Autoeficacia en el aprendizaje, compromiso académico y participación en Minecraft oportunidades del juego en la enseñanza de las ciencias de la comunicación
opportunities of the game in communication sciences teaching
DOI:
https://doi.org/10.4185/RLCS-2022-1783Palabras clave:
Aprendizaje, Autoeficacia, Compromiso, Participación, MinecraftResumen
Introducción. Minecraft ha sido utilizado ampliamente en espacios educativos con efectos positivos en el desarrollo de la creatividad, el compromiso o la colaboración. Metodología. Este artículo muestra los resultados de una experiencia de aprendizaje basada en el juego Minecraft, en estudiantes de posgrado en el campo de la comunicación dirigida a la distinción de los procesos de acceso, interacción y participación online. El análisis de la percepción sobre la autoeficacia del aprendizaje, el compromiso académico y la participación incluyó técnicas propias de la etnografía virtual como observación y entrevistas semiestructuradas. Resultados. Este trabajo ofrece una visión tridimensional del proceso de aprendizaje basado en juegos como consecuencia de una combinación de la autoeficacia percibida, la participación y el compromiso. Discusión. El análisis de las relaciones entre las perspectivas teóricas empleadas muestra la necesidad de contemplar en el diseño de experiencias educativas la participación para contrarrestar los déficits de autorregulación y aumentar la motivación y el compromiso de los estudiantes. Conclusiones. La integración de perspectivas teóricas es necesaria tanto para la investigación de experiencias de aprendizaje basadas en juegos como para su diseño. La mixtura de perspectivas probadas en este estudio puede expandir la comprensión empírica y teórica del problema en investigaciones futuras.
Descargas
Citas
Abdul, A. I. y Felicia, P. (2015). Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review. Review of Educational Research, 85(4), 740-779. https://doi.org/10.3102/0034654315577210
Adams, E. y Rollings, A. (2006). Fundamentals of game design. Upper Saddle River, NJ.
Admiraal, W., Huizenga, J., Akkerman, S. y Dam, G. T. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185-1194. https://doi.org/10.1016/j.chb.2010.12.013
All, A., Castellar, E. N. P. y Van Looy, J. (2021). Digital Game-Based Learning effectiveness assessment: Reflections on study design. Computers y Education, 167, 104160. https://doi.org/10.1016/j. compedu.2021.104160
Anastasiadis, T., Lampropoulos, G. y Siakas, K. (2018). Digital Game-based Learning and Serious Games in Education. International Journal of Advances in Scientific Research and Engineering (IJASRE), 4(12), 139-144. https://doi.org/10.31695/IJASRE.2018.33016
Balnaves, K. (2020). Digital Ethnography Development Investigating Children’s Agency in Minecraft. European Conference on Games Based Learning, 39-46. http://dx.doi.org/10.34190/ GBL.20.020
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological
Review, 84(2), 191-215. https://doi.org/10.1037//0033-295x.84.2.191
Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of Psychology,
(1), 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
Bandura, A. y Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change.
Cognitive Therapy and Research, 1(4), 287-310. https://doi.org/10.1007/BF01663995
Barnett, S. M. y Koslowski, B. (2002). Adaptive expertise: Effects of type of experience and the
level of theoretical understanding it generates. Thinking y Reasoning, 8(4), 237-267. https://doi.org/10.1080/13546780244000088
Boellstorff, T., Nardi, B., Pearce, C. y Taylor, T. L. (2012). Ethnography and Virtual Worlds: A Handbook of Method. Princeton University Press. https://doi.org/10.2307/j.cttq9s20
Brathwaite, B. y Schreiber, I. (2009). Challenges for game designers. Course Technology, a part of Cengage Learning.
Buckingham, D. (2007). Digital Media Literacies: Rethinking Media Education in the Age of the Internet. Research in Comparative and International Education, 2(1), 43-55. https://doi.org/10.2304/rcie.2007.2.1.43
Carpentier, N. (2007). Participation, access and interaction: Changing perspectives. En Nightingale,
V. y Dwyer, T. (Eds.), New media worlds: Challenges for convergence, 214-230. Oxford University Press.
Carpentier, N. (2016). Beyond the Ladder of Participation: An Analytical Toolkit for the Critical Analysis of Participatory Media Processes. Javnost - The Public, 23(1), 70-88. https://doi.org/10.1080/13183222.2016.1149760
Carpentier, N. y Grondin, D. (2018). Stretching the Frontiers of Communication and Media Studies. Communiquer. Revue de Communication Sociale et Publique, 23, 155-170. https://doi.org/10.4000/communiquer.3324
Carr-Chellman, A. (2016). The Best of CES 2016: Transforming education with technology. elearn
Magazine. https://elearnmag.acm.org/archive.cfm?aid=2876470 Castells, M. (2009). Comunicación y poder. Alianza Editorial.
