Gaming practices and technologies in education: their educational potential, limitations and problems in the world-of-work and world-of-play context
DOI:
https://doi.org/10.20952/revtee.v13i32.14276Palabras clave:
juego, gamificación, ludificación, ontología, pedagogía, filosofía de la educaciónResumen
En el presente artículo discuten las posibilidades, limitaciones y problemas potenciales relacionados con el uso de tecnologías lúdicas (tales como la ludificación/ gamificación) en la educación. Para lograr tal objetivo, contemplamos los juegos desde el punto de vista ontológico en calidad de realidades condicionales. La concepción del Mundo-del-trabajo y el Mundo-del-juego, desarrollada a partir de las ideas de la fenomenología sobre el lifeworld y las Multiple Realities, son la base metodológica cuya aplicación en el análisis y la diferenciación de las formas lúdicas y no lúdicas de las actividades constituye la novedad de este artículo. Durante el estudio llegamos a las siguientes conclusiones: el problema con la transformación de la educación en una actividad lúdica es que los participantes se acostumbran a percibir el Mundo-del-trabajo (deudas, presiones) de manera análoga al Mundo-del-juego (deseos, libertades) y la escuela pierde su rol como agente de socialización que prepara para la vida, la cual llega frecuentemente como un Mundo-del-trabajo-y-de-cuidados en lugar de un Mundo-del-juego; o el alumno se harta de las actividades lúdicas y pierden todo el atractivo (incluyendo la sospecha de que estas últimas están viciadas con técnicas de manipulación). En conclusión, llegamos a la compresión de que la educación basada en juegos, a pesar de todas sus virtudes, no debe ser asumida como una panacea.
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