Gamification as a success story in teaching the History of Mexico

The subject of History of Mexico is boring, it is not useful to face the challenges of the present and it is only reading and underlining in class, statements that teachers encounter. These precede traditional teaching focused on memorizing content; even though different reforms, for example, the Co...

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Autor principal: Trejo Alarcón, Jorge Alejandro
Formato: Artículo revista
Lenguaje:Español
Publicado: APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2024
Materias:
Didáctica
gamificación
motivación
práctica docente
Didactics
gamification
motivation
teaching practice
Didática
gamificação
motivação
prática docente
Acceso en línea:https://revele.uncoma.edu.ar/index.php/resenas/article/view/5575
Aporte de:
Repositorio de Revistas Electrónicas REVELE (UNComahue) de Universidad Nacional del Comahue
id I22-R128-article-5575
record_format ojs
spelling I22-R128-article-55752024-11-25T22:11:52Z Gamification as a success story in teaching the History of Mexico Gamificar el aula para motivar al estudiante de Historia de México Gamificar a aula para motivar o estudante de História do México Trejo Alarcón, Jorge Alejandro Didáctica gamificación motivación práctica docente Didactics gamification motivation teaching practice Didática gamificação motivação prática docente The subject of History of Mexico is boring, it is not useful to face the challenges of the present and it is only reading and underlining in class, statements that teachers encounter. These precede traditional teaching focused on memorizing content; even though different reforms, for example, the Comprehensive Reform of Basic Education (RIEB), have sought to avoid this methodology.  This article proposes a different methodology for teaching the History of Mexico, gamification. Strategy that is based on the game, but that promotes different skills such as research or teamwork. Finally, five applications are shown that are advantageous for the student to motivate himself and achieve meaningful learning. For the investigation, a mixed methodology was used, with the survey and direct observation being the data collection techniques.  One of the most important results was that gamifying the classroom benefits interest in the subject. La asignatura de Historia de México es aburrida, no es útil para enfrentar los retos del presente y solo es leer y subrayar en clase, afirmaciones con las que se encuentran los docentes. Mismas que anteceden a una enseñanza tradicional enfocada en la memorización de contenidos, aun cuando distintas reformas, por ejemplo, la Reforma Integral de la Educación Básica (RIEB), ha buscado evitar esta metodología.  Este artículo propone una metodología diferente para la enseñanza de la Historia de México, la gamificación. Estrategia que se basa en el juego, pero que fomenta distintas competencias como la investigación o el trabajo en equipo. Por último, se muestran cinco aplicaciones que son ventajosas para que el estudiante se motive y alcance un aprendizaje significativo.  Para la indagatoria, se utilizó una metodología de tipo mixta, siendo la encuesta y la observación directa las técnicas de recolección de datos.  Uno de los resultados más importantes fue que el gamificar el aula beneficia el interés por la asignatura. A atribuição de História do México é aburrida, não é útil para visualizar os resumos do presente e apenas é ler e subtrair em classe, afirmações com aquelas que se encontram com os docentes. Mesmos que antecederam uma aprendizagem tradicional focada na memorização de conteúdos, em cuando reformas distintas, por exemplo, a Reforma Integral da Educação Básica (RIEB), procuraram evitar esta metodologia.Este artigo propõe uma metodologia diferente para o aprendizado da História do México, a gamificação. Estratégia que se baseia no jogo, mas que fomenta competências distintas como a investigação ou o trabalho em equipe. Por último, apresentamos cinco aplicativos que são atraentes para que o estudante seja motivo e alcance um aprendizado significativo.Para a pesquisa, ele utilizou uma metodologia de tipo misto, fazendo a consulta e observando diretamente as técnicas de coleta de dados.Um dos resultados mais importantes foi que a gamificação da aula beneficiou o interesse da atribuição. APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales 2024-11-25 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/resenas/article/view/5575 Reseñas de Enseñanza de la Historia; Núm. 25 (2024): Noviembre; 127-139 2796-9304 1668-8864 spa https://revele.uncoma.edu.ar/index.php/resenas/article/view/5575/62475 Derechos de autor 2024 Reseñas de Enseñanza de la Historia https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-128
container_title_str Repositorio de Revistas Electrónicas REVELE (UNComahue)
language Español
format Artículo revista
topic Didáctica
gamificación
motivación
práctica docente
Didactics
gamification
motivation
teaching practice
Didática
gamificação
motivação
prática docente
spellingShingle Didáctica
gamificación
motivación
práctica docente
Didactics
gamification
motivation
teaching practice
Didática
gamificação
motivação
prática docente
Trejo Alarcón, Jorge Alejandro
Gamification as a success story in teaching the History of Mexico
topic_facet Didáctica
gamificación
motivación
práctica docente
Didactics
gamification
motivation
teaching practice
Didática
gamificação
motivação
prática docente
author Trejo Alarcón, Jorge Alejandro
author_facet Trejo Alarcón, Jorge Alejandro
author_sort Trejo Alarcón, Jorge Alejandro
title Gamification as a success story in teaching the History of Mexico
title_short Gamification as a success story in teaching the History of Mexico
title_full Gamification as a success story in teaching the History of Mexico
title_fullStr Gamification as a success story in teaching the History of Mexico
title_full_unstemmed Gamification as a success story in teaching the History of Mexico
title_sort gamification as a success story in teaching the history of mexico
description The subject of History of Mexico is boring, it is not useful to face the challenges of the present and it is only reading and underlining in class, statements that teachers encounter. These precede traditional teaching focused on memorizing content; even though different reforms, for example, the Comprehensive Reform of Basic Education (RIEB), have sought to avoid this methodology.  This article proposes a different methodology for teaching the History of Mexico, gamification. Strategy that is based on the game, but that promotes different skills such as research or teamwork. Finally, five applications are shown that are advantageous for the student to motivate himself and achieve meaningful learning. For the investigation, a mixed methodology was used, with the survey and direct observation being the data collection techniques.  One of the most important results was that gamifying the classroom benefits interest in the subject.
publisher APEHUN, Asociación de Profesores de Enseñanza de la Historia de Universidades Nacionales
publishDate 2024
url https://revele.uncoma.edu.ar/index.php/resenas/article/view/5575
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AT trejoalarconjorgealejandro gamificarelaulaparamotivaralestudiantedehistoriademexico
AT trejoalarconjorgealejandro gamificaraaulaparamotivaroestudantedehistoriadomexico
first_indexed 2025-02-05T23:02:20Z
last_indexed 2025-02-05T23:02:20Z
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