Revisión sistemática: beneficios de los juegos de mesa en el ámbito de la educación social con menores de entre 6 y 18 años
Resumen El presente artículo aborda la revisión sistemática de literatura con el objetivo de estudiar —si existen— beneficios que mejoren el desarrollo integral de niños/as y adolescentes (entre 6 y 18 años) cuando se utilizan juegos de mesa ya sean comerciales o diseñados con un fin concreto. Mediante este estudio se da respuesta a interrogantes como: ¿Tienen los juegos de mesa beneficios, más allá de la mera diversión, a nivel educativo y/o social en niños y adolescentes? ¿Cuáles son estos beneficios? ¿En qué ámbitos o niveles son desarrollados? ¿Los juegos utilizados son juegos creados por los propios participantes/investigadores o juegos de mesa comerciales? Para ello se analizaron las producciones científicas del período 2016 a 2020. Los resultados muestran el creciente interés sobre esta temática en los últimos años. Del mismo modo, se plasman las principales ventajas que tienen la implementación de los juegos de mesa en tres ámbitos de actuación: sanitario, escolar y social. Se concluye que los juegos son recursos y herramientas que se encuentran a disposición de todo aquel que quiera hacer uso de estos, pero no son excluyentes. Es decir, utilizar el juego de mesa como propuesta en nuestros planes socioeducativos (de prevención o intervención) no significa su uso exclusivo y aislado de otros recursos o metodologías. Pueden llegar a utilizarse combinándolos con otros métodos.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Amelia, V. L., Setiawan, A., & Sukihananto. (2019). El juego de mesa como medio educativo para el conocimiento sobre la prevención del dengue en niños en edad escolar. Enfermería Global, 18(4), 254–272. 10.6018/eglobal.18.4.336611
Bassey, D. B., Mogaji, H. O., Dedeke, G. A., Akeredolu-Ale, B. I., Abe, E. M., Oluwole, A. S., Adeniran, A. A., Agboola, O. A., Mafiana, C. F., & Ekpo, U. F. (2020). The impact of Worms and Ladders, an innovative health educational board game on Soil-Transmitted Helminthiasis control in Abeokuta, Southwest Nigeria. PLOS Neglected Tropical Diseases, 14(9), e0008486. 10.1371/journal.pntd.0008486
Beltrán, O. A. (2005). Revisiones sistemáticas de la literatura. Revista Colombiana de Gatroenterología, 20(1), 60-69.
Benzing, V., Schmidt, M., Jäger, K., Egger, F., Conzelmann, A., & Roebers, C. M. (2019). A classroom intervention to improve executive functions in late primary school children: Too ‘old’ for improvements? British Journal of Educational Psychology, 89(2), 225-238. 10.1111/bjep.12232
Berge, J. M., Telke, S., Tate, A., & Trohfolz, A. (2019). Utilizing a Board Game to Measure Family/Parenting Factors and Childhood Obesity Risk. Journal of Nutrition Education and Behavior, 51(4), 419-431. 10.1016/j.jneb.2018.12.008
Bettini, A., Amore, E., Vagnoli, L., Maffei, F., & Martin, R. (2019). Acceptability and feasibility of a therapeutic board game for children and adolescents with cancer: the Italian version of Shop Talk. Supportive Care in Cancer, 27(12), 4479-4485. 10.1007/s00520-019-04755-8
Bursikova, D., Kohout, J., Kosikova, V., & Lohrova, K. (2020). Educational interventions improving knowledge about epilepsy school children. Epilepsy & Behavior, 115(107640), 1–8. 10.1016/j.yebeh.2020.107640
Cai, J., Perry, B., Wong, N.-Y., & Wang, T. (2009). What is effective teaching? En J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), Effective Mathematics Teaching from Teachers’ Perspectives: National and Crossnational Studies (pp. 1-36). Sense. 10.1163/9789087908225_002
Cardinot, A., & Fairfield, J. A. (2019). Game-Based Learning to Engage Students With Physics and Astronomy Using a Board Game. International Journal of Game-Based Learning (IJGBL), 9(1), 42–57. 10.4018/IJGBL.2019010104
Chen, S., Husnaini, S. J., & Chen, J. J (2020). Effects of games on students’ emotions of learning science and achievement in chemistry, International Journal of Science Education, 42(13), 1–22. 10.1080/09500693.2020.1817607
Clarivate Analytics. (2017). Emerging sources citation index. http://wokinfo.com/media/pdf/ESCI_Fact_Sheet.pdf
Cocchiara, R. A., Sestili, C., di Bella, O., Backhaus, I., Sinopoli, A., D’Eglio, V., Lia, L., Saulle, R., Mannocci, A., & La Torre, G. (2020). “GiochiAMO”, a Gaming Intervention to Prevent Smoking and Alcohol Habits Among Children: A Single-Arm Field Trial. Games for Health Journal, 9(2), 1–8. 10.1089/g4h.2019.0125
Collins T. A., Hawkins R. O., Flowers E. M., Kalra H. D., Richard J., & Haas L. E. (2017). Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD. Psychology in the Schools, 55(1), 63–75. 10.1002/pits.22091
Davenport, C. A., Alber-Morgan, S. R., & Konrad, M. (2019a). Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention. Education and Treatment of Children, 42(3), 385–407. 10.1353/etc.2019.0018
Davenport, C. A., Konrad, M., & Alber-Morgan, S. R. (2019b). Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners. Journal of Deaf Studies and Deaf Education, 24(2), 173–185. 10.1093/deafed/eny038
Dell’Angela, L., Zaharia, A., Lobel, A., Vico Bergara, O., Sander, D., & Samsom, A. (2020). Board Games on Emotional Competences for School-Age Children. Games for Health Journal, 9(3), 187–196. 10.1089/g4h.2019.0050
Díez, J. (2015). Juegos de mesa, una moda con fundamento. Escritura pública, 53, 58-59.
