GAME IN UNIVERSITY INNOVATION PROJECTS: AN INCLUSIVE STRATEGY
DOI:
https://doi.org/10.22456/1982-8918.88086Keywords:
Play and Playthings. Education. Innovation. Project design.Abstract
This article presents the results of a qualitative study aimed at knowing and understanding the role played by game in current educational innovation projects of a public university in Argentina. It used grounded theory or the constant comparison method, with two data collection strategies: text analysis (projects approved and funded) and in-depth interviews (with project directors). In order not only to guarantee access to university education but also to foster interest in studying and the opportunity to advance in one’s studies and graduate within a reasonable time, some work teams design game situations to connect the practical dimension of the knowledge constructed with the theoretical conceptual domain of the objects of study. Even when the game is older than the culture, the university context proposes it as an innovation.
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