Publicación: Gamificación. Apostando por una comunicación interactiva y un modelo participativo en educación
Cargando...
Fecha
2018-07-30
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universitat de Girona = Universidad de Gerona
Resumen
La gamificación se ha proyectado como práctica metodológica que pretende convertir las aulas en un escenario de inmersión lúdico, utilizando estrategias participativas que pueden o no surgir con la incorporación de dispositivos electrónicos. Esta realidad abre las puertas al alumnado hacia la construcción colectiva del conocimiento por un aprendizaje basado en la acción dialógica, activa participación e incorporación de un modelo comunicativo horizontal y bidireccional. El cimiento de este cambio se basa en el desarrollo de un alumnado que pasa de ser productor-consumidor a emisor-receptor (EMIREC); emisión y recepción se fusionan para impulsar su propio protagonismo. En la comunicación individual es el EMIREC, y no el medio, quien constituye el centro del proceso de comunicación, comunicándose con sus semejantes, empleando las herramientas que tiene a su alcance. En torno a este ámbito de estudio, que integra la educación y comunicación en la gamificación, hemos realizado una aproximación a estos conceptos, analizando su finalidad como fomento de la pedagogía interactiva y de un modelo comunicativo que tiene como base el empoderamiento del alumnado para el cambio social. Sólo el alumnado responsable, crítico, reflexivo, comprometido socialmente y que utiliza los nuevos medios como canal de expresión coherente, será capaz de aportar una opinión alternativa y madura ante la avalancha de desinformación que cotidianamente nos trasmiten los grupos de poder en nuestra sociedad jerárquica.
Gamification has been projected as a methodological practice that aims to turn classrooms into ludic scenarios, using participatory strategies that may or may not arise with the incorporation of electronic devices. This is a reality that opens the doors to the students towards the collective construction of knowledge by a learning based on dialogical action, active participation and incorporation of a horizontal and bidirectional communicative model. The foundation of this change is based on the development of a student that changes their role from producer-consumer to sender-receiver (EMEREC); broadcast and reception are merged to boost their own prominence. In the individual communication, which is the EMIREC, and not the medium, constitutes the center of the communication process, who communicates with its peers, using the tools available. Around this field of study, which integrates education and communication in gamification, we have made an approach to these concepts, analyzing theirpurpose as an encouragement of interactive pedagogy and a communicative model based on the empowerment of students for the social change. Only a responsible, critical, reflective, socially committed student body that uses the new media as a coherent expression channel will be able to provide an alternative and mature opinion in the face of the avalanche of disinformation transmitted daily by the power groups in our hierarchical society.
Gamification has been projected as a methodological practice that aims to turn classrooms into ludic scenarios, using participatory strategies that may or may not arise with the incorporation of electronic devices. This is a reality that opens the doors to the students towards the collective construction of knowledge by a learning based on dialogical action, active participation and incorporation of a horizontal and bidirectional communicative model. The foundation of this change is based on the development of a student that changes their role from producer-consumer to sender-receiver (EMEREC); broadcast and reception are merged to boost their own prominence. In the individual communication, which is the EMIREC, and not the medium, constitutes the center of the communication process, who communicates with its peers, using the tools available. Around this field of study, which integrates education and communication in gamification, we have made an approach to these concepts, analyzing theirpurpose as an encouragement of interactive pedagogy and a communicative model based on the empowerment of students for the social change. Only a responsible, critical, reflective, socially committed student body that uses the new media as a coherent expression channel will be able to provide an alternative and mature opinion in the face of the avalanche of disinformation transmitted daily by the power groups in our hierarchical society.
Descripción
Categorías UNESCO
Palabras clave
aprendizaje activo, comunicación interactiva, gamificación, active learning, interactive communication, gamification
Citación
Gil-Quintana, Javier y Ortega Cabrera, Rosa María. Gamificación. Apostando por una comunicación interactiva y un modelo participativo en educación. Revista Communication Papers- Media Literacy & Gender Studies. Vol. 7 (14), 9-22, 2018. ISSN: 2014-6752. Edita: Universidad de Girona. https://doi.org/10.33115/udg_bib/cp.v7i14.22272
Centro
Facultades y escuelas::Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales