El uso de juegos masivos en línea en actividades de aprendizaje basadas en juegos
DOI:
https://doi.org/10.35622/j.rie.2022.03.001Palabras clave:
COVID-19, aprendizaje, videojuegos, realidad virtual, mundo virtualResumen
La popularidad de los juegos en línea multijugador masivos como Minecraft y Roblox ha llamado la atención de profesores e investigadores educativos en la última década. El propósito de este documento es proporcionar una experiencia preliminar en el aula utilizando Roblox en actividades de aprendizaje basadas en juegos a través de la investigación-acción. Se utilizó muestreo por conveniencia y cuotas, interviniendo en cuatro grupos de diferentes niveles educativos: 1 secundaria, 1 bachillerato y 2 facultades. Las actividades de aprendizaje con Roblox se realizaron durante el año académico 2020-2021 durante la pandemia de COVID-19 que obligó a las escuelas mexicanas a digitalizarse. Roblox se utilizó para aprender contenido (como dinosaurios, enfermedades contagiosas, definición de sistemas) y habilidades interpersonales (negociación, cooperación). La percepción de aprendizaje de los participantes fue explorada a través de datos cuantitativos y cualitativos. Los hallazgos sugieren que los estudiantes disfrutaron de la actividad de aprendizaje de Roblox, ya que permitió la interacción social entre compañeros de clase. Los estudiantes evaluaron el aprendizaje a través de la clase de actividad de Roblox en diferentes escalas (3,08; 3,18; 4,07 y 4,21 en la escala de Likert). Los resultados indican que existen diferencias generacionales entre los grupos. Finalmente, el artículo ofrece sugerencias concretas para el uso de Roblox en el contexto educativo.
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Derechos de autor 2022 Lorena Hernández von Wobeser, Verónica Hernández, Farah Neyra , Julieta Carrillo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
