenario game for ecotourism education from knowledge-attitude-usability dimensions. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100-264. https://doi.org/10.1016/j.jhlste.2020.100264
  • Corsi, D., Revuelta Domínguez, F. I., y Pedrera Rodríguez, M. I. (2019). Adquisición de competencias emocionales mediante el desarrollo y uso de Serious Games en Educación Superior. Pixel-Bit: Revista de Medios y Educación, 56, 95-112. https://doi.org/10.12795/pixelbit.2019.i56.05
  • Cruz-Palacios, E. y Marzal García-Quismondo, M. A. (2019). Gaming for Multiliteracies: Video Games in a Case Study with Primary School Students to Enhance Information, Visual and Media Literacies. En S. Kurbanoğlu, S. Špiranec, Y. Ünal, J. Boustany, M. L. Huotari, E. Grassian y L. Roy (Eds.), Information Literacy in Everyday Life. ECIL 2018. Communications in Computer and Information Science (pp. 411-421). Springer. https://doi.org/10.1007/978-3-030-13472-3_39
  • Dankbaar, M. E., Richters, O., Kalkman, C. J., Prins, G., Ten Cate, O. T., Van Merrienboer, J. J., y Schuit, S. C. (2017). Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Medical Education, 17(1), 30. https://doi.org/10.1186/s12909-016-0836-5
  • De Araujo, T. B., Silveira, F. R., Souza, D. L. S., Strey, Y. T. M., Flores, C. D., y Webster, R. S. (2016). Impact of video game genre on surgical skills development: a feasibility study. Journal of Surgical Research, 201(1), 235-243. https://doi.org/10.1016/j.jss.2015.07.035
  • De Barros Pereira, H. B., Gama Alves, L. R., y De Souza Santos, W. (2019). Avaliação da usabilidade do Game Líder Sim-um jogo digital para estimular o planejamento e liderança. Obra digital: Revista de Comunicación, 16, 119-134. Recuperado de http://bit.ly/3XoV7SW
  • Del-Arco, I. y Enciso, P. (2011). Valoración de las competencias instrumentales de los titulados universitarios: estudio comparativo. Bordón, 63(3), 91-105. Recuperado de http://bit.ly/3EwKgOn
  • Din, Z. U., y Gibson, G. E. (2019). Serious games for learning prevention through design concepts: An experimental study. Safety Science, 115, 176-187. https://doi.org/10.1016/j.ssci.2019.02.005
  • Easterday, M. W., Krupnikov, Y., Fitzpatrick, C., Barhumi, S., y Hope, A. (2019). Political Agenda: Designing a Cognitive Game for Political Perspective Taking. En Civic Engagement and Politics: Concepts, Methodologies, Tools, and Applications (pp. 361-390). IGI Global.
  • Ellahi, A., Zaka, B., y Sultan, F. (2017). A study of supplementing conventional business education with digital games. Journal of Educational Technology & Society, 20(3), 195-206. Recuperado de http://bit.ly/3UXUM8c
  • Ervin, D., y Lopez-Carr, D. (2017). An evaluation of serious games and computer-based learning on student outcomes in university level geographic education. European Journal of Geography, 8(4), 64-81. Recuperado de http://bit.ly/3EU3Jty
  • European Comission. (2019). Key competences for lifelong learning. Publications Office of the European Union. Recuperado de http://bit.ly/3ERc2X7
  • Fernandes Malaquias, R., De Oliveira Malaquias, F.F., Borges, J., y Zambra, P. (2018). The use of a Serious Game and Academic Performance of Undergraduate Accounting Students: An Empirical Analysis. Turkish Online Journal of Distance Education, 19(2), 117-127. https://doi.org/10.17718/tojde.415825
  • Fernández, M. (2015). Comunicación efectiva y trabajo en equipo. Paraninfo.
  • Fernández-Sánchez, M. R., Sierra-Daza , M. C., & Valverde-Berrocoso, J. (2020). Serious Games para la adquisición de competencias profesionales para el desarrollo social y comunitario. Revista Prisma Social, 30, 141–160. http://bit.ly/3mvXxRH.
  • Ferrier, C. (2019). Serious Games for Mathematics Support in Higher Education. En D. Economou (Ed.), Conferencia de la red de investigación de aprendizaje inmersivo (pp. 1-3). Verlag der Technischen Universität Graz. https://doi.org/10.3217/978-3-85125-657-4-30
  • García, I., Pacheco, C., León, A., y Calvo‐Manzano, J. A. (2019). Experiences of using a game for improving learning in software requirements elicitation. Computer Applications in Engineering Education, 27(1), 249-265. https://doi.org/10.1002/cae.22072
  • García-Miranda, I., y Durán-Heras, A. D. (2020). Uso de videojuegos de simulación empresarial como complemento de aprendizaje en el área de Ingeniería de Organización. Dirección y Organización, 70, 19-27. https://doi.org/10.37610/dyo.v0i70.566
  • Gauthier, A., y Jenkinson, J. (2017). Serious game leverages productive negativity to facilitate conceptual change in undergraduate molecular biology: A mixed-methods randomized controlled trial. International Journal of Game-Based Learning (IJGBL), 7(2), 20-34. http://dx.doi.org/10.4018/IJGBL.2017040102
  • Gómez-Álvarez, M. C., Echeverri, J. A., y González-Palacio, L. (2017). Games-based assessment strategy: Case systems engineer of Universidad de Medellín. Ingeniare, 25(4), 633-642. http://dx.doi.org/10.4067/S0718-33052017000400633
  • González, J. y Wagenaar, R. (2006). Tuning Educational Structures in Europe II. La contribución de las universidades al Proceso de Bolonia. Universidad de Deusto.
  • González, J. y Wagenaar, R. (2008). Universities’ contribution to the Bologna Process. An introduction. Universidad de Deusto.
  • Hastie, C. R. (2018). ‘TeamUP’: An approach to developing teamwork skills in undergraduate midwifery students. Midwifery, 58, 93-95. https://doi.org/10.1016/j.midw.2017.12.026
  • Hernández-Jorge, C. M. y Curbero, C. M. R. (2018). Percepción de mejora de las habilidades comunicativas en estudiantes universitarios. Revista de la Educación Superior, 47(186), 119-135. Recuperado de http://bit.ly/3i7STHm
  • Hernandez‐Linares, R., Sánchez, H., Agudo, J. E., y Rico, M. (2017). Chronos: A tool to develop the time management competence among engineering students. Computer Applications in Engineering Education, 25(1), 79-89. https://doi.org/10.1002/cae.21780
  • Hummel, H. G., Nadolski, R. J., Eshuis, J., Slootmaker, A., y Storm, J. (2020). Serious game in introductory psychology for professional awareness: Optimal learner control and authenticity. British Journal of Educational Technology, 52(1), 125-141. https://doi.org/10.1111/bjet.12960
  • Ibrahim, K. (2019). Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics. Foreign Language Annals, 52(2), 335-357. https://doi.org/10.1111/flan.12388
  • Iniesta, J. y Martínez, M. (2020). Objetivos de desarrollo sostenible y educación para el desarrollo sostenible: aplicaciones a la enseñanza de la asignatura Cinética Química del Grado en Química. ENSAYOS, Revista de la Facultad de Educación de Albacete, 35(2), 17-33. https://doi.org/10.18239/ensayos.v35i2.2250
  • Jiménez-Fontana, R., Aragón, L. y Albendín, G. (2020). Análisis de la incidencia de talleres formativos en el desarrollo de competencias comunicativas en futuros docentes y ambientólogos. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 17(3), 3203. http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i3.3203
  • Khalip, S., Amirul Ramli, M., y Irsyad Abdullah, M. (2018). A Historical Educational Game for Learning Support: Design and Evaluation of Pre-Mortem. Computer Applications in Engineering Education, 27(1), 94-99. Recuperado de http://bit.ly/3gwuATm
  • Klit, K.J.M., Pedersen, K.S., y Stege, H. (2018). A prospective cohort study of game-based learning by digital simulation of a pig farm to train agriculture students to reduce piglet mortality. Porcine Health Management, 4(1), 1-8. https://doi.org/10.1186/s40813-018-0105-6
  • Lee, Y. H., Dunbar, N., Kornelson, K., Wilson, S. N., Ralston, R., Savic, M., ... y Elizondo, J. (2016). Digital game-based learning for undergraduate calculus education: Immersion, calculation, and conceptual understanding. International Journal of Gaming and Computer-Mediated Simulations, 8(1), 13-27. https://doi.org/10.4018/IJGCMS.2016010102
  • Lookadoo, K. L., Bostwick, E. N., Ralston, R., Elizondo, F. J., Wilson, S., Shaw, T. J., y Jensen, M. L. (2017). “I Forgot I Wasn’t Saving the World”: the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology. Journal of Science Education and Technology, 26(6), 597-612. https://doi.org/10.1007/s10956-017-9701-5