Duxbury, T., Bradshaw, K., Khamanga, S., Tandlich, R., & Srinivas, S. (2019). Environmental health promotion at a National Science Festival: An experiential-education based approach. Applied Environmental Education & Communication, 19(2), 155–170. 10.1080/1533015X.2019.1567406
Ejike, C. U, Oluwole, A. S., Olamide Omitola, O., Ayodeji Bayegun, A., Yetunde Shoneye, I., Akeredolu-Ale, B. I., Aduke Idowu, O., Mafiana, C. F., & Friday Ekpo, U. (2021). Schisto and Ladders version 2: a health educational board game to support compliance with school-based mass drug administration with praziquantel: a pilot study. International Health, 13(3), 281–290. 10.1093/inthealth/ihaa057
Estrada-Plana, V., Esquerda, M., Mangues, R., March-Llanes, J., & Moya-Higueras, J. (2019). A Pilot Study of the Efficacy of a Cognitive Training Based on Board Games in Children with Attention Deficit/Hyperactivity Disorder: A Randomized Controlled Trial. Games for Health Journal, 8(4), 265–274. 10.1089/g4h.2018.0051
Ezezika, O., Oh, J., Edeagu, N., & Boyo, W. (2018). Gamification of nutrition: A preliminary study on the impact of gamification on nutrition knowledge, attitude, and behaviour of adolescents in Nigeria. Nutrition and health, 24(3), 137–144. 10.1177/0260106018782211
Fernández Menchaca, J. (2019). El juego y la Educación Social en los Servicios Sociales de Bizkaia. En S. Blasco Perales (ed.), Educar jugando: un nuevo reto para el siglo XXI (3.ª ed., pp. 279-283). Nexo Ediciones.
García-Peñalvo, F. J. (2017). Mapeos sistemáticos de literatura, revisiones sistemáticas de literatura y benchmarking de programas formativos. Grupo GRIAL. 10.5281/zenodo.1067680
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, Article e28600. 10.14201/eks.28600
Gibbon, J. M., Duffield, S., Hoffman, J., & Wageman, J. J. (2017). Effects of Educational Games on Sight Word Reading Achievement and Student Motivation. Journal of Language & Literacy Education, 13(2), 1–27.
Gontijo, D. T., de Sena e Vasconcelos, A. C., Monteiro, R. J., Facundes, V. L., Trajano, M. de F., & de Lima, L. S. (2016). Occupational Therapy and Sexual and Reproductive Health Promotion in Adolescence: A Case Study. Occupational Therapy International, 23(1), 19–28. 10.1002/oti.1399
González De Dios, J., Buñuel, J. C., & Aparicio, M. (2011). Listas guía de comprobación de revisiones sistemáticas y metaanálisis: Declaración PRISMA. Evidencias en Pediatría, 7(4), Artículo 97.
