Teorías de la educación de adultos que subyacen en el uso de videojuegos

Abstract

Our current society grows in age and technology, requiring researches in lifelong learning. In this context there are new tendencies that promote the use of playful technologies with teaching and learning goals through videogames. However, these tendencies are focusing on a very specific stage of life, childhood, and youth, conducting few studies focused on adulthood. We present the validation process of a questionnaire that will allow us to know the features of adult education theories underlying videogames, specifically from andragogy, heutagogy, learning social model and competencies based model. We carry out three types of validations: content validation, through expert judge, criteria validation, through open interviews, and construct validation, through a pilot test. Twelve international experts and 93 persons older than 16 years participated in the whole study. Finally, we have obtained a consistent questionnaire divided into six dimensions and 50 items. The dimensions of the questionnaire are: player information, game data, technological descriptive, personal and contextual, social interaction, and competencies development.