Influencia de procesos de ludificación en entornos de aprendizaje STEM para alumnos de Educación Superior

  1. Luis Fernando Calvo 1
  2. Raúl Herrero Martínez 2
  3. Sergio Paniagua Bermejo 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

  2. 2 Conservatorio Profesional de Música de León
Revista:
Trilogía: Ciencia Tecnología Sociedad

ISSN: 2145-7778,  2145-4426

Año de publicación: 2020

Volumen: 12

Número: 22

Páginas: 35-68

Tipo: Artículo

DOI: 10.22430/21457778.1604 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Trilogía: Ciencia Tecnología Sociedad

Resumen

Los alumnos de ciencias, tecnología e ingeniería, en el ámbito del Espacio Europeo de Educación Superior, suelen abordar sus asignaturas como parcelas de conocimiento debido a la propia construcción de los planes docentes y la estructura interdepartamental de las universidades. es decir, sin que se profundice en la interrelación entre esas parcelas y la futura realidad laboral que el estudiante tendrá que vivir. Durante esta investigación se diseñó un juego de mesa, desde el marco de referencia de educación STEAM (Science, Technology, Engineering, Arts and Mathematics), con la finalidad de establecer dinámicas propias de las actividades lúdicas para generar un entorno de aprendizaje ludificado. Mediante un proceso de investigación planificado, organizado, dirigido y sistemático se valoró el efecto que tiene la utilización del juego de mesa sobre las calificaciones académicas del alumnado de ingeniería, partiendo de la hipótesis de que la utilización de este juego permite adquirir no solo conocimientos, sino también la capacidad de integrar los conocimientos de las asignaturas directamente vinculadas al entorno STEAM. El análisis de los resultados verificó la hipótesis de partida de esta investigación, confirmando el efecto positivo que tiene el uso de elementos de ludificación en entornos STEAM.

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