We are European Citizens. Jugar para aprender a ser europeos.

  1. Beatriz LEGEREN LAGO
  2. Maria Isabel DOVAL RUIZ
Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Ano de publicación: 2015

Volume: 16

Número: 2

Páxinas: 49-68

Tipo: Artigo

DOI: 10.14201/EKS20151624968 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Education in the knowledge society (EKS)

Resumo

Despite the efforts of the educational systems of different countries in recent years, European reports agree that students in schools of Primary and Secondary Europe still increase their level of knowledge about basic issues of European Union. To do this, initial and ongoing training of teachers remains a key issue, an also the material introduced into classrooms that have to be more innovative and attractive educational resources for students. We present the design process and development of two educational games aimed at students in Primary and Secondary Europe in order to improve their knowledge about the European Union through the game experience. Our work was developed in the 2013-14 course in 11 schools in the city of Vigo (Pontevedra), as part of a larger project, “We are European Citizens” funded by the EU within the Jean Monnet Programme “Learning Europe at School”. We intended thereby answer the following questions: Is it possible that with new resources such as educational games with the EU as its main theme, students of Primary and Secondary Europe showing more interest in acquiring basic knowledge about it?; Improve this game with their level of knowledge about the EU ? In order to know the perception about European Union in the classrooms of Vigo, we made an initial diagnosis of attitudes and prior knowledge of students in Primary and Secondary educational materials and resources that are used for teachers and students for teaching and learning of this content. Once the baseline is established, a multidisciplinary team adapted academic learning content of European issues, launched courses of theoretical and practical training for teachers and project designed and developed an interactive entertainment for students consisting of two multilingual video games (an adventure game and a simulation). Finally we evaluate the level of satisfaction among students and teachers regarding training courses and new designed tools. In this course we are evaluating the knowledge acquired by students participating centers after improving the level of teacher training and the use and enjoyment of developed games. In the work presented now we focus on the creation phase and validation of these games and learning methodology based on experience in the design of interactive entertainment products. The conclusions we have reached after this work has been the use of game for learning as theoretical subjects such as knowledge of the European Union can be very motivating and effective for use in the classroom tools.

Referencias bibliográficas

  • BIGGS, J. (1993). “From theory to practice: a cognitive Systems approach” . Higher education Research and Development, (12), 73-85. http://dx.doi.org/10.1080/0729436930120107
  • CAILLOIS, R. (2001). Man, Play and Video Games. (M. Barash, Trans.) Chicago, Illinois, EEUU: University of Illinois Press.
  • COLL, C., MARTÍN, E., MAURI, T., MIRAS, M., ONRUBIA, J., SOLÉ, I., & ZABALA, A. (1996). El constructivismo en el aula. Barcelona: Graó.
  • CRESWELL, J. (2009). Research Design: qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications.
  • EDERY, D., & MOLLICK, E. (2009). Changing the game : how video games are transforming the future of business. England: Pearson Education.
  • European Union. (2014). Standard Eurobarometer. Retrieved 17 de Diciembre de 2014 from Standard Eurobarometer. : http://ec.europa.eu/public_opinion/archives/eb_arch_en.htm
  • Gamification. (Noviembre de 2010). Retrieved 17 de abril de 2013 from http://gamification.org/wiki/Gamification
  • Grupo Alfas. (27 de marzo de 2014). http://www.grupoalfas.com/. Retrieved 17 de Diciembre de 2014 from Grupo Alfas - Ambientes lúdicos favorecedores de aprendizaje: http://www.grupoalfas.com/?page_id=54
  • HUZINGA, J. (1955). Homo Ludens. Boston, Illinous, EEUU: Beacon Press.
  • JUUL, J. (2011). Half-Real. Video Games between Real Rules and Fictional Words (Vol. 1). Cambridge, Massachusetts: Mit Press.
  • LACASA, P. (2014). http://uah-gipi.org. Retrieved 17 de Diciembre de 2014 from Grupo de Investigación de Imágenes, Palabras e Ideas: http://uah-gipi.org/research/entertainment/
  • LEGEREN, B. (2012). Brecha Digital, Brecha de Género. I Congreso sobre Educación y Videojuegos. Alfas del Pi.
  • LEGERÉN, B. (2011). De contadors de historias a creadores de experiencias. Práctica docente en el diseño y desarrollo de productos interactivos con alumnos de Comunicación Audiovisual. Vigo, Pontevedra, España: Universitas.
  • LEGEREN, B., & RADA, F. (2014). “Las reglas del juego”. Avanca 2014.
  • RAFAELI, S. (1988). Interactivity: From new media to communication. . (J. M. R. P. Hawkins, Ed.) Sage Annual Review of Communication Research: Advancing Communication Science: Merging Mass and Interpersonal Processes , 16, 110-134.
  • SANTAMARIA GONZALEZ, F. (2004). http://fernandosantamaria.com/blog/2011/12/algunos-apuntes-sobre-insignias-o-badges-eneducacion/. Retrieved 27 de enero de 2013 from http://fernandosantamaria.com/
  • SIMON, H. (1938). http://diva.library.cmu.edu/webapp/simon/item.jsp?q=/box00087/fld07034/bdl0001/doc0001/. Retrieved 26 de junio de 2012 from Librería de la Universidad Carnegie Mellon.
  • ZYDA, M. (2005). From visual simulation to virtual reality to games. Computer (38), 25-32.
  • http://dx.doi.org/10.1109/MC.2005.297
  • ZYDA, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25-32.
  • http://dx.doi.org/10.1109/MC.2005.297
Fonte de datos: Dialnet