Ключевые слова

Multiple Intelligences, videogames, gamification, assesment, intervention, digital tools, education

Резюме

Howard Gardner revolutionized the concept of intelligence with his Multiple Intelligences Theory. His vision was widely supported by the educational community, which considers different forms of learning and accessing knowledge. Despite its impact, there is still a lack of development of tools that can easily, practically and reliably evaluate multiple intelligences. This work describes the design, development, and piloting of TOI (Tree of Intelligences) software, a digital tool to evaluate multiple intelligences and perform interventions through video games. The aim of the study is to present the design of the TOI software and test its operation, analysing the distribution of the results game by game and checking whether there are differences according to gender or school year. A total of 372 primary school students participated, aged 5 to 9 years old (M=7.04, SD=.871), from three schools in Asturias and Madrid. The results show that 9 out of 10 games had a normal distribution and that there were no gender differences in most games, but there were differences in relation to the school year. We concluded that due to its operation and design TOI software has the potential be a suitable instrument for the evaluation and intervention of multiple intelligences.

Посмотреть инфографику

Ссылки

Alfageme, B., & Sánchez, P. (2002). Learning skills with videogames. [Aprendiendo habilidades con videojuegos]. Comunicar, 19, 114-119. https://bit.ly/2P27D77

Link Google Scholar

Armstrong, T. (2006). Inteligencias múltiples en el aula. Barcelona: Paidós.

Link Google Scholar

Asociación Española de Videojuegos (Ed.) (2015). Anuario de la industria del videojuego. https://bit.ly/2bRFQq9

Link Google Scholar

Ballester, P. (2001). Las inteligencias múltiples: Un nuevo enfoque para evaluar y favorecer el desarrollo cognitivo (Tesis de Licenciatura). Murcia: Universidad de Murcia.

Link Google Scholar

Ballesteros, S., Mayas, J., Ruiz-Marquez, E., Prieto, A., Toril, P., De-Leon, L.P., & Avilés, J.M.R. (2017). Effects of video game training on behavioral and electrophysiological measures of attention and memory: Protocol for a randomized controlled trial

Link DOI | Link Google Scholar

Bartolomé-Pina, M. (2017). Diversidad educativa. ¿Un potencial desconocido? Revista de Investigación Educativa, 35(1), 15-33. https://doi.org/10.6018/rie.35.1.275031

Link DOI | Link Google Scholar

Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers and Education, 106, 43-55. https://doi.org/10.101

Link DOI | Link Google Scholar

Del-Moral Pérez, M.E., Fernández-García, L.C., & Guzmán-Duque, A.P. (2015). Videojuegos: Incentivos multisensoriales potenciadores de las inteligencias múltiples en Educación Primaria. Electronic Journal of Research in Educational Psychology, 13(2), 243-2

Link DOI | Link Google Scholar

Del-Moral-Pérez, M., Guzmán-Duque, A., & Fernández-García, L. (2018). Game-based learning: Increasing the logical-mathematical, naturalistic, and linguistic learning levels of primary school students. Journal of New Approaches in Educational Research, 7(1

Link DOI | Link Google Scholar

Del-Pozo, M. (2005). Una experiencia a compartir: las inteligencias múltiples en el Colegio Montserrat. Barcelona: Fundación M. Pilar Mas. https://bit.ly/2LoEMrc

Link Google Scholar

Díaz, J., & Troyano, Y. (2013). El potencial de la gamificación aplicado al ámbito educativo. III Jornadas de Innovación Docente. Innovación Educativa: respuesta en tiempos de incertidumbre. https://bit.ly/2Pvzpdb

Link Google Scholar

Dorado, S., & Gewerc, A. (2017). El profesorado español en la creación de materiales didácticos: Los videojuegos educativos. Digital Education Review, 31, 176-195. https://bit.ly/2BF9soC

Link Google Scholar

Escamilla, A., (2014). Inteligencias múltiples. Claves y propuestas para su desarrollo. Barcelona: Graó. https://bit.ly/2LlZ8RQ

Link Google Scholar

Ferrándiz, C. (2000). Inteligencias múltiples y currículum escolar (Tesis de Licenciatura). Murcia: Universidad de Murcia.