  • Malliarakis, C., Satratzemi, M., y Xinogalos, S. (2017). CMX: The effects of an educational MMORPG on learning and teaching computer programming. IEEE Transactions on Learning Technologies, 10(2), 219-235. https://doi.org/10.1109 / TLT.2016.2556666
  • Martínez, P. y González, N. (2018). Las competencias transversales en la universidad: propiedades psicométricas de un cuestionario. Educación XX1, 21(1), 231-262. https://doi.org/10.5944/educxx1.20194
  • Martínez, L., Gimenes, M. y Lambert, E. (2022). Entertainment Video Games for Academic Learning: A Systematic Review. Journal of Educational Computing Research, 60(5), 1083-1109. https://doi.org/10.1177/07356331211053848
  • Matute, J., y Melero, I. (2016). Game-based learning: using business simulators in the university classroom. Universia Business Review, 51, 106-154. https://doi.org/10.3232/UBR.2016.V13.N3.03
  • Molina, A. (2019). Competencias profesionales y motivación a través del juego de rol y el aprendizaje cooperativo. Un caso práctico desde la Historia del Arte. En M. C. Ortega (Coord.), Libro de actas: X Jornadas de Investigación en Innovación Docente. Innovación educativa en la Era Digital (pp. 51-55). UNED. Recuperado de http://bit.ly/3GEe2TN
  • Molina, F. J. y Pizarro, S. (2018). El acercamiento a las fuentes de la Historia como método de desarrollo de las competencias necesarias para la escritura académica. En Actas del Congreso IN-RED 2018 (pp. 1182-1192). Universitat Politècnica de València. http://dx.doi.org/10.4995/INRED2018.2018.8603
  • Morell, L. (2020). An undergraduate engineering education leadership program. Is it working? Outcomes of the second phase. Procedia Computer Science, 172, 337-343. https://doi.org/10.1016/j.procs.2020.05.169
  • Muñoz, J. M., De Castro, C. y Brazo, A. I. (2021a). Aprendizaje de francés a través de videojuegos cooperativos: Portal 2. Çédille, Revista de Estudios Franceses, 19, 575-594. https://doi.org/10.25145/j.cedille.2021.19.23
  • Muñoz, J. M., De Castro, C. y Brazo, A. I. (2021b). The adventure of an adventure videogame in French. Digital Education Review, 39, 257-269. Recuperado de http://bit.ly/3Xskdka
  • Najmr, S., Chae, J., Greeberg, M. L., Bowman, C., Harkavy, I. y Maeyer, J. L. (2018). A service-learning chemistry course as a model to improve undergraduate scientific communication skills. Journal of Chemical Education, 95, 528-534. https://doi.org/10.1021/acs.jchemed.7b00679
  • Newbery, R., Lean, J., y Moizer, J. (2016). Evaluating the impact of serious games: the effect of gaming on entrepreneurial intent. Information Technology & People, 29(4), 733-749. https://doi.org/10.1108/ITP-05-2015-0111
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M, Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Lin, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi.org/10.1136/bmj.n71
  • Palee, P., Wongta, N., Khwanngern, K., Jitmun, W., y Choosri, N. (2020). Serious Game for Teaching Undergraduate Medical Students in Cleft lip and Palate Treatment Protocol. International Journal of Medical Informatics, 141, 104-166. https://doi.org/10.1016/j.ijmedinf.2020.104166
  • Peddle, M., Mckenna, L., Bearman, M. y Nestel, D. (2019). Development of non-technical skills through virtual patients for undergraduate nursing students: an exploratory study. Nurse Education Today, 73, 94-101. https://doi.org/10.1016/j.nedt.2018.11.008
  • Peng, W., Song, H., Kim, J., y Day, T. (2016). The influence of task demand and social categorization diversity on performance and enjoyment in a language learning game. Computers & Education, 95, 285-295. https://doi.org/10.1016/j.compedu.2016.01.004
  • Perini, S., Luglietti, R., Margoudi, M., Oliveira, M., y Taisch, M. (2018). Learning and motivational effects of digital game-based learning (DGBL) for manufacturing education–The Life Cycle Assessment (LCA) game. Computers in Industry, 102, 40-49. https://doi.org/10.1016/j.compind.2018.08.005
  • Phi, G. T. y Clausen, H. B. (2020). Fostering innovation competencies in tourism higher education via design-based and value-based learning. Journal of Hospitality, Leisure, Sport & Tourism Education, 29. https://doi.org/10.1016/j.jhlste.2020.100298
  • Ponce, R., y Alarcón, L. M. (2020). Entornos virtuales para la escritura académica. Un modelo en Minecraft. Alteridad. Revista de Educación, 15(1), 76-87. https://doi.org//10.17163/alt.v15n1.2020.06
  • Riemer, V., y Schrader, C. (2016). Impacts of behavioral engagement and self-monitoring on the development of mental models through serious games: Inferences from in-game measures. Computers in Human Behavior, 64, 264-273. https://doi.org/10.1016/j.chb.2016.06.057
