Krathwohl, A taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy, Nueva York: Addison Wesley Longman, 2001. Ott, “Field assessment of Serious Games for Entrepreneurship in Higher Education,” Journal of Convergence Information Technology, vol. Schreurs, “Constructivism Based Blended Learning in Higher Education,” International Journal of Emerging Technologies in Learning (iJET), vol. Lester, “Individual Differences in Gameplay and Learning: A Narrative-Centered Learning Perspective”, en Proceedings of the Fifth International Conference on the Foundations of Digital Games (FDG), Monterrey - California, 2010. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Nueva Jersey: Pearson Education, 2015. Kalmpourtzis, “Developing kindergarten students’ game design skills by teaching game design through organized game design interventions,” Multimedia Tools and Applications, vol. Vasalou, “Bridging serious games and participatory design”, Int J Child-Computer Interact, n.° 2, pp. Barab, eds., Cambridge: Cambridge University Press, pp. Peppler, “Developing Gaming Fluencies with Scratch”, en Games, Learning, and Society: Learning and Meaning in the Digital Age C.
#CINEMATICA EN FISICA DEFINICION SOFTWARE#
Tsoukalas, “Designing educational software with students through collaborative design games: The We! Design & Play framework,” Computers & Education, vol. Bekker, “The Nature of Child Computer Interaction”, BCS-HCI ‘11 Proc 25th BCS Conf.Human-Computer Interact, pp. Pellicone, “Traversing Transmedia Together: Co-designing an Educational Alternate Reality Game for Teens, With Teens”, in: Proceedings of the The 15th International Conference on Interaction Design and Children. Disponible en: /id/eprint/32662/1/review-of-e-Learning-theories.pdf.
de Freitas, “Review of e-learning theories, frameworks and models”, en Joint Information Systems Committee, pp. C McDermott, “A perspective on teacher preparation in physics and other sciences: The need for special science courses for teachers”, American Journal of Physics, 58, 734-742, 1990. A usability inspection was carried out for evaluation purposes, based on the ten Nielsen heuristic principles of usability, which yielded various recommendations: it would be necessary to improve a future version of the game in some aspects related to the principles of consistency and standards, help and documentation, and visibility of the system. The proposed serious game was built based on a model in which pedagogical and playful aspects of this type of interactive tools are considered, among which the definition of learning objectives, the design of the playful component of the game, and interface design are taken into account. This development is mainly driven by the difficulties evidenced in high school students regarding appropriation of knowledge of kinematics. Similarly, the proposed serious game is intended to serve as a reference for the construction of serious games in different application contexts. The experience obtained in the construction of a serious game prototype is presented in this paper, aimed at supporting the development of physics courses in secondary education, and including game-oriented processes in the learning process.
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