Link Google Scholar

Ferrándiz, C., Prieto, M.D., Ballester, P., & Bermejo, M.R. (2004). Validez y fiabilidad de los instrumentos de evaluación de las Inteligencias Múltiples en los primeros niveles instruccionales. Psicothema, 16(1), 7-13. https://bit.ly/2whZio7

Link Google Scholar

Ferrer, J.R. (2018). Juegos, videojuegos y juegos serios: Análisis de los factores que favorecen la diversión del jugador. Miguel Hernández Communication Journal, 9, 191-226. https://doi.org/10.21134/mhcj.v0i9.232

Link DOI | Link Google Scholar

Finney, S.J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In G.R. Hancock, & R.O. Muller (Eds.), Structural equation modeling: A second course (pp. 269-314). Greenwich, CT: Information Age.

Link Google Scholar

Gardner, H. (2012). La inteligencia reformulada. Las inteligencias múltiples en el siglo XXI. Barcelona: Paidós. https://bit.ly/2OWZf8Y

Link Google Scholar

Gardner, H. (2013). Inteligencias múltiples. La teoría en la práctica. Barcelona: Paidós. https://bit.ly/2o4edi0

Link Google Scholar

Gardner, H., Feldman, D., & Krechevsky, M. (Comps.) (2008). El proyecto Spectrum: Manual de evaluación para la educación infantil (Tomo III). Madrid: Morata. https://bit.ly/2MqXbsW

Link Google Scholar

Gomis, N. (2007). Evaluación de las inteligencias múltiples en el contexto educativo a través de expertos, maestros y padres (Tesis doctoral). Alicante; Universidad de Alicante.

Link Google Scholar

Gramigna, A., & González-Faraco, J.C. (2009). Learning with videogames: Ideas for a renewal of the theory of knowledge and education. [Videojugando se aprende: renovar la teoría del conocimiento y la educación]. Comunicar, 33(17), 157-164. https://doi.or

Link DOI | Link Google Scholar

Hsu, D., & Marshall, G.A. (2017). Primary and secondary prevention trials in Alzheimer disease: looking back, moving forward. Current Alzheimer Research, 14(4), 426-440. https://doi.org/10.2174/1567205013666160930112125

Link DOI | Link Google Scholar

Marín-Díaz, V., & García-Fernández, M.A. (2005). Los videojuegos y su capacidad didáctico-formativa. Pixel-Bit, 26, 113-119. https://bit.ly/2P27D77

Link Google Scholar

Marín-Díaz, V., López, M., & Maldonado, G.A. (2015). Can gamification be introduced within primary classes? Digital Education Review, 27, 55-68. https://bit.ly/2xLZcqq

Link Google Scholar

Oh, S.J., Seo, S., Lee, J.H., Song, M.J., & Shin, M.S. (2018). Effects of smartphone-based memory training for older adults with subjective memory complaints: a randomized controlled trial. Aging & Mental Health, 22, 4, 526-534. https://doi.org/10.1080/1

Link DOI | Link Google Scholar

Prena, K., & Sherry, J.L. (2018). Parental perspectives on video game genre preferences and motivations of children with Down syndrome. Journal of Enabling Technologies, 12(1), 1-9. https://doi.org/10.1108/JET-08-2017-0034

Link DOI | Link Google Scholar

Prieto, M.D. & Ballester, P. (2003). Las inteligencias múltiples. Diferentes formas de enseñar y aprender. Madrid: Pirámide. https://bit.ly/2NbyLQx

Link Google Scholar

Prieto, M.D., & Ferrándiz, C. (2001). Inteligencias múltiples y currículum escolar. Málaga: Aljibe. https://bit.ly/2woWupk

Link Google Scholar

Quiroga, M.A., Román, F.J., De-La-Fuente, J., Privado, J., & Colom, R. (2016). The measurement of intelligence in the XXI Century using video games. The Spanish Journal of Psychology, 19(89), 1-13. https://doi.org/10.1017/sjp.2016.84.

