Proyecto Game to Learnaprendizaje basado en juegos para potenciar las inteligencias lógico-matemática, naturalista y lingüística en primaria

Bibliographische Referenzen

• Amstrong, T. (2009). Multiple Intelligences in the Classroom. USA: ASCD.
• Annetta, L. A., Minogue, J., Holmes, S. Y. & Cheng, M. T. (2009). Investigating the impact of video games on high school students’ engagement and learning about genetics. Computers & Education, 53(1), 7485. doi:10.1016/j.compedu.2008.12.020
• Antunes, C. (2011). Estimular las Inteligencias Múltiples. Madrid: Narcea.
• Berns, A., González, A. & Camacho, D. (2013). Game-like language learning in 3-D virtual environments. Computers & Education, 60(1), 210-220. doi:10.1016/ j.compedu.2012.07.001
• Bottino, R. M., Ferlino, L., Ott, M. & Tavella, M. (2007). Developing strategic and reasoning abilities with computer games at primary school level. Computers & Education, 49(4), 1272-1286. doi:10.1016/j.compedu.2006.02.003
• De Aguilera, M. & Méndiz, A. (2003). Video games and education: (Education in the Face of a «Parallel School»). Computers in Entertainment (CIE), 1(1), 1-14. doi:10.1145/ 950566.950583
• Del Moral, M.E., Fernández, L. C. & Guzmán, A. P. (2015). Videojuegos: Incentivos Multisensoriales Potenciadores de las Inteligencias Múltiples en Educación Primaria. Electronic Journal of Research in Educational Psychology, 13(36), 243-270. Doi: http://dx.doi.org/10.14204/ejrep.36.14091
• Evans, M.A. (2009). Mobility, Games and Education. In R.E. Ferdig (ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 96-110). New York: Information Science Reference.
• Ferrando, M., Prieto, M. D., Ferrándiz, C. & Sánchez, C. (2005). Inteligencia y creatividad. Revista Electrónica de Investigación Psicoeducativa, 7(3), 21-50.
• Foster, A., & Shah, M. (2015). The Play Curricular Activity Reflection Discussion Model for Game-Based Learning. Journal of Research on Technology in Education, 47(2), 71-88. doi:10.1080/15391523.2015.967551
• Gardner, H. (2012). Inteligencias Múltiples, la teoría en la práctica. Barcelona: Paidós.
• Gee, J. (2004). Lo que nos enseñan los videojuegos sobre el aprendizaje y el alfabetismo. Málaga: Aljibe.
• Glenberg, A. M. & Robertson, D. A. (1999). Indexical understanding of instructions. Discourse Processes, 28(1), 1-26. doi:10.1080/ 01638539909545067.
• Gros, B. (2000). La dimensión socioeducativa de los videojuegos. Edutec. Revista Electrónica de Tecnología Educativa, 12, 1-11. Recuperado de http://edutec.rediris.es/Revelec2/Revelec12/ gros.pdf
• Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell, J. & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. doi:10.1016/j.chb.2015.07.045
• Israel, M., Wang, S., & Marino, M. T. (2016). A multilevel analysis of diverse learners playing life science video games: Interactions between game content, learning disability status, reading proficiency, and gender. Journal of Research in Science Teaching, 53(2), 324-345. doi:10.1002/tea.21273
• Jabbar, A. I. A. & Felicia, P. (2015). Gameplay Engagement and Learning in Game-Based Learning A Systematic Review. Review of Educational Research, 85(4), 740-779. doi:10.3102/0034654315577210
• Ke, F. (2014). An implementation of designbased learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 2639. doi:10.1016/j.compedu.2013.12.010
• Ke, F. (2009). A qualitative meta-analysis of computer games as learning tools. In R.E. Ferdig (ed.), Handbook of Research on Effective Electronic Gaming in Education (pp. 1-32). New York: Information Science Reference.
