The use of a video game as an educational tool to learn the history of Peru
DOI:
https://doi.org/10.5944/ried.19.2.15569Keywords:
Education, information and communication technologies, educational method, pedagogical information, pedagogical innovation, new technologies.Abstract
Teaching history is a complex task due to the pedagogical challenges that teachers face, especially because the goal is to promote critical thinking and create a feeling of patriotism among students. However, this objective is hard to achieve because History learning is based on memorization. This situation calls for a look into new technologies such as video games, that serve as educational tools which may potentially help solve this problem. Thus, the present study aims to demonstrate the usefulness and effectiveness of a real time strategy (RTS) game based on historical events about Peruvian independence. In order to achieve this goal, an intervention with three groups was conducted, consisting of 561 students from eight schools in Lima. One group used only the video game, another group was taught only by a teacher, and a third group was exposed to both stimuli. Academic performance of students on the subject with a test input and output was measured. The results showed that the use of the video game, in addition to history classes, had a better impact on student grades and performance. This would suggest that this type of game could be used as a pedagogical tool in History teaching.
Downloads
References
Ayén, F. (2010). Aprender Historia con el juego Age of Empires. (Reseña). Proyecto Clio 36. ISSN: 1139-6237. Recuperado de: http://clio.rediris.es [consulta 18 de abril del 2016]
All, A., Castellar, E. P. N., & Van Looy, J. (2014). Measuring Effectiveness in Digital Game-Based Learning: A Methodological Review. International Journal of Serious Games, 1(2).
Carretero, M., Rosa, A. y González, M. (Eds.) (2006). Enseñanza de la historia y memoria colectiva. Buenos Aires: Paidós.
Carretero, M., Montanero, M. (2008). Enseñanza y aprendizaje de la historia: aspectos cognitivos y culturales. Cultura y Educación, 20(2), 133-142.
Chávez, T. (2006). La enseñanza de la historia del Perú en la educación secundaria durante la segunda mitad del siglo XX. Pontificia Universidad Católica del Perú: Lima.
Connollya, T., Boylea, E., MacArthur, E., Haineya, T., Boyle, J. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59, 661-686.
Cuenca, J. (2006) La enseñanza de contenidos sociohistóricos y patrimoniales a través de los juegos informáticos de simulación. Treballs d´Arqueologia. Bellaterra: Servei de Publicacions de la Universitat Autónoma de Barcelona, 12, 111-126
Cuenca, J., Martín, M. (2010). Virtual games in social science education. Computers & Education, 55, 1336-1345.
Echeverría, A., García-Campo, C., Nussbaum, M., Gil, F., Villalta, M., Améstica, M., Echeverría, S. (2011). A framework for the design and integration of collaborative classroom games. Computers & Education 50, 1127-1136.
Evaristo, I. y Vega, M. (2013). “Con los videojuegos aprendo”. Testimonios de estudiantes de secundaria sobre el uso de un videojuego educativo sobre historia del Perú. Publicación presentada en el II Congreso Internacional de Videojuegos y Educación. Recuperado de: https://dl.dropboxusercontent.com/u/4318784/Libro_CIVE_13.pdf [Consulta 18 de abril del 2016]
Gee, J. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Málaga: Ediciones Aljibe
Gerber, S., Scott, L. (2011). Gamers and gaming context: relationships to critical thinking. British Journal of Educational Technology, 42(5), 842-849.
Gramigna, A., Gonzáles-Faraco, J., (2009). Videojugando se aprende: renovar la teoría del conocimiento y la educación. Comunicar 17(33), 157-164.
Gros, B. & Garrido, J. (2008). “Con el dedo en la pantalla”: El uso de un videojuego de estrategia en la medición de aprendizajes curriculares. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 9(3), 108-129.
Gros, B. (2009). Certezas e interrogantes acerca del uso de los videojuegos para el aprendizaje. Comunicación, 7(1), 251-264.
