REVIEW ON THE GAME AS A TOOL FOR

TEACHING IN HIGHER EDUCATION

BY CAROLINA OSPINA OSPINA ID 31.499.035 VANESA RODRIGUEZ GIRON ID: 1022097396

Introduction

Traditional engineering education has been based on the class where the teacher will present the students a topic and this collect information in the form of notes and regularly used books

Introduction

• This work aims to show the interesting exercise of accumulation of knowledge about the game as a tool for teaching, doing enfaces in the games in higher education.

Methodology

1. Primary systematic search of the bibliographic base "scopus“

2. Quality control performed for the little-vital articles that represent the art state in this area.

3. From the 5 articles were taken the success cases of the game-learning

Why the ludic must be seen as a source of learning?

• "Cultural experiences related to the playful, to biological level are those who produced in the brain increased secretion of endogenous substances such as endorphins according to neuroscience, These messenger molecules are narrowly associated with pleasure, enjoyment, happiness, euphoria, creativity, which are essential processes in the search for the meaning of life by human” (Jiménez V)

Why the ludic must be seen as a source of learning?

• Leaving aside the traditional methodology increasingly educator wants its students to have a learning environment that allows them to develop aptitudes to observe, to investigate, to manipulate, to infer, to generate, to create, to try, to reject, to confirm, to verbalize and share knowledge .

Ludic successful application in universities

• Case 1: Airplane of the muda

• Case 2: Implementation of playful activities as a complementary methodological tool in the teaching of the traditional and the TOC productions methods for multitask environment’s managements

• Case3: the marbles trade

Conclusions

The use of the game as self-learning technique in the process of teaching-learning evaluation in undergraduate programs, is a strategy to following the case you start the learning of topics of applied area as it is attractive to the student, the once that is accomplished easily motivate, while self-esteem and reinforce knowledge already acquired

References

• Farias F., A., & Salinas S., G. (2006). Resultados de la aplicación de la metodología de autoaprendizaje del método de los elementos finitos a casos de transferencia de calor. Revista Facultad de Ingeniería, 14(1), 26-35.

• Guaralnick, D. y. (2009). Putting the Education into Educational Simulations: Pedagogical Structures, Guidance and Feedback. International Journal Of Advanced Corporate Learning, 10-15.

• Jiménez V, C. A. (n.d.). Ludica Colombia. Retrieved 04 02, 2014, from Cerebro creativo y lúdico: https://www.google.com.co/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCoQFjAA&url=http%3A%2F%2Fwww.iadb.org%2Fdocument.cfm%3Fid%3D38061718&ei=Pxw-U6GpLeXesASgyoKgAQ&usg=AFQjCNHT8R-OEiMPhpV-nDO9M_K72Ti_TA&sig2=kYdM2gcnd3MCmmeQEpvngg&bvm=b

• Kafai, Y. B. (2001, October 27). Cultural Policy Center: . Retrieved 04 02, 2014, from The educational potential of electronic games: From games-to-teach to games-to-learn: http://culturalpolicy.uchicago.edu/papers/2001-video-games/kafai.html

• Marín González, Y., Montes-de la-Barrera, J. O., Hernández Riaño, H. E., & López Pereira, J. M. (2010, 01 15). Validación de la lúdica como herramienta metodológica complementaria en la enseñanza del método de producción tradicional y del método de producción de la teoría de restricciones (TOC) para el manejo de los entornos multitarea. Ingenieria, 14(1), 97-116.

• Pérez Rave, J. I. (2011, 03). Airplane of the muda: support tool for the teaching-learning experience of lean manufacturing. Revita Facultad de Ingenieria Universidad de Antioquia(55), 173-182.

• Pérez, J., Jaramillo, P., & Moreno, L. (2010). Marbles marketplace: support tool for the teaching-learning experience of linear programming. Revista de la Facultad de Ingeniería, 43-52.