Desarrollo de habilidades de lectura a través de los videojuegos: Estado del arte
Resumen
Esta investigación analiza la vinculación sistemática de los videojuegos hacia el desarrollo de la lectura dentro del entorno mediático y digital a través de la revisión teórica. Para ello, fueron examinadas diversas publicaciones académicas provenientes de bases de datos internacionales presentadas entre 2005 y 2016, relacionadas con la implicación de los videojuegos en la enseñanza de la lectura organizada según ámbito escolar, planteamiento teórico y diseño de la investigación. Los resultados demostraron la predominancia en la enseñanza secundaria, fundamentando su repercusión como agente educativo en los cambios de hábitos de la lectura, abriendo una ventana de conexión entre los lectores y motivando la interacción colaborativa. De igual modo, se vislumbró su impacto en la transformación de la lectura orientada a la búsqueda de información y a la adquisición de habilidades de comprensión. Tras esta argumentación, el artículo concluye a favor de la inclusión de los videojuegos en el programa curricular educativo, al fortalecer el interés por la lectura adaptada al contexto digital y mediático.
Referencias
Aguaded, I., & Romero-Rodríguez, L. M. (2015). Mediamorfosis y desinformación en la infoes- fera: Alfabetización mediática, digital e informacional ante los cambios de hábitos de consumo informativo. Education in the Knowledge Society (EKS), 16(1), 44-57. doi: 10.14201/eks20151614457
Armbruster, B. B., & Anderson, T. H. (1981). Content Area Textbooks. University of Illinois, EEUU: Reading Education Report No. 23. Recuperado de http://files.eric.ed.gov/fulltext/ED203298.pdf
Baron, N. S. (2015). Words Onscreen: The Fate of Reading in a Digital World. Oxford: Oxford University Press.
Beavis, C. (2014). Games as text, games as action. Journal of Adolescent & Adult Literacy, 57(6), 433-439. doi: 10.1002/jaal.275
Bengoechea, J. I. I. (2009). Videogames and edu- cation: a first empirical research in the Basque Country. En Proceedings of the 3rd European Conference on Games Based Learning. Graz, Austria (pp. 195-201). Recuperado de http://www.academia.edu/download/46177874/aus- tria-paper-pdf.pdf
Berger, R., & McDougall, J. (2013). Reading videogames as (authorless) literature. Literacy, 47(3), 142-149. doi: 10.1111/lit.12004
Björk, S., & Holopainen, J. (2005). Patterns in Game Design. Boston: Charles River Media.
Cabero-Almenara, J. (2006). Nuevas tecnologías apli- cadas a la educación. Nueva York: McGraw-Hill.
Caillois, R. (1961). Man, play, and games. Illinois: University of Illinois Press.
Coiro, J. (2003). Exploring literacy on the internet: Reading comprehension on the internet: Expanding our understanding of reading comprehension to encompass new literacies. The Reading Teacher, 56(5), 458-464. Recuperado de http://stancock.iweb.bsu.edu/edrdg445/ online/pdf/coiro.pdf
Coleman, M., & Liau, T. L. (1975). A computer read- ability formula designed for machine scoring. Journal of Applied Psychology, 60(2), 283.
Comisión Europea (Ed.) (2006). Recomendación 2006/962/CE del Parlamento Europeo y del Consejo, de 18 de diciembre de 2006, sobre las competencias clave para el apren- dizaje permanente. [Diario Oficial L 394 de 30.12.2006]. Recuperado de http:// eur-lex.europa.eu/LexUriServ/LexUriServ. do?uri=CELEX:32006H0962:ES:NOT)
Dankhe, G. (1989). Investigación y comunicación. México D.F: McGraw-Hill.
Dussel, I., & Quevedo, L.A. (2010). Educación y nuevas tecnologías: los desafíos pedagógicos ante el mundo digital. Madrid: Fundación Santillana.