Link DOI | Link Google Scholar

Sedeño, A. (2010). Videogames as cultural devices: Development of spatial skills and application in learning [Videojuegos como dispositivos culturales: las competencias espaciales en educación]. Comunicar, 17(34), 183-189. https://doi.org/10.3916/C34-201

Link DOI | Link Google Scholar

Starks, K. (2014). Cognitive behavioral game design: A unified model for designing serious games. Frontiers in Psychology, 5(28). https://doi.org/10.3389/fpsyg.2014.00028

Link DOI | Link Google Scholar

Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media, Inc. https://bit.ly/2w6oEWF

Link Google Scholar

Fundref

Эта работа не имеет финансовой поддержки

Crossmark

Техническая спецификация

Получила: 29-05-2018

пересмотренный: 15-07-2018

Принятый: 01-08-2018

OnlineFirst: 15-11-2018

Дата публикации: 01-01-2019

Время пересмотра статьи: 47 дней | Среднее время пересмотра вопроса 58: 41 дней

Время принятия статьи: 64 дней | Время приема Номер 58: 74 дней

Время редактирования препринта: 172 дней | Выпуск препринта среднего времени редактирования 58: 182 дней

Время редактирования статьи: 217 дней | Среднее время редактирования журнала 58: 227 дней

метрика

Метрики этой статьи

Просмотров: 32870

Ознакомление с аннотациями: 23566

загрузки PDF-файлов: 9304

Полные метрики 58

Просмотров: 277908

Ознакомление с аннотациями: 214835

загрузки PDF-файлов: 63073

Цитируется

Цитаты в Web of Science

Garcia-Redondo, Patricia; Garcia, Trinidad; Areces, Debora; Carlos Nunez, Jose; Rodriguez, Celestino; . Serious Games and Their Effect Improving Attention in Students with Learning Disabilities Diagnostic and Statistical Manual of Mental Disorders: Dsm-5, 2019.

https://doi.org/10.3390/ijerph16142480

Mojena Wilce, Yolanda; Salcines-Talledo, Irina; . Students' perceptions of the educational value of videogames and their design as a pedagogical strategy REVISTA VIRTUAL UNIVERSIDAD CATOLICA DEL NORTE, 0.

https://doi.org/10.35575/rvucn.n64a2

Romero Rodrigo, Mercedes; Lopez Mari, Maria; . Lights, shadows and challenges of teachers around gamification supported by ICT: a study with teachers in training REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO, 2021.

https://doi.org/10.6018/reifop.470991

#EANF#; . Dimensions and Indicators of Formative Meta-Assessment - A Suggestion for Assessment in Higher Education Revista Cubana de Educación Superior, 2020.

https://doi.org/#EANF#

Цитаты в Scopus

García-Redondo, P., García, T., Areces, D., Núñez, J.C., Rodríguez, C.. Serious games, their effect improving attention in students with learning disabilities), International Journal of Environmental Research, Public Health, .

https://doi.org/10.3390/ijerph16142480

Sudsanguan, S., Tangwannawit, S., Chintakovid, T. . Tangible user interface design for learners with different multiple intelligence), International Journal of Electrical and Computer Engineering, .

https://doi.org/10.11591/ijece.v11i4.pp3381-3392

Rodrigo, M.R., Marí, M.L. . Lights, shadows and challenges of teachers around gamification supported by ICT: A study with teachers in training | [Luces, sombras y retos del profesorado entorno a la gamificación apoyada en TIC: Un estudio con maestros en formación]), Revista Electronica Interuniversitaria de Formacion del Profesorado, .

https://doi.org/10.6018/REIFOP.470991

Цитаты в Google Scholar

García-Ruíz, R., Arellano, P. R., & Pérez-Escoda, A. (2019). 10 Juegos en redes sociales: valores subyacentes y posibilidades educativas. JUEGOS Y SOCIEDAD:: DESDE LA INTERACCIÓN A LA INMERSIÓN PARA EL CAMBIO SOCIAL, 79.

http://tauja.ujaen.es/handle/10953.1/13075

Paolizzo, F. (2019). M-GWAP: An Online and Multimodal Game With A Purpose in WordPress for Mental States Annotation. arXiv preprint arXiv:1905.12884.

...

García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious games and their effect improving attention in students with learning disabilities. International journal of environmental research and public health, 16(14), 2480.

https://www.mdpi.com/1660-4601/16/14/2480

Cabero-Almenara, J., Cejudo, M. D. C. L., & Ortiz, R. V. (2019). THE FORMATIVE SCENARIO OF VIDEOGAMES AND GAMIFICATION: CONTRIBUTIONS FROM PUBLICATIONS IN SPANISH SCIENTIFIC JOURNALS OF EDUCATION AND SOCIAL SCIENCES. Experiences and perceptions of pedagogical practices with, 113.

...

