Maximum Consequentia: un videojuego educativo para ejercitar la comprensión lectora

Abstract

The objective of this paper is to present a research report about the design, development and pilot of a video game to exercise reading comprehension of Spanish mother tongue (L1).

Since 2003, many experts (Peten, 2005; Rice; 2007; Sanford & Madill, 2007; Compton-Lilly, 2007; Squire, 2008; Jolley, 2008; Piirainen-Marsh & Tainio, 2009;  Trespalacios, Chamberlain & Gallagher, 2011; Lindgren & McDaniel, 2012; Bogers & Sproedt,  2012; Baker, 2013) have developed educational research work to determine whether video games help to learn (even those stigmatized as violent) and what happens when tools like this are part of a process of learning and reading comprehension. Likewise, video games have been studied in the area of cognitive psychology, as to whether video games arouse enough curiosity to motivate student learning (Jolley, 2008; Kirriemuir & McFarlane, 2011).

The researcher preferred to design and develop an educational game for the students’ s reading comprehension online exercise as playful learning, than use a commercial game. For this, the author worked for two years in various phases of the project, from the literature review to the implementation of a pilot in which students rated their impressions about the validity of the exercise of reading comprehension through a video game. It can be concluded that students show a greater acceptance of exercise through the game that using the traditional way.

DOI: http://dx.doi.org/10.15304/ie.25.1919