Gonzalo-Iglesia, J. L., Lozano-Monterrubio, N., & Prades Tena, J. (2018). Noneducational board games in University Education. Perceptions of students experiencing Game-Based Learning methodologies, 41, 45-62. 10.24140/issn.1645-7250.rle41.03
Guest, E., Jarman, H., Sharratt, N., Williamson, H., White, P., Harcourt, D., & Slater, A. (2020). ‘Everybody’s Different: The Appearance Game’. A randomised controlled trial evaluating an appearance-relates board game intervention with children aged 9-11 years. Body Image, 36, 34–44. 10.1016/j.bodyim.2020.09.010
Guinot Cuesta, J., & Moreno Garrido, B. (2020). El Estado del Mercado de Juegos de Mesa en España 2020. Un toque de juegos. https://bit.ly/3XVIZZv
Hassinger-Das, B., Bustamante, A. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Learning Landscapes: Playing the Way to learning and Engagement in Public Spaces. Education Sciences, 8(2), Article 74. 10.3390/educsci8020074
Higgins, J. P. T., Thomas, J., J., C., Cumpston, M., Li, T., Page, M., & Wech, V. (2021). Cochrane Handbook for Systematic Reviews of Interventions. Version 6.2. Cochrane Training. https://bit.ly/2RgWEgh
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in "educational" apps: lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34. 10.1177/1529100615569721
Jayakanthan, R. (2002). Application of computer games in the field of education. The Electronic Library, 20(2), 98–102. 10.1108/02640470210697471
Kennedy, A., Semple, L., Alderson, K., Bouskill, V., Karasevich, J., Riske, B., & van Gunst, S. (2017). Don’t Push Your Luck! Educational Family Board (Not Bored) Game for School-Age Children Living with Chronic Conditions. Journal of Pediatric Nursing, 35, 57–64. 10.1016/j.pedn.2017.02.032
Kitchenham, B. A., Budgen, D., & O. Brereton, P. (2011). Using mapping studies as the basis for further research – A participant-observer case study. Information and Software Technology, 53(6), 638–651. 10.1016/j.infsof.2010.12.011
Kok, D. K., Bisschops, I., Knoop, L., Tulu, L. Kujawa-Roeleveld, K., Masresha, N., & Houtkamp, J. (2020). Game over or play again? Deploying games for promoting water recycling and hygienic practises at schools in Ethiopia. Environmental Science and Policy, 111, 83–90. 10.1016/j.envsci.2020.05.016
Kusumawardani, L. H., Retawati, E., Fitriyani, P., & Ni Luh, Y. S. D. P. (2020). Improving clean and healthy living behaviour though snakes and ladders board game among school children. Sri Lanka Journal of Child Health, 49(4), 341–346. 10.4038/sljch.v49i4.9265
La Torre, G., Mannocci, A., Saulle, R., Sinopoli, A., D’Egidio, V., Sestili, C., Manfuso, R., & Masala, D. (2017). Improving knowledge and behaviors on diet and physical activity in children: results of a pilot randomized field trial. Annali di Igiene: Medicina Preventiva e di Comunità, 29(6), 584–594. 10.7416/ai.2017.2187
La Torre, G., Sinopoli, A., Sestili, C., D’Egidio, V. D., di Bella, O., Cocchiara, R., Sciarra, I., Saulle, R., Backhaus, I., & Mannocci, A. (2018). “GiochiAMO”: a school-based smoking and alcohol prevention program for children – a pilot randomized field trial. Part 2. Annali di Igiene: Medicina Preventiva e di Comunità, 30(4), 273–284. 10.7416/ai.2018.2219
Lee, J., Cho, H., Chung, J., & Lee, Y. (2019). Enabling people to lower barriers with a codesign prototyping approach: sex education for upper-elementary students at home. The Design Journal: An International Journal for All Aspects of Design, 2(1), 539–551. 10.1080/14606925.2019.1595437
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. PLoS Medicine, 6(7), e1000100. 10.1371/journal.pmed.1000100
Manterola, C.,
Astudillo, P.,
Arias, E., &
Claros, N.
(2013).
Systematic reviews of the literature: what should be known about them.
Cirugía Española,
91(3),
149–155.
10.1016/j.ciresp.2011.07.009
Mariano, M. R., Rebouças, C. B., & Pagliuca, L. M. F. (2013). Educative game on drugs for blind individuals: development and assessment. Revista da Escola de Enfermagem da USP, 47(4). 927-933. 10.1590/S0080-623420130000400022
Matarese, M. T., & van Nijnatten, C. (2019). ‘Showing one’s card’: Negotiating disclosure through game play in juvenile probation. Text & Talk, 39(2), 213-234. 10.1515/text-2019-2025
Martins, F. D. P., Leal, L. P., Linhares, F. M. P., Santos, A. H. S., Leite, G. O., & Pontes, C. M. (2018). Effect of the board game as educational technology on schoolchildren’s knowledge on breastfeeding. Revista Latino-Americana de Enfermagem, 26, e3049. 10.1590/1518-8345.2316.3049
Mousnier, E., Knaff, L., & Es-Salmi, A. (2016). Les cartes Dixit comme support aux représentations métaphoriques: un média d’intervention systématiques sous mandat. Thérapie Familiale, 37(4), 363–686. 10.3917/TF.164.0363
Neves, P. P., Luz, F., Vital, E., & Oliveira, J. (2021). INFLUENZA: A Board Game Design Experiment on Vaccination. Simulation & Gaming, 52(4), 501–512. 10.1177/1046878120977895
Nieh, H., & Wu, W. (2018). Effects of a Collaborative Board Game on Bullying Intervention: A Group-Randomized Controlled Trial. Journal of School Health, 88(10), 725–733. 10.1111/josh.12675
Nogueira, M. J., Barcelos, S., Barros, H., & Torres Schall, V. (2011). Criação compartilhada de um jogo: Um instrumento para o diálogo sobre sexualidade desenvolvido com adolescentes. Ciência & Educação (Bauru), 17(4), 941-956.
