El dibujo de la figura humana “Avatar” como elemento para el desarrollo de la creatividad y aprendizaje a través de la gamificación en Educación Primaria

  1. García Gaitero, Felipe 1
  2. Carrascal Domínguez, Silvia 1
  3. Renobell Santaren, Víctor 2
  1. 1 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

  2. 2 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Journal:
ArDIn: Arte Diseño Ingeniería

ISSN: 2254-8319

Year of publication: 2016

Issue: 5

Pages: 47-57

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: ArDIn: Arte Diseño Ingeniería

Abstract

In today's context with its unprecedented technological and social changes, the educational process must be an ongoing task. Accordingly, society's new demands for knowledge in the educational domain require new solutions and tools. As such, educational agents depend ever increasingly on resources and support provided from fields that were not traditionally link to these fields, but which in the current context are of vital importance. Gamification is a prime example of this. This concept is primarily linked to games and videogames, but when applied to the non-recreational context, such as the classroom, it then becomes a powerful tool for increasing student attention and motivation. Furthermore, gamification allows new technologies to be incorporated in the classroom setting from a very early age. Virtual platforms are commonly used, in which students assume a specific role and enjoy being fully immersed in a story. In this immersion process, the avatar (or the representation of the player within a virtual world) takes on a vital role. There are many software tools available for use by the player for designing and customizing his/her very own avatar. Nonetheless, the student may also opt to design a manual representation of his/her technological avatar of choice. In general, the representations drawn on paper by the students of themselves are something that could not be attained easily through another means. This article will show us some examples of this and we will analyze the importance of using the representation and the manual creation of the same in this type of technology.

Bibliographic References

  • Barata, G., Gama, S., Jorge, J., y Gonçalves, D. (2013): So fun it hurts–gamifying an engineering course. En Dylan D. Schmorrow y Cali M. Fidopiastis (eds), Foundations of Augmented Cognition, Lecture Notes in Computer Science, vol. 8027, pp. 639–648.
  • Barata, G., Gama, S., Jorge, J., y Goncalves, D. (2013): Engaging Engineering Students with Gamification. 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), IEEE, pp. 1-8
  • Bartle, R. (1996). Hearts, clubs, diamonds, spades: Players who suit MUDs. Journal of MUD research, 1(1), 19.
  • Ceballos, L. D. C. y Mejía, Z.C. (2011): Construcción de identidad en los videojuegos en línea. (Tesis de maestría). Universidad San Buenaventura Cali, Santiago de Cali
  • Csikszentmihalyi, M. (2008): Flow. Pymble, NSW: HarperCollins eBooks.
  • Csikszentmihalyi, M. (2014): Flow and the foundations of positive psychology: the collected works of MihalyCsikszentmihalyi. Dordrecht, Netherlands: Springer.
  • Delgado, E. C. C., y González, I. I. C. (2014): Desarrollo de habilidades cognitivas mediante videojuegos en niños de educación básica. En Congreso Virtual sobre Tecnología, Educación y Sociedad CTES (Vol. 1, No. 2).
  • González, C., y Blanco, F. (2008): Emociones con videojuegos: incrementando la motivación para el aprendizaje. Revista Electrónica Teoría de la Educación,3 (9) pp. 70–92.
  • González, C., y Mora, A. (2015): Técnicas de gamificación aplicadas en la docencia de Ingeniería Informática. ReVision, 8(1).
  • Hamilton, J. (2009). Identifying with an Avatar: A Multidisciplinary Perspective. Queensland University of Technology.
  • Kapp, K. (2012): The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. San Francisco: John Wiley & Sons.
  • Kromand, D. (2007): Avatar Categorization. University of Copenhangen. Copenhagen.
  • Li, C., Dong, Z., Untch, R. H., y Chasteen, M. (2013): Engaging computer science students through gamification in an online social network based collaborative learning environment. International Journal of Information and Education Technology, 3(1), 72.
  • Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., y Eschenbrenner, B. (2014): Gamification of education: A review of literature. En HCI in Business, pp. 401-409. Springer International Publishing.
  • Navarro, D. (2000): Semiosfera III, Semiótica de las artes y la cultura. Madrid: Frónesis Cátedra.
  • Padilla, S.; Halley, F. y Chantler, J.C. (2011): Improving Product Browsing whilst Engaging Users. Digital Engagement, 11, pp. 15-17.
  • Reyes Calixto, M. (2015): Avatares y textos (MMORPG) desde la semiótica de la cultura, Nuevas Tecnologías, Internet y Sociedad de la Información, pp- 363-385.
  • Sánchez Martínez, J. A. (2013): Figuras de la presencia, cuerpo e identidad en los mundos virtuales. México: Siglo XXI.
  • Todor, V., Pitica, D. (2013): «The Gamification of the Study of Electronics in Dedicated Elearning Platforms». En 36th International Spring Seminar on Electronics Technology, pp. 428–431.
  • Werbach, K., y Hunter, D. (2012): For the win: How game thinking can revolutionize your business. Philadelphia: Wharton Digital Press.
  • Zichermann, G. y Cunningham, C. (2011): Gamification by Design: Implementing Game Mechanics in Web and Mobile Apps. New York: O’Reilly Media, 1 Auflage.
Data source: Dialnet