Drummond, A., & Sauer, J. D. (2014). Video-games do not negatively impact adolescent academic performance in science, mathematics or reading. PloS one, 9(4). doi: 10.1371/journal. pone.0087943
Ferguson, C. J., & Olson, C. K. (2013). Friends, fun, frustration and fantasy: Child motivations for video game play. Motivation and Emotion, (37), 154–164. doi: 1007/s11031-012-9284
Fikkers, K. M., Piotrowski, J. T., & Valkenburg, P. M. (2016). Beyond the lab: Investigating early adolescents’ cognitive, emotional, and arousal responses to violent games. Computers in Human Behavior, (60), 542-549. doi: 10.1016/j. chb.2016.02.055
Fry, E. (1968). A readability formula that saves time. Journal of reading, 11(7), 513-578.
Gabay, Y., & Holt, L. L. (2015). Incidental learning of sound categories is impaired in developmen- tal dyslexia. Cortex, (73), 131-143. doi: 10.1016/j. cortex.2015.08.008
Gee, J.P. (2012). The old and the new in the new digital literacies. The Educational Forum, 76(4), 418-420.doi: 10.1080/00131725.2012.708622
Gerber, H. R., Abrams, S. S., Onwuegbuzie, A. J., & Benge, C. L. (2014). From Mario to FIFA: what qualitative case study research suggests about games-based learning in a US classroom. Educational Media International, 51(1), 16-34. doi: 10.1080/09523987.2014.889402
Gerber, H. R., & Onwuegbuzie, A. (2013). Why can’t we always learn like this? Games-based learning and the English language arts classroom: Lessons learned and practical applications. En Educational Media (ICEM), 2013 IEEE 63rd Annual Conference International Council (pp. 1-10). IEEE. doi: 10.1109/cicem.2013.6820150
Granic, I., Lobel, A., Rutger, C., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1). doi: 10.1037/ a0034857
Grizzle, A. (2011). Media & Information Literacy: The UNESCO Perspective in School 2.0. A global perspective. The Journal of Media Literacy, 57, 1-2.
Grue, D., Dobson, T. M., & Brown, M. (2013). Reading practices and digital experiences: An investigation into secondary students’ reading practices and XML-markup experiences of fiction. Literary and linguistic computing, 28(2), 237-248. doi: 10.1093/llc/fqs069
Gu, X., & Blackmore, K. (2014). The Publishing Game: An Analysis of Game Related Academic Publishing Patterns. En Proceedings of the 2014 Conference on Interactive Entertainment. (pp. 1-6).
Newcastle, Australia: Association for Computing Machinery (ACM). doi: 10.1145/2677758.2677759
Gunning, R. (1952). The Technique of Clear Writing. New York, EEUU: McGraw Hill.
Gutiérrez, A., & Tyner, K. (2012). Educación para los medios, alfabetización mediática y competencia digital [Media Education, Media Literacy and Digital Competence]. Comunicar, 38(19), 31-39. doi: 10.3916/C38-2012-02-03
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2010). Metodología de la investigación. México D.F: McGraw Hill.
Hinrichsen, J., & Coombs, A. (2014). The five resources of critical digital literacy: a framework for curriculum integration. Research in Learning Technology, (21). doi: 10.3402/rlt.v21.21334
Hussain, Z., Williams, G. A., & Griffiths, M. D. (2015). An exploratory study of the associa- tion between online gaming addiction and enjoyment motivations for playing mas- sively multiplayer online role-playing games. Computers in Human Behavior, (50), 221-230. doi: 10.1016/j.chb.2015.03.075
Huizinga, J. (1955). Homo ludens; a study of the play-element in culture. Boston, EEUU: Beacon Press.
Hsu, H. Y., & Wang, S. K. (2010). Using gaming literacies to cultivate new literacies. Simulation & Gaming, 41(3), 400-417. doi: 10.1177/1046878109355361
Jackson, L. A., Von Eye, A., Witt, E. A., Zhao, Y., & Fitzgerald, H. E. (2011). A longitudinal study of the effects of Internet use and videogame playing on academic performance and the roles of gender, race and income in these relationships. Computers in Human Behavior, 27(1), 228-239. doi: 10.1016/j.chb.2010.08.001
Jimenez, J. E., & Rojas, E. (2008). Effects of Tradislexia videogame on phonological aware- ness and word recognition in dyslexic children. Psicothema, 20(3), 347-353. Recuperado de http://europepmc.org/abstract/med/18674426
Kincaid, J. P., Fishburne, R.P., Rogers, R.L., & Chissom, B.S. (1975). Derivation of new read- ability formulas (automated readability index, fog count, and flesch reading ease formula) for Navy enlisted personnel. Memphis: Naval Air Station Memphis Technical Training.
