Juegos de mesa como inductor de la motivación para el aprendizaje en adolescentes: Una revisión sistemática
DOI:
https://doi.org/10.21703/rexe.v23i52.2429Palabras clave:
motivación, juegos de mesa, aprendizaje, adolescenciaResumen
La motivación se encuentra relacionada directamente con el éxito académico. Sin embargo, durante la adolescencia los niveles de motivación se ven disminuidos debido a las reestructuraciones propias del neurodesarrollo. Resulta clave la búsqueda de herramientas que ayuden a contrarrestar los efectos negativos que este periodo de la adolescencia puede provocar a corto y largo plazo en lo académico. Por lo tanto, el objetivo de esta revisión sistemática fue conocer el efecto de la implementación de juegos de mesa en adolescentes como inductor de la motivación en el aprendizaje. Esto se realizó mediante el análisis de investigaciones recientes entre los años 2019 y 2023 en las bases de datos Science Direct, Web of Science, SAGE, ERIC y Google Scholar. A través de esta revisión, se determinó el impacto en el aprendizaje de las implementaciones, estableciendo el efecto motivacional en los adolescentes e identificando las habilidades potenciadas por los juegos de mesa, así como la participación del flow state durante la experiencia. Los hallazgos indican que la implementación de juegos de mesa en adolescentes, aumenta los niveles de motivación de los adolescentes, mejora el aprendizaje conceptual y potencia habilidades de nivel superior. Estos resultados proponen a los juegos de mesa como herramientas complementarias para motivar a los estudiantes en el contexto académico y con ello, mejorar sus aprendizajes y potenciar sus habilidades.
Descargas
Citas
Acosta-Manzano, I. (16-17 de junio de 2020). El análisis del disfrute y la ansiedad como fundamento metodológico en las clases de adultos. [Presentación en papel]. En IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia, España. https://doi.org/10.4995/INRED2020.2020.11941
Alejandria, L. N., Bajenting, J. M. S., Pacatan, M. A. L. D. y Diquito, T. J. A. (2023). The Use of Educational Board Game as a Supplemental Tool in Learning Periodic Table of Elements Among Senior High School Students. American Journal of Education and Technology, 2(1), 60–67. https://doi.org/10.54536/ajet.v2i1.1292
Alós-Ferrer, C., y Garagnani, M. (2020). The cognitive foundations of cooperation. Journal of Economic Behavior & Organization, 175, 71-85. https://doi.org/10.1016/j.jebo.2020.04.019
Amaro, S., Viggiano, A., Di Costanzo, A., Madeo, I., Viggiano, A., Baccari, M. E., Marchitelli, E., Raia, M., Viggiano, E., Deepak, S., Monda, M., y De Luca, B. (2006). Kalèdo, a new educational board-game, gives nutritional rudiments and encourages healthy eating in children: a pilot cluster randomized trial. European journal of pediatrics, 165(9), 630–635.https://doi.org/10.1007/s00431-006-0153-9
Bankler, V., Castagnino Ugolotti, V., y Engström, H. (2020). A Game to Support Children’s Participation in Urban Planning. DiGRA ’20 – Proceedings of the 2020 DiGRA International Conference : Play Everywhere. Presented at the 2020 DiGRA International Conference: Play Everywhere. https://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18944
Bartolucci, M., Mattioli, F., y Batini, F. (2019). Do Board Games Make People Smarter?: Two Initial Exploratory Studies. International Journal of Game-Based Learning (IJGBL), 9(4), 1-14. http://doi.org/10.4018/IJGBL.2019100101
Bayeck, R. Y. (2020). Examining Board Gameplay and Learning: A Multidisciplinary Review of Recent Research. Simulation & Gaming, 51(4), 411–431. https://doi.org/10.1177/1046878119901286
