ARG (juegos de realidad alternativa). Contribuciones, limitaciones y potenciali-dades para la docencia universitaria.
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| Title: | ARG (juegos de realidad alternativa). Contribuciones, limitaciones y potenciali-dades para la docencia universitaria. |
|---|---|
| Alternate Title: | ARG (Alternate Reality Games). Contributions, Limitations, and Potentialities to the Service of the Teaching at the University Level. |
| Authors: | Piñeiro-Otero, Teresa1 teresa.pineiro@udc.es, Costa-Sánchez, Carmen1 carmen.costa@udc.es |
| Source: | Comunicar. 2015, Vol. 22 Issue 44, p141-148. 8p. |
| Subject Terms: | *Gamification, *Educational games, *Higher education research, *Academic achievement research, Swarm intelligence |
| Abstract (English): | Education's gamification has represented an opportunity to boost students' interaction, motivation and participation. ARG (Alternate Reality Games) offer a new highly immersive tool that can be implemented in educational achievements. One of the strongest points of these immersive games is based on applying the sum of students participating efforts and resources (so called collective intelligence) for problem resolution. In addition, ARG combine online and offline platforms a factor that improves the realism on the game experience. In this regard, this present work aims to summarise ARG potentialities, limitations and challenges of these immersive games in higher and further education context. In terms of methodology, this research draws from an appropriate theoretical corpus and, analyses the educational potential of AGRthat, in fields like marketing or corporate communication, has already started successfully, but it has still not been studied in depth in education. This study compiles, also, best practices developed in several subjects and academic degrees all around the world and not easily traceable. It concludes that, given the antecedents, potentialities and the exposed analysis, the possibility of incorporating alternate reality games into the university teaching practice in the frame of an educational strategy that determines its aims and more suitable system of evaluation, has to be considered. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La ludificación de la educación ha representado una oportunidad para fomentar la interacción, la motivación y la participación del alumnado. Los ARG (las siglas inglesas de juegos de realidad alternativa) ofrecen una nueva herramienta altamente inmersiva que puede implementarse en el logro de los objetivos docentes. Uno de sus puntos fuertes consiste en la suma de esfuerzos y recursos (la llamada inteligencia colectiva) aplicada a la resolución de problemas. A esto se añade su combinación de plataformas en los entornos online y offline, lo que favorece el «realismo» de la experiencia. En este sentido, el presente trabajo pretende condensar las potencialidades, limitaciones y retos de los ARG al servicio de la educación universitaria. Basándose, a nivel metodológico, en la elaboración de un corpus teórico relevante y adecuado, analiza el potencial educativo de esta herramienta que, en ámbitos como el marketing o la comunicación corporativa ya ha despegado con éxito, pero que en el área educativa todavía no había sido abordada en profundidad. Recopila, además, ejemplos satisfactorios que se han desarrollado en diversas disciplinas académicas en otros países y que no resultan fácilmente localizables. Se concluye que, dados los antecedentes, potencialidades y análisis expuesto, debe valorarse la posibilidad de incorporar los juegos de realidad alternativa a la práctica de la docencia universitaria en el marco de una estrategia educativa que determine sus objetivos y sistema de evaluación más adecuado. [ABSTRACT FROM AUTHOR] |
| Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 100244638 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: ARG (juegos de realidad alternativa). Contribuciones, limitaciones y potenciali-dades para la docencia universitaria. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: ARG (Alternate Reality Games). Contributions, Limitations, and Potentialities to the Service of the Teaching at the University Level. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Piñeiro-Otero%2C+Teresa%22">Piñeiro-Otero, Teresa</searchLink><relatesTo>1</relatesTo><i> teresa.pineiro@udc.es</i><br /><searchLink fieldCode="AR" term="%22Costa-Sánchez%2C+Carmen%22">Costa-Sánchez, Carmen</searchLink><relatesTo>1</relatesTo><i> carmen.costa@udc.es</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Comunicar%22">Comunicar</searchLink>. 2015, Vol. 22 Issue 44, p141-148. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Gamification%22">Gamification</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+games%22">Educational games</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education+research%22">Higher education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement+research%22">Academic achievement research</searchLink><br /><searchLink fieldCode="DE" term="%22Swarm+intelligence%22">Swarm intelligence</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Education's gamification has represented an opportunity to boost students' interaction, motivation and participation. ARG (Alternate Reality Games) offer a new highly immersive tool that can be implemented in educational achievements. One of the strongest points of these immersive games is based on applying the sum of students participating efforts and resources (so called collective intelligence) for problem resolution. In addition, ARG combine online and offline platforms a factor that improves the realism on the game experience. In this regard, this present work aims to summarise ARG potentialities, limitations and challenges of these immersive games in higher and further education context. In terms of methodology, this research draws from an appropriate theoretical corpus and, analyses the educational potential of AGRthat, in fields like marketing or corporate communication, has already started successfully, but it has still not been studied in depth in education. This study compiles, also, best practices developed in several subjects and academic degrees all around the world and not easily traceable. It concludes that, given the antecedents, potentialities and the exposed analysis, the possibility of incorporating alternate reality games into the university teaching practice in the frame of an educational strategy that determines its aims and more suitable system of evaluation, has to be considered. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La ludificación de la educación ha representado una oportunidad para fomentar la interacción, la motivación y la participación del alumnado. Los ARG (las siglas inglesas de juegos de realidad alternativa) ofrecen una nueva herramienta altamente inmersiva que puede implementarse en el logro de los objetivos docentes. Uno de sus puntos fuertes consiste en la suma de esfuerzos y recursos (la llamada inteligencia colectiva) aplicada a la resolución de problemas. A esto se añade su combinación de plataformas en los entornos online y offline, lo que favorece el «realismo» de la experiencia. En este sentido, el presente trabajo pretende condensar las potencialidades, limitaciones y retos de los ARG al servicio de la educación universitaria. Basándose, a nivel metodológico, en la elaboración de un corpus teórico relevante y adecuado, analiza el potencial educativo de esta herramienta que, en ámbitos como el marketing o la comunicación corporativa ya ha despegado con éxito, pero que en el área educativa todavía no había sido abordada en profundidad. Recopila, además, ejemplos satisfactorios que se han desarrollado en diversas disciplinas académicas en otros países y que no resultan fácilmente localizables. Se concluye que, dados los antecedentes, potencialidades y análisis expuesto, debe valorarse la posibilidad de incorporar los juegos de realidad alternativa a la práctica de la docencia universitaria en el marco de una estrategia educativa que determine sus objetivos y sistema de evaluación más adecuado. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Comunicar is the property of Oxbridge Publishing House and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=100244638 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3916/C44-2015-15 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 8 StartPage: 141 Subjects: – SubjectFull: Gamification Type: general – SubjectFull: Educational games Type: general – SubjectFull: Higher education research Type: general – SubjectFull: Academic achievement research Type: general – SubjectFull: Swarm intelligence Type: general Titles: – TitleFull: ARG (juegos de realidad alternativa). Contribuciones, limitaciones y potenciali-dades para la docencia universitaria. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Piñeiro-Otero, Teresa – PersonEntity: Name: NameFull: Costa-Sánchez, Carmen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 11343478 Numbering: – Type: volume Value: 22 – Type: issue Value: 44 Titles: – TitleFull: Comunicar Type: main |
| ResultId | 1 |