Knobel, M., & Lankshear, C. (2014). Studying new literacies. Journal of adolescent & adult literacy, 58(2), 97-101. doi: 10.1002/jaal.314
Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, Culture & Society, 33(2), 211-221. doi: 10.1177/0163443710393382
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. Theoretical models and processes of reading, 5(1), 1570-1613. doi: 10.1598/0872075028.54
Lin, H., & Chen, T. (2007). Reading authentic EFL text using visualization and advance organiz- ers in a multimedia learning environment. Language Learning & Technology, 11(3), 83-106. Recuperado de http://llt.msu.edu/vol11num3/ linchen/default.html
López, A., Encabo, E., & Jerez, I. (2011). Digital Competence and Literacy: Developing New Narrative Formats. The «Dragon Age: Origins» Videogame/Competencia digital y literacidad: nuevos formatos narrativos en el videojuego «Dragon Age: Orígenes». Comunicar, 18(36), 165-170. doi: 10.3916/c36-2011-03-08
Ludovico, L. A., Di Tore, P. A., Mangione, G. R., Di Tore, S., & Corona, F. (2015). Measuring the Reading Abilities of Dyslexic Children through a Visual Game. International Journal of Emerging Technologies in Learning (iJET), 10(7), 47-54. doi: 10.3991/ijet.v10i7.4625
Marsh, J. (2014). Purposes for literacy in children’s use of the online virtual world Club Penguin. Journal of Research in Reading, 37(2), 179-195. doi: 10.1111/j.1467-9817.2012.01530.x
Martens, H. (2010). Evaluating Media Literacy Education: Concepts, Theories and Future Directions. Journal of Media Literacy Education, 2(1), 1 – 22. Recuperado de http://digitalcom- mons.uri.edu/jmle/vol2/iss1/1/
Martín-Barbero, J. (2002). Tecnicidades, identida- des, alteridades: des-ubicaciones y opacidades de la comunicación en el nuevo siglo. Diálogos de la Comunicación, (64), 9-24. Recuperado de https://dialnet.unirioja.es/servlet/articulo? codigo=2372023
Mc Laughlin, G. H. (1969). SMOG grading-a new readability formula. Journal of reading, 12(8), 639-646.
Michaelsen, E., & Pihl, J. (2012). Enhancing Children’s Reading Engagement in the Digital Age: Cartoons, Action Stories and Videogames. Edulearn12 Proceedings. Barcelona, España (1809-1818). Recuperado de https://library.iated.org/view/MICHAELSEN2012ENH
Mills, K. A. (2010). A review of the “digital turn” in the new literacy studies. Review of Educational Research, 80(2), 246-271. doi: 10.3102/0034654310364401
Müller, A. (2012). Research-based design of a medical vocabulary videogame. International Journal of Pedagogies and Learning, 7(2), 122-134. doi: 10.5172/ijpl.2012.7.2.122
Mullis, I. V. S., & Martin, M. O., & Sainsbury, M. (2015). Introduction. En I. V. S. Mullis, & M. O. Martin (Eds.), PIRLS 2016 assessment framework (2nd ed., pp. 3 – 9). Chestnut Hill, MA: TIMSS & PIRLS. International Study Center, Boston College.
