Publication: Percepción de los futuros docentes de Educación Infantil y Primaria hacia el uso educativo de los videojuegos: un modelo de ecuaciones estructurales multigrupo.
Authors
Hinojo Lucena, Francisco Javier ; Romero Rodríguez, Jose María ; Martínez Menéndez, Alejandro ; Piñero Lardín, Juan C.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.655411
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info:eu-repo/semantics/article
Description
Abstract
El uso educativo del videojuego se ha posicionado en la actualidad como una tendencia
investigativa en boga, si bien no existe una correspondencia práctica con ello en su
asentamiento como recurso común en las instituciones educativas. Así, el objetivo del
presente trabajo se centra en analizar el perfil de los futuros docentes de Educación Infantil
y Primaria en lo que refiere al potencial educativo de los videojuegos. Para ello, se opta por
la realización de un estudio de corte cuantitativo correlacional transversal y diseño ex post
facto prospectivo de más de un eslabón causal, atendiendo a las barreras y adecuación,
viabilidad de implementación y efectividad y motivación derivadas del videojuego en la
educación. Se observó que la determinación de las limitaciones de uso del videojuego sobre
su adecuación contextual e, indirectamente, en la efectividad de sus beneficios educativos,
al tiempo que su viabilidad de introducción en las aulas, determinada principalmente por
dichas necesidades contextuales, predijo de forma determinante los beneficios educativos
que se asociaron al aprendizaje lúdico con medios digitales. Consecuentemente, se establece
la pertinencia de reformas en los planes de formación del profesorado como conductor de
cambios actitudinales hacia un asentamiento verdadero del videojuego en la educación.
The educational use of video games has been regarded as a research tendency of current relevance, even though there is not an actual practical correspondence with its settlement within educational institutions. Therefore, the main objective of the present work is to analyze future Early Childhood and Primary Education professionals’ profiles regarding the potential educative utility of videogames as a didactic resource. In order to achieve this, a quantitative cross-sectional study under a prospective ex post facto with more than one causal step design was developed, taking into consideration the perceived barriers, adequacy and viability of implementing games under educational purposes, as well as the motivation and pedagogical effectiveness associated with them. It was observed that applicability limitations predicted contextual adequacy and, indirectly, the educational effectiveness of this resource. Additionally, perceived viability, conditioned under these contextual adequacy needs, significatively predicted the educational benefits linked to playful learning under digital entertainment media. Consequently, the critical immediacy for reforms regarding Spanish teacher training curricula was established, as it plays a crucial role in the process of progressively shaping educator’s beliefs and attitudes towards the implementation and consolidation of these tools in actual classrooms.
The educational use of video games has been regarded as a research tendency of current relevance, even though there is not an actual practical correspondence with its settlement within educational institutions. Therefore, the main objective of the present work is to analyze future Early Childhood and Primary Education professionals’ profiles regarding the potential educative utility of videogames as a didactic resource. In order to achieve this, a quantitative cross-sectional study under a prospective ex post facto with more than one causal step design was developed, taking into consideration the perceived barriers, adequacy and viability of implementing games under educational purposes, as well as the motivation and pedagogical effectiveness associated with them. It was observed that applicability limitations predicted contextual adequacy and, indirectly, the educational effectiveness of this resource. Additionally, perceived viability, conditioned under these contextual adequacy needs, significatively predicted the educational benefits linked to playful learning under digital entertainment media. Consequently, the critical immediacy for reforms regarding Spanish teacher training curricula was established, as it plays a crucial role in the process of progressively shaping educator’s beliefs and attitudes towards the implementation and consolidation of these tools in actual classrooms.
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Citation
REIFOP, Revista Electrónica Interuniversitaria de Formación del Profesorado, V.28, N. 2, 2025, pp. 19-41
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