Video games in the classrooms: implications of a disruptive innovation to develop the Multiple Intelligences

  • María Esther del Moral Pérez Universidad de Oviedo
  • Laura Carlota Fernández García Universidad de Oviedo
Keywords: educational innovation, multiple intelligences, video games, community of practice

Abstract

The present study aims to identify the framework of personal, organizational and technical variables that contribute to the viability and successful of innovative educational practices with video games within the school context to enhance the multiple intelligences. For this purpose, advantage was taken on the information previously collected through a questionnaire about the views, thoughts and experiences of a group of teachers of childhood and primary education (N=25) who voluntarily participated in a blended training activity from Center of Teachers (CEFIRE) of Valencia, around a community of practice aimed at promoting and advising projects for implementing educational video games in the classroom.

The mixed methodology adopted has allowed the following: a) describe the relationship between their degree of development and daily use made of ICT in the classroom, their level of familiarity with video games,  their previous experience to integrate them for educational purposes..., and their participation in projects that focus on game-based learning; b) conduct content analysis of the opinions and thoughts expressed in a forum for teachers on innovation on and methodological strategies adopted reflected in a virtual board; and c) develop a SWOT analysis: Strengths, Weaknesses, Opportunities and Threats inherent in the implementation of experience with video games in the classroom.

Among the conclusions, it is highlighted that, even though most did not have specific training or enough technological resources and the planning and implementation of innovation required them a great investment of time, their personal interest, the support given by members of the online community of practice, helped to encourage their activity, along with receptivity, positive attitude and high motivation of students with the experience. These aspects have been crucial to promote successful innovative practices with video games.

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Author Biographies

María Esther del Moral Pérez, Universidad de Oviedo

Catedrática EU de TIC aplicadas a la Educación

Área de Didáctica y Organización Escolar

Facultad de Formación del Profesorado y Educación

Universidad de Oviedo

Laura Carlota Fernández García, Universidad de Oviedo

Becaria de Investigación Severo Ochoa

Departamento de CC de la Educación

Universidad de Oviedo

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Published
2015-02-24
How to Cite
del Moral Pérez M. E. y Fernández García L. C. (2015). Video games in the classrooms: implications of a disruptive innovation to develop the Multiple Intelligences. Revista Complutense de Educación, 26, 97-118. https://doi.org/10.5209/rev_RCED.2015.v26.44763