DOI:
https://doi.org/10.14483/23448350.22486Published:
08/27/2025Issue:
Vol. 52 No. 1 (2025): January-April 2025(Continuos Publication)Section:
Research ArticlesAprendizaje basado en juegos de realidad alternativa en cursos universitarios de matemáticas
Alternate Reality Game-Based Learning in University Mathematics Courses
Keywords:
university course, higher education, educational game, mathematics, teaching method, alternate reality (en).Keywords:
curso universitario, educación superior, juego educativo, matemáticas, método de enseñanza, realidad alternativa (es).Downloads
Abstract (es)
Esta investigación tuvo como propósito diseñar e implementar una estrategia didáctica para los cursos de matemáticas de primer semestre en una institución universitaria colombiana, utilizando un juego de realidad alternativa como apoyo al proceso de enseñanza. Partiendo de un enfoque social de la educación matemática, que integra la matemática crítica y las etnomatemáticas, la propuesta buscó vincular el aprendizaje con problemáticas sociales y
contextos culturales, dotándolo de mayor relevancia y significado. El juego se centra en los conceptos de funciones lineales y cuadráticas, combinando una historia y una narrativa con actividades interactivas desarrolladas en entornos tanto físicos como virtuales. Este estudio interdisciplinario, que utilizó métodos cuantitativos y cualitativos, contó con la participación de cuatro grupos: dos grupos de control con enseñanza tradicional y dos grupos experimentales que trabajaron con el juego. Se documentaron los encuentros y se evaluaron los aprendizajes con herramientas de pensamiento cuantitativo. El análisis de los resultados resaltó que el juego fortaleció las habilidades de los estudiantes en torno a la descripción de problemas y la modelación matemática, aunque su impacto fue menos notorio en relación con el uso de gráficas cartesianas. Se destaca que combinar la enseñanza con tecnología accesible y juegos con retos o problemas matemáticos relacionados con la vida real enriquece la comprensión de las matemáticas.
Abstract (en)
This research sought to design and implement a didactic strategy for first-semester mathematics courses at a Colombian university institution, using an alternate reality game as support for the teaching process. Based on a social approach to mathematics education, which integrates critical mathematics and ethnomathematics, the proposal aimed to connect learning with social issues and cultural contexts, providing it with greater relevance and meaning. The game focuses on the concepts of linear and quadratic functions, combining a story and narrative with interactive activities carried out in both physical and virtual environments. This interdisciplinary study, which used quantitative and qualitative methods, involved four groups: two control groups with traditional teaching and two experimental groups who worked with the game. The sessions were documented, and learning was evaluated using quantitative reasoning tools. An analysis of the results highlighted that the game strengthened students’ skills in problem description and mathematical modeling, although its impact was less evident regarding the use of Cartesian graphs. It is emphasized that combining teaching with accessible technology and games involving mathematical challenges or problems related to real life enriches the understanding of mathematics.
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