Resumen

MONTES GONZALEZ, Jairo Andrés; OCHOA-ANGRINO, Solanlly; BALDEON PADILLA, David S.  y  BONILLA SAENZ, Mariana. Educational Videogames and Scientific Thinking: Analysis from the Cognitive, Metacognitive and Motivational Components. educ.educ. [online]. 2018, vol.21, n.3, pp.388-408. ISSN 0123-1294.  https://doi.org/10.5294/edu.2018.21.3.2.

A literature review is presented to identify diverse research positions on the use of videogames in educational contexts. These positions were differentiated based on two categorizations. Firstly, aspects privileged by research for favoring scientific thinking development, such as cognitive, metacognitive and/or motivational components, were categorized. Secondly, the type of representation that research assumed when introducing videogames in education was classified. This classification derived in the proposal of two levels of representation: the level of integration, which refers to the conception of the use of videogames for their potential to present contents, transmit and communicate information; and the level of reorientation, which refers to a conception where the videogame is not the focus, but its potential to promote high-order skills, build knowledge and create interactions in an educational context. It is concluded that it is relevant to define under what representation, conditions and characteristics a videogame is used in educational contexts since this may or may not bolster the potential of this resource as a cultural tool in education.

Palabras clave : Metacognition; motivation; problem solving; educational technology; video games.

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