English
Educación ambiental a partir de juegos serios. Una revisión sistemática de literatura1039
Publicado:
may 9, 2022
Palabras clave:
Educación Ambiental, Entornos personales de aprendizaje, Videojuegos educativos
Contenido principal del artículo
Resumen
El uso de las tecnologías de la información y la comunicación (TIC) cobra relevancia en la educación. Interesa conocer las múltiples posibilidades digitales para incorporar estrategias de aprendizaje mediadas por la tecnología, como pueden ser los juegos serios. El artículo presenta una revisión sistemática de literatura y permite identificar aprendizajes derivados de juegos serios en educación ambiental. Los resultados de la revisión permitieron esclarecer cada pregunta de investigación, descubriendo una relación entre los entornos personales de aprendizaje, con el compromiso y participación de los distintos participantes, hacia temas relacionados con el medio ambiente. Al mismo tiempo, se identifica la influencia de la gamificación para la educación ambiental en distintas edades y contextos, aunque con mayor afinidad en los jóvenes. Finalmente, se destacan algunos enfoques teóricos, metodológicos y educativos, abordados en los estudios analizados, mediante el uso de los también denominados videojuegos educativos.
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Cómo citar
Pérez Arriaga, J. C., Acosta-Flores, E., Maldonado González, A. L., & Acuña Bustamante, B. L. (2022). Educación ambiental a partir de juegos serios. Una revisión sistemática de literatura. Revista Del Centro De Investigación De La Universidad La Salle, 15(57), 29–58. https://doi.org/10.26457/recein.v15i57.3021
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Citas
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Barcena-vazquez, J., y Caro, K. (2007). Designing a Video Game to Support Climate Change Awareness in a Museum Exhibition Context. 1–4. https://doi.org/10.1145/3358961.3358972
Bathke, D. J., Haigh, T., Bernadt, T., Wall, N., Hill, H., y Carson, A. (2019a). Using Serious Games to Facilitate Collaborative Water Management Planning Under Climate Extremes. Journal of Contemporary Water Research y Education, 167(1), 50–67. https://doi.org/10.1111/j.1936-704x.2019.03311.x
Bathke, D. J., Haigh, T., Bernadt, T., Wall, N., Hill, H., y Carson, A. (2019b). Using Serious Games to Facilitate Collaborative Water Management Planning Under Climate Extremes. 167, 50–67. https://doi.org/10.1111/j.1936-704X.2019.03311.x
Bogost, I. (2007). Persuasive Games: The Expressive Power of Videogames.: The MIT Press
Boudreault, M., y Bouchard, B. (2018). Maximizing Player Engagement in a Global Warming Sensitization Video Game Through Reinforcement Learning. 196–201. https://doi.org/10.1145/3284869.3284920
Burch, E. (2016). Echo Chamber : A Persuasive Game on Climate Change Rhetoric. 101–107. https://doi.org/10.1145/2968120.2987741
Cantell, H., Tolppanen, S., Aarnio-Linnanvuori, E., y Lehtonen, A. (2019). Bicycle model on climate change education: presenting and evaluating a model. Environmental Education Research, 25(5), 717–731. https://doi.org/10.1080/13504622.2019.1570487
Decision-making, I., Marini, D., Medema, W., Id, I. M., y Wals, A. E. J. (n.d.). Socio-Psychological Perspectives on the Potential for Serious Games to Promote Transcendental Values in. https://doi.org/10.3390/w10081097
Di Dio, S., Massa, F., Nucara, A., Peri, G., Rizzo, G., y Schillaci, D. (2020). Pursuing softer urban mobility behaviors through game-based apps. Heliyon, 6(5), e03930. https://doi.org/10.1016/j.heliyon.2020.e03930
Diab, A., Zeidan, M., Sharaf, N., y Abdennadher, S. (2017). A gamified platform for energy feedback and usage forecasting. 2017 2nd International Multidisciplinary Conference on Computer and Energy Science, SpliTech 2017.
