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Videojuegos Y Educación: Explorando Aprendizajes Entre Adolescentes

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Videojuegos Y Educación: Explorando Aprendizajes Entre Adolescentes Instituto Tecnológico y de Estudios Superiores de Occidente Repositorio Institucional del ITESO rei.iteso.mx Departamento de Estudios Socioculturales DESO - Tesis Maestría en Comunicación de la Ciencia y la Cultura 2011-08 Videojuegos y educación: explorando aprendizajes entre adolescentes Valderrama-Ramos, José A. Valderrama-Ramos, J. A. (2011). Videojuegos y educación: explorando aprendizajes entre adolescentes. Tesis de maestría, Maestría en Comunicación de la Ciencia y la Cultura. Tlaquepaque, Jalisco: ITESO. Enlace directo al documento: http://hdl.handle.net/11117/2403 Este documento obtenido del Repositorio Institucional del Instituto Tecnológico y de Estudios Superiores de Occidente se pone a disposición general bajo los términos y condiciones de la siguiente licencia: http://quijote.biblio.iteso.mx/licencias/CC-BY-NC-ND-2.5-MX.pdf (El documento empieza en la siguiente página) Asesor: Dr. Guillermo Orozco Gómez Guadalajara, Jal.; Agosto 2011 Videojuegos y educación: explorando aprendizajes entre adolescentes Índice Índice Índice………………………………………………………………………………………..……………. 1 El capítulo anterior al primero…..................................................................... 5 Capítulo I. Entendiendo el videojuego………………………………………………………… 11 ¿Qué es?............................................................................................ 12 Géneros………………………………………………………………………………………….. 15 La evolución de los videojuegos.……………………….…………………………….… 19 La década de los sesenta………………………….…………………………. 19 Las consolas……………………………………………………………..……….. 20 Llegada de las computadoras personales (PCs)…………………….. 20 El resurgimiento de las consolas………………………………….………. 21 Videojuegos portátiles………………………………………………………… 23 Facebook también juega..…………………………………………………… 25 ¿Y el futuro?.............………………………………………………….……… 26 La industria………………………………………………………………………………..……. 27 El tamaño de la industria del videojuego………………………………. 27 ¿Cómo se crea un juego?....................................................... 28 El negocio del videojuego……………………………………………………. 30 ¿A quién van dirigidos? Segmentos del mercado………………….. 33 La cultura del videojugador……………………………………………………….……… 33 Capítulo II. La sociedad tecnológica y los “nativos digitales”………………………….. 37 Adolescentes de la nueva generación…………………………………………………. 38 Los profesionistas del futuro……………………………………………………………… 40 Los adolescentes en México…………………………………………………………… 42 El panorama general………………………………………………………….. 42 La educación de los jóvenes mexicanos……………………………….. 43 La tecnología y el joven mexicano……………………………………….. 46 Capítulo III. Comunicación y videojuegos…….……………………………………………… 49 La comunicación que se da entre el jugador y el juego…………………………. 50 Interactividad y competencias comunicacionales…………………….. 51 Como medio de comunicación………………………………………………..……………52 Los videojuegos y los estudios culturales………………………..……… 52 Los videojuegos y la semiótica..…………………………………….……… 54 1 Videojuegos y educación: explorando aprendizajes entre adolescentes Índice Los videojuegos y la literatura……………….………………….………… 58 ¿Cómo se estudian los videojuegos?.………………………………………………… 61 ¿Cómo se estudian actualmente?.............……………………………. 61 Videojuego, ¿un nuevo campo de estudio?.............................. 63 Capítulo IV. Aprendiendo con videojuegos…………………………………………………… 67 Aprendizaje significativo…………………………………………………………....…….. 68 El reto: educar en el siglo XXI………………………………….………….. 68 La comunicación para el aprendizaje………………………….………… 68 El aprendizaje significativo……………………………………….…………. 69 Educar con videojuegos………………………………………………………….………... 71 El educador como comunicador……………………………………………. 71 Los videojuegos como pasatiempo productivo…………………….... 72 Los videojuegos como herramienta educativa……………………….. 73 Principios de aprendizaje que contienen……………………………….. 77 Capítulo V. ¿Qué se ha dicho sobre la relación entre videojuegos y educación?.. 79 Introducción……………………………………………………………………………….…… 80 Matemáticas en la primaria…………………………………………………….…………. 80 Niños y adolescentes mexicanos en su tiempo libre…………………………….. 81 Pirateando aprendizaje…………………………………………………………….………. 82 Con estudiantes de medicina…………………………………………………….……… 83 Con alumnos de biología en África…………………………………………………….. 85 En las empresas…………………………………………………………………….………… 86 En las bibliotecas…………………………………………………………………….……….. 87 Jugadores que sin saber bioquímica elaboran un modelo de una proteína... 88 Una escuela que usa videojuegos como metodología…………………………… 89 Conclusiones……………………………………………………………………………………. 89 Capítulo VI. Mediaciones con el videojuego………………………………………………….. 93 Nuevas recepciones e hipermediaciones……………………………………………… 94 Televidencia y videojuegos………………………………….