Park, J., & Lee, K. (2017). Using a board game to improve mathematical creativity. International Journal of Knowledge and Learning, 12(1), 49–58. 10.1504/IJKL.2017.088182
Pawa, S., Laosinchai, P., Nokkaew, A., & Wongkia, W. (2020). Students’ conception of set theory through a board game and an active-learning unit. International Journal of Innovation in Science and Mathematics Educations, 28(1), 1–15. 10.30722/IJISME.28.01.001
Pérez-Serrano, G. (2010). Pedagogía Social – Educación Social: construcción científica e intervención práctica. Narcea.
Poot Islas, J. A., & Chávez Arcos, E. (2016). Guía rápida para la elaboración de la pregunta “PICO”. http://bit.ly/3RoiZnf
Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1, 1–4. 10.1145/950566.950596
Rensing, J., Vierbuchen, M. C., Hillenbrand, C., & Grünke, M. (2016). Implementing Peer-Assisted Writing Support in German Secondary Schools. Insights into Learning Disabilities, 13(2), 151–164. https://files.eric.ed.gov/fulltext/EJ1122795.pdf
Rodríguez Bueno, J. A. (2016). Aprendizaje basado en juegos. En P. J. Lavado Paradinas & V. M. Lacambra Gambau (coords.), Juegos y juguetes en la vida social (pp. 139-152). Perruca.
Santanna Dos Santos, M., Rauh Schmitt, M. A., Peres, A., & Berni Reategui, E. (2020). Conquer the Artwork: A Board Game for Teaching History of Art. Educação em Revista, 36, e219027. 10.1590/0102-4698219027
Schaeffer, M., Cioni, C., Kozma, N., Rains, C., & Todd, G. (2017). Safe summers: Adapting evidence-based injury prevention into a summer curriculum. Journal of Trauma and Acute Care Surgery, 83(5S Supl. 2), S197–S200. 10.1097/TA.0000000000001702
Sen, M., Uzuner, A., Akman, M. Bahadir, A. T. , Boreckci, N. O., & Viggiano, E. (2018). Examination of a board game approach to children’s involvement in family-based weight management vs. traditional family-based behavioral counselling in primary care. European Journal of Pediatrics, 177(8), 1231–1238. 10.1007/s00431-018-3177-z
Sharps, M., & Robinson, E. (2016). Encouraging children to eat more fruit and vegetables: Health vs. descriptive social norm-based messages. Appetite, 100, 18–25. 10.1016/j.appet.2016.01.031
Toe, D., & Paatsch, L. (2018). Communicative Competence of Oral Deaf Children While Explaining Game Rules. Journal of Deaf Studies and Deaf Education, 23(4) 369–381. 10.1093/deafed/eny017
Tsesmeli, S. N. (2017). Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study. Frontiers in Psychology, 8, 1–17. 10.3389/fpsyg.2017.02071
Velásquez, A. M., & Lizarazo, S. F. (2020). Transformación de las normas sociales de aula. Evaluación formativa de una intervención basada en juegos. Voces y silencios, 11(1), 90–111. 10.18175/VyS11.1.2020.5
Viggiano, E., Viggiano, A., Di Costanzo, A., Viggiano, A., Viggiano, A., Andreozzi, E., Romano, V., Vicidomini, C., Di Tuoro, D., Gargano, G., Incarnato, L., Fevola, C., Volta, P., Tolomeo, C., Scianni, G., Santangelo, C., Apicella, M., Battista, R., Raia, M., & Amaro, S. (2018). Healthy lifestyle promotion in primary schools through the board game Kaledo: a pilot cluster randomized trial. European Journal of Pediatrics, 177(9), 1371–1375. 10.1007/s00431-018-3091-4
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech. C. (2018). Learning through play – pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 1–15. 10.1080/1350293X.2018.1487160
Watts, G. W., Pedrotty Bryant, D., & Roberts, G. J. (2020). Effects of Cross-Age Tutors With EBD for kindergarteners At Risk of Mathematics Difficulties. Journal of Emotional and Behavioral Disorders, 28(4), 244–256. 10.1177/1063426619884271
Bassey, D. B., Mogaji, H. O., Dedeke, G. A., Akeredolu-Ale, B. I., Abe, E. M., Oluwole, A. S., Adeniran, A. A., Agboola, O. A., Mafiana, C. F., & Ekpo, U. F. (2020). The impact of Worms and Ladders, an innovative health educational board game on Soil-Transmitted Helminthiasis control in Abeokuta, Southwest Nigeria. PLOS Neglected Tropical Diseases, 14(9), e0008486. 10.1371/journal.pntd.0008486
Beltrán, O. A. (2005). Revisiones sistemáticas de la literatura. Revista Colombiana de Gatroenterología, 20(1), 60-69.
