LA GAMIFICACIÓN EN NIÑOS Y NIÑAS CON SÍNDROME DE DOWN
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2022-04-06
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Jaén: Universidad de Jaén
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[ES] La gamificación constituye hoy día una de las metodologías activas más influyentes dentro del contexto educativo. Su introducción en el aula se ha visto incrementada respectivamente debido al avance de las nuevas tecnologías, y las ventajas que estas suponen para niños, jóvenes y adultos. Conformando así un sistema rápido que brinde soluciones mediante las que el usuario aprenda a través de una experiencia gratificante (Lee et al., 2013). En este Trabajo de Fin de Máster se realiza una revisión bibliográfica rigurosa, en diferentes bases de datos, analizando aquellos documentos que hagan uso de las metodologías gamificadas en niños con síndrome de Down pertenecientes a educación primaria. Restringiendo para ello los criterios a los últimos diez años y con el corte de edad de la muestra comprendido entre 6 y 12 años. Para finalmente afirmar los beneficios que la metodología planteada posee en estos individuos.
[EN] Gamification is nowadays one of the most influential active methodologies in the educational context. Its introduction in the classroom has increased respectively due to the advancement of new technologies, and the advantages that these have for children, young people and adults. Thus forming a fast system that provides solutions through which the user learns through a rewarding experience (Lee et al., 2013). In this Master's thesis, a rigorous literature review is carried out in different databases, analysing those documents that make use of gamified methodologies in children with Down syndrome in primary education. Restricting the criteria to the last ten years and with the age range of the sample between 6 and 12 years old. In order to finally affirm the benefits that the proposed methodology has on these individuals.
[EN] Gamification is nowadays one of the most influential active methodologies in the educational context. Its introduction in the classroom has increased respectively due to the advancement of new technologies, and the advantages that these have for children, young people and adults. Thus forming a fast system that provides solutions through which the user learns through a rewarding experience (Lee et al., 2013). In this Master's thesis, a rigorous literature review is carried out in different databases, analysing those documents that make use of gamified methodologies in children with Down syndrome in primary education. Restricting the criteria to the last ten years and with the age range of the sample between 6 and 12 years old. In order to finally affirm the benefits that the proposed methodology has on these individuals.