………………. 94 Hipermediaciones……………………………………………………..………… 98 ¿Y el videojuego usado?....................................................................... 100 ¿Por qué Warcraft III?........................................................... 100 Modos de juego……………………………………………………….………… 101 Las civilizaciones……………………………………………………..…………. 101 Análisis del juego………………………………………………….………….… 102 2 Videojuegos y educación: explorando aprendizajes entre adolescentes Índice Capítulo VII. Historias de adolescentes………………..……………………………………… 107 Habilidades matemáticas…………………………….……………………………………. 108 Mis compañeros de viaje…..……………………………………………………………… 109 ¿Qué tenían que hacer?……………………………………………………………………. 113 Desempeño humano en tierra de elfos……………………………………………… 116 Pasando el primer capítulo…………………………………………………. 116 El segundo paso: desafiando islas……………………………………….. 124 Warcraft en la escuela………………………………………………………… 132 Capítulo VIII. ¿Qué sigue?...................………………………………………………………… 135 Introducción…………....………………………………………………………… 136 El videojugador televidente..………………………………………………… 136 El videojugador hipermediado.……………………………………………… 137 Las matemáticas y los videojuegos..……………………………………… 138 Errare humanum est..………………………………………………………… 139 Estrategia, estrategia..………………………………………………………… 141 Consejos, no soluciones……………………………………………………… 142 English spoken here...………………………………………………………… 143 Decisiones, decisiones………………………………………………………… 144 ¿Qué quieres que haga?……………………………………………………… 144 Aprovechar sus experiencias previas..…………………………………… 145 Desaprender lo aprendido……………...…………………………………… 146 Aprovechar la comunicación entre jugadores………………………… 147 Epic Win………………………………………………….………………………… 147 Rompiendo esquemas……………………………….………………………… 148 Aprovechando videojuegos en la escuela…….………………………… 149 ¿Será posible una escuela así?..………………….………………………… 150 Mirando hacia atrás……………...………………….………………………… 152 Gigantes……………..……………...………………….……………………………………………..… 155 Glosario……………………………………………………………………………………………………. 157 Apéndice A. Principios de aprendizaje que contienen los videojuegos……………… 181 Apéndice B. Examen diagnóstico aplicado en la primera fase………………………… 184 Apéndice C. Guía de la primera entrevista……………………………….…………………… 189 Créditos de las imágenes usadas………………………………………………….……………… 190 Bibliografía……………………………………………………………………………………………….. 202 3 4 Videojuegos y educación: explorando aprendizajes entre adolescentes El capítulo anterior al primero El capítulo anterior al primero Come, Watson, come! The game is afoot. Not a word! Into your clothes and come! Sherlock Holmes (Sir Arthur Conan Doyle) La investigación es como una aventura: siempre en búsqueda de algo apasionante, impulsado por la curiosidad y deseo de saber más, de conocer más a fondo. Así como los navegantes que llegan a alguna isla y quedan fascinados con todo lo nuevo que ahí pueden descubrir, y siguen adelante por su curiosidad y su deseo de conocer más. Sus primeros mapas no suelen ser exactos, pero poco a poco se van pareciendo más a lo real, gracias al hecho de que los nuevos exploradores se basaban en trabajos de otros viajeros que ya habían pasado cerca de allí, por lo que van añadiendo su experiencia al trabajo realizado con anterioridad. Al igual que estos aventureros, yo también me he topado con un nuevo mundo que he encontrado sumamente interesante y que, entre más conozco, aumenta mi curiosidad y me motiva a seguir profundizando. También me he basado en experiencias de otros “viajantes” que han pasado por estos territorios que conforman los ejes de mi objeto de estudio, el cual une tres pasiones: los videojuegos, mis alumnos de preparatoria y la educación. Este trabajo es un relato de ese viaje que emprendí durante el tiempo en que estuve estudiando la Maestría en Comunicación de la Ciencia y la Cultura, travesía donde me enfrenté a conocimientos que me eran totalmente desconocidos e interesantes. El salto que di desde la ingeniería a las ciencias sociales fue casi un viaje a un universo paralelo donde me topé con objetos de estudio sumamente diferentes (antes trabajaba con algoritmos y ecuaciones, ahora trabajo con personas y realidades sociales que son, desde luego, más complejas). Recuerdo muy bien las palabras que Raúl Fuentes me dijo en mi entrevista inicial: “Ustedes los ingenieros se dedican a resolver problemas. Aquí los creamos”. Y en verdad en estos años he problematizado muchas suposiciones que tenía, y el profundizar en ellas me ha hecho crecer no sólo intelectualmente, sino como persona. Regresando a los ejes que le dan estructura a este trabajo, los videojuegos siempre han sido de mi interés. Recuerdo mi primer Atari 5200, que venía con el juego PacMan ; mi vida se ha visto acompañada por muchos 5 Videojuegos y educación: explorando aprendizajes entre adolescentes El capítulo anterior al primero otros que he jugado desde entonces, mismos que se han ido volviendo
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