  • Roach, A. y Utami, Y. (2017). Using video game to enhance English communication skills. Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT-5), 5, 200-204. Recuperado de http://bit.ly/3tOOonI
  • Romero, A., Tejada, E. y López, A. (2017). Desarrollo de la competencia TIC a través del Aprendizaje Servicio: una experiencia en la formación del profesorado de educación infantil. Revista Educativa Hekademos, 22, 46-57. Recuperado de http://bit.ly/3VloK64
  • Ruesseler, M., Tomczak, M., Thrun, M., Pfau, S., Marzi, I. y Sterz, J. (2019). The Influence of the instructional approach on acquiring clinical skills in surgery: a comparative effectiveness study. Journal of Surgical Education, 76(1), 140-149. https://doi.org/10.1016/j.jsurg.2018.07.008
  • Saitua-Iribar, A., Corral-Lage, J., y Peña-Miguel, N. (2020). Improving Knowledge about the Sustainable Development Goals through a Collaborative Learning Methodology and Serious Game. Sustainability, 12(15), 61-69. https://doi.org/10.3390/su12156169
  • Samaniego, R. y Sarango, E. (2016). Aplicación de juegos digitales en educación superior. Revista San Gregorio, 11, 82-91. http://dx.doi.org/10.36097/rsan.v1i11.81
  • Sipiyaruk, K., Gallagher, J. E., Hatzipanagos, S., y Reynolds, P. A. (2017). Acquiring Critical Thinking and Decision-Making Skills: An Evaluation of a Serious Game Used by Undergraduate Dental Students in Dental Public Health. Technology, Knowledge and Learning, 22(2), 209-218. https://doi.org/10.1007/s10758-016-9296-6
  • Smith, C. E. R., Ryder, P., Bilodeau, A., y Schultz, M. (2016). Use of an Online Game to Evaluate Health Professions Students’ Attitudes toward People in Poverty. American Journal of Pharmaceutical Education, 80(8), 121-139. https://doi.org/10.5688/ajpe808139
  • Smith, S., y Chan, S. (2017). Collaborative and competitive video games for teaching computing in higher education. Journal of Science Education and Technology, 26(4), 438-457. https://doi.org/10.1007/s10956-017-9690-4
  • Tan, A. J. Q., Lee, C. C. S., Lin, P. Y., Cooper, S., Lau, L. S. T., Chua, W. L., y Liaw, S. Y. (2017). Designing and evaluating the effectiveness of a serious game for safe administration of blood transfusion: A randomized controlled trial. Nurse Education Today, 55, 38-44. https://doi.org/10.1016/j.nedt.2017.04.027
  • Teng, Y. Y., Chou, W. C., y Cheng, M. T. (2020). Learning immunology in a game: Learning outcomes, the use of player characters, immersion experiences and visual attention distributions. Journal of Computer Assisted Learning, 37(2), 475-486. https://doi.org/10.1111/jcal.12501
  • Topalli, D. y Cagiltay, N. E. (2018). Improving programming skills in engineering education through problem-based game projects with Scratch. Computers & Education, 120, 64-74. https://doi.org/10.1016/j.compedu.2018.01.011
  • Tsai, M. H., Chang, Y. L., Shiau, J. S., y Wang, S. M. (2020). Exploring the effects of a serious game-based learning package for disaster prevention education: The case of Battle of Flooding Protection. International Journal of Disaster Risk Reduction, 43, 101-393. https://doi.org/10.1016/j.ijdrr.2019.101393
  • Uiphanit, T., Bhattarakosol, P., Suanpong, K., y Iamsupasit, S. (2019). Packet Warriors: An Academic Mobile Action Game for Promoting OSI Model Concepts to Learners. International Association of Online Engineering, 13(6), 41-51. https://doi.org/10.3991/ijim.v13i06.10469
  • Wang, Q., y Abbas, M. (2018). Designing web‐games for transportation engineering education. Computer Applications in Engineering Education, 26(5), 1699-1710. https://doi.org/10.1002/cae.22031
  • Wronowski, M., Urick, A., Wilson, A. S., Thompson, W., Thomas, D., Wilson, S., ... y Ralston, R. (2020). Effect of a serious educational game on academic and affective outcomes for statistics instruction. Journal of Educational Computing Research, 57(8), 2053-2084. https://doi.org/10.1177/0735633118824693
  • Yükseltürk, E., Altıok, S., y Başer, Z. (2018). Using game-based learning with kinect technology in foreign language education course. Journal of Educational Technology & Society, 21(3), 159-173. Recuperado de http://bit.ly/3EUbjEP
  • Zabala-Vargas, S. A., Ardila-Segovia, D. A., García-Mora, L. H. y Benito-Crosetti, B. L. D. (2020). Aprendizaje Basado en Juegos (GBL) aplicado a la enseñanza de la matemática en educación superior. Una revisión sistemática de literatura. Formación universitaria, 13(1), 13-26. http://dx.doi.org/10.4067/S0718-50062020000100013