Principios pedagógicos en la adquisición de lenguas extranjeras mediante el enfoque basado en juegos digitales

• Ricardo Casañ Pitarch ^[1]
  1. [1] Universidad Politécnica de Valencia

     Universidad Politécnica de Valencia

     Valencia, España

     
• Localización: Tonos digital: revista de estudios filológicos, ISSN-e 1577-6921, Nº. 37, 2019
• Idioma: español
• Títulos paralelos:
  • Pedagogical principles on foreign language acquisition through the digital game-based approach
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La comercialización masiva de los Smartphone y Tablets a finales de la década de los 2000 parece haber sido uno de los principales marcadores del inicio de la última revolución digital (Meyer, 2018). Como resultado de esta innovación tecnológica, la sociedad contemporánea ha sufrido multitud de cambios incluyendo nuevos conceptos en las telecomunicaciones, relaciones sociales, gestión del comercio y servicios, y también en la educación y el ocio (Ayala-Pérez, 2011). Precisamente, esta revisión bibliográfica se centra en explicar la conexión de estas dos últimas en cuanto a los efectos de la mencionada revolución digital. Dichas herramientas digitales han traído consigo un nuevo sistema de creación, adquisición, gestión y uso de aplicaciones informáticas variadas a un coste bajo o incluso gratuito (Ramos-Méndez y Ortega-Mohedano, 2017). A pesar de la existencia de aplicaciones informáticas y estudios previos sobre la influencia del juego en la enseñanza, el actual contexto pedagógico mejorado tecnológicamente ha contribuido a desarrollar nuevas dimensiones en cuanto a la fusión de los juegos digitales y la enseñanza de lenguas extranjeras. El propósito de este estudio es exponer algunos de los principios pedagógicos acerca de cómo los estudiantes pueden aprender y adquirir lenguas extranjeras mediante distintos tipos de video-juego. El desarrollo de esta propuesta se basa en el modelo IPO - Input, Process, Output- (VanPatten y Sanz, 1995), conocido por su aplicación tanto en los campo de la informática como en el de enseñanza, entre otros. Este modelo sugiere que existen tres fases en el proceso de aprendizaje; siendo el orden de estas la entrada de nueva información, el procesamiento, y el producto. Este trabajo sugiere además que los videojuegos pueden aportar beneficios pedagógicos en cada una de estas tres fases, y que para ello los docentes deben ser consciente de los recursos que se pueden utilizar, el método de aplicación y la temporalidad.

  • English

    The massive commercialization of the Smartphone and Tablets at the end of the 2000s seems to have been one of the main markers of the beginning of the last digital revolution (Meyer, 2018). As a result of this technological innovation, contemporary society has undergone many changes including new concepts in telecomm unications, social relations, trade and services management, and also in education and leisure (Ayala - Pérez, 2011). Precisely, this literature review focuses on explaining the connection of these last two concepts based on the effects of the aforementioned digital revolution. These digital tools have brought with them a new system of creation, acquisition, management and use of different computer applications at a low or even free cost (Ramos - Méndez and Ortega - Mohedano, 2017). Despite the existence of compu ter applications and previous studies on the influence of the game on education , the current pedagogical context, improved technologically, has helped to develop new dimensions regarding the combination of digital games and foreign language teaching . The pu rpose of this study is to introduce some of the pedagogical principles on how students can learn and acquire foreign languages through different types of videogames. The development of this proposal is based on the IPO approach - Input, Process, Output - (VanPatten and Sanz, 1995), known for its application in the fields of computer science and teaching, among others. This approach suggests that there are three phases in the process of learning and acquiring foreign languages ; being the order of these the entry of new information or input , processing, and the product ion . This work also suggests that videogames can provide pedagogical benefits in each of these three phases; therefore , teachers should be knowledgeable on the resources that they can use , metho d s of application , and temporality.

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