Ortlieb, E., Sargent, S., & Moreland, M. (2014). Evaluating the efficacy of using a digital reading environment to improve reading comprehension within a reading clinic. Reading Psychology, 35(5), 397-421. doi: 10.1080/02702711.2012.683236
Padilla-Zea, N., López-Arcos, J. R., Sánchez, J. L. G., Vela, F. L. G., & Abad-Arranz, A. (2013). A method to evaluate emotions in educational video games for children. Journal of Universal Computer Science, 19(8), 1066- 1085. Recuperado de http://www.jucs.org/ jucs_19_8/a_method_to_evaluate
Pfannenstiel, A. N. (2016). Videogames in the classroom: student discussion leader presentations. On the Horizon, 24(1), 100-103. doi: 10.1108/ oth-08-2015-0047
Romer, D., Bagdasarov, Z., & More, E. (2013). Older versus newer media and the well-being of United States youth: results from a national longitudi- nal panel. Journal of Adolescent Health, 52(5), 613-619. doi: 10.1016/j.jadohealth.2012.11.012
Sánchez-García, S. (2011). Relaciones intertextuales y competencia literaria en la obra narrativa de Fernando Alonso. Ocnos: Revista de estudios sobre lectura, (7), 7-22. doi: 10.18239/ ocnos_2011.07.01
Seiffert, J., & Nothhaft, H. (2015). The missing media: The procedural rhetoric of computer games. Public Relations Review, 41(2), 254-263. Recuperado de http://www.sciencedirect.com/ science/article/pii/S0363811114001830
Serrano-Laguna, Á., Torrente, J., Moreno-Ger, P., & Fernández-Manjón, B. (2012). Tracing a little for big improvements: Application of learning ana- lytics and videogames for student assessment. Procedia Computer Science, (15), 203-209. doi: 10.1016/j.procs.2012.10.072
Soliman, O., Rezgui, A., Soliman, H., & Manea, N. (2013). Mobile Cloud Gaming: Issues and Challenges. En Mobile Web Information Systems (pp. 121-128). Berlin: Springer. doi: 10.1007/978-3-642-40276-0_10
Spencer, M. (1986). Emergent literacies: A site for analysis. Language Arts, 63(5), 442-53. Recuperado de https://www.jstor.org/stable/ 41405642
Steinkuehler, C., Compton-Lilly, C., & King, E. (2010). Reading in the context of online games. En Proceedings of the 9th International Conference of the Learning Sciences. Chicago, EEUU. Volume 1 (pp. 222-229). International Society of the Learning Sciences. Recuperado de http:// dl.acm.org/citation.cfm?id=1854389
Ström, P., & Ernkvist. M. (2014). Product and Service Interaction in the Chinese Online Game Industry. Technology Innovation Management Review, 4(5), 6–17. Recuperado de http://timre- view.ca/article/789
Thorne, C., Morla, K., Uccelli, P., Nakano, T., Mauchi, B., Landeo, L., Vásquez, A., & Huerta, R. (2013). Effects of a virtual platform in reading comprehension and vocabulary: an alternative to improve reading abilities in elementary school, Psicología, 31(1), 3-36. Recuperado de http://go.galegroup.com/ps/ anonymous?id=GALE%7CA339919200&sid=- googleScholar&v=2.1&it=r&linkaccess=full-text&issn=02549247&p=AONE&sw=w&auth- Count=1&isAnonymousEntry=true
Van Vliet, M. M. (2012). Promoción de la lectura en el marco educativo. Ocnos: Revista de estudios sobre lectura, (8), 67-74. doi: 10.18239/ ocnos_2012.08.06
Vélez, J., Greitemeyer, T., Whitaker, J., Ewoldsen, D., & Bushman B. (2014). Violent Video Games and Reciprocity: The Attenuating Effects of Cooperative Game Play on Subsequent Aggression. Communication Research, (1), 1-21. doi: 10.1177/0093650214552519
Warschauer, M., Zheng, B., & Park, Y. (2013). New ways of connecting reading and writing. TESOL Quarterly, 47(4), 825-830. doi: 10.1002/tesq.131
Wu, J. Y. (2014). Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy. Journal of Computer Assisted Learning, 30(3), 252-271. doi: 10.1111/jcal.12054
Zagal, J. P., Tomuro, N., & Shepitsen, A. (2011). Natural language processing in game studies research: An overview. Simulation & Gaming, 43(3), 356-373. doi: 10.1177/1046878111422560
DOI: http://dx.doi.org/10.18239/ocnos_2016.15.2.1124
Enlaces refback
- No hay ningún enlace refback.
Copyright (c) 2016 Angel Torres-Toukoumidis, Luis Romero-Rodríguez, M.-Amor Pérez-Rodríguez, Staffan Björk
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Ocnos colabora con el blog Aula Magna 2.0 Revistas Científicas en Red
Ocnos. ISSNe 2254-9099 DOI 10.18239/ocnos