8 de agosto de 2016

Aprendizaje móvil de inglés mediante juegos de espías en educación secundaria

Aprendizaje móvil de inglés mediante juegos de espías en educación secundaria

Mª Mercedes Rico-García, J. Enrique Agudo Garzón

Resumen


La introducción de las tecnologías de la información y la comunicación (TIC) ha provocado una revolución radical en el sistema educativo actual, tanto en los medios y recursos utilizados para presentar los contenidos, como en la ubicuidad en la que puede enmarcarse dicho aprendizaje. Centrándonos en el uso de dispositivos móviles y la aplicación de videojuegos como herramientas para el aprendizaje autónomo o para afianzar las enseñanzas impartidas en ámbitos y niveles educativos diferentes, la tecnología móvil facilita un aprendizaje interactivo, ubicuo e individualizado, que permite a cada usuario trabajar a su propio ritmo. En este contexto, las políticas europeas han marcado en los últimos años directrices para la creación de infraestructuras docentes destinadas a que los hablantes no nativos superen las barreras que encuentran a diario en el proceso de aprendizaje de lenguas y culturas. El presente artículo describe el estudio realizado con alumnos de Educación Secundaria Obligatoria (ESO) con el objetivo de indagar en la idoneidad de utilizar videojuegos en dispositivos móviles para el aprendizaje de idiomas. Basados en la interacción del alumnado sujeto a estudio con la plataforma de juegos interactivos generados a partir del proyecto Europeo ISPY, los resultados indican una mejora generalizada en las expectativas que la población sujeta a estudio manifiesta sobre estos dispositivos y recursos para el aprendizaje de lenguas antes y después de nuestra investigación, constatándose la idoneidad de utilizar material didáctico basado en videojuegos para el aprendizaje de las diferentes competencias comunicativas y la formación cultural implícita.

Palabras clave


Videojuegos; Interacción; aprendizaje de lenguas; educación secundaria; juegos educativo

Texto completo:

