Experimentación y análisis del uso de los videojuegos para la educación patrimonialestudio de caso en 1.º de ESO

Laburpena

In this doctoral thesis, a study is carried out on the teaching and learning of heritage through the use of a videogame as a classroom resource, considering the pupils’ emotions as an influential factor in the process that takes place in the formal context. To this end, the proposal is to incorporate resources such as videogames into teaching strategies, taking advantage of their use by young people to extract those elements that serve to support and expand knowledge of the Social Sciences. Specifically, we focus on teaching and learning about heritage from a holistic and systemic standpoint. To do so, we worked together with a group of pupils in their 1st year of compulsory secondary education and their regular teacher, to experience the design of a sequence of activities focused on teaching and learning heritage through a cultural videogame. Likewise, emotions play a fundamental role in the personal and cognitive development of students within this educational process, as shown by this research. Through the case study selected to carry out the experience and using action research methodology, we considered the importance of rethinking educational strategies, especially as part of improving good practices in the classroom. Thus, among other objectives, we aimed to determine the influence of the videogame in the social science teaching and learning process through heritage and emotions. To this end, we took into account the three parties involved in the study: the pupils taking part, the regular classroom teacher and the researcher as a participant observer throughout the experiment. A sequence of activities adapted to the pupils’ environment was designed to promote interest and curiosity in learning about it, in addition to detecting the knowledge acquired through its implementation, determining the usefulness of the videogame as a didactic resource for heritage education, exploring the relationship between the classroom climate and the teaching-learning process, acknowledging emotions and how they influence teaching and learning, as well as relating and determining the connections between heritage, videogames and emotions. The processing of the information gathered with the different instruments designed for this purpose and analysed on the basis of a table of categories has provided us with very satisfactory results. In relation to heritage education, the different activities of the sequence have contributed to the acquisition of both conceptual, procedural and attitudinal knowledge. Use of the videogame as a resource was a motivational factor, which, pursuing our objectives, served as a contextualising element for the participants to obtain information and observe it, order it and classify it along with the rest of the activities in the sequence. In terms of emotions, the dynamising of the process has caused students to feel uncertainty and curiosity and take an interest in their learning. The students, through group work, carried out the activities collaboratively and cooperatively, developing competencies and skills such as decision making, creativity or selfinitiative. This also influenced the classroom climate, fostering a beneficial learning environment for our purpose, promoting that the acquisition of content was of a significant nature. Finally, based on the results obtained, various aspects have been detected that involve the development of significant practices in the field of heritage education. Reflection on experimentation in the classroom allows us to address elements that correct the indicators not reached in the table of categories that links heritage to emotions, as well as the comparison of heritage elements of the past with their evolution and/or permanence today. We consider that this work contributes to the determination of good practices in the heritage teaching and learning process, using an innovative resource such as the videogame.