Videojuegos y ciudadanía global: análisis de aplicabilidad de Never Alone en contextos educativos

  1. Pérez Pereiro, Marta 1
  2. Sobrino Freire, Iria 2
  3. Rodríguez Castro, Marta 1
  1. 1 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  2. 2 Universidade da Coruña
    info

    Universidade da Coruña

    La Coruña, España

    ROR https://ror.org/01qckj285

Revista:
Obra digital: revista de comunicación

ISSN: 2014-5039

Ano de publicación: 2022

Título do exemplar: Narrativas videolúdicas y sociedad digital: la problemática contemporánea en formato píxel

Número: 22

Páxinas: 15-30

Tipo: Artigo

DOI: 10.25029/OD.2022.334.22 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Obra digital: revista de comunicación

Obxectivos de Desenvolvemento Sustentable

Resumo

Os videogames tornaram-se uma das atividades de lazer mais populares entre crianças e adolescentes. A escola tem incorporado progressivamente como complemento da formação, mas ainda há resistência ao seu uso em sala de aula por parte de professores e pais. Este artigo propõe um modelo de análise para medir a adaptação dos videogames ao ambiente educacional na perspectiva da educação para o desenvolvimento e cidadania global, combinando metodologias próprias desta corrente com outras específicas ao estudo dos videogames e aplicando-a ao caso de Never Alone. Conclui-se que o potencial dos videogames para a educação em valores requer o desenvolvimento de ferramentas de análise e o envolvimento de professores e pais.

Referencias bibliográficas

  • AEVI (2018). La industria del videojuego en España. Anuario 2018. Asociación Española de Videojuegos. https://bit.ly/2ZjeBe5
  • AEVI (2021). La industria del videojuego en España. Anuario 2020. Asociación Española de Videojuegos. https://bit.ly/3eCH4Vd
  • Aguado, G. (coord.). (2011). Educación para el desarrollo y la ciudadanía global: guía para su integración en centros educativos. Intered. https://bit.ly/2ZkZhgZ
  • Andreotti, V. (2010). Postcolonial and post- critical ‘global citizenship education’. En G. Elliott, Ch. Fourali y S. Issler (Eds.). Education and Social Change: Connecting Local and Global Perspectives (pp. 233-245). Continuum International Publishing Group.
  • Andreotti, V. (2014). Educação para a Cidadania Global – Soft versus Critical. Sinergias – diálogos educativos para a transformação social, 1, 57-66.
  • Andreotti, V. (2015). Global citizenship education otherwise: pedagogical and theoretical insights. En A. Abdi, L. Shultz y T. Pillay (Eds.), Decolonizing Global Citizenship Education (pp. 221-230). Sense Publishers.
  • Bachen, C. M., Hernández-Ramos, P. F. y Raphael, C. (2012). Simulating REAL LIVES: Promoting Global Empathy and Interest in Learning Through Simulation Games. Simulation & Gaming, 43(4), 437-460. https://doi.org/10.1177/1046878111432108
  • Blevins, B., LeCompte, K. y Wells, S. (2014). Citizenship education goes digital. The Journal of Social Studies Research, 38(1), 33-44. https://doi.org/10.1016/j.jssr.2013.12.003
  • Borges, S. S., Dunelli, V., Reis, H. M. y Isotani, S. (2014). A systematic mapping on gamification applied to education. SAC '14 Proceedings of the 29th Annual ACM Symposium on Applied Computing (pp. 216-222). ACM. https://bit.ly/2ZsW9jz
  • Braith, M. (31 enero, 2017). Immersion through Self-Awareness: Never Alone and the Performance of Allyship. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2017/01/31/immersion-through-self-awareness-never-alone-and-the-performance-of-allyship/
  • Caponetto, I., Earp, J. y Ott, M. (2014). Gamification and Education: a Literature Review. Proceedings of the 8th European Conference on Games-Based Learning - ECGBL 2014 (pp. 50-58). Curran Associates.
  • Cariou, W. (26 mayo, 2016). Performance, (Kin)aesthetic Memory, and Oral Traditions in Never Alone. https://ilsaneveralone.wordpress.com/2016/05/26/performance-kinaesthetic-memory-and-oral-traditions-in-never-alone/
  • Checa-Romero, M. (2016). Developing skills in digital contexts: Video games and films as learning tools at primary school. Games and Culture, 11(5), 463–488. https://doi.org/10.1177/1555412015569248
  • Chee, Y. S., Mehrotra, S. y Liu, Q. (2013). Effective Game Based Citizenship Education in the Age of new Media. The Electronic Journal of e-Learning, 11(1), 16-28. https://files.eric.ed.gov/fulltext/EJ1012864.pdf
  • Colleps, D. K. (2016). Never Alone (Kisima Ingitchuna) [Review]. Marvels & Tales: Journal of Fairy-Tale Studies, 30(1), 140-142.
  • De Souza, B.C., Roazzi, A., De Souza, J.R. y De Paula, S.L. (2019). Commercial videogames and their potential for higher education: a study with 347 Brazilian undergraduate business management students. Acta Scientiae, 21(1), 116-138. https://doi.org/10.17648/acta.scientiae.v21iss1id4936
  • Dicheva, D., Dichev, C., Agre, G. y Angelova, G. (2015). Gamification in education: a systematic mapping study. Educational Technology & Society, 18(3), 75-88. https://www.jstor.org/stable/jeductechsoci.18.3.75
  • Digón, P. (2019). Avances y retrocesos en la educación para el desarrollo y la ciudadanía global en Inglaterra. En R. DePalma (coord.), La educación para el desarrollo y la ciudadanía global. Una experiencia de investigación-acción participativa (pp. 33-50). Graó.
  • Galván-Pérez, L., Ouariachi, T., Pozo-Llorente, M. T. y Gutiérrez-Pérez, J. (2018). Outstanding Videogames on Water: A Quality Assessment Review Based on Evidence of Narrative, Gameplay and Educational Criteria. Water, 10(10). https://doi.org/10.3390/w10101404
  • Gaertner, D. (21 mayo, 2016). How Should I Play These?: Media and Remediation in Never Alone. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2016/05/21/how-should-i-play-these-media-and-remediation-in-never-alone/
  • Gilbert, L. (2019). “Assassin’s Creed reminds us that history is human experience”: Students’ senses of empathy while playing a narrative video game. Theory and Research in Social Education, 47(1), pp. 108–137. https://doi.org/10.1080/00933104.2018.1560713
  • GfK Custom Research (2012). Estudio Videojuegos, educación y Desarrollo infantil. Fase cualitativa. Adese.
  • Johnson, M. R. y Woodcock, J. (2018). The impacts of live streaming and Twitch. tv on the video game industry. Media, Culture & Society, 41(5), 670-688. https://doi.org/10.1177%2F0163443718818363
  • Krzywinska, T. (2007). Being a determined agent in (the) World of Warcraft: Text/play/identity. En B. Atkins y T. Krzywinska (Eds.), Videogame, player, text (pp. 101-119). Manchester University Press.
  • Lacho, D. D. y Leon, A. (2017). “Please mom? Can you please download it at home?”: Video Games as a Symbol of Linguistic Survivance. Transmotion, 3(1), 70-89. https://doi.org/10.22024/UniKent/03/tm.248
  • Lietz, M. (26 enero, 2017). Indigenous Worldviews and Representation in Never Alone. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2017/01/26/indigenous-worldviews-and-representation-in-never-alone/
