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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/140432
La incorporación del componente gamificador en el aprendizaje motivacional de la literatura castellana: propuesta para 4º curso de la ESO
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En el presente trabajo se expondrán los beneficios de la inclusión del componente lúdico en el aprendizaje y la importancia de la incorporación de unas nuevas metodologías de enseñanza para optimizar el rendimiento y las capacidades del alumnado. Está dirigido a docentes que busquen ampliar su red de recursos para hacer más dinámicas sus clases de literatura. Se intenta definir con la mayor precisión qué es la gamificación y se pretenden poner de relieve los pilares fundamentales del juego, así como sus objetivos: la motivación, el docere delectando y el aprendizaje de unos valores como pueden ser la cooperación, la colaboración, el respeto y la responsabilidad, entre muchos otros. Seguidamente, se plantearán unos recursos gamificadores aplicados al aprendizaje de la literatura y que el docente pueda incluir en sus clases de cuarto de la ESO. A título ilustrativo, se aplicarán algunos de estos recursos a la unidad didáctica de la generación del 27.
The aim of this project is to show the benefits of the ludic component integration in the learning process as well as the importance of new teaching methodologies to optimize the students’ efficiency and capabilities. It is mainly addressed to teachers who are searching new resources to increase the dynamism in their literature lectures. It is focused on trying to define in the most precise way what the gamification is and the determination of the main game pillars and its main objectives: motivation, “docere delectando”, and important values such as cooperation, collaboration, respect and responsibility. Moreover, some gamification resources which could be applied to literature are presented in order to encourage teachers to include those resources in their lectures with 4th level high school students. Finally, as an example, some of these resources are applied to a “Generación del 27” didactic unit.
The aim of this project is to show the benefits of the ludic component integration in the learning process as well as the importance of new teaching methodologies to optimize the students’ efficiency and capabilities. It is mainly addressed to teachers who are searching new resources to increase the dynamism in their literature lectures. It is focused on trying to define in the most precise way what the gamification is and the determination of the main game pillars and its main objectives: motivation, “docere delectando”, and important values such as cooperation, collaboration, respect and responsibility. Moreover, some gamification resources which could be applied to literature are presented in order to encourage teachers to include those resources in their lectures with 4th level high school students. Finally, as an example, some of these resources are applied to a “Generación del 27” didactic unit.
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Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera, Facultat d'Educació, Universitat de Barcelona, Curs: 2018-2019, Tutor: Jorge González Batlle
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PAGÈS PALLARÉS, Elena. La incorporación del componente gamificador en el aprendizaje motivacional de la literatura castellana: propuesta para 4º curso de la ESO. [consulted: 18 of August of 2026]. Available at: https://hdl.handle.net/2445/140432