Videojuegos educativos y pensamiento científico: análisis a partir de los componentes cognitivos, metacognitivos y motivacionales

Jairo Andrés Montes Gonzáles; Solanlly Ochoa Angrino; David Sebastián Baldeón Padilla; Mariana Bonilla Sáenz

doi:10.5294/edu.2018.21.3.2

Autores/as

Jairo Andrés Montes Gonzáles Autor/a Pontificia Universidad Javeriana Cali http://orcid.org/0000-0003-1778-1096
Solanlly Ochoa Angrino Autor/a Pontifica Universidad Javeriana Cali http://orcid.org/0000-0002-7043-2808
David Sebastián Baldeón Padilla Autor/a Pontifica Universidad Javeriana Cali http://orcid.org/0000-0001-9540-2528
Mariana Bonilla Sáenz Autor/a Pontifica Universidad Javeriana Cali http://orcid.org/0000-0003-4238-050X

DOI:

https://doi.org/10.5294/edu.2018.21.3.2

Palabras clave:

Metacognición, motivación, resolución de problemas, tecnología educacional, videojuego

Resumen

Educational Videogames and Scientific Thinking: Analysis from the Cognitive, Metacognitive and Motivational Components

Videogames educativos e pensamento científico: análise a partir dos componentes cognitivos, metacognitivos e motivacionais

Se presenta una revisión de literatura con el objetivo de identificar las diferentes posturas en investigación sobre el uso de los videojuegos en contextos educativos. Estas posturas fueron diferenciadas a partir de dos categorizaciones. En primer lugar, se categorizaron aspectos privilegiados por las investigaciones para el favorecimiento del desarrollo del pensamiento científico, como aspectos cognitivos, metacognitivos y/o motivacionales. En segundo lugar, se clasificó el tipo de representación que las investigaciones asumían al integrar videojuegos en la educación. Esta clasificación derivó en el planteamiento de dos niveles de representación. El nivel de integración, que hace referencia a la concepción del uso de videojuegos a partir de su potencial para presentar contenidos, transmitir y comunicar información, y el nivel de reorientación, que se refiere a una concepción donde el videojuego no es el foco, sino su potencial para fomentar habilidades de alto orden, construir conocimiento y generar interacciones en un contexto educativo. Como conclusión, se hace referencia a la importancia de tener en cuenta bajo qué representación, condiciones y características se hace uso de un videojuego en contextos educativos, puesto que eso podrá favorecer o no la potencialidad del uso de un videojuego como herramienta cultural en la educación.

Para citar este artículo / To reference this article / Para citar este artigo

Montes-González, J. A., Ochoa-Angrino, S., Baldeón-Padilla, D. S. y Bonilla-Sáenz, M. (2018). Videojuegos educativos y pensamiento científico: análisis a partir de los componentes cognitivos, metacognitivos y motivacionales. Educación y Educadores, 21(3), 388-408. DOI: 10.5294/edu.2018.21.3.2

Recibido: 19/04/2018

Aprobación: 11/11/2018

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