INNOVACIÓN EN LA ENSEÑANZA DE LA FÍSICA: VIDEOJUEGOS COMO HERRAMIENTA PARA EL APRENDIZAJE ACTIVO
DOI:
https://doi.org/10.63136/read1720251125pp1052-1060Resumen
El trabajo explora el impacto de los juegos serios en la enseñanza de la Física, proponiendo una metodología de aprendizaje activo. El estudio involucró 50 estudiantes de ingeniería incorporando diversas estrategias didácticas. El proceso se estructuró en tres niveles para dosificar la carga cognitiva y promover la autonomía en la resolución de problemas. Los resultados mostraron mejoras significativas en el aprendizaje y las habilidades de los estudiantes. Las encuestas de salida revelaron un impacto y percepción positiva de las actividades, el desarrollo de habilidades en programación y la mejora en la resolución de problemas. Además, los estudiantes valoraron la experiencia de desarrollar videojuegos y la oportunidad de expresarse creativamente. En conclusión, el uso de juegos serios y metodologías activas demostraron ser herramientas efectivas para fomentar el interés, la motivación, aprendizaje dinámico y significativo de la Física. Este enfoque no solo mejora la comprensión de conceptos teóricos, sino que también desarrolla habilidades transversales como la creatividad y la resolución de problemas. Futuras investigaciones podrían extender este enfoque a otras disciplinas y evaluar su impacto a largo plazo en la retención del conocimiento y su trayectoria profesional.Citas
ACM (2023). Bloom’s for Computing: Enhancing Bloom's Revised Taxonomy with Verbs for Computing Discipline, ACM Comm. Comp. Educ. Community Colleges (CCECC).
Altun, S. & Morkoyunlu, Z. (2023). The Use of Error Based Activities to Improve the Mathematization Competency, Int. J. Progressive Education, 19(3): 134-148.
Aondofa, A. & Atindi, V. (2022). Effectiveness of the Use of Gamification by Teachers of Physics in Secondary Schools in Buruku Benue State, IJAMR, 6(8): 6-11.
Aprilia A. et al. (2023). Attitudes and beliefs toward physics, Rev. Mex. Física, E 20(1): 1–8.
Azzouzi, A. et al. (2022). Physics mathematization: Teachers’ observations on the application of ICT, Int. Conf. Intelligent Sys. Computer Vision (ISCV), pp. 1-5.
Ben Rebah, H. & Ben Slama, R. (2019). The educational effectiveness of serious games, Mediations and Mediatizations, 2(1): 131-155, doi: 10.52358/mm.vi2.97
Chen, O. et al. (2023). The effect of worked examples on learning solution steps and knowledge transfer, Educational Psychology, doi: 10.1080/01443410.2023.2273762
Chi, M. et al. (1989). Self-explanations: How students study and use examples in learning to solve problems, Cognitive Science, 13(1): 145-182.
Clark, D. & Sengupta, P. (2019). Reconceptualizing Games for integrating Computational Thinking and Science as Practice, Interactive Learn. Environ., 28(3):328–346.
Clark, R., Nguyen, F. & Sweller, J. (2006). Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load, Pfeiffer Wiley, ISBN: 9780787977283
Collins, A. et al. (1987). Cognitive Apprenticeship, Technical Report No. 403.
Gazis, A. & Katsiri, E. (2023). Serious Games in Digital Gaming: A Comprehensive Review of Applications, WSEAS Trans. Computer Research, 11:10-22, doi: 10.37394/232018. 2023.11.2
Gurbuz, S. & Celik, M. (2022). Serious games in future skills development: A systematic review of the design approaches, Comp. App. Engineering Education, 30(5):1591-1612.
Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introd. physics courses, Am. J. Physics, 66(1): 64-74.
Hestenes, D. (1992). Modeling games in the Newtonian World, American J. Physics, 60(8): 732-748.
Hidayat, R. et al. (2022). Achievement Goals, Metacognition and Horizontal Mathematization: A Mediational Analysis, TEM Journal, 11(4): 1537-1546, doi: 10.18421/TEM114-14
Ivanjek, L. et al. (2024). Enhancing Mathematization in Physics Education by Digital Tools, Physics Education Today, pp. 35-53, Springer Nature.
Jácome, L. et al. (2021). Gamification as an educational strategy to strengthen cognitive abilities of Mathematics in school children, Adv. Int. Sys. & Comp., 1277: 142–150.
Kotsis, S. & Chung, K. (2013). Application of the “See One, Do One, Teach One” Concept in Surgical Training, Plastic and Reconstructive Surgery, 131(5): 1194-1201.
Lukman, H. et al. (2023). Gamification of Mathematics Teaching Materials: Its Validity, Practicality and Effectiveness, Int. J. Emerging Tech. in Learning (IJET), 18(20): 4–22.
Marusic M. & Slisko J. (2012). Increasing the attractiveness of school physics: the effects of two different designs of physics learning, Revista Mexicana de Física, E 58(1): 75–83.
Pacheco, A. (2024). Juego serio para Física como estrategia de aprendizaje activa y lúdica, Revista Electro, pp. 43-48, doi: arXiv:2407.10057
Prince, M. & Felder, R. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases, J. Engineering Education, 95(2): 123-138.
Rowley J. (1999). The Good Mentor, Educational Leadership, 56(1): 20-2.
Spieler, B. et al. (2020). Reducing Cognitive Load through the Worked Example Effect within a Serious Game Environment, IEEE iLRN, pp. 1-8, doi: 10.23919/iLRN47897.2020.9155187
Tomalá J. et al. (2020). Serious Games: Review of methodologies and Games engines for their development, Iber. Conf. Info. Sys. & Tech. (CISTI), pp. 1-6.
Van der Linden, A. et al. (2024). Learning Newtonian mechanics with an intrinsically integrated educational game, J. Comp. Assisted Learning, pp. 1–11, doi: 10.1111/jcal.12966
Van Hemmen, J. (2021). Mathematization of Nature: How it is done, Biol. Cybern., 115: 655–664.
Vorhölter, K. (2021). Metacognition in mathematical modeling, Matt. Think. & Learn, 25(3): 317–334.
Wells, M., Hestenes, D., & Swackhamer, G. (1995). A modeling method for high school physics instruction, American Journal of Physics, 63(7), pp. 606-619.
Widiningrum W. et al. (2024). Effect of PBL-based scratch e-module in improving computational thinking and physics concepts, Int. J. Std. Education and Science (IJSES), 5(2): 124-139.
Wilson, J. & Clarke, D. (2003). Towards the modelling of mathematical metacognition, Math Ed. Research Journal, 16(2):25-48, doi: 10.1007/BF03217394