PDF

Referencias


Ali, M. A. (2014). The impact of mobiles on language learning on the part of English foreign language (EFL)
university students. Procedia-Social and Behavioral Sciences, 136, 104-108.
Azar, A. S. y Nasiri, H. (2014). Learners’ attitudes toward the effectiveness of mobile assisted language
learning (mall) in L2 listening comprehension. Procedia-Social and Behavioral Sciences, 98, 1836-1843.
Avouris, N. y Yiannoutsou, N (2012). A review of mobile location-based games for learning across physical and virtual spaces. Journal of Universal Computer Science, 18 (15), 2120–2142.
Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography of implementation
studies 1994-2012. Language, Learning & Technology, 17 (3), 157-225.
Cabot, A. G., Garcia-Lopez, E., de-Marcos, L. y Abraham-Curto, J. (2014). Adapting learning contents to mobile devices and context to improve students’ learning performance: A case study. Journal of Universal Computer Science, 20 (15), 2032–2042.
Chua, A.Y. y Balkunje, R.S. (2012). An exploratory study of game-based m-learning for software project management. Journal of Universal Computer Science, 18 (14), 1933–1949.
Cortez, R., Roy, D. y Vazhenin, A. (2011). Mobile Assisted Language Acquisition: An overview of the field and future opportunities based on 3G mobile capabilities. International Transactions on elearning & Usability, 2 (1), 4–6.
Deegan, R. y Rothwell, P. (2010). A classification of m-learning applications from a usability perspective. Journal of the Research Center for Educational Technology, 6 (1), 16–27.
Dhir, A., Gahwaji, N.M. y Nyman, G. (2013). The role of the iPad in the hands of the learner. Journal of Universal Computer Science, 19 (5), 706–727.
Drigas, A.S., Ioannidou, R. E., Kokkalia, G. y Lytras, M.D. (2014). ICTs, mobile learning and social media to enhance learning for attention difficulties. Journal of Universal Computer Science, 20 (10), 1499–1510.
Ehsan, S., Ismail, K., y Mustaffa, R. (2014). The acceptance of mobile assisted language learning (MALL)
among post graduate ESL students in UKM. Procedia-Social and Behavioral Sciences, 118, 457-462.
European Commission (EC) (2003) Promoting Language Learning and Linguistic Diversity: An Action
Plan 2004–2006. Brussels: European Commission.
European Parliament and Council (2001) Recommendations of the European Parliament and of the Council of 12
February 2001 on European cooperation in quality evaluation in school education, Official Journal of the European Communities, 2001/166/EC, L60/51-53.
Fisher, M. y Baird, D.E. (2007). Making mlearning work: Utilizing mobile technology for active exploration, collaboration, assessment, and reflection in higher education. Journal of Educational Technology Systems, 35 (1), 3–30.
Fonseca, B., Morgado, L., Paredes. H., Martins, P. y Gonçalves, R. (2012). PLAYER-a European project and a game to foster entrepreneurship education for young people. Journal of Universal Computer Science, 18, 186–105.
Frohberg D., Goth C. y Schwabe G. (2009). Mobile learning projects-A critical analysis of the state of the art. Journal of Computer Assisted Learning, 25, 307-331.
Harmer, J. (2008). How to Teach English: An Introduction to the Practice of English Language Teaching. (2nd Edition). Essex: Pearson Longman.
Ybarra, R., y Green, T. (2003). Using technology to help ESL/EFL students develop language skills. The
Internet TESL Journal, 9 (3).
Gikas, J. y Grant, M.M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. The Internet and Higher Education, 19, 18–26.
Gürbüz, R., Erdem, E. y Uluat, B. (2014). Reflections from the process of game-based teaching of probability. Croatian Journal of Education, 16 (3), 109–131.
Hussain, I. y Adeeb, M.A. (2009). Role of mobile technology in promoting campus-wide learning environment. Turkish Online Journal of Educational Technology - TOJET, 8 (3), 48–56.
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21 (2), 157–165.
Kukulska-Hulme, A. y Traxler, J. (2007). Designing for mobile and wireless learning. En Beetham, H. y Sharpe, R. (ed.), Rethinking Pedagogy for a Digital Age: Designing and Delivering E-Learning. London: Routledge, 180–192
Melor, M. Y., Nordin, N., Salehi, H., Sun, C. H. y Embi, M. A. (2013). Pros and cons of using ICT in teaching
ESL reading and writing. International Education Studies, 6 (7).
Miangah, T.M. y Nezarat, A. (2012). Mobile-assisted language learning. International Journal of Distributed and Parallel Systems, 3 (1), 309–319.
Moses, O.O. (2008). Improving mobile learning with enhanced Shih’s model of mobile learning. US-China Education Review, 5 (11), 22–28.
Motiwalla, L.F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49, 581–596.
Padilla-Zea, N., López-Arcos, J.R., González Sánchez, J.L., Gutiérrez Vela, F.L. y Abad-Arranz, A. (2013). A method to evaluate emotions in educational video games for children. Journal of Universal Computer Science, 19 (8), 1066–1085.
Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41 (1), 72–93.
Piaget, J. (1968). On the Development of Memory and Identity. Worcester, MA: Clark University Press.
Pink D. (2010). La sorprendente verdad sobre lo que nos motiva. Barcelona: Ediciones Gestión 2000, S. A.
Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44 (2), 105-118.
Roeser, R. W. y Peck, S. C. (2009). An education in awareness: Self, motivation, and self regulated learning in contemplative perspective. Educational Psychologist, 44 (2), 119- 13.
Sergio, F. (2012). 10 ways that mobile learning will revolutionize education. Consultado Junio 22, 2015, de www.fastcodesign.com/1669896/10- ways-that-mobile-learning-will-revolutionize-education
Slovaček, K. A., Zovkić, N. y Ceković, A. (2014). A Language games in early school age as a precondition for the development of good communicative skills. Croatian Journal of Education, 16 SPEC. EDITION (1), 11–23.
Suneetha, Y. (2013). MALL (mobile assisted language learning): A paradise for English language learners.
International Journal of English Language & Translation Studies, 1 (2), 91-99.
Valdivia, R. y Nussbaum, M. (2007). M. Face-to-face collaborative learning in computer science classes. International Journal of Engineering Education, 23 (3), 434–440.
Valk, J.H., Rashid, A.T. y Elder, L. (2010). Using mobile phones to improve educational outcomes: An analysis of evidence from Asia. The International Review of Research in Open and Distance Learning, 11 (1), 117–140.
Viberg, O. y Grönlund, Å. (2012). Mobile assisted language learning: A literature review. En Specht, H.; Sharples, M. y Multisilta, J. (Ed.), Proceedings of the 11th International Conference on Mobile and Contextual Learning, mLearn 2012, Helsinki, Finland, October 16 -18, 2012, pp. 9-16.
Zurita, G. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42, 289–314.
Zurita, G. y Nussbaum, M. (2007). A conceptual framework based on Activity Theory for mobile CSCL. British Journal of Educational Technology, 38(2), 211–235.


DOI: http://dx.doi.org/10.5944/ried.19.1.14893