Brown, A. H. y Knobloch N. A. (2022). Effects of a Simulation on Eighth Grade Students' Business Management Knowledge and Entrepreneurial Intent in an Exploratory Agriculture Course. Journal of Agricultural Education, 63(2), 88-101.https://doi.org/10.5032/jae.2022.02088
Caldas, L. M., Eukel, H. N., Matulewicz, A. T., Fernández, E. V., y Donohoe, K. L. (2019). Applying educational gaming success to a nonsterile compounding escape room. Currents in Pharmacy Teaching and Learning, 11(10), 1049-1054. https://doi.org/10.1016/j.cptl.2019.06.012
Cardinot, A. y Fairfield, J. (2019). Game-Based Learning to Engage Students With Physics and Astronomy Using a Board Game. International Journal of Game-Based Learning. 9, 42-57. http://dx.doi.org/10.4018/IJGBL.2019010104
Chambers, R. A., Taylor, J. R., y Potenza, M. N. (2003). Developmental neurocircuitry of motivation in adolescence: a critical period of addiction vulnerability. The American journal of psychiatry, 160(6), 1041–1052. https://doi.org/10.1176/appi.ajp.160.6.1041
Charlier, N., y De Fraine, B. (2013). Game‐based learning as a vehicle to teach first aid content: A randomized experiment. Journal of School Health, 83(7), 493–500. https://doi.org/10.1111/josh.12057
Chen, S., Husnaini, S. J. y J Chen, J. J. (2020). Effects of games on students’ emotions of learning science and achievement in chemistry, International Journal of Science Education, 42 (13), 2224-2245. https://doi.org/10.1080/09500693.2020.1817607
Cristi-González, R., Mella-Huenul, Y., Fuentealba-Ortiz, C., Soto-Salcedo A. y García- Hormazábal R. (2023). Teaching skills for deep learning in university students: a systematic review. Revista de Experiencias en Educación, 50, 28-46. https://doi.org/10.21703/rexe.v22i50.1686
Dichev, C., Dicheva, D., Angelova, G., y Agre, G. (2015). From Gamification to Gameful Design and Gameful Experience in Learning. Cybernetics and Information Technologies, 14(4), 80–100. https://doi.org/10.1515/cait-2014-0007
Dohn, N.B. (2011). Situational interest of high school students who visit an aquarium. Science Education. 95(2), 337–357. https://doi.org/10.1002/sce.20425
Dziob, D. (2020). Board Game in Physics Classes—a Proposal for a New Method of Student Assessment. Research in Science Education 50, 845–862. https://doi.org/10.1007/s11165-018-9714-y
Fang, Y., Chen, K., y Huang, T. (2016). Emotional Reactions of Different Interface Formats: Comparing Digital and Traditional Board Games.” Advances in Mechanical Engineering. 8 (3). https://doi.org/10.1177/168781401664190
Filgona, J., Sakiyo, J., Gwany, D. M., y Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
Girard, C., Ecalle, J., y Magnan, A. (2013). Serious games as new educational tools: How effective are they? A meta-analysis of recent studies: Serious games as educational tools. Journal of Computer Assisted Learning, 29(3), 207–219. https://doi.org/10.1111/j.1365-2729.2012.00489.x
Gnambs, T., y Hanfstingl, B. (2015). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691–1705. https://doi.org/10.1080/01443410.2015.1113236
Goetz, T., Frenzel, A. C., Pekrun, R., y Hall, N. C. (2006). The Domain Specificity of Academic Emotional Experiences. Journal of Experimental Education, 75(1), 5–29. https://doi.org/10.3200/JEXE.75.1.5-29
Gredler, M.E., Broussard, S.C. y Garrison, M.E.B. (2004). The Relationship between Classroom Motivation and Academic Achievement in Elementary School Aged Children. Family and Consumer Sciences Research Journal, 33, 106-120 https://doi.org/10.1177/1077727X04269573
Gresse von Wangenheim, C., Araújo e Silva de Medeiros, G., Missfeldt Filho, R. Petri, G., Da Cruz Pinheiro, F., Ferreira, M. N. y Hauck, J. C. R.(2019). SplashCode - A Board Game for Learning an Understanding of Algorithms in Middle School. Informatics in Education. 18, 259-280. https://doi.org/10.15388/infedu.2019.12
