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

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

DOI:

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

Palavras-chave:

Metacognição, motivação, resolução de problemas, tecnologia educacional, videogame

Resumo

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

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

Apresenta-se uma revisão de literatura com o objetivo de identificar as diferentes posturas em pesquisa sobre o uso dos videogames em contextos educativos. Essas posturas foram diferenciadas a partir de duas categorizações. Em primeiro lugar, foram categorizados os aspectos privilegiados pelas pesquisas para o favorecimento do desenvolvimento do pensamento científico, como os cognitivos, metacognitivos e/ ou emocionais. Em segundo lugar, classificou-se o tipo de representação que as pesquisas assumiam ao integrar videogames na educação. Essa classificação resultou em uma abordagem de dois níveis de representação: o nível de integração, que se refere à concepção do uso de videogames a partir de seu potencial para apresentar conteúdos, transmitir e comunicar informação; e o nível de reorientação, que se refere a uma concepção na qual o videogame não é o foco, mas sim seu potencial para fomentar habilidades de alta ordem, construir conhecimento e gerar interações em um contexto educativo. Conclui-se que é importante decidir sob quais representações, condições e características se usa um videogame em contextos educativos, visto que isso poderá favorecer ou não o potencial desse recurso como ferramenta cultural na educação.

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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