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Copyright of Área Abierta is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents an overview of the state of the art and a series of reflections on the contributions of digital games in the educational development processes of local authorities. To this end, an exhaustive review was initially carried out, focusing on research works, publications and congresses carried out on the subject. We also proceeded through a web search, using google and webs of associations and research groups to find and analyse digital recreational applications (video games, serious games, gamified apps, etc.) developed to spread local entities and disseminate their culture, traditions, experiences of the population, etc. It was used as a methodology for content analysis through the adaptation of guides proposed in previous studies to evaluate fundamental aspects for the achievement of the objectives of each game. Based on the analyses, the discourse focuses on describing the reality and, on that basis, making suggestions and recommendations, with the aim of providing strategies that contribute to the use of this type of resources as tools for socio-educational development in municipal contexts and guiding the decision-making process of the different agents for their selection and use. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research arose from the need to verify, in scientific productions, research results related to the application of digital games in the Brazilian educational context. This context instigated the objective of the proposed research: to analyze which were and howthe applications of digital games occurred in the school context of basic education, focusing on the teachinglearning process. This is a bibliographical descriptive qualitative approach research (GIL, 2008) with data obtained from the database of the Coordination for the Improvement of Coordenação de Aperfeiçoamento de Pessoal de Nivel Superior - CAPES portal. The results indicate that 87% of the researchers were able to confirm through their results that the games actually generated motivation or increased student learning. [ABSTRACT FROM AUTHOR]

The structural characteristics (SC) of video games are responsible for inducing or maintaining gaming behaviour regardless of the physiological, psychological, or socioeconomic status of a given player. Studies of video games have tended to focus on genre, but the rapid evolution of the industry has led to increased ambiguity in the categorisation and classification of these genres. Therefore, the study of SC may be a more accurate way of analysing video games. The objective of the study is to design an SC taxonomy that responds to current video games and that contributes to: (a) identifying which SCs affect players’ behaviour; and (b) understanding why eSports have so many practitioners. After reviewing previous taxonomies, interviewing expert video gamers, and interviewing a video game programmer, a taxonomy of 53 SCs grouped into four factors was constructed: social, manipulation and control, narrative and identity and reward and punishment. In future research, this taxonomy will allow for empirical study of the relationships between the psychological characteristics of players and the SCs of their preferred video games. It will also shed light on the psychological variables that influence the performance of professional esports teams in relation to SC, and why the number of players and fans continues to rise. [ABSTRACT FROM AUTHOR]

Copyright of Campus Virtuales is the property of Campus Virtuales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of digital games as a possibility to enhance the teaching and learning processes in childhood emerges as an intentional strategy for learning specific content. However, serious digital games that include motor development, cognition and cooperation are not very viable. In this sense, the present study aims to present a theoretical model developed for the creation of an educational digital game that seeks to enhance aspects of child development. This is bibliographic research, with a qualitative approach, with exploratory and descriptive objectives. As a result, a model was presented that considers aspects of cognitive learning, motor aspects and psychosocial aspects. The proposal sought to use the learning potential of digital games in conjunction with theories of human development. It is worth noting that this is a suggestion for the application of some theoretical approaches and that the model presented needs empirical testing. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Pesquisa is the property of Fundacao Carlos Chagas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Arqueologia Pública is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relationship between digital games and the mobilization of cognitive and metacognitive learning strategies deserves attention and needs research that contributes to the understanding of how these strategies can favor the teaching and learning processes. This study describes how university students over 18 years of age mobilize cognitive and metacognitive learning strategies through digital games. The research methodology used was ex post facto with a quantitative approach. 941 students from 22 States and from the Federal District, enrolled in higher education courses at Brazilian colleges and universities, participated in this research. Data collection occurred through the application of an online questionnaire that integrates the Metacognitive Awareness Inventory (MAI) and the Inventory of Cognitive and Metacognitive Strategies with Digital Games (ICMSDG). The results indicated that university students make regular use of metacognitive knowledge, skills, and strategies. Moreover, cognitive and metacognitive learning strategies seem to be more mobilized by digital game players than by nonplayers, particularly among those who played over a longer period of time (9 years or more) and with higher intensity (playing every day). With the results found and analyzed, we observe that this study is relevant for both university professors and game designers who aim to promote metacognition skills. [ABSTRACT FROM AUTHOR]

Copyright of Comunicar (English Edition) is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo fundamental de este artículo es analizar el potencial de los videojuegos en la educación. Las expectativas sobre el valor educativo de los juegos han aumentado en los últimos años. Se trata de analizar la conexión real entre una amplia tipología de juegos y las posibilidades formativas de los mismos. El artículo analiza e integra la situación actual de la investigación en este ámbito.

