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Board games as a strategy to facilitate learning

Karen Valeria Garay Gama

Catalina alexandra martinez lopez

Maria alejandra peña martines

Los Andes Comprehensive School

Tunja

2019
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Board games as a strategy to facilitate learning

Karen Valeria Garay Gama

Catalina alexandra martinez lopez

Maria alejandra peña martines

Advisor: Alexandra Benavides Rosas

Los Andes Comprehensive School

Tunja

2019
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Acceptance Note

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President of the Jury

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Jury

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Jury
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Thanks

We want to thank God for guiding each step in the development of this project,

our family and friends who in one way or another contributed to make this project

happen.

The development of this project was thanks to teamwork, in turn there was the

collaboration of teacher Alexandra Benavides, who motivated and guided the

development of this project to whom we thank

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Introduction

Currently, there are didactic exercises through games, as it has been considered one of

the most effective pedagogical practices when used as a learning tool where play becomes one

of the most effective characteristics for students to acquire learning. .

In the same way, board