  • Longboat, M. (2017). Reset and Redefine: Never Alone (Kisima Ingitchuna) and the Rise of Indigenous Games. Transmotion, 3(1), 179-188. https://doi.org/10.22024/UniKent/03/tm.245
  • Longueira, S. (2019). Introducción a la educación para el desarrollo, conceptos y evolución histórica. En R. DePalma (Coord.), La educación para el desarrollo y la ciudadanía global. Una experiencia de investigación-acción participativa (pp. 15-32). Graó.
  • Lugo Rodríguez, N. y Melón Jareda, M. E. (2016). Juegos de realidad alternativa para la educación cívica. Elementos de diseño: narrativa, juego y discurso. Revista de Comunicación y Ciudadanía Digital, 5(2), 177-202. https://doi.org/10.25267/COMMONS.2016.v5.i2.08
  • Malliet, S. (2007). Adapting the Principles of Ludology to the Method of Video Game Content Analysis. Game Studies, 7(1).
  • Marín-Díaz, V., Sampedro-Requena, B.E., Muñoz-González, J.M. y Jiménez-Fanjul, N.N. (2020). The Possibilities of Gamifying the Mathematical Curriculum in the Early Childhood Education Stage. Mathematics, 8(12), 2215. https://doi.org/10.3390/math8122215
  • Marino, M. T., y Hayes, M. T. (2012). Promoting inclusive education, civic scientific literacy, and global citizenship with videogames. Cultural Studies of Science Education, 7(4), 945-954. https://doi.org/10.1007/s11422-012-9429-8
  • Meloche, K. (2017). Playing in the Digital Qargi: Iñupiat Gaming and Isuma in Kisima Inŋitchuŋa. Transmotion, 3(1), 1-21. https://doi.org/10.22024/UniKent/03/tm.246
  • Méndez García, R. M. (2019). La política educativa española y la educación para el desarrollo: una revisión de las últimas leyes de educación. En R. DePalma (Coord.), La educación para el desarrollo y la ciudadanía global. Una experiencia de investigación-acción participativa, (pp. 67-81). Graó.
  • Monteagudo-Fernández, J., Moreno-Vera, J.R., Rodríguez-Pérez, R.A. y Cózar-Gutiérrez, R. (2021). Motivation strategies for gamified flipped classrooms in Social Sciences education. En C.J. Gómez Carrasco, P. Miralles Martínez y R. López Facal (eds.), Handbook of Research on Teacher Education in History and Geography (p. 391). Peter Lang.
  • Moreno Cantano, A. C. (2019). ACNUR y la promoción de los derechos humanos a través de videojuegos: el caso de Finding Home. Historia Actual Online, 49(1), 21-32. https://doi.org/10.36132/hao.vi49.1477
  • Murphy, M. A. (2017). The Importance of Gender in Never Alone as an Act of Visual and Indigenous Sovereignty. Never Alone: Resources and Reflections. https://ilsaneveralone.wordpress.com/2017/05/14/the-importance-of-gender-in-never-alone-as-an-act-of-visual-and-indigenous-sovereignty/
  • Nacke, L.E., Drache, A., Kuikkaniemi, K, Niesenhaus, J., Korhonen, H.J., van den Hoogen, W.M., Poels, K., IJsselsteijn, W.A. y de Kort, Y.A.W (2009). Playability and Player Experience Research. Proceedings of DiGRA 2009.
  • Newzoo (2018). 2018 Global Games Market Report. Amsterdam: Newzoo. https://bit.ly/34Nupa3
  • Newzoo (2021). Global Games Market Report. The VR & Metaverse Edition. Amsterdam: Newzoo.
  • Oxfam (2015). Education for Global Citizenship. A Guide for Schools. https://bit.ly/3eCZdSI
  • Pereira, S., Pinto, M., y Pereira, L. (2012). Resources for Media Literacy: Mediating the Research on Children and Media. [Recursos para la alfabetización mediática: investigación y propuestas para niños]. Comunicar, 39, 91-99. https://doi.org/10.3916/C39-2012-02-09
  • Pérez Latorre, Ó. (2015). The Social Discourse of Video Games Analysis Model and Case Study: GTA IV. Games and Culture, 10(5), 415-437. https://doi.org/10.1177%2F1555412014565639
  • Propp, V. (1971). Morfología del cuento. Fundamentos.
  • Rojo, T., & Dudu, S. (2017). Los videojuegos en la implementación de políticas de mitigación del cambio climático. Ámbitos. Revista Internacional de Comunicación, 37, 1-25. https://doi.org/10.12795/ambitos.2017.i37.02
  • Shapiro, J. (2018). Digital Play for Global Citizens. The Joan Ganz Cooney Center at Sesame Workshop. https://joanganzcooneycenter.org/wp-content/uploads/2018/03/jgcc_digitalplayforglobalcitizens.pdf
  • Sousa, F., Rasmussen, I. y Pierroux, P. (2018). Zombies and ethical theories: Exploring transformational play as a framework for teaching with videogames. Learning, Culture and Social Interaction, 19, 40-50. https://doi.org/10.1016/j.lcsi.2018.04.011
  • Takeuchi, L. M. y Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop. https://www.joanganzcooneycenter.org/wp-content/uploads/2014/10/jgcc_leveluplearning_final.pdf
  • Traver, V.J., Leiva, L.A., Martí-Centelles, V. y Rubio Magnieto, J. (2021). Educational Videogame to Learn the Periodic Table: Design Rationale and Lessons Learned. Journal of Chemical Education, 98(7), 2298-2306. https://doi.org/10.1021/acs.jchemed.1c00109
  • UNESCO (2017). The Abcs of Global Citizenship Education. https://unesdoc.unesco.org/ark:/48223/pf0000248232
  • Upper One Games (12 agosto, 2014). Why a girl? http://neveralonegame.com/why-a-girl/
  • Wijman, T (2021). Foreword. Global Games Market Report. The VR & Metaverse Edition (pp. 4-5). Amsterdam: Newzoo.
  • Williamson, B. (2009). Computer games, schools, and young people. A report for educators on using games for learning. FutureLab. https://www.nfer.ac.uk/publications/FUTL27/FUTL27.pdf