Hernández, R., Fernández, C., Baptista, P. (2010). Metodología de la Investigación. México: McGraw Hill
Jackson, L., Witt, E., Games, A., Fitzgerald, H., Von Eye, A., Zhao, Y. (2011). Information technology use and creativity: findings from the children and technology project. Computers in Human Behavior. doi: 10.1016/j.chb.2011.10.006
López, M. (2003). Bolivia, Paraguay y Perú. En Flores, I. (Eds.), ¿Cómo estamos formando a los maestros en América Latina? (pp. 103-118). Perú: Lima.
Kiili, K., Devlin, K., Perttula, T., Tuomi, P., & Lindstedt, A. (2015). Using video games to combine learning and assessment in mathematics education. International Journal of Serious Games, 2(4).
MINEDU, (2009). Diseño Curricular Nacional de Educación Básica Regular. Ministerio de Educación: Lima, Perú.
Moreno, M. (2010). Aprender historia en ambientes virtuales. Tejuelo, 9, 58-82.
Pagés, J. (2009). Enseñar y aprender ciencias sociales en el siglo XXI: reflexiones casi al final de una década. Investigación en Educación, Pedagogía y Formación Docente, II Congreso Internacional. Libro 2, Medellín. Universidad pedagógica nacional, Universidad de Antioquia, Corporación Interuniversitaria de Servicios, 140-154.
Papastergiou, M. (2009). Digital game-based learning in high school computer science education. Computers & Education, 52(1), 1–12.
Prensky,M. (2006). Don´t bother me mom – I’m learning. Estados Unidos: Paragon House.
Sáez-López, J. M., Miller, J., Vázquez-Cano, E., & Domínguez-Garrido, M. C. (2015). Exploring application, attitudes and integration of video games: MinecraftEdu in middle school. Journal of Educational Technology & Society, 18(3), 114-128.
Saíz, J., Colomer, J. (2014). ¿Se enseña pensamiento histórico en libros de texto de Educación Primaria? Análisis de actividades de historia para alumnos de 10-12 años de edad. History and History teaching, 40.
Sahhuseyinoglu, D. (2007). Educational games for developing critical thinking skills: pre-service english language teachers’ views. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 266-273.
Sallés, N. (2010). La enseñanza de la historia a través del aprendizaje por descubrimiento: Evolución del proyecto treinta años después. Enseñanza de las Ciencias Sociales, 10, 3-10.
Sedeño, A. (2010). Videojuegos como dispositivos culturales: las competencias espaciales en educación. Comunicar, 17, 183-189.
Šisler, V., Brom, C., Cuhra, J., Činátl, K., & Gemrot, J. (2012). Stories from the History of Czechoslovakia, A Serious Game for Teaching History of the Czech Lands in the 20th Century–Notes on Design Concepts and Design Process. In Entertainment Computing-ICEC 2012 (pp. 67-74).
Valle, A. (2011). El uso de las Fuentes escritas en la enseñanza de la historia. Análisis de textos escolares para tercero y cuarto de secundaria. Educar, 29(38), 81-106.
Valverde, J. (2010). Aprendizaje de la historia y simulación educativa. Tejuelo 9, 83-89.
Watson, W., Mong, C., Harris, C. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56, 466-474.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2016 RIED. Revista Iberoamericana de Educación a Distancia
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles that are published in this journal are subject to the following terms:
1. The authors grant the exploitation rights of the work accepted for publication to RIED, guarantee to the journal the right to be the first publication of research understaken and permit the journal to distribute the work published under the license indicated in point 2.
2. The articles are published in the electronic edition of the journal under a Creative Commons Attribution 4.0 International (CC BY 4.0) license. You can copy and redistribute the material in any medium or format, adapt, remix, transform, and build upon the material for any purpose, even commercially. You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
3. Conditions for self-archiving. Authors are encouraged to disseminate electronically the OnlineFirst version (assessed version and accepted for publication) of its articles before publication, always with reference to its publication by RIED, favoring its circulation and dissemination earlier and with this a possible increase in its citation and reach among the academic community.