This research presents an analysis of the perception and intention to use non-traditional methodological strategies as teaching-learning tools in academic educational processes of engineering students. For the analysis, the adaptation of a TAM model is used, analyzing aspects such as attitude, intention and ease of use, usefulness, and confidence. As a result, there is evidence of deficient use and application of tools categorized as innovative, even in areas of engineering related to experimentation and practical activities. The attitude of students towards the use of the serious game is explained mainly by perceived ease of use and confidence, with perceived usefulness being, in turn, the most important antecedent of the intention to adopt these strategies. [ABSTRACT FROM AUTHOR]

Copyright of Artnodes is the property of Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Esta investigación presenta un análisis de la percepción e intención de uso de estrategias metodológicas no tradicionales como herramientas de enseñanza-aprendizaje en procesos académicos educativos de estudiantes de ingeniería. Para el análisis se utiliza la adaptación de un modelo TAM, analizando aspectos como la actitud, la intención y facilidad de uso, la utilidad, y la confianza. Como resultado, se evidencia un deficiente uso de las herramientas categorizadas como innovadoras, aún en áreas de la ingeniería que se relacionan con experimentación y actividades prácticas. La actitud de los estudiantes hacia el uso del juego serio se explica principalmente por la facilidad de uso y la confianza percibida, siendo la utilidad percibida, a su vez, el antecedente más importante de la intención de adoptar estas estrategias.

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational innovations supported by digital games are proliferating in primary and secondary classrooms, generating research on their effects upon learning outcomes. This review analyzes 27 experiences in the field of life sciences education, identifying the experimental design, traits of the control group, results achieved and the role of the teacher as relevant factors to assess their effectiveness. Most research highlights the increase in student motivation; however, only a few of them show significant achievements in scientific learning. The didactic integration of digital games could promote the students’ involvement in socio-scientific topics and the inclusion of learners with different abilities, although more research with mixed designs is needed, so as to identify the role of the teacher and the most effective didactic intervention model for each context.

We studied the smartphone game, Pokémon Go, from the perspective of phenomenology and the player’s experience The experience constitutes and is constituted by the concept of hybrid space, given by the presence and movement of the player in the ‘real’ and’ ‘virtual’ spaces. We operationalized the search through self-narratives produced by the main author of the paper in his actions as a player in the urban space of Santa Maria (RS). As a result, we verified that there is crucial importance of the body and movement to produce the experience and that the hybrid space, conformed in the practice of playing, expands the network of meanings of the urban space. In addition, we note a relationship between the practice of Pokémon Go and the concept of ‘geograficity’, which we call ‘hybrid geograficity’. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital tools are widely used in archaeology for excavation, research, and communication of results. Recently, due in large part to the COVID-19 pandemic, there has been a significant increase in the use of these resources in the classroom. The use of digital games for teaching undergraduate archaeology courses has been explored by a number of educators, but the majority of instructors continue to see this medium as lacking any particular educational merit. To combat this conclusion, in this article, the author explores some of the ways that unmodified digital games can be integrated into undergraduate archaeology courses to inspire critical discussions. She discusses two main types of games—conceptual simulations and realist simulations—to show how these can help students better understand theoretical approaches to archaeological interpretation and to consider the most effective form of archaeological reconstructions for different audiences. The author highlights her own experiences teaching with Assassin's Creed: Origins to show the benefits and challenges of working with this medium, and she includes student responses to the use of digital games in discussions. An example of a student assignment and an example of a project prompt are provided as supplemental materials to further encourage the use of digital games in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Index.Comunicación is the property of Index.comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study has as objective to identify the reasons that leads consumers of Distrito Federal to buy digital games, through the division of this central purpose in two points: identify the characteristics used as evaluation criteria for the choice of a game and study the relationship between price perception and perceived value. An applied research was carried out with quantitative and qualitative aspects, of exploratory and descriptive approach using a questionnaire previously prepared to obtain the data. Then analysis was made about the 200 questionnaires answered. Posteriorly, it was observed that: the most preferred genres of games were action, adventure, RPG (Role Playing Game) and shooting; the most important factors in the purchase of a game are gameplay, story (plot), promotion and that the game be a pastime, proportion of escape and/or resting of reality; and both gameplay and story are considered more important than promotion. RESUMEN Este estudio tiene como objetivo identificar los motivos que llevan a los consumidores del Distrito Federal a comprar juegos digitales, através de la división de este propósito central en dos puntos: identificar las características utilizadas como criterios de evaluación para la elección de un juego y estudiar la relación entre percepción de precio y valor percibido. Se realizó una investigación aplicada con aspectos cuantitativos y cualitativos, de abordaje exploratorio y descriptivo utilizando un cuestionario previamente elaborado para obtener los datos. Em seguida fue realizado análisis sobre los 200 cuestionarios respondidos. Posteriormente, fue observado que: los géneros de juegos más preferidos fueron acción, aventura, RPG (juego de rol) y tiro; los factores más importantes en la compra de un juego son jugabilidad, historia (enredo), promoción y que el juego sea un pasatiempo, proporción de fuga y/o descanso de la realidade; y tanto jugabilidad como historia se consideran más importantes que promocion. RESUMO Este estudo tem como objetivo identificar os motivos que levam os consumidores do Distrito Federal a comprar jogos digitais, através da divisão deste propósito central em dois pontos: identificar as características utilizadas como critérios de avaliação para a escolha de um jogo e estudar a relação entre percepção de preço e valor percebido. Foi realizada uma pesquisa aplicada com aspectos quantitativos e qualitativos, de abordagem exploratória e descritiva utilizando um questionário previamente elaborado para obtenção dos dados. Em seguida foram feitas análises acerca dos 200 questionários respondidos. Posteriormente, foi observado que: os gêneros de jogos mais preferidos foram ação, aventura, RPG (Role Playing Game) e tiro; os fatores mais importantes na compra de um jogo são jogabilidade, história (enredo), promoção e que o jogo seja um passatempo, proporção de fuga e/ou descanso da realidade; e tanto jogabilidade quanto história são considerados mais importantes do que promoção.