Chang, C.-S., Chen, J.-F. y Chen, F.-L. (2015). Development and Design of Problem Based Learning Game-Based Courseware. International Conference on E-Learning, 217-219. https://eric.ed.gov/?id=ED562503
Chen, C.-H. y Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55, 1201-1212. https://doi.org/10.1016/j.chb.2015.03.010
Coll, C. (1996). Constructivismo y educación escolar: Ni hablamos siempre de lo mismo ni lo hacemos siempre desde la misma perspectiva epistemológica. Anuario de Psicología/The UB Journal of Psychology, 153-178. https://doi.org/10.1344/%x
Csikszentmihalyi, M. (2008). Flow: The Psychology of Optimal Experience. Harper Perennial Modern Classics.
Deuze, M. (2006). Participation, Remediation, Bricolage: Considering Principal Components of a Digital Culture. The Information Society, 22(2), 63-75.
https://doi.org/10.1080/01972240600567170
Dezuanni, M. (2018). “Minecraft” and Children’s Digital Making: Implications for Media Literacy Education. Learning, Media and Technology, 43(3), 236-249.
https://doi.org/10.1080/17439884.2018.1472607
Dezuanni, M., O’Mara, J. y Beavis, C. (2015). “Redstone is like electricity”: Children’s performative representations in and around Minecraft. E-Learning and Digital Media, 12(2), 147-163. https://doi.org/10.1177/2042753014568176
Ellison, M. y Drew, C. (2020). Using Digital Sandbox Gaming to Improve Creativity within Boys’ Writing. Journal of Research in Childhood Education, 34(2), 277-287.
https://doi.org/10.1080/02568543.2019.1675823
Fogel, A., De Sousa, D., Padrão, P. y Azevedo, J. (2021). Failures in Game-Based Learning Experiences Sometimes Win. European Conference on Games Based Learning, 203-212.
Foster, A. y Shah, M. (2015). The Play Curricular Activity Reflection Discussion Model for Game-Based Learning. Journal of Research on Technology in Education, 47(2), 71-88. https://doi.org/10.1080/15391523.2015.967551
Gambling Regulators European Forum. (2018). Declaration of gambling regulators on their concerns related to the blurring of lines between gambling and gaming. Gambling Regulators European Forum. https://www.gref.net/update-blurring-of-lines-between-gambling-and-gaming/
Garris, R., Ahlers, R. y Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming, 33(4), 441-467.
Gutiérrez, F. (2005). Teorías del desarrollo cognitivo. McGraw-Hill.
Hainey, T., Connolly, T. M., Boyle, E. A., Wilson, A. y Razak, A. (2016). A systematic literature review of games-based learning empirical evidence in primary education. Computers and Education, 102, 202-223. Scopus. https://doi.org/10.1016/j.compedu.2016.09.001
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J. y Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
Hanus, M. D. y Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Herrero, C. y Brown, M. (2010). Distributed Cognition in Community-Based Education. Revista de Psicodidáctica, 15(2), 253-268.
Hill, L. G. y Werner, N. E. (2006). Affiliative motivation, school attachment, and aggression in school.
Psychology in the Schools, 43(2), 231-246. https://doi.org/10.1002/pits.20140
Iosup, A., y Epema, D. (2014). An experience report on using gamification in technical higher education. Proceedings of the 45th ACM technical symposium on Computer science education, 27-32. https://doi.org/10.1145/2538862.2538899
Jenkins, H. (2006). Fans, Bloggers, and Gamers: Exploring Participatory Culture. New York University Press.
Jenkins, H. (2008). Convergence Culture: Where Old and New Media Collide. New York University
Press.
Jensen, E. O. y Hanghdj, T. (2020). What’s the Math in Minecraft? A Design-Based Study of Students’ Perspectives and Mathematical Experiences across Game and School Domains. Electronic Journal of e-Learning, 18(3), 261-274.
