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Videojuegos: Medio De Ocio, Cultura Popular Y Recurso Didáctico Para La Enseñanza Y Aprendizaje De Las Matemáticas Escolares

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Videojuegos: Medio De Ocio, Cultura Popular Y Recurso Didáctico Para La Enseñanza Y Aprendizaje De Las Matemáticas Escolares Tesis doctoral VIDEOJUEGOS: MEDIO DE OCIO, CULTURA POPULAR Y RECURSO DIDÁCTICO PARA LA ENSEÑANZA Y APRENDIZAJE DE LAS MATEMÁTICAS ESCOLARES Benjamín García Gigante Facultad de Formación de Profesorado y Educación Universidad Autónoma de Madrid Madrid, octubre de 2009 Departamento de Didáctica y Teoría de la Educación Facultad de Formación de Profesorado y Educación Universidad Autónoma de Madrid Tesis doctoral VIDEOJUEGOS: MEDIO DE OCIO, CULTURA POPULAR Y RECURSO DIDÁCTICO PARA LA ENSEÑANZA Y APRENDIZAJE DE LAS MATEMÁTICAS ESCOLARES Autor: Benjamín García Gigante Directora: Dra. Dª. Reyes Hernández Castilla Codirector: Dr. D. José Luis García Llamas A mis padres, Antonio e Isabel, que me dieron la vida y me enseñaron a caminar por ella. A mis hijos, Benjamín y Antonio, en la esperanza de que algún día comprendan que es el esfuerzo, lo que da sentido al camino. Agradecimientos Resulta curioso pensar que esta es la primera página. La última en escribir. Aquella que, con la sensación del deber cumplido (hasta que alguien vuelva a releer el trabajo y diga aquello de “... seguramente sería mejor...”, o “... hay un error en la página...”, no queda sino agradecer el esfuerzo, la colaboración y el apoyo de todos los que han hecho posible este trabajo. Y no son pocos. En primer lugar, dar las gracias a Reyes y a José Luis, directora y codirector de este trabajo, porque sin su dirección esta Tesis no hubiera visto la luz. Gracias a ambos por compartir conmigo sus conocimientos en temas de investigación, por sus consejos siempre atinados y oportunos, por su claridad de ideas cuando todo se volvía oscuro, y sobre todo por su disponibilidad, colaboración y apoyo en todo momento. A Reyes, agradecer además su compañía deportiva en nuestras batallas de padel frente a Colmenar (lo que al menos permitía quemar angustias y ansiedades). Y a José Luis su imperturbable optimismo sobre el entonces lejano final feliz de este trabajo. A Joaquín Paredes, quien ha tenido que sufrir mis innumerables lecturas ya desde los primeros borradores del DEA, y a quien nunca podré agradecer lo suficiente su aliento en pos de que diera los primeros pasos. A mis compañeros de departamento Serafín Mansilla y Javier Peralta, por sus aportaciones y trabajo en la elaboración del constructo. A Cesar Sáenz y Javier Murillo por sus revisiones del estudio empírico. Al Vicedecanato de Prácticas de la Facultad (gracias Santiago) por su ayuda en la selección de la muestra para el proyecto de campo. Y a Teresa por sus múltiples quebraderos de cabeza para que los gráficos del SPSS se ajustaran a las limitaciones de maquetación de esta Tesis. También quiero recordar a Menchu, que en su papel de Directora del Departamento de Didácticas Específicas (¡qué ha sido del barquito de cáscara de nuez!) hizo lo posible y lo imposible para que pudiera comenzar en mejores condiciones esta investigación. Y en la misma línea a Engracia Alda, que como Decana de la Facultad de Formación de Profesorado y Educación se cargó con parte de mis obligaciones como su Delegado, para que esta investigación llegara a buen fin (¡los de choco siempre sabrán a gloria!). Y por supuesto a mis hijos, que me dieron a conocer el mundo del videojuego y me permitieron acercarme a ellos para utilizar unas inofensivas maquinitas. Por último, y más allá de todo esto, uno es deudor con muchos otros: Elisa, Eugenio, Arabí, Zurita, Abellanas, Mª Paz, Roanes, Guzmán, Alfonso, Ángel, Eugenio, Toñi, Yolanda, Jose, Pilar... A todos, gracias. Y a ti, allá donde estés, seguirás riéndote al ver que... “sigo con los juegecillos”. I TABLA DE CONTENIDOS INTRODUCCIÓN ............................................................................... 1 … Primera Parte: ESTUDIO TEÓRICO … ..… Capítulo 1. Tecnología: simulación y bricolaje .................................. 11 … 1.1.- La informática y la cultura de la simulación ............................. 12 … 1.2.- La Web 2.0 ................................................................................ 15 1.2.1.- Los blogs ........................................................................ 18 1.2.2.- Los wikis ........................................................................ 22 1.2.3.- Las redes sociales ........................................................... 24 1.2.4.- Los medios sociales ........................................................ 27 … 1.3.- Controversias en el nuevo entorno tecnosocial ........................ 30 1.3.1.- Wikipedia: ¿ejemplo de creación colaborativa? ........... 31 1.3.2.- Blogs: ¿ejemplos de información? .................................. 34 1.3.3.