Benzing, V., Schmidt, M., Jäger, K., Egger, F., Conzelmann, A., & Roebers, C. M. (2019). A classroom intervention to improve executive functions in late primary school children: Too ‘old’ for improvements? British Journal of Educational Psychology, 89(2), 225-238. 10.1111/bjep.12232
Berge, J. M., Telke, S., Tate, A., & Trohfolz, A. (2019). Utilizing a Board Game to Measure Family/Parenting Factors and Childhood Obesity Risk. Journal of Nutrition Education and Behavior, 51(4), 419-431. 10.1016/j.jneb.2018.12.008
Bettini, A., Amore, E., Vagnoli, L., Maffei, F., & Martin, R. (2019). Acceptability and feasibility of a therapeutic board game for children and adolescents with cancer: the Italian version of Shop Talk. Supportive Care in Cancer, 27(12), 4479-4485. 10.1007/s00520-019-04755-8
Bursikova, D., Kohout, J., Kosikova, V., & Lohrova, K. (2020). Educational interventions improving knowledge about epilepsy school children. Epilepsy & Behavior, 115(107640), 1–8. 10.1016/j.yebeh.2020.107640
Cai, J., Perry, B., Wong, N.-Y., & Wang, T. (2009). What is effective teaching? En J. Cai, G. Kaiser, B. Perry, & N.-Y. Wong (Eds.), Effective Mathematics Teaching from Teachers’ Perspectives: National and Crossnational Studies (pp. 1-36). Sense. 10.1163/9789087908225_002
Cardinot, A., & Fairfield, J. A. (2019). Game-Based Learning to Engage Students With Physics and Astronomy Using a Board Game. International Journal of Game-Based Learning (IJGBL), 9(1), 42–57. 10.4018/IJGBL.2019010104
Chen, S., Husnaini, S. J., & Chen, J. J (2020). Effects of games on students’ emotions of learning science and achievement in chemistry, International Journal of Science Education, 42(13), 1–22. 10.1080/09500693.2020.1817607
Clarivate Analytics. (2017). Emerging sources citation index. http://wokinfo.com/media/pdf/ESCI_Fact_Sheet.pdf
Cocchiara, R. A., Sestili, C., di Bella, O., Backhaus, I., Sinopoli, A., D’Eglio, V., Lia, L., Saulle, R., Mannocci, A., & La Torre, G. (2020). “GiochiAMO”, a Gaming Intervention to Prevent Smoking and Alcohol Habits Among Children: A Single-Arm Field Trial. Games for Health Journal, 9(2), 1–8. 10.1089/g4h.2019.0125
Collins T. A., Hawkins R. O., Flowers E. M., Kalra H. D., Richard J., & Haas L. E. (2017). Behavior Bingo: The effects of a culturally relevant group contingency intervention for students with EBD. Psychology in the Schools, 55(1), 63–75. 10.1002/pits.22091
Davenport, C. A., Alber-Morgan, S. R., & Konrad, M. (2019a). Effects of Behavioral Skills Training on Teacher Implementation of a Reading Racetrack Intervention. Education and Treatment of Children, 42(3), 385–407. 10.1353/etc.2019.0018
Davenport, C. A., Konrad, M., & Alber-Morgan, S. R. (2019b). Effects of Reading Racetracks on Sight Word Acquisition for Deaf Kindergarteners. Journal of Deaf Studies and Deaf Education, 24(2), 173–185. 10.1093/deafed/eny038
Dell’Angela, L., Zaharia, A., Lobel, A., Vico Bergara, O., Sander, D., & Samsom, A. (2020). Board Games on Emotional Competences for School-Age Children. Games for Health Journal, 9(3), 187–196. 10.1089/g4h.2019.0050
Díez, J. (2015). Juegos de mesa, una moda con fundamento. Escritura pública, 53, 58-59.