Edel-Navarro, R. (2017). Educación mediada por tecnología: aprendizaje, innovación y prospectiva. Revista Ibero-Americana de Estudos Em Educação, 12(n.esp.2), 1143–1147. https://doi.org/10.21723/riaee.v12.n.esp.2.10282
Flood, S., Cradock-Henry, N. A., Blackett, P., y Edwards, P. (2018). Adaptive and interactive climate futures: Systematic review of “serious games” for engagement and decision-making. Environmental Research Letters, 13(6). https://doi.org/10.1088/1748-9326/aac1c6
Haan, R. J. Den, Voort, M. C. Van Der, Baart, F., Berends, K. D., Berg, M. C. Van Den, Straatsma, W., Geenen, A. J. P., y Hulscher, S. J. M. H. (2020). The Virtual River Game : Gaming using models to collaboratively explore river management complexity. Environmental Modelling and Software, 134(August), 104855. https://doi.org/10.1016/j.envsoft.2020.104855
Hoover, A. K., Puttick, G., Barnes, J., Tucker-Raymond, E., Fatehi, B., Harteveld, C., y Moreno-León, J. (2016). Assessing computational thinking in students’ game designs. CHI PLAY 2016 - Proceedings of the Annual Symposium on Computer-Human Interaction in Play Companion, 173–179. https://doi.org/10.1145/2968120.2987750
Jin, G., Bierma, T., y Yang, L. (2016). Cap-and-Trade: Understanding and Teaching a Market-Based Approach to Natural Resource Allocation. 45, 1–11. https://doi.org/10.4195/nse2015.0030
Jong, M. S. (2020). Promoting Elementary Pupils ’ Learning Motivation in Environmental Education with Mobile Inquiry- Oriented Ambience-Aware Fieldwork. Int. J. Environ. Res. Public Health. 17. https://doi.org/10.3390/ijerph17072504
Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., y Linkman, S. (2009). Systematic literature reviews in software engineering - A systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009
Lai, J. W. M., y Bower, M. (2020). Evaluation of technology use in education : Findings from a critical analysis of systematic literature reviews. Julio 2019, 241–259. https://doi.org/10.1111/jcal.12412
Legaki, N., Xi, N., Hamari, J., y Karpouzis, K. (2020). International Journal of Human-Computer Studies The e ff ect of challenge-based gami fi cation on learning : An experiment in the context of statistics education. 144(Junio). https://doi.org/10.1016/j.ijhcs.2020.102496
Lemaître, D. (2019). Training engineers for innovation : Pedagogical initiatives for new challenges. 566–576. https://doi.org/10.1111/ejed.12365
M. DeKay, S. B. D. (2011). esign: a transformative perspective, Earthscan.
Magnuszewski, P., Kr, K., Id, A. K., Paj, M., Allen, C., Chraibi, V., Giri, A., Haak, D., Hart, N., y Hellman, M. (2018). Exploring the Role of Relational Practices in Water Governance Using a Game-Based Approach. https://doi.org/10.3390/w10030346
Mayer, I., Warmelink, H., y Zhou, Q. (2016). A frame-reflective discourse analysis of serious games 1. 47(2), 342–357. https://doi.org/10.1111/bjet.12245
Mei, B., y Yang, S. (2019). Nurturing Environmental Education at the Tertiary Education Level in China : Can Mobile Augmented Reality and Gamification Help ?11(Julio) https://doi.org/10.3390/su11164292
Moloney, J., Globa, A., Wang, R., y Roetzel, A. (2017). Serious games for integral sustainable design : Level 1. Procedia Engineering, 180, 1744–1753. https://doi.org/10.1016/j.proeng.2017.04.337
Neset, T., Andersson, L., Uhrqvist, O., y Navarra, C. (2020). Serious Gaming for Climate Adaptation — Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation. 12. https://doi.org/10.3390/su12051789
Onencan, A., Van De Walle, B., Enserink, B., Chelang’A, J., y Kulei, F. (2016). WeShareIt game: Strategic foresight for climate-change induced disaster risk reduction. Procedia Engineering, 159(June), 307–315. https://doi.org/10.1016/j.proeng.2016.08.185
Onencan, A., Walle, B. Van De, Enserink, B., Chelang, J., y Kulei, F. (2016). WeShareIt Game : Strategic foresight for climate-change induced disaster risk reduction. Procedia Engineering, 159(June), 307–315. https://doi.org/10.1016/j.proeng.2016.08.185
Ouariachi, T., Elving, W. J. L., y Pierie, F. (2018). Playing for a Sustainable Future : The Case of We Energy Game as an Educational Practice. https://doi.org/10.3390/su10103639
Ouariachi, T., Olvera-lobo, M. D., y Gutiérrez-pérez, J. (2017). Gaming climate change : assessing online climate change games targeting youth produced in Spanish. Procedia - Social and Behavioral Sciences, 237(June 2016), 1053–1060. https://doi.org/10.1016/j.sbspro.2017.02.154
Özgen, D. S., Afacan, Y., y Surer, E. (2020). Save the Planets: A Multipurpose Serious Game to Raise Environmental Awareness and to Initiate Change. ACM International Conference Proceeding Series, 132–137. https://doi.org/10.1145/3411170.3411253
Polys, N., Hotter, J., Lanier, M., Purcell, L., Wolf, J., Hession, W. C., Sforza, P., y Ivory, J. D. (2017). Finding frogs: Using game-based learning to increase environmental awareness. Proceedings - Web3D 2017: 22nd International Conference on 3D Web Technology, June. https://doi.org/10.1145/3055624.3075955
Rey, U., Carlos, J., Barnes, J., Hoover, A. K., Smith, G., y Harteveld, C. (n.d.). Exploring Emerging Design Pa erns in Student-Made Climate Change Games on.