- Redes sociales: ¿ejemplo de democracia participativa? ................................................................ 38 1.3.4.- La Web 2.0: ¿una segunda burbuja? .............................. 38 … 1.4.- La Web 2.0 y el triunfo del bricolaje como modo informal de conocimiento ......................................................................... 41 … Capítulo 2. Tecnología, sociología y educación .................................. 47 … 2.1.- Relaciones tecnológicas ............................................................ 48 2.1.1.- Hay otros mundos (versión 1.0) ..................................... 50 2.1.2.- Hay otros mundos (versión 2.0) ..................................... 52 2.1.3.- Redefinición de nuestras fronteras .................................. 61 … 2.2.- Ser digital, homo videns, pronetarios y el cibionte .................. 63 … 2.3.- La información y el conocimiento en la cultura de la simulación y en el nuevo entorno tecnosocial ............................................ 66 … 2.4.- Las teorías del aprendizaje y las prácticas de enseñanza en el nuevo entorno tecnosocial ................................................... 69 II 2.5.- El conocimiento compartido, la inteligencia colectiva, y el aprendizaje colaborativo ............................................................ 74 … Capítulo 3. Videojuegos, cultura y sociedad ...................................... 81 … 3.1.- Historia de los videojuegos ...................................................... 82 3.1.1.- Las máquinas recreativas ............................................... 88 3.1.2.- Los videojuegos a finales del siglo pasado ..................... 94 3.1.3.- Los videojuegos en el nuevo siglo .................................. 103 3.1.4.- Nuevas ideas de Nintendo: Dual Screen y Wii .............. 108 3.1.5.- MMORPG y emuladores ............................................... 113 3.1.6.- Ventas de videojuegos y consolas .................................. 114 … 3.2.- Definición y clasificación de videojuegos ............................... 117 3.2.1.- Clasificación atendiendo al soporte utilizado ............... 120 3.2.2.- Clasificación atendiendo al contenido ........................... 122 3.2.3.- Clasificación atendiendo al público objetivo ................. 130 … 3.3.- Los videojuegos como fenómeno social .................................. 134 … 3.4.- Críticas a los videojuegos ......................................................... 140 3.4.1.- Videojuegos y agresividad ............................................ 143 3.4.2.- Videojuegos y adicción .................................................. 148 3.4.3.- Videojuegos y aislamiento ............................................ 150 3.4.4.- Videojuegos y otras relaciones ...................................... 151 3.4.5.- Videojuegos, multiplicidad y distanciamiento, bricolaje y simulación ................................................... 152 3.4.6.- Videojuegos violentos y sexualidad explícita ............... 156 3.4.7.- Valores que transmiten los videojuegos ......................... 159 3.4.8.- A modo de conclusión ................................................... 168 … Capítulo 4. Los videojuegos como recurso didáctico ....................... 171 … 4.1.- Bondades potenciales en el uso de videojuegos ....................... 172 … 4.2.- ¿Videojuegos educativos? ......................................................... 176 … 4.3.- Principios generales de enseñanza y aprendizaje presentes en los videojuegos ................................................... 179 … 4.4.- Videojuegos y la enseñanza por competencias ......................... 201 … 4.5.- El uso didáctico de videojuegos en el entorno escolar ............. 203 III 4.6.- Los videojuegos y la enseñanza y aprendizaje de las matemáticas escolares ............................................................... 234 4.6.1.- El principio de la prueba, la actividad matemática y la resolución de problemas ........................................ 239 4.6.2.- El videojuego “Pokémon Diamante” y su uso Didáctico en el área de Matemáticas de la EP ............. 245 … Segunda Parte: ESTUDIO EMPÍRICO … ..… Capítulo 5. Problema de investigación y diseño .................................. 251 … 5.1.- Definición del problema de investigación ............................... 252 … 5.2.- Diseño de la investigación ......................................................... 255 5.2.1.- Metodología de la investigación ................................... 256 5.2.2.- Método de investigación ............................................... 259 5.2.3.- Variables.......................................................................... 261 5.2.4.- Población y muestra ...................................................... 262 5.2.5.- Instrumento para la recogida de datos ............................ 264 5.2.5.1.- Fiabilidad ......................................................... 265 5.2.5.2.- Validez ...........................................................
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