Effectiveness of Self-Regulation and Serious Games for Learning STEM Knowledge in Primary Education

  1. María Consuelo Sáiz Manzanares 1
  2. Sandra Rodríguez Arribas 1
  3. Carlos Pardo Aguilar 1
  4. Miguel Ángel Queiruga-Dios 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Psicothema

ISSN: 0214-9915,  1886-144X

Año de publicación: 2020

Volumen: 32

Número: 4

Páginas: 516-524

Tipo: Artículo

DOI: 10.7334/PSICOTHEMA2020.30 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicothema

Resumen

Antecedentes: el aprendizaje de materias científico-tecnológicas es fundamental en la sociedad del s. XXI. Si bien, se detecta una brecha de género en la elección de titulaciones en estas materias. Estudios recientes indican la necesidad de realizar acciones desde la etapa de Educación Primaria para aumentar la motivación de los estudiantes hacia estas disciplinas. Método: se trabajó con una muestra de 147 estudiantes de los últimos cursos de Educación Primaria. Se aplicó SRL y serious games en tareas de inicio a la programación informática. Los objetivos fueron estudiar la influencia de las variables género, entorno y nivel académico sobre los resultados en la resolución de tareas de inicio a la programación y en la satisfacción de los estudiantes con su realización. Resultados: el nivel medio de resultados en estas tareas fue alto (8 sobre 10). Sin embargo, se hallaron diferencias significativas respecto de las variables género, nivel académico y efectos de la covariable edad. Relativo de la satisfacción no se hallaron diferencias significativas salvo en la continuidad de trabajo. Conclusiones: la utilización de SRL y de tareas de juego serios potencia buenos niveles de rendimiento y de satisfacción en todos los estudiantes, aunque se detectan diferencias a favor del género masculino.

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Información de financiación

This research was funded by Consejería de Educación de la Junta de Castilla y León through the Dirección General de Innovación y Equidad Educativa (Spain), grant number EDUCYL2018_04 under project «Igualdad de género en materias científico-tecnológicas: análisis comparativo estudiantes STEM». The Dirección Provincial de Educación de Burgos, and the Direction of educational establishments C.P. “Antonio Machado” and C.P. “Francisco de Vitoria” (Spain) all participated in this project. We are also thankful for the families that consented to the participation of their children in this study.

Financiadores

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