Ross, H., Rudd, J. A., Skains, R. L., y Horry, R. (2021). How Big Is My Carbon Footprint ? Understanding Young People ’ s Engagement with Climate Change Education. 1–19. https://doi.org/10.3390/su13041961
Santos-Villalba, M. J., Leiva Olivencia, J. J., Navas-Parejo, M. R., y Benítez-Márquez, M. D. (2020). Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study. Sustainability, 12(20), 8513. https://doi.org/10.3390/su12208513
Torre, R. De, Onggo, B. S., Corlu, C. G., Nogal, M., y Juan, A. A. (2021). The Role of Simulation and Serious Games in Teaching Concepts on Circular Economy and Sustainable Energy. 1–21.
Troiano, G. M., Schouten, D., Cassidy, M., Tucker-raymond, E., Puttick, G., y Harteveld, C. (2020). Ice Paddles , CO2 Invaders , and Exploding Planets. 534–548.
Troiano, G. M., Schouten, D., Cassidy, M., Tucker-Raymond, E., Puttick, G., y Harteveld, C. (2020). All Good Things Come in Threes: Assessing Student-Designed Games via Triadic Game Design. ACM International Conference Proceeding Series, 1. https://doi.org/10.1145/3402942.3403010
W. Bennett, G., y Canner, L. (2019). Lost City of Mer. SIGGRAPH Asia 2019 XR, 25–26. https://doi.org/10.1145/3355355.3361897
Wibeck, V. (2020). Focus groups and serious gaming in climate change communication research — A methodological review. April, 1–16. https://doi.org/10.1002/wcc.664
Barcena-vazquez, J., y Caro, K. (2007). Designing a Video Game to Support Climate Change Awareness in a Museum Exhibition Context. 1–4. https://doi.org/10.1145/3358961.3358972
Bathke, D. J., Haigh, T., Bernadt, T., Wall, N., Hill, H., y Carson, A. (2019a). Using Serious Games to Facilitate Collaborative Water Management Planning Under Climate Extremes. Journal of Contemporary Water Research y Education, 167(1), 50–67. https://doi.org/10.1111/j.1936-704x.2019.03311.x
Bathke, D. J., Haigh, T., Bernadt, T., Wall, N., Hill, H., y Carson, A. (2019b). Using Serious Games to Facilitate Collaborative Water Management Planning Under Climate Extremes. 167, 50–67. https://doi.org/10.1111/j.1936-704X.2019.03311.x
Bogost, I. (2007). Persuasive Games: The Expressive Power of Videogames.: The MIT Press
Boudreault, M., y Bouchard, B. (2018). Maximizing Player Engagement in a Global Warming Sensitization Video Game Through Reinforcement Learning. 196–201. https://doi.org/10.1145/3284869.3284920
Burch, E. (2016). Echo Chamber : A Persuasive Game on Climate Change Rhetoric. 101–107. https://doi.org/10.1145/2968120.2987741
Cantell, H., Tolppanen, S., Aarnio-Linnanvuori, E., y Lehtonen, A. (2019). Bicycle model on climate change education: presenting and evaluating a model. Environmental Education Research, 25(5), 717–731. https://doi.org/10.1080/13504622.2019.1570487
Decision-making, I., Marini, D., Medema, W., Id, I. M., y Wals, A. E. J. (n.d.). Socio-Psychological Perspectives on the Potential for Serious Games to Promote Transcendental Values in. https://doi.org/10.3390/w10081097
Di Dio, S., Massa, F., Nucara, A., Peri, G., Rizzo, G., y Schillaci, D. (2020). Pursuing softer urban mobility behaviors through game-based apps. Heliyon, 6(5), e03930. https://doi.org/10.1016/j.heliyon.2020.e03930
Diab, A., Zeidan, M., Sharaf, N., y Abdennadher, S. (2017). A gamified platform for energy feedback and usage forecasting. 2017 2nd International Multidisciplinary Conference on Computer and Energy Science, SpliTech 2017.