Duxbury, T., Bradshaw, K., Khamanga, S., Tandlich, R., & Srinivas, S. (2019). Environmental health promotion at a National Science Festival: An experiential-education based approach. Applied Environmental Education & Communication, 19(2), 155–170. 10.1080/1533015X.2019.1567406
Ejike, C. U, Oluwole, A. S., Olamide Omitola, O., Ayodeji Bayegun, A., Yetunde Shoneye, I., Akeredolu-Ale, B. I., Aduke Idowu, O., Mafiana, C. F., & Friday Ekpo, U. (2021). Schisto and Ladders version 2: a health educational board game to support compliance with school-based mass drug administration with praziquantel: a pilot study. International Health, 13(3), 281–290. 10.1093/inthealth/ihaa057
Estrada-Plana, V., Esquerda, M., Mangues, R., March-Llanes, J., & Moya-Higueras, J. (2019). A Pilot Study of the Efficacy of a Cognitive Training Based on Board Games in Children with Attention Deficit/Hyperactivity Disorder: A Randomized Controlled Trial. Games for Health Journal, 8(4), 265–274. 10.1089/g4h.2018.0051
Ezezika, O., Oh, J., Edeagu, N., & Boyo, W. (2018). Gamification of nutrition: A preliminary study on the impact of gamification on nutrition knowledge, attitude, and behaviour of adolescents in Nigeria. Nutrition and health, 24(3), 137–144. 10.1177/0260106018782211
Fernández Menchaca, J. (2019). El juego y la Educación Social en los Servicios Sociales de Bizkaia. En S. Blasco Perales (ed.), Educar jugando: un nuevo reto para el siglo XXI (3.ª ed., pp. 279-283). Nexo Ediciones.
García-Peñalvo, F. J. (2017). Mapeos sistemáticos de literatura, revisiones sistemáticas de literatura y benchmarking de programas formativos. Grupo GRIAL. 10.5281/zenodo.1067680
García-Peñalvo, F. J. (2022). Developing robust state-of-the-art reports: Systematic Literature Reviews. Education in the Knowledge Society, 23, Article e28600. 10.14201/eks.28600
Gibbon, J. M., Duffield, S., Hoffman, J., & Wageman, J. J. (2017). Effects of Educational Games on Sight Word Reading Achievement and Student Motivation. Journal of Language & Literacy Education, 13(2), 1–27.
Gontijo, D. T., de Sena e Vasconcelos, A. C., Monteiro, R. J., Facundes, V. L., Trajano, M. de F., & de Lima, L. S. (2016). Occupational Therapy and Sexual and Reproductive Health Promotion in Adolescence: A Case Study. Occupational Therapy International, 23(1), 19–28. 10.1002/oti.1399
González De Dios, J., Buñuel, J. C., & Aparicio, M. (2011). Listas guía de comprobación de revisiones sistemáticas y metaanálisis: Declaración PRISMA. Evidencias en Pediatría, 7(4), Artículo 97.
Gonzalo-Iglesia, J. L., Lozano-Monterrubio, N., & Prades Tena, J. (2018). Noneducational board games in University Education. Perceptions of students experiencing Game-Based Learning methodologies, 41, 45-62. 10.24140/issn.1645-7250.rle41.03
Guest, E., Jarman, H., Sharratt, N., Williamson, H., White, P., Harcourt, D., & Slater, A. (2020). ‘Everybody’s Different: The Appearance Game’. A randomised controlled trial evaluating an appearance-relates board game intervention with children aged 9-11 years. Body Image, 36, 34–44. 10.1016/j.bodyim.2020.09.010
Guinot Cuesta, J., & Moreno Garrido, B. (2020). El Estado del Mercado de Juegos de Mesa en España 2020. Un toque de juegos. https://bit.ly/3XVIZZv
Hassinger-Das, B., Bustamante, A. S., Hirsh-Pasek, K., & Golinkoff, R. M. (2018). Learning Landscapes: Playing the Way to learning and Engagement in Public Spaces. Education Sciences, 8(2), Article 74. 10.3390/educsci8020074
Higgins, J. P. T., Thomas, J., J., C., Cumpston, M., Li, T., Page, M., & Wech, V. (2021). Cochrane Handbook for Systematic Reviews of Interventions. Version 6.2. Cochrane Training. https://bit.ly/2RgWEgh
Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting education in "educational" apps: lessons from the science of learning. Psychological Science in the Public Interest, 16(1), 3-34. 10.1177/1529100615569721
Jayakanthan, R. (2002). Application of computer games in the field of education. The Electronic Library, 20(2), 98–102. 10.1108/02640470210697471
