Aprendizaje móvil de inglés mediante juegos de espías en Educación Secundaria

• Mª Mercedes Rico García ^[1] ; J. Enrique Agudo Garzón ^[1]
  1. [1] Universidad de Extremadura

     Universidad de Extremadura

     Badajoz, España

     
• Localización: RIED: revista iberoamericana de educación a distancia, ISSN 1138-2783, Vol. 19, Nº 1, 2016 (Ejemplar dedicado a: El aprendizaje de lenguas extranjeras mediante tecnología móvil en el contexto de la EaD y combinada), págs. 121-139
• Idioma: español
• Títulos paralelos:
  • Mobile language learning through spy games in secondary education
• Enlaces
  • Texto completo
• Dialnet Métricas: 18 Citas
• Resumen
  • español

    La introducción de las Tecnologías de la Información y la Comunicación (TIC) ha provocado una revolución radical en el sistema educativo actual, tanto en los medios y recursos utilizados para presentar los contenidos, como en la ubicuidad en la que puede enmarcarse dicho aprendizaje. Centrándonos en el uso de dispositivos móviles y la aplicación de videojuegos como herramientas para el aprendizaje autónomo o para afianzar las enseñanzas impartidas en ámbitos y niveles educativos diferentes, la tecnología móvil facilita un aprendizaje interactivo, ubicuo e individualizado, que permite a cada usuario trabajar a su propio ritmo.

    En este contexto, las políticas europeas han marcado en los últimos años directrices para la creación de infraestructuras docentes destinadas a que los hablantes no nativos superen las barreras que encuentran a diario en el proceso de aprendizaje de lenguas y culturas. El presente artículo describe el estudio realizado con alumnos de Educación Secundaria Obligatoria (ESO) con el objetivo de indagar en la idoneidad de utilizar videojuegos en dispositivos móviles para el aprendizaje de idiomas. Basados en la interacción del alumnado sujeto a estudio con la plataforma de juegos interactivos generados a partir del proyecto Europeo ISPY, los resultados indican una mejora generalizada en las expectativas que la población sujeta a estudio manifiesta sobre estos dispositivos y recursos para el aprendizaje de lenguas antes y después de nuestra investigación, constatándose la idoneidad de utilizar material didáctico basado en videojuegos para el aprendizaje de las diferentes competencias comunicativas y la formación cultural implícita.

  • English

    The introduction of Information and Communication technologies (ICT) has undoubtedly revolutionized the current education system, both by the media and resources used to present and deliver the content, and by the ubiquity in which this process may occur. The use of mobile devices and the application of videogames as tools to promote self-study and autonomous learning and to reinforce teaching practices in different areas and educational levels, facilitate interactive, ubiquitous and individualized learning by allowing each user to work at their own pace. In this context, EU policies have set guidelines for the creation of teaching infrastructures for non-native speakers to overcome the barriers they face daily in the language and culture learning process. In this sense, this article describes a study conducted on secondary school students in order to gain insights about the suitability of introducing and using videogames in mobile devices for learning languages. Based on the interactive game platform generated under the auspices of the European project ISPY, the results indicate a general improvement in the expectations shown by the population under study about the potential of these devices and resources for language learning before and after our investigation. They show the suitability of videogames as a tool to develop communicative and culture competences in foreign languages.

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