Edel-Navarro, R. (2017). Educación mediada por tecnología: aprendizaje, innovación y prospectiva. Revista Ibero-Americana de Estudos Em Educação, 12(n.esp.2), 1143–1147. https://doi.org/10.21723/riaee.v12.n.esp.2.10282
Flood, S., Cradock-Henry, N. A., Blackett, P., y Edwards, P. (2018). Adaptive and interactive climate futures: Systematic review of “serious games” for engagement and decision-making. Environmental Research Letters, 13(6). https://doi.org/10.1088/1748-9326/aac1c6
Haan, R. J. Den, Voort, M. C. Van Der, Baart, F., Berends, K. D., Berg, M. C. Van Den, Straatsma, W., Geenen, A. J. P., y Hulscher, S. J. M. H. (2020). The Virtual River Game : Gaming using models to collaboratively explore river management complexity. Environmental Modelling and Software, 134(August), 104855. https://doi.org/10.1016/j.envsoft.2020.104855
Hoover, A. K., Puttick, G., Barnes, J., Tucker-Raymond, E., Fatehi, B., Harteveld, C., y Moreno-León, J. (2016). Assessing computational thinking in students’ game designs. CHI PLAY 2016 - Proceedings of the Annual Symposium on Computer-Human Interaction in Play Companion, 173–179. https://doi.org/10.1145/2968120.2987750
Jin, G., Bierma, T., y Yang, L. (2016). Cap-and-Trade: Understanding and Teaching a Market-Based Approach to Natural Resource Allocation. 45, 1–11. https://doi.org/10.4195/nse2015.0030
Jong, M. S. (2020). Promoting Elementary Pupils ’ Learning Motivation in Environmental Education with Mobile Inquiry- Oriented Ambience-Aware Fieldwork. Int. J. Environ. Res. Public Health. 17. https://doi.org/10.3390/ijerph17072504
Kitchenham, B., Pearl Brereton, O., Budgen, D., Turner, M., Bailey, J., y Linkman, S. (2009). Systematic literature reviews in software engineering - A systematic literature review. Information and Software Technology, 51(1), 7–15. https://doi.org/10.1016/j.infsof.2008.09.009
Lai, J. W. M., y Bower, M. (2020). Evaluation of technology use in education : Findings from a critical analysis of systematic literature reviews. Julio 2019, 241–259. https://doi.org/10.1111/jcal.12412
Legaki, N., Xi, N., Hamari, J., y Karpouzis, K. (2020). International Journal of Human-Computer Studies The e ff ect of challenge-based gami fi cation on learning : An experiment in the context of statistics education. 144(Junio). https://doi.org/10.1016/j.ijhcs.2020.102496
Lemaître, D. (2019). Training engineers for innovation : Pedagogical initiatives for new challenges. 566–576. https://doi.org/10.1111/ejed.12365
