Learning about political systems while playing: Testing short-term knowledge retention through a role-play classroom game

Autores/as

DOI:

https://doi.org/10.21308/recp.60.02

Palabras clave:

aprendizaje activo, innovación, simulación, gamificación, experimento, conocimiento factual y procedimental

Resumen

El aprendizaje activo se ha ido integrando en los planes de estudio de Ciencias Políticas. Estudiantes y profesores se divierten, pero necesitamos evidencia para sustentar el nexo entre aprendizaje y juego para asegurarnos de que los alumnos aprenden más, o al menos lo mismo, que con las metodologías tradicionales. En este trabajo se comprueba el efecto del aprendizaje basado en el juego en la adquisición de conocimientos sobre los sistemas políticos. Llevamos a cabo un cuasi experimento en una universidad española con estudiantes de segundo curso de la carrera de Ciencias Políticas. Dos grupos fueron expuestos al tratamiento (juego de rol), y el tercero a una clase tradicional. Realizamos un análisis multimétodo para explorar los datos. Los resultados confirman que los expuestos a los juegos de rol tienen una mayor retención de conocimiento a corto plazo sobre los sistemas políticos que aquellos que recibieron solo clases tradicionales. El principal factor sociodemográfico asociado con la retención de conocimientos es la nota media. El análisis cualitativo revela que los estudiantes perciben un refuerzo de sus competencias y reconocen la utilidad de los juegos de rol en la enseñanza de las fórmulas electorales, los beneficios de la redistribución y el comercio y la toma de decisiones en los sistemas políticos.

Citas


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Publicado

2022-11-28

Cómo citar

Cruz-Martínez, G., Soto, Óliver, & Benito, A. B. (2022). Learning about political systems while playing: Testing short-term knowledge retention through a role-play classroom game. Revista Española De Ciencia Política, (60), 53–83. https://doi.org/10.21308/recp.60.02

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