Publication: Aproximando experiencias lúdicas en la universidad a distancia
Authors
Amorós Poveda, Lucía
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Publisher
Dykinson
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DOI
https://doi.org/10.14679/4020
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info:eu-repo/semantics/bookPart
Description
© 2025, Dykinson. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.
Abstract
Las competencias del estudiante del siglo XXI llevan a enfocar el aprendizaje basado en problemas (ABP) orientando los procesos por medio de experiencias lúdicas en aras de ofrecer una metodologia docente centrada en la gamificación. Sin embargo, desde esta línea, se advierte que el vínculo entre el ABP y el juego en las aulas resulta escaso porque la literatura desvela pocos interrogantes cuando el vínculo se busca en contextos de formación a distancia. Sobre esta base se lleva a cabo un estudio de caso, exploratorio y descriptivo, tomando una sesión de aula impartida en modalidad a distancia dentro del Master en Docencia Universitaria que imparte la Universidad Internacional de La Rioja (UNIR). Para ello se trabaja con Google Jamboard, Padlet y Google search. Como resultado se identifican tres categorías de actividades lúdicas, a saber, una categoría de actividad gamificada, otra categoría de actividad colaborativa y una tercera categoría de actividad pasiva. Finalmente, se discute planteando necesidades en tres sentidos, que son, conceptuales, metodológicas y didácticas. Se concluye con una prospectiva dirigida a completar en el futuro el estudio con datos cuantitativos tomando un mayor número de herramientas vinculadas al juego digital (Educaplay y Gimkit) aumentando el número de sesiones en la formación impartida a distancia.
The competencies of 21st-century students have led to an increased focus on problem-based learning (PBL), with educators orienting the processes through playful experiences in order to offer a teaching methodology centred on gamification. Nevertheless, it is observed that the correlation between PBL and gamification in an academic setting is limited, as the existing literature reveals a paucity of inquiries pertaining to this relationship in the context of distance learning. In light of the above, an exploratory and descriptive case study was conducted, focusing on a classroom session taught in distance mode as part of the Master's Degree in University Teaching at the International University of La Rioja (UNIR). In order to achieve this, Google Jamboard, Padlet y Google search were employed. Consequently, three categories of playful activities were identified: firstly, a category of gamified activity; secondly, a category of collaborative activity; and thirdly, a category of passive activity. The study concludes with a discussion of the conceptual, methodological and didactic needs, which are addressed in three ways. It also presents a prospective plan for future research, which would involve the collection of quantitative data using a greater number of tools linked to digital games (Educaplay and Gimkit) and an increase in the number of sessions in distance learning.
The competencies of 21st-century students have led to an increased focus on problem-based learning (PBL), with educators orienting the processes through playful experiences in order to offer a teaching methodology centred on gamification. Nevertheless, it is observed that the correlation between PBL and gamification in an academic setting is limited, as the existing literature reveals a paucity of inquiries pertaining to this relationship in the context of distance learning. In light of the above, an exploratory and descriptive case study was conducted, focusing on a classroom session taught in distance mode as part of the Master's Degree in University Teaching at the International University of La Rioja (UNIR). In order to achieve this, Google Jamboard, Padlet y Google search were employed. Consequently, three categories of playful activities were identified: firstly, a category of gamified activity; secondly, a category of collaborative activity; and thirdly, a category of passive activity. The study concludes with a discussion of the conceptual, methodological and didactic needs, which are addressed in three ways. It also presents a prospective plan for future research, which would involve the collection of quantitative data using a greater number of tools linked to digital games (Educaplay and Gimkit) and an increase in the number of sessions in distance learning.
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