El campus escolar 'Historia y videojuegos': diseño, resultados y conclusiones

Abstract

En el presente trabajo se pretende exponer el diseño, los resultados y las conclusiones del Campus Escolar ‘Historia y Videojuegos’, organizado por la Universidad Pública de Navarra entre el 28 de agosto y el 1 de septiembre de 2017. Este Campus suponía la culminación de una serie de talleres didácticos realizados en Centros de Educación Primaria y Secundaria con videojuegos comerciales de estrategia histórica. Se pretendía realizar una experiencia didáctica en un contexto extraescolar en el que los investigadores tuvieran libertad y control durante todo el proceso. Con las estrategias didácticas emprendidas y los cuestionarios respondidos por los alumnos, se pretendía averiguar, por un lado, el grado de fiabilidad que los alumnos otorgaban a los contenidos históricos de los videojuegos, y por otro, si los videojuegos permitirían a los alumnos desarrollar competencias de pensamiento histórico.

This study tries to show the design, results and conclusions of the Summer School ‘History and video games’ that took place between August 28th and September 1st of 2017 at the Universidad Pública de Navarra. This Summer School was the culmination of several educational workshops focused onhistorical strategy videogames which were conducted in different courses of primary and secondary education. We tried to develop a teaching experience in a context outside the school. A specific teaching experience in which researchers always had control and were always free to act through the whole didactical process. Once the didactic strategies were finished and the different surveys were answered by the students, we had two main goals. On one side, we wanted to analyse the degree of credibility that these students gave to the historical contents of these video games. On the other side, we wanted to analyse if these video games gave our students an advantage to accomplish the competences of historical thinking.