Gonzalez, C. (2014). Decision-making: A cognitive science perspective. The oxford handbook of cognitive science (pp. 249–264). Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199842193.013.6
Hennessey, B., Moran, S., y Amabile, T. (2015). Extrinsic and intrinsic motivation. In: Wiley encyclopedia of management. Wiley Online Library. 1-4. https://doi.org/10.1002/9781118785317.weom110098
Hosseinkhani, Z., Hassanabadi, H. R., Parsaeian, M., Karimi, M., y Nedjat, S. (2020). Academic Stress and Adolescents Mental Health: A Multilevel Structural Equation Modeling (MSEM) Study in Northwest of Iran. Journal of research in health sciences, 20(4), e00496. https://doi.org/10.34172/jrhs.2020.30
Jabbar, 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
Józsa, K., Barrett, K. C., y Morgan, G. A. (2017). Game-like tablet assessment of approaches to learning: Assessing mastery motivation and executive functions. Electronic Journal of Research in Educational Psychology, 15(3), 665–695. https://doi.org/10.14204/ejrep.43.17026
Kesuma, A. T., Harun, Putranta, H., Mailool, J., y Kistoro, H. C. A. (2020). The effects of mansa historical board game toward the students’ creativity and learning outcomes on historical subjects. European Journal of Educational Research, 9(4), 1689-1700. https://doi.org/10.12973/eu-jer.9.4.1689
Kok, D., Bisschops, I., Knoop, L., Tulu, L., Kujawa-Roeleveld, K., Masresha, N. y Houtkamp, J. (2020). Game over or Play Again? Deploying Games for Promoting Water Recycling and Hygienic Practices at Schools in Ethiopia. Environment Science Policy. 111, 83–90 https://doi.org/10.1016/j.envsci.2020.05.016
Kuo, H. C., Weng, T. L., Chang, C. C., y Chang, C. Y. (2023). Designing Our Own Board Games in the Playful Space: Improving High School Student’s Citizenship Competencies and Creativity through Game-Based Learning. Sustainability, 15(4), 2968. https://doi.org/10.3390/su15042968
Lin, Y. L., Huang, S. W., y Chang, C. C. (2019). The impacts of a marine science board game on motivation, interest, and achievement in marine science learning. Journal of Baltic Science Education. 18, 907–923. http://doi.org/10.33225/jbse/19.18.907
Locke, H. S., y Braver, T. S. (2008). Motivational influences on cognitive control: behavior, brain activation, and individual differences. Cognitive, affective & behavioral neuroscience, 8(1), 99–112. https://doi.org/10.3758/cabn.8.1.99
Lucardie, D. (2014). The Impact of Fun and Enjoyment on Adult's Learning. Procedia - Social and Behavioral Sciences, 142, 439-446. https://doi.org/10.1016/j.sbspro.2014.07.696
Lujan, H. L., y DiCarlo, S. E. (2006). Too much teaching, not enough learning: What is the solution? Advances in Physiology Education, 30(1), 17-22. https://dx.doi.org/10.1152/advan.00061.2005
Malegiannaki, I., Daradoumis, T., y Retalis, S. (2021). Using a Story-Driven Board Game to Engage Students and Adults With Cultural Heritage. International Journal of Game-Based Learning (IJGBL), 11(2), 1-19. http://doi.org/10.4018/IJGBL.2021040101
Manasia, L. (2015). Enjoyment of Learning in Upper Secondary Education. An Exploratory Research, Procedia - Social and Behavioral Sciences, 180, 639-646. https://doi.org/10.1016/j.sbspro.2015.02.172
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., y PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
Montejo, B, J. y Fernández, A. (2021). Chemical Battleship: Discovering and Learning the Periodic Table Playing a Didactic and Strategic Board Game. Journal of Chemical Education. 98. https://doi.org/10.1021/acs.jchemed.0c00553