Hernando Brecht, S. (2019). Videojuegos y educación: propuesta de intervención socioeducativa.

https://uvadoc.uva.es/handle/10324/38159

Rico Clavellino, G. M. (2020). MULTIPLE INTELLIGENCES AND ICT TOOLS (VIDEO GAMES/2D-3D SOFTWARES) FOR TEACHING CLIL TECHNICAL DRAWING.

https://www.seer.ufrgs.br/InfEducTeoriaPratica/article/view/103787

Kaimara, P., Fokides, E., Oikonomou, A., Atsikpasi, P., & Deliyannis, I. (2019). Αξιολόγηση 2D και 3D ψηφιακών εκπαιδευτικών παιχνιδιών από φοιτητές-παίκτες: η σημασία των χαρακτηριστικών τους. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 5, 36-56.

https://ejournals.epublishing.ekt.gr/index.php/dialogoi/article/view/20704

López Marí, M. (2020). La gamificación como estrategia metodológica para la inclusión en Educación Primaria.

https://roderic.uv.es/handle/10550/76535

Jeffery, L. (2019). Preservice Teachers' Perceptions of Readiness for Teaching in a 1: 1 Classroom.

https://link.springer.com/chapter/10.1007/978-3-030-68017-6_24

de Quadros, C. E. P., de Lima Bicho, A., & Adamatti, D. F. (2020). A teoria das Inteligências Múltiplas contextualizada com Educação, Neurociência e Pensamento Computacional: uma revisão sistemática. Informática na educação: teoria & prática, 23(2).

https://arxiv.org/abs/1905.12884

Garmen, P., Rodríguez, R., García, T., García-Redondo, P., & Suárez, N. E. (2018). Potencial de los Videojuegos Para Intervenir con Dificultades de Aprendizaje. Novática, 240.

...

Xhomara, N., & Shkembi, F. (2020). The influence of multiple intelligences on learning styles in teaching and learning. Journal of Applied Technical and Educational Sciences, 10(1), 19-48.

http://real.mtak.hu/116039/

Hernández, M., Villarroel, V., & Zambrano, J. (2020). Dimensiones e indicadores para la metaevaluación de los aprendizajes: reflexión y propuesta del campo teórico de la evaluación en educación superior. Revista Cubana de Educación Superior, 39(2).

http://scielo.sld.cu/scielo.php?pid=S0257-43142020000200003&script=sci_arttext&tlng=en

Bolaños-Pasquel, M., Silva-Barragán, M., Acosta-Rodas, P., Cóndor-Herrera, O., Cruz-Cárdenas, J., & Ramos-Galarza, C. (2021, February). Technological Resources to Stimulate Multiple Intelligences: Verbal-Linguistic and Logical-Mathematical. In International Conference on Intelligent Human Systems Integration (pp. 159-164). Springer, Cham.

#EANF#

Wilce, Y. M., & Salcines-Talledo, I. (2021). Percepciones de los estudiantes de Educación Secundaria sobre el valor educativo de los videojuegos y su diseño como estrategia pedagógica//Students' perceptions of the educational value of videogames and their design as a pedagogical strategy. Revista Virtual Universidad Católica del Norte, (64), 5-40.

https://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/1272

Rodrigo, M. R., & LÓPEZ, M. (2021). Luces, sombras y retos del profesorado entorno a la gamificación apoyada en TIC: un estudio con maestros en formació: Lights, shadows and challenges of teachers around gamification supported by ICT: a study with teachers in training. Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(2).

https://revistas.um.es/reifop/article/view/470991

Sudsanguan, S., Tangwannawit, S., & Chintakovid, T. (2021). Tangible user interface design for learners with different multiple intelligence. International Journal of Electrical & Computer Engineering (2088-8708), 11(4).

https://digitalrepository.unm.edu/educ_teelp_etds/291/

Скачать

Альтернативные метрики

Как процитировать

Garmen, P., Rodríguez, C., García-Redondo, P., & San-Pedro-Veledo, J. (2019). Multiple intelligences and video games: Assessment and intervention with TOI software. [Inteligencias múltiples y videojuegos: Evaluación e intervención con software TOI]. Comunicar, 58, 95-104. https://doi.org/10.3916/C58-2019-09

Доля

           

Почтовый ящик 527

21080 Уэльва (Испания)

Администрация

Редакция

Creative Commons

Данный сайт использует куки-файлы для получения статистических данных о навигации своих пользователей. Если вы продолжите просмотр, мы считаем, что вы принимаете его использование. +info X