Las innovaciones educativas apoyadas en juegos digitales están proliferando en las aulas de Primaria y Secundaria, generando investigaciones que estudian su efecto en los logros de aprendizaje. Esta revisión analiza 27 experiencias en el campo de la educación en ciencias de la vida, identificando su diseño experimental, rasgos del grupo control, resultados alcanzados y papel del docente como factores claves para valorar su efectividad. La mayoría resaltan el aumento de la motivación, aunque pocas muestran logros significativos en la adquisición de aprendizajes científicos. La integración didáctica de los juegos digitales podría promover la participación en temas sociocientíficos y la inclusión del alumnado con distintas capacidades, aunque se precisan aún investigaciones mixtas que identifiquen el rol docente y el modelo de intervención didáctica más efectivo para cada contexto.

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective was to identify studies that created and tested intervention programs for digital games for children from 7 to 10 years old that prioritized cooperation. This is a systematic review, with search in seven databases, using four groups of descriptors (digital games, intervention programs, intended population and cooperation). Two studies were selected for analysis. The first study is a mixed reality game for learning healthy habits from cooperative strategies. The second is a screen game to assess the level of cooperation from pre-established tasks. Studies have produced evidence to believe in the possibility of building digital games that emphasize cooperation in order to solve problems of social relationships among children today. [ABSTRACT FROM AUTHOR]

The rise in the spread of fake news and its viralization have become one of the significant communication challenges of the 21st century in the face of the difficulty of establishing effective formulas to stop its spread. From this context, this research aims to analyze the critical-discursive capacity of newsgames that have addressed the phenomenon of disinformation and fake news: Bad News (DROG, 2017), Fake it to make it (Amanda Warner, 2017), iReporter (BBC, 2018) and Factitious (Augame Studio, 2017-20). To this end, a qualitative analysis methodology is used to explain its narrative structure, informative purpose and playful-interactive proposal. The results reflect a primary discursive strategy oriented to the role-playing of the players as creators, verifiers or disseminators of false news that responds to a wide range of topics (from political issues to those related to COVID-19). In this way, these games teach the dissemination strategies of this type of hoaxes and identify the motivation for their production. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to highlight the different player profiles within the Grand Theft Auto V (GTA V) digital game to understand how acting in the game could characterize their performance in school activities. The awareness of these profiles will allow the mapping of plural profiles of the group, to transpose it into the educational sphere and later build a gamified action focused on student-player profiles. This study is justified by the need to reflect on the homogenized model of the school, to promote a pedagogical practice that contemplates the diversity of learning modalities of students, positively reaching them in order to place them as active beings in the teaching and learning process. As theoretical support, the present text focuses on four types of players Alves (2015) that will be considered in the context of the gamified activity and Huizinga (2000) to the understanding of concept of victory / conquest / gain. The process took place through analyzes performed in the mentioned game. It is concluded that the gamification process must take into account the student profile to promote engagement in school activities and this will require good planning for the classes. [ABSTRACT FROM AUTHOR]

