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2019, Número 2

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Revista Cubana de Educación Médica Superior 2019; 33 (2)


Revisión sistemática de juegos serios para la educación médica. Rol del diseño en la efectividad

Agudelo-Londoño S, González RA, Pomares A, Delgadillo V, Muñoz Ó, Cortes A, Gorbanev I

Idioma: Español
Referencias bibliográficas: 41
Paginas: 1-16
Archivo PDF: 361.92 Kb.


RESUMEN

Introducción: La literatura pedagógica propone los juegos serios (serious games) como herramientas efectivas para el aprendizaje; sin embargo, los estudia como si fueran productos homogéneos que se diferencian solo por la temática. Así, sus diseños no se discuten y se dejan a la discreción de cada profesor-creador.
Objetivo: Establecer la relación entre la efectividad en los resultados de aprendizaje y los criterios de diseño de los juegos para la educación médica.
Métodos: Revisión sistemática de la literatura de juegos médicos, publicados entre 2011 y 2015 en inglés, español y portugués, siguiendo pautas de la Colaboración Cochrane. Sobre la base de la literatura, se construyó un sistema con 15 criterios de diseños para evaluar los juegos y se estableció una comparación con la efectividad reportada.
Resultados: En los 26 artículos finales revisados los resultados de aprendizaje fueron positivos, en general, y los criterios de diseño de los juegos sí afectaron la efectividad en los resultados de aprendizaje. El grado de estos efectos y el nivel de evidencia científica variaron según los criterios de diseño.
Conclusiones: La relación encontrada entre el diseño del juego y la efectividad en el aprendizaje debe conducir a desarrollos de juegos serios que potencien las propuestas ludificadas con un uso consciente de los criterios técnicos.


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