Jossan, K. S., Gauthier, A. y Jenkinson, J. (2021). Cultural implications in the acceptability of game-based learning. Computers and Education, 174. Scopus. https://doi.org/10.1016/j.compedu.2021.104305
Karagiorgas, D. N. y Niemann, S. (2017). Gamification and Game-Based Learning. Journal of Educational Technology Systems, 45(4), 499-519. https://doi.org/10.1177/0047239516665105
Kim, B., Park, H. y Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800-810. https://doi.org/10.1016/j.compedu.2008.12.004
Klastrup, L. (2008). The Worldness of EverQuest: Exploring a 21st Century Fiction. Game Studies,
(2). http://gamestudies.org/0901/articles/klastrup
Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development
(Second edition). FT Press.
Komarraju, M. y Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72. https://doi.org/10.1016/j.lindif.2013.01.005
Krath, J., Schürmann, L. y von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
Lam, S.-F., Jimerson, S., Wong, B. P. H., Kikas, E., Shin, H., Veiga, F. H., Hatzichristou, C., Polychroni, F., Cefai, C., Negovan, V., Stanculescu, E., Yang, H., Liu, Y., Basnett, J., Duck, R., Farrell, P., Nelson, B. y Zollneritsch, J. (2014). Understanding and measuring student engagement in school: The results of an international study from 12 countries. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 29(2), 213-232. https://doi.org/10.1037/spq0000057
Le De, L., Gaillard, J., Gampell, A., Loodin, N. y Cadag, J. R. (2020). Participatory mapping 2.0: New ways for children’s participation in disaster risk reduction. Australian Journal of Emergency Management, 34-42.
Lu, Y.-L. y Lien, C.-J. (2020). Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment. Journal of Educational Computing Research, 57(8), 1879-1909. https://doi.org/10.1177/0735633118820684
Maddux, J. E. (1995). Self-efficacy theory: An introduction. En: Self-efficacy, adaptation, and adjustment: Theory, research, and application, 3-33. Plenum Press. https://doi.org/10.1007/978-1-4419-6868-5_1
Malone, T. W. y Bernstein, M. S. (Eds.). (2015). Handbook of Collective Intelligence. MIT Press. Malvasi, V., Gil-Quintana, J. y Bocciolesi, E. (2022). The Projection of Gamification and Serious
Games in the Learning of Mathematics Multi-Case Study of Secondary Schools in Italy.
Mathematics, 10(3), 336. https://doi.org/10.3390/math10030336
Noguera, J. M., Bourdaa, M., Villi, M., Nyiro, N. y de Blasio, E. (2013). The Role of the Media Industry When Participation Is a Product. En Carpentier, N., Schrøder, K., & Hallett, L. (Eds.), Audience transformations: Late modernity´s shifting audience positions, 172-190. Routledge.
Noroozi, O., Dehghanzadeh, H. y Talaee, E. (2020). A systematic review on the impacts of game-based learning on argumentation skills. Entertainment Computing, 35. https://doi.org/10.1016/j.entcom.2020.100369
Ochoa-Angrino, S., Montes-González, J. A. y Rojas-Ospina, T. (2018). Percepción de habilidad, reto y relevancia como predictores de compromiso cognitivo y afectivo en estudiantes de secundaria. Universitas Psychologica, 17(5), 1-18. https://doi.org/10.11144/Javeriana.upsy17-5.phrr
Pink, S. (2013). Doing Visual Ethnography (Third Edition). SAGE Publications.
Pink, S. (2016). Digital Ethnography. En: Kubitschko, S. y Kaun, A. (Eds.), Innovative Methods in Media and Communication Research (1.a ed., p. 330). Palgrave Macmillan.
Pink, S. y Lanzeni, D. (2018). Future Anthropology Ethics and Datafication: Temporality and Responsibility in Research. Social Media + Society, 4(2). http://dx.doi.org/10.1177/2056305118768298
Pivec, M., Dziabenko, O. y Schinnerl, I. (2003). Aspects of Game-Based Learning. 3rd International
Conference on Knowledge Management, 304, 216-225.
Punyasettro, S., Wangwongwiroj, T. y Yasri, P. (2021). An Assessment Tool for Measuring Learners’ Self-Efficacy. Psychology and Education Journal, 58(4), 104-110.
https://doi.org/10.17762/pae.v58i4.4500
Raja, J. Z., Bourne, D., Goffin, K., Çakkol, M. y Martinez, V. (2013). Achieving customer satisfaction through integrated products and services: An exploratory Study. Journal of Product Innovation Management, 30(6), 1128-1144.
Rubio, R., Martín, S. y Morán, S. (2010). Collaborative web learning tools: Wikis and blogs. Computer
Applications in Engineering Education, 18(3), 502-511. https://doi.org/10.1002/cae.20218
Sánchez, J. (2017). Combinatorial Commons: Social Remixing in a Sharing Economy. Architectural
Design, 87(4), 16-21. https://doi.org/10.1002/ad.2190
Schell, J. (2008). The Art of Game Design: A book of lenses (Third Edition). CRC press.
Scholten, H. (2017). Geocraft as a Means to Support the Development of Smart Cities, Getting the People of the Place Involved -Youth Included -. Quality Innovation Prosperity, 21(1), 119-150. https://doi.org/10.12776/qip.v21i1.784
Shernoff, D., Hamari, J. y Rowe, E. (2014). Measuring Flow in Educational Games and Gamified Learning Environments. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2276-2281. https://www.learntechlib.org/primary/p/148041/
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. Springer.
Shernoff, D. J., Bempechat, J. y National Society for the Study of Education (Eds.). (2014). Engaging youth in schools: Evidence-based models to guide future innovations. Teachers College, Columbia University.
Skinner, E. y Belmont, M. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year. Journal of Educational Psychology, 85, 571-
https://doi.org/10.1037//0022-0663.85.4.571
Staniewska, A. y Konopacki, J. (2021). Minecraft games and public participation in landscape design – current teaching experience. World Transactions on Engineering and Technology Education, 19(2), 238-243.
Strati, A. D., Schmidt, J. A. y Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131-147. https://doi.org/10.1037/edu0000108
Surowiecki, J. (2004). The Wisdom of Crowds: Why the Many are Smarter Than the Few and how
Collective Wisdom Shapes Business, Economies, Societies, and Nations. Doubleday.
Tan, J. L., Goh, D. H.-L., Ang, R. P. y Huan, V. S. (2013). Participatory evaluation of an educational game for social skills acquisition. Computers and Education, 64, 70-80. Scopus. https://doi. org/10.1016/j.compedu.2013.01.006
Toprac, P. (2011). Motivating By Design: Using Digital-Game Based Learning Techniques to Create an Interesting Problem-Based Learning Environment. En: Felicia, P. (Ed.), Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches, 283-309. IGI Global. https://doi.org/10.4018/978-1-60960-495-0.ch014
Van Dijck, J. (2013). The Culture of Connectivity: A Critical History of Social Media. University Press. https://doi.org/10.1093/acprof:oso/9780199970773.001.0001
Van Roy, R. y Zaman, B. (2017). Why Gamification Fails in Education and How to Make It Successful: Introducing Nine Gamification Heuristics Based on Self-Determination Theory. En Ma, M., & Oikonomou, A. (Eds.), Serious Games and Edutainment Applications, II (pp. 485-509). Springer International Publishing. https://doi.org/10.1007/978-3-319-51645-5_22
Vela, C. y Cantamutto, L. (2016). De participante a observador: El método etnográfico en el análisis de las interacciones digitales de whatsapp. Tonos digital: Revista de estudios filológicos, 31, 34.
Willett, R. (2018). “Microsoft” Bought “Minecraft”… Who Knows What’s Going to Happen?!: A Sociocultural Analysis of 8-9-Year-Olds’ Understanding of Commercial Online Gaming Industries. Learning, Media and Technology, 43(1), 101-116.
https://doi.org/10.1080/17439884.2016.1194296
Zimmerman, B. J., Kitsantas, A. y Campillo, M. (2005). Evaluación de la Autoeficacia Regulatoria: Una Perspectiva Social Cognitiva. Revista Evaluar, 5(1), 01-21.
https://doi.org/10.35670/1667-4545.v5.n1.537
Zou, J.-M. y Zhang, J.-P. (2016). Participation Research of Virtual Learning Community. 302-307. https://doi.org/10.2991/icmit-16.2016.53
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2022 Maria Isabel Villa Montoya, David Sebastián Baldeón Padilla, Diego Fernando Montoya Bermudez, Aura Maria Vargas Ramos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
