Game-Based Learning: Increasing the Logical-Mathematical, Naturalistic, and Linguistic Learning Levels of Primary School Students

Abstract

Game-based learning is an innovative methodology that takes advantage of the educational potential offered by videogames in general and serious games in particular to boost training processes, thus making it easier for users to achieve motivated learning. The present paper focuses on the description of the Game to Learn Project, which has as its aim not only to promote the use of serious games and digital mini-games for the development of Multiple Intelligences, but also to analyse whether this methodology results in increased learning. Teachers assessed the level achieved by primary education students (N=119) in each learning category, before and after participating in the project, by means of a qualitative instrument. Finally, after corresponding analysis through descriptive statistical techniques, bivariate correlations, and ANOVA, the results showed significant differences between children’s learning levels in logical-mathematical, naturalistic and linguistic abilities before and after their participation in this innovative project, thus revealing a widespread increase in every indicator.

El Aprendizaje basado en Juegos (AbJ) es una metodología innovadora que aprovecha el potencial educativo que presentan los videojuegos, serious games o recursos lúdicos digitales para impulsar los procesos formativos, favoreciendo que los usuarios adquieran aprendizajes de forma motivadora. Aquí, se evalúa el Proyecto Jugar para Aprender, orientado a promover el uso de serious games y juegos digitales para potenciar el desarrollo de las Inteligencias Múltiples (IM), que involucró a 119 escolares de primaria. Los docentes evaluaron el nivel registrado por los alumnos en cada inteligencia, antes y después de participar en el proyecto, utilizando un instrumento cualitativo. Finalmente, tras el análisis correspondiente, utilizando técnicas estadísticas descriptivas, correlaciones bivariadas y ANOVA, los resultados muestran diferencias significativas entre los niveles alcanzados por el alumnado en las inteligencias lógico-matemática, naturalista y lingüística.