Moreno-Murcia, J. A., y Hernández, E. H. (2019). Effect of a teaching intervention on motivation, enjoyment, and importance given to physical education. Motricidade, 15(2-3), 21–31. http://dx.doi.org/10.6063/motricidade.16676
Nakamura, J., y Csikszentmihalyi, M. (2002). The concept of flow. Handbook of positive psychology, 89, 105. https://doi.org/10.1093/oxfordhb/9780195187243.013.0018
Noda, S., Shirotsuki, K., y Nakao, M. (2019). The effectiveness of intervention with board games: a systematic review. BioPsychoSocial medicine, 13, 22. https://doi.org/10.1186/s13030-019-0164-1
Organización Mundial de la Salud. (21 de octubre de 2021). Salud del Adolescente. https://www.who.int/es/health-topics/adolescent-health#tab=tab_1
Parrondo, M, Rayon-Viña, F., Borrell, Y. L. y Miralles, L. (2021). Sustainable Sea: A board game for engaging students in sustainable fisheries management. Applied Environmental Education & Communication, 20, 406-421 https://doi.org/10.1080/1533015X.2021.1930608
Patel, J. (2008). Using game format in small group classes for pharmacotherapeutics case studies. American Journal of Pharmaceutical Education, 72(1), 21 https://dx.doi.org/10.5688/aj720121
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., y Perry, R.P. (2011). Measuring emotions in students learning and performance: The Achievement Emotions Questionnaire. Contemporary Educational Psychology, 36(1), 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
Pinedo, R., García-Martín, N., y Rascón, D. (2022). Reasoning and learning with board game-based learning: A case study. Current Psychology. 41, 1603–1617. https://doi.org/10.1007/s12144-021-01744-1
Ryan, R. M., y Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Santos, M. S. D., Schmitt, M. A. R., Peres, A., y Reategui, E. B. (2020). Conquer The Artwork: A Board Game For Teaching History Of Art. Educação em Revista, 36, e219027.. https://doi.org/10.1590/0102-4698219027
Schmidt, J. A. (2010). Flow in education. In Peterson, P., Baker, E. L., & Mcgaw, B., International Encyclopedia of Education (3rd ed.). (pp. 605–611). Boston: Elsevier/AP.
Selby, G., Walker, V., y Diwakar, V. (2007). A comparison of teaching methods: interactive lecture versus game playing. Medical Teacher, 29(9-10), 972-974. https://dx.doi.org/10.1080/01421590701601584
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., y Steele- Shernoff, E. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly 18, 158–176. https://doi.org/10.1521/scpq.18.2.158.21860
Silveira, M. S. (2020). Exploring Creativity and Learning through the Construction of (Non- Digital) Board Games in HCI Courses. In Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education (pp. 246-251). https://doi.org/10.1145/3341525.3387374
Sobral, D.T. (2004). What kind of motivation drives medical students’ learning quests? Medical Education. 38, 950–957. https://doi.org/10.1111/j.1365-2929.2004.01913.x
Torbeyns, J., Lehtinen, E., y Elen, J. (2015). Describing and studying domain-specific serious games: Introduction (pp. 1-6). Springer International Publishing. https://doi.org/10.1007/978-3-319-20276-1_1
Towner, E., Chierchia, G., y Blakemore, S. J. (2023). Sensitivity and specificity in affective and social learning in adolescence. Trends in Cognitive Sciences. https://doi.org/10.1016/j.tics.2023.04.002
Triboni, E. y Weber, G. (2018). MOL: Developing a European-Style Board Game to Teach Organic Chemistry. Journal of Chemical Education. 95. https://doi.org/10.1021/acs.jchemed.7b00408
Tsai, J. C., Liu, S. Y., Chang, C. Y., y Chen, S. Y. (2021). Using a Board Game to Teach about Sustainable Development. Sustainability, 13(9), 4942. https://doi.org/10.3390/su13094942