This study investigates the relation between the daily activities performed in childhood and the cognitive functions of problem solving and attention. Among daily activities, reading, sports practice, computer access, and interaction with games were analyzed. Therefore, a questionnaire was organized in three parts, including data on the children's profile, the record of the frequency of the daily activities and the evaluation of the presence of behaviors taken as indicators of problem solving and attention performance. The questionnaire was answered by the children's guardians, considering their perception. We analyzed data results from a sample of 162 children aged 6-11. The results revealed the association between reading and attention, and between computer access and playing games with problem-solving ability. [ABSTRACT FROM AUTHOR]

Games have achieved significant results, amid special and inclusive education, in what is expected of stimuli and responses from students with autism. The objective of this study, based on the collaborative work of a multidisciplinary team, was to propose a methodological model for the evaluation and adaptation of games with a focus on skills training and the acquisition of new skills of students with autism. It was characterized as a qualitative-descriptive research, which had as data collection procedures the field diary, filming and the Focal Group. The data originated, from these procedures, were submitted to content analysis of the categorical type. It was concluded that the articulation of the discussions, made possible by the proposed methodological model, allowed us to identify elements for the development and adaptation of games with a focus on skills training and acquisition of new skills of students with autism, besides making possible the proposition of a methodological model for evaluation and adaptation of games. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interamericana de Investigación, Educación y Pedagogía - RIIEP is the property of Universidad Santo Tomas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to evaluate the improvement in the executive functions of the students using games in an educational context. For that, a field research was conducted using a qualitative-quantitative approach based in structured interventions based on the use of cognitive games with small groups, taking in account the participation of fifteen children. The evaluation of the contributions was made through interview with the teachers and also using subtests of WISC-IV before and after the intervention, in an interval of four months. The results pointed better performance in operating memory, processing speed and attention. Those aspects were also observed by the teachers, who also highlighted behavioral and social improvements. Although such results are not attributable exclusively to intervention, it is suggested that the use of games, in an intentional and mediated way, can help to improve executive functions. [ABSTRACT FROM AUTHOR]

Resumo Este ensaio discute as relações entre jogos digitais, cultura e consumo, abordando as principais ambiguidades e contradições existentes no movimento de popularização dos videogames. Para alcançar essa meta, além do diálogo com a literatura, foram aludidas pesquisas estatísticas que apresentam informações atinentes às indústrias do setor e aos (perfis dos) jogadores. Inferiu-se que essa difusão é subsidiada por práticas culturais ambivalentes, que pendem entre a ilegalidade e a luta contra a desigualdade de acesso a esse e outros bens culturais.

Este artículo presenta una experiencia didáctica centrada en la aplicación de un juego digital en las aulas catalanas de quinto y sexto grado de educación primaria. En él se explica y analizan los efectos de su aplicación en la práctica docente, tomando el punto de vista de los docentes que participaron de la experiencia. El documento se basa en el juego digital llamado Miquel Crusafont, un juego que cuenta con el apoyo de la Generalitat de Catalunya. El estudio obtiene las opiniones de un grupo seleccionado de once profesores –con edades entre 24 y 52– en relación a dicha innovación metodológica. Se llevaron acabo entrevistas con el fin de obtener el punto de vista del profesorado. Los resultados muestran que los educadores aprecian la potencialidad del juego digital para desarrollar diversas habilidades a través de áreas como las matemáticas y consideran la forma en como pueden alentar a los estudiantes a realizar algunas actividades de aprendizaje colaborativo. Señalaron, además, algunas dificultades para utilizar un juego digital de estas características en las aulas: falta un tiempo destinado específicamente a ello en el plan de estudios, algunos juegos en el mercado no son apropiados para la enseñanza o no cuentan con un manual de uso que muestre la potencialidad del juego.