Mario Cerezo-Pizarro

Vargas, P. (2023).Mitos EdTech. Desmontando el solucionismo tecnológico en educación.

Resumen La introducción de los videojuegos en las aulas es un reto pendiente en la formación del profesorado. Esta necesidad, detectada y fundamentada tanto por los investigadores como por los responsables educativos, avala el planteamiento y desarrollo de cursos especializados. El presente estudio enuncia la labor realizada en colaboración con los Centros de Profesores y Recursos de la comunidad autónoma de Extremadura, España, mediante el desarrollo y análisis del proceso de implantación y desarrollo 4 cursos de formación. A través de un diseño de investigación evaluativa de carácter mixto, se somete a evaluación este proceso, considerando el desarrollo de estas formaciones como una herramienta fundamental de cara a la adaptación curricular y la integración del videojuego en las aulas. Para alcanzar conclusiones al respecto, se examinan las percepciones y experiencias de 59 docentes. Los resultados permiten identificar los perfiles más interesados en este tipo de formación, así como las expectativas y el grado de satisfacción respecto a la adecuación, adaptación y aplicación práctica del videojuego en el contexto educativo extremeño. De esta manera, se somete a evaluación la propia formación, permitiendo identificar y exponer un modelo formativo adaptado a las necesidades y demandas del profesorado. El proceso de evaluación permite destacar la mayor idoneidad de formaciones presenciales frente a otros modelos de enseñanza, así como el interés del profesorado por crear sus propios videojuegos y experiencias docentes que se contrasta en gran medida con la ausencia de formación específica y las dificultades encontradas a la hora de seleccionar recursos de terceros.

Los videojuegos son una herramienta de difusión educativo-cultural valorada dentro de la denominada educación mediática informal por su alto potencial para adquirir aprendizajes. El número de videojugadores ha crecido de forma exponencial en las últimas décadas convirtiendo las representaciones sociales y culturales que se realizan en este medio en objeto de estudio y análisis educativo. Los investigadores consideran necesario identificar los rasgos culturales transmitidos a través del videojuego como objeto de estudio, y de la representación cultural portuguesa realizada en este medio. En el análisis realizado se utiliza el estudio de caso y el método analítico cualitativo de Hofstede, desde el enfoque antropológico y cultural que identifica elementos y representaciones de la cultura portuguesa en los videojuegos. Identificando y discutiendo rasgos y elementos culturales que permitirán a investigadores y educadores establecer una base sobre la que construir aprendizajes informales mediados con videojuegos.

The production and development of doctoral theses have grown exponentially with the advent of the Internet and the democratization of access to information and education. In the field of education, this production is no stranger to this trend, so it is interesting to analyze the implications, causes and scientific–academic contributions of this increase. To this end, a systematic literature review (SLR) was carried out using the PRISMA 2020 protocol, with the Dialnet database as the documentary source, based on a previous study that justified its use and the availability of documents. Thus, a set of pre-established criteria are defined to identify doctoral theses carried out in Spanish universities and related to the education area that have been published in the last 17 years, finding a total of (n = 120) publications whose analysis answered the researchers’ questions focused on identifying patterns and strategies in the publication and methodological design of this type of document and what is the role of systematic reviews of the literature in them. In this sense, this research process aimed to analyze this kind of production and facilitate the process of designing new theses and research projects in the field of education. In this sense, this research process aimed to analyze this sort of output and facilitate the process of designing new theses and research projects in the field of education. The results make it possible to identify the increased importance of SLR in the development of doctoral theses and reveal the predominant models related to this type of production. Additionally, other aspects, such as the most common universities or research fields, the quantity and nature of subsequent studies, etc., concerning doctoral theses that incorporate an SLR were determined. Thus, conducting an SLR represents a solid and structured approach to initiate and build up the research process of doctoral theses, being essential to address students’ potential training needs in these regards.

Reseña del libro: López Gómez, S., Rodríguez Rodríguez, J., Vidal Esteve, M.I. y Marín Suelves, D. (2023). Videojuegos y oportunidades educativas. Orientaciones para su diseño, análisis y uso. Editum

This study focuses on the implementation of virtual reality and video games as innovative tools in the training of social educators. The objective is to analyze the integration of these technologies in educational environments and to evaluate the perceptions of future educa- tors. An innovation experience was carried out that incorporated virtual reality and video games in the classes of the Degree in Social Education. The results reveal a high acceptance around the integration of this technology in the study plans and the future daily practice of the social educator.

The growing relevance of video games in the social landscape requires an in-depth evaluation of the bidirectional influences of these adjacent contexts, among which the educational and cultural contexts stand out. This permeability allows the study of the cultural aspects surrounding the production and use of video games as tools for cultural dissemination. Our research enunciates, recognises, analyses and evaluates the impact of these tools with the aim of being taken into consideration by the scientific community and the general population, who most frequently consume, use and socialise through video games around the world. Based on this, a systematic literature review (SLR) was carried out using the Prisma 2020 Protocol, using the WOS and SCOPUS databases as documentary sources, and the selection of research articles that explore the cultural aspects of video games according to pre-established criteria. The final sample (N = 45) was subjected to a study that posed 12 research questions around which this work is structured. As a result, it is evident that video games have a direct impact on the transmission of culture. Patterns and agents of cultural representation, transmission and communication were identified, allowing researchers to evaluate the impact of video games on culture and to approach this object of study from an academic perspective, helping to open up other lines of research related to the influence of video games on the assimilation of culture, the learning of relevant issues related to it or the transmission of specific cultural elements.

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.