Kennedy, A., Semple, L., Alderson, K., Bouskill, V., Karasevich, J., Riske, B., & van Gunst, S. (2017). Don’t Push Your Luck! Educational Family Board (Not Bored) Game for School-Age Children Living with Chronic Conditions. Journal of Pediatric Nursing, 35, 57–64. 10.1016/j.pedn.2017.02.032
Kitchenham, B. A., Budgen, D., & O. Brereton, P. (2011). Using mapping studies as the basis for further research – A participant-observer case study. Information and Software Technology, 53(6), 638–651. 10.1016/j.infsof.2010.12.011
Kok, D. K., Bisschops, I., Knoop, L., Tulu, L. Kujawa-Roeleveld, K., Masresha, N., & Houtkamp, J. (2020). Game over or play again? Deploying games for promoting water recycling and hygienic practises at schools in Ethiopia. Environmental Science and Policy, 111, 83–90. 10.1016/j.envsci.2020.05.016
Kusumawardani, L. H., Retawati, E., Fitriyani, P., & Ni Luh, Y. S. D. P. (2020). Improving clean and healthy living behaviour though snakes and ladders board game among school children. Sri Lanka Journal of Child Health, 49(4), 341–346. 10.4038/sljch.v49i4.9265
La Torre, G., Mannocci, A., Saulle, R., Sinopoli, A., D’Egidio, V., Sestili, C., Manfuso, R., & Masala, D. (2017). Improving knowledge and behaviors on diet and physical activity in children: results of a pilot randomized field trial. Annali di Igiene: Medicina Preventiva e di Comunità, 29(6), 584–594. 10.7416/ai.2017.2187
La Torre, G., Sinopoli, A., Sestili, C., D’Egidio, V. D., di Bella, O., Cocchiara, R., Sciarra, I., Saulle, R., Backhaus, I., & Mannocci, A. (2018). “GiochiAMO”: a school-based smoking and alcohol prevention program for children – a pilot randomized field trial. Part 2. Annali di Igiene: Medicina Preventiva e di Comunità, 30(4), 273–284. 10.7416/ai.2018.2219
Lee, J., Cho, H., Chung, J., & Lee, Y. (2019). Enabling people to lower barriers with a codesign prototyping approach: sex education for upper-elementary students at home. The Design Journal: An International Journal for All Aspects of Design, 2(1), 539–551. 10.1080/14606925.2019.1595437
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. PLoS Medicine, 6(7), e1000100. 10.1371/journal.pmed.1000100
Manterola, C.,
Astudillo, P.,
Arias, E., &
Claros, N.
(2013).
Systematic reviews of the literature: what should be known about them.
Cirugía Española,
91(3),
149–155.
10.1016/j.ciresp.2011.07.009
Mariano, M. R., Rebouças, C. B., & Pagliuca, L. M. F. (2013). Educative game on drugs for blind individuals: development and assessment. Revista da Escola de Enfermagem da USP, 47(4). 927-933. 10.1590/S0080-623420130000400022
Matarese, M. T., & van Nijnatten, C. (2019). ‘Showing one’s card’: Negotiating disclosure through game play in juvenile probation. Text & Talk, 39(2), 213-234. 10.1515/text-2019-2025
Martins, F. D. P., Leal, L. P., Linhares, F. M. P., Santos, A. H. S., Leite, G. O., & Pontes, C. M. (2018). Effect of the board game as educational technology on schoolchildren’s knowledge on breastfeeding. Revista Latino-Americana de Enfermagem, 26, e3049. 10.1590/1518-8345.2316.3049
Mousnier, E., Knaff, L., & Es-Salmi, A. (2016). Les cartes Dixit comme support aux représentations métaphoriques: un média d’intervention systématiques sous mandat. Thérapie Familiale, 37(4), 363–686. 10.3917/TF.164.0363
Neves, P. P., Luz, F., Vital, E., & Oliveira, J. (2021). INFLUENZA: A Board Game Design Experiment on Vaccination. Simulation & Gaming, 52(4), 501–512. 10.1177/1046878120977895
Nieh, H., & Wu, W. (2018). Effects of a Collaborative Board Game on Bullying Intervention: A Group-Randomized Controlled Trial. Journal of School Health, 88(10), 725–733. 10.1111/josh.12675
Nogueira, M. J., Barcelos, S., Barros, H., & Torres Schall, V. (2011). Criação compartilhada de um jogo: Um instrumento para o diálogo sobre sexualidade desenvolvido com adolescentes. Ciência & Educação (Bauru), 17(4), 941-956.