• Kuk, K., Jovanovic, D., Jokanovic, D., Spalevic, P., Caric, M. & Panic, S. (2012). Using a game-based learning model as a new teaching strategy for computer engineering. Turkish Journal of Electrical Engineering & Computer Sciences, 20(2), 1312-1331. doi:10.3906/elk-1101-962
• Latorre, L. (2003). Juego y educación. Madrid: CAM. Consejería de Educación, Dirección General de Promoción Educativa.
• Marín, V. & García, M. D. (2005). Los videojuegos y su capacidad didácticoformativa. Pixel-Bit. Revista de Medios y Educación, 26, 113-119.
• Miller, D. J. & Robertson, D. P. (2010). Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and selfesteem. British Journal of Educational Technology, 41(2), 242-255. doi:10.1111/j.1467-8535.2008.00918.x
• Muñoz, J. M., Rubio, S. & Cruz, I. (2015). Strategies of collaborative work in the classroom through the design of video games. Digital Education Review, (27), 69-84.
• Papastergiou, M. (2009). Digital gamebased learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. Doi:10.1016/j.compedu.2008.06.004
• Prensky, M. (2005). Computer games and learning: Digital game-based learning. Handbook of Computer Game Studies, 18, 97-122.
• Prieto, M. D. & Ballester, P. (2003). Las inteligencias múltiples, diferentes formas de enseñar y aprender. Madrid: Pirámide.
• Riemer, V. & Schrader, C. (2015). Learning with quizzes, simulations, and adventures: Students’ attitudes, perceptions and intentions to learn with different types of serious games. Computers & Education, 88, 160-168. doi:10.1016/j.compedu.2015.05.003
• Ronimus, M., Kujala, J., Tolvanen, A. & Lyytinen, H. (2014). Children’s engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71, 237-246. doi:10.1016/j.compedu.2013.10.008
• Shaffer, D.W. (2006). How Computer Games Help Children Learn. New York: Palgrave Macmillan.
• Sørensen, B. H. & Meyer, B. (2007). Serious Games in language learning and teaching–a theoretical perspective. En Proceedings of the 3rd International Conference of the Digital Games Research Association (pp. 559-566). Situated Play. Tokyo: DiGRA. Recuperado de http://www.digra.org/wp-content/uploads/ digital-library/07312.23426.pdf
• Shute, V. J., Ventura, M. & Ke, F. (2015). The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills. Computers & Education, 80, 58-67. doi:10.1016/j.compedu.2014.08.013.
• Squire, K., Giovanetto, L., Devane, B. & Durga, S. (2005). From users to designers: Building a self-organizing game-based learning environment. TechTrends, 49(5), 3442. doi:10.1007/BF02763688
• Squire, K. D. & Jan, M. (2007). Mad City Mystery: Developing scientific argumentation skills with a place-based augmented reality game on handheld computers. Journal of Science Education and Technology, 16(1), 5-29. doi:10.1007/s10956006-9037-z
• Tüzün, H., Yýlmaz, M., Karakuº, T., Ýnal, Y. & Kizilkaya, G. (2009). The effects of computer games on primary school students’ achievement and motivation in geography learning. Computers & Education, 52(1), 6877. doi:10.1016/j.compedu.2008.06.008
• Whitton, N. (2007). Motivation and computer game based learning. Proceedings of the Australian Society for Computers in Learning in Tertiary Education (ASCITILE) (pp. 1063-1067). Singapore: Centre for Educational Development, Nanyang Technological University. Recuperado de https://www.ascilite.org.au/conferences/ singapore07/procs/whitton.pdf
• Wouters, P. & Van, H. (2013). A metaanalytic review of the role of instructional support in game-based learning. Computers & Education, 60(1), 412-425. doi:10.1016/ j.compedu.2012.07.018
• Zhao, Z. & Linaza, J.L. (2015). La importancia de los videojuegos en el aprendizaje y el desarrollo de niños de temprana edad. Electronic Journal of Research in Educational Psychology, 13(2), 301-318. doi:10.14204/ejrep.36.14018