M. DeKay, S. B. D. (2011). esign: a transformative perspective, Earthscan.
Magnuszewski, P., Kr, K., Id, A. K., Paj, M., Allen, C., Chraibi, V., Giri, A., Haak, D., Hart, N., y Hellman, M. (2018). Exploring the Role of Relational Practices in Water Governance Using a Game-Based Approach. https://doi.org/10.3390/w10030346
Mayer, I., Warmelink, H., y Zhou, Q. (2016). A frame-reflective discourse analysis of serious games 1. 47(2), 342–357. https://doi.org/10.1111/bjet.12245
Mei, B., y Yang, S. (2019). Nurturing Environmental Education at the Tertiary Education Level in China : Can Mobile Augmented Reality and Gamification Help ?11(Julio) https://doi.org/10.3390/su11164292
Moloney, J., Globa, A., Wang, R., y Roetzel, A. (2017). Serious games for integral sustainable design : Level 1. Procedia Engineering, 180, 1744–1753. https://doi.org/10.1016/j.proeng.2017.04.337
Neset, T., Andersson, L., Uhrqvist, O., y Navarra, C. (2020). Serious Gaming for Climate Adaptation — Assessing the Potential and Challenges of a Digital Serious Game for Urban Climate Adaptation. 12. https://doi.org/10.3390/su12051789
Onencan, A., Van De Walle, B., Enserink, B., Chelang’A, J., y Kulei, F. (2016). WeShareIt game: Strategic foresight for climate-change induced disaster risk reduction. Procedia Engineering, 159(June), 307–315. https://doi.org/10.1016/j.proeng.2016.08.185
Onencan, A., Walle, B. Van De, Enserink, B., Chelang, J., y Kulei, F. (2016). WeShareIt Game : Strategic foresight for climate-change induced disaster risk reduction. Procedia Engineering, 159(June), 307–315. https://doi.org/10.1016/j.proeng.2016.08.185
Ouariachi, T., Elving, W. J. L., y Pierie, F. (2018). Playing for a Sustainable Future : The Case of We Energy Game as an Educational Practice. https://doi.org/10.3390/su10103639
Ouariachi, T., Olvera-lobo, M. D., y Gutiérrez-pérez, J. (2017). Gaming climate change : assessing online climate change games targeting youth produced in Spanish. Procedia - Social and Behavioral Sciences, 237(June 2016), 1053–1060. https://doi.org/10.1016/j.sbspro.2017.02.154
Özgen, D. S., Afacan, Y., y Surer, E. (2020). Save the Planets: A Multipurpose Serious Game to Raise Environmental Awareness and to Initiate Change. ACM International Conference Proceeding Series, 132–137. https://doi.org/10.1145/3411170.3411253
Polys, N., Hotter, J., Lanier, M., Purcell, L., Wolf, J., Hession, W. C., Sforza, P., y Ivory, J. D. (2017). Finding frogs: Using game-based learning to increase environmental awareness. Proceedings - Web3D 2017: 22nd International Conference on 3D Web Technology, June. https://doi.org/10.1145/3055624.3075955
Rey, U., Carlos, J., Barnes, J., Hoover, A. K., Smith, G., y Harteveld, C. (n.d.). Exploring Emerging Design Pa erns in Student-Made Climate Change Games on.
Ross, H., Rudd, J. A., Skains, R. L., y Horry, R. (2021). How Big Is My Carbon Footprint ? Understanding Young People ’ s Engagement with Climate Change Education. 1–19. https://doi.org/10.3390/su13041961
Santos-Villalba, M. J., Leiva Olivencia, J. J., Navas-Parejo, M. R., y Benítez-Márquez, M. D. (2020). Higher Education Students’ Assessments towards Gamification and Sustainability: A Case Study. Sustainability, 12(20), 8513. https://doi.org/10.3390/su12208513
Torre, R. De, Onggo, B. S., Corlu, C. G., Nogal, M., y Juan, A. A. (2021). The Role of Simulation and Serious Games in Teaching Concepts on Circular Economy and Sustainable Energy. 1–21.
Troiano, G. M., Schouten, D., Cassidy, M., Tucker-raymond, E., Puttick, G., y Harteveld, C. (2020). Ice Paddles , CO2 Invaders , and Exploding Planets. 534–548.
Troiano, G. M., Schouten, D., Cassidy, M., Tucker-Raymond, E., Puttick, G., y Harteveld, C. (2020). All Good Things Come in Threes: Assessing Student-Designed Games via Triadic Game Design. ACM International Conference Proceeding Series, 1. https://doi.org/10.1145/3402942.3403010
W. Bennett, G., y Canner, L. (2019). Lost City of Mer. SIGGRAPH Asia 2019 XR, 25–26. https://doi.org/10.1145/3355355.3361897
Wibeck, V. (2020). Focus groups and serious gaming in climate change communication research — A methodological review. April, 1–16. https://doi.org/10.1002/wcc.664