Park, J., & Lee, K. (2017). Using a board game to improve mathematical creativity. International Journal of Knowledge and Learning, 12(1), 49–58. 10.1504/IJKL.2017.088182
Pawa, S., Laosinchai, P., Nokkaew, A., & Wongkia, W. (2020). Students’ conception of set theory through a board game and an active-learning unit. International Journal of Innovation in Science and Mathematics Educations, 28(1), 1–15. 10.30722/IJISME.28.01.001
Pérez-Serrano, G. (2010). Pedagogía Social – Educación Social: construcción científica e intervención práctica. Narcea.
Poot Islas, J. A., & Chávez Arcos, E. (2016). Guía rápida para la elaboración de la pregunta “PICO”. http://bit.ly/3RoiZnf
Prensky, M. (2003). Digital game-based learning. ACM Computers in Entertainment, 1, 1–4. 10.1145/950566.950596
Rensing, J., Vierbuchen, M. C., Hillenbrand, C., & Grünke, M. (2016). Implementing Peer-Assisted Writing Support in German Secondary Schools. Insights into Learning Disabilities, 13(2), 151–164. https://files.eric.ed.gov/fulltext/EJ1122795.pdf
Rodríguez Bueno, J. A. (2016). Aprendizaje basado en juegos. En P. J. Lavado Paradinas & V. M. Lacambra Gambau (coords.), Juegos y juguetes en la vida social (pp. 139-152). Perruca.
Santanna Dos Santos, M., Rauh Schmitt, M. A., Peres, A., & Berni Reategui, E. (2020). Conquer the Artwork: A Board Game for Teaching History of Art. Educação em Revista, 36, e219027. 10.1590/0102-4698219027
Schaeffer, M., Cioni, C., Kozma, N., Rains, C., & Todd, G. (2017). Safe summers: Adapting evidence-based injury prevention into a summer curriculum. Journal of Trauma and Acute Care Surgery, 83(5S Supl. 2), S197–S200. 10.1097/TA.0000000000001702
Sen, M., Uzuner, A., Akman, M. Bahadir, A. T. , Boreckci, N. O., & Viggiano, E. (2018). Examination of a board game approach to children’s involvement in family-based weight management vs. traditional family-based behavioral counselling in primary care. European Journal of Pediatrics, 177(8), 1231–1238. 10.1007/s00431-018-3177-z
Sharps, M., & Robinson, E. (2016). Encouraging children to eat more fruit and vegetables: Health vs. descriptive social norm-based messages. Appetite, 100, 18–25. 10.1016/j.appet.2016.01.031
Toe, D., & Paatsch, L. (2018). Communicative Competence of Oral Deaf Children While Explaining Game Rules. Journal of Deaf Studies and Deaf Education, 23(4) 369–381. 10.1093/deafed/eny017
Tsesmeli, S. N. (2017). Spelling and Meaning of Compounds in the Early School Years through Classroom Games: An Intervention Study. Frontiers in Psychology, 8, 1–17. 10.3389/fpsyg.2017.02071
Velásquez, A. M., & Lizarazo, S. F. (2020). Transformación de las normas sociales de aula. Evaluación formativa de una intervención basada en juegos. Voces y silencios, 11(1), 90–111. 10.18175/VyS11.1.2020.5
Viggiano, E., Viggiano, A., Di Costanzo, A., Viggiano, A., Viggiano, A., Andreozzi, E., Romano, V., Vicidomini, C., Di Tuoro, D., Gargano, G., Incarnato, L., Fevola, C., Volta, P., Tolomeo, C., Scianni, G., Santangelo, C., Apicella, M., Battista, R., Raia, M., & Amaro, S. (2018). Healthy lifestyle promotion in primary schools through the board game Kaledo: a pilot cluster randomized trial. European Journal of Pediatrics, 177(9), 1371–1375. 10.1007/s00431-018-3091-4
Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech. C. (2018). Learning through play – pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 1–15. 10.1080/1350293X.2018.1487160
Watts, G. W., Pedrotty Bryant, D., & Roberts, G. J. (2020). Effects of Cross-Age Tutors With EBD for kindergarteners At Risk of Mathematics Difficulties. Journal of Emotional and Behavioral Disorders, 28(4), 244–256. 10.1177/1063426619884271
Garrido-Sánchez, A. B., & Crisol-Moya, E. (2023). Revisión sistemática: beneficios de los juegos de mesa en el ámbito de la educación social con menores de entre 6 y 18 años. Education in the Knowledge Society (EKS), 24, e28528. https://doi.org/10.14201/eks.28528
Artículos más leídos del mismo autor/a
- Emilio Crisol-Moya, Liliana Herrera-Nieves, Rosana Montes-Soldado, Educación virtual para todos: una revisión sistemática , Education in the Knowledge Society (EKS): Vol. 21 (2020)
Descargas
Los datos de descargas todavía no están disponibles.
+
−