Conferencia
Permanent URI for this collectionhttps://hdl.handle.net/11285/636053
Presentación o disertación realizada dentro de un congreso o evento similar, o como evento académico independiente, tales como: Conferencia inaugural, conferencia magistral, conferencia de clausura.
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- Serious games affordances in financial complex scenarios: an activity theory analysis(Springer Link, 2024-10-23) Ramirez Montoya, María Soledad; Patiño Zúñiga, Irma Azeneth; Morales Chan, Miguel Antonio; Cárdenas Rodríguez, Yiny Paola; https://ror.org/03ayjn504Serious Games in education are designed to foster learning and skills development through structured play, specifically targeting educational outcomes rather than entertainment. This study aims to identify the learning affordances of a Serious Game for enhancing financial literacy among university students within complex financial scenarios. This study aimed to identify the learning affordances of a serious game designed to enhance financial literacy among university students, particularly within complex financial scenarios. Utilizing a qualitative research design, data were collected through a combination of surveys with open-ended questions and learning analytics derived from the game. Activity Theory-based content analysis was conducted on responses from 143 university students at a private institution in Mexico, using QDA Miner 5. The findings from this study reveal: (a) a diversity of perceived learning gains across six financial domains—Budgeting, Savings, Credit and Debt, Retirement, Investments, and Other; (b) a significant emphasis on financial concepts and the management of minor expenses, highlighting the game’s focus on comprehensive money management skills; and (c) key game elements linked to learning gains included savings minigames, ant minigames, quizzes, tasks, and time constraints. These results underscore the potential of serious games in fostering a practical understanding of financial literacy, suggesting important implications for educational communities and decision-makers in designing and implementing more effective educational technologies.
- Exploring the potential of game-based learning for promoting academic integrity and complex thinking(TEEM, 2023) Ramírez Montoya, María Soledad; Alfaro Ponce, Berenice; Patiño Zúñiga, Irma AzenethAcademic integrity refers to the adherence to ethical principles and values in academic settings. It involves the responsible and ethical use of information, proper citation and referencing, avoidance of plagiarism, honesty in examinations and assignments, and compliance with institutional and disciplinary guidelines and policies. The aim of this paper is to present the results of a game based intervention designed to train university students in academic integrity and complex thinking. In this qualitative study, thematic analysis was utilized to analyze data collected using an online questionnaire. Participants’ responses reveal their interactions with the game allowed them to openly discuss academic integrity issues in a safe, consequence-free environment. Our findings indicate that (A) the use of games as a means of interaction is a feasible approach to raise students' awareness of academic integrity since they allow open discussions on strategies to avoid involvement in situations of academic dishonesty; (B) the game mechanics designed to generate student interactions allow for the development of the sub-competencies of complex thinking; and (C) most of the participants perceived the game as a playful and useful learning experience. This research sheds light on the potential of game-based interactions to foster constructive dialogue and reflection on academic integrity.
