En este articulo se reflexiona sobre la relación del juego con el desarollo cognitivo y los processoss educativos en un tiempo de profundos cambios tecnologicós. En concrete, sobre el papel del los vdeojuegos en la construción del conocimiento y la formación de los niños. El texto analiza primeramente el papel de los videojuegos en el mundo lúdico, para internarse posteriormente en su modelos narrativos proprios. Finalmente se valoran sus virtualidades para el aprendizaje y en general para la educación, sin olvidar sus riesgos. Se concluye en la valorización cognitiva y pedagógica del pensamento conectivo que pueden desarrolalar los videojuegos.

In this paper we reflect on the relationship of games, cognitive development and educational processes during a time of profound technological change. Specifically, we consider the role of videogames in knowledge construction and in children’s education. By studying both the logic of video games and how players understand them, we can develop interesting ideas for re-thinking theories on knowledge and education. Primarily, this text analyzes the role of video games in the world of play in order to delve into its unique narrative models. Finally, we evaluate their virtual features for learning and education in general, then focusing on the risks entailed. We conclude with a cognitive-pedagogical evaluation of the connective thought that videogames can develop.

Videojugando se aprende: renovar la teoría del conocimiento y la educación [Learning with videogames: Ideas for a Renewal of the Theory of Knowledge and Education]

GRAMIGNA, Anita
;
2009

Abstract

In this paper we reflect on the relationship of games, cognitive development and educational processes during a time of profound technological change. Specifically, we consider the role of videogames in knowledge construction and in children’s education. By studying both the logic of video games and how players understand them, we can develop interesting ideas for re-thinking theories on knowledge and education. Primarily, this text analyzes the role of video games in the world of play in order to delve into its unique narrative models. Finally, we evaluate their virtual features for learning and education in general, then focusing on the risks entailed. We conclude with a cognitive-pedagogical evaluation of the connective thought that videogames can develop.
2009
Gramigna, Anita; J. C., Faraco
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11392/1377725
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