Tsai, J. C., Chen, S. Y., Chang, C. Y., y Liu, S. Y. (2020). Element Enterprise Tycoon: Playing Board Games to Learn Chemistry in Daily Life. Education Sciences, 10(3), 48. https://doi.org/10.3390/educsci10030048
Tsai, J. C., Cheng, P. H., Liu, S. Y., y Chang, C. Y. (2019). Using board games to teach socioscientific issues on biological conservation and economic development in Taiwan. Journal of Baltic Science Education, 18 (4). https://doi.org/10.33225/jbse/19.18.634
Tuminaro, J. y Redish, E. (2007). Elements of cognitive model of physics problem solving: epistemic games. Physical Review Special Topics. 3, 020101. https://doi.org/10.1103/PhysRevSTPER.3.020101
Van Der Linden, D., Tops, M., y Bakker, A. B. (2021). The neuroscience of the flow state: involvement of the locus coeruleus norepinephrine system. Frontiers in Psychology, 12, 645498. https://doi.org/10.3389/fpsyg.2021.645498
Vankúš, P. (2021). Influence of Game-Based Learning in Mathematics Education on Students’ Affective Domain: A Systematic Review. Mathematics. 9, 986. https://doi.org/10.3390/math9090986
Vansteenkiste M, Simons J, Lens W, Soenens B. y Matos L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy- supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development. 76, 483–501. https://doi.org/10.1111/j.1467-8624.2005.00858.x
Vansteenkiste M, Zhou M, Lens W, Soenens B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology. 97,468–483.https://doi.org/10.1037/0022-0663.97.3.468
Viggiano, A., Viggiano, E., Di Costanzo, A., Viggiano, A., Andreozzi, E., Romano, V., Rianna, I., Vicidomini, C., Gargano, G., Incarnato, L., Fevola, C., Volta, P., Tolomeo, C., Scianni, G., Santangelo, C., Battista, R., Monda, M., Viggiano, A., De Luca, B., y Amaro, S. (2015). Kaledo, a board game for nutrition education of children and adolescents at school: cluster randomized controlled trial of healthy lifestyle promotion. European journal of pediatrics, 174(2), 217–228. https://doi.org/10.1007/s00431-014-2381-8
Viggiano, E., Viggiano, A., Di Costanzo, A., Viggiano, A., Viggiano, A., Andreozzi, E., Romano, V., Vicidomini, C., Di Tuoro, D., Gargano, G., Incarnato, L., Fevola, C., Volta, P., Tolomeo, C., Scianni, G., Santangelo, C., Apicella, M., Battista, R., Raia, M., Valentino, I., y Amaro, S. (2018). Healthy lifestyle promotion in primary schools through the board game Kaledo: a pilot cluster randomized trial. European journal of pediatrics, 177(9), 1371–1375. https://doi.org/10.1007/s00431-018-3091-4
Vij, V. (2011). Party games for all occasions. New Delhi, India: Vij Books India Pvt. Ltd.
Wanyama, J. N., Castelnuovo, B., Robertson, G., Newell, K., Sempa, J. B., Kambugu, A., Manabe, Y. C., y Colebunders, R. (2012). A randomized controlled trial to evaluate the effectiveness of a board game on patients' knowledge uptake of HIV and sexually transmitted diseases at the Infectious Diseases Institute, Kampala, Uganda. Journal of acquired immune deficiency syndromes. 59(3), 253–258. https://doi.org/10.1097/QAI.0b013e31824373d5
Weinstein A. M. (2023). Reward, motivation and brain imaging in human healthy participants -A narrative review. Frontiers in behavioral neuroscience, 17, 1123733. https://doi.org/10.3389/fnbeh.2023.1123733
Yi, S. (2021). Playful learning in the twenty-first century: Motivational variables, interest assessment, and games. Springer Nature Social Sciences. 1, 151. https://doi.org/10.1007/s43545-021-00164-z
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Política de acceso abierto
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento.
Licencia
Revista REXE "Revista de Estudios y Experiencias en Educación" de la Facultad de Educación, Universidad Católica de la Santísima Concepción, está distribuido bajo una Licencia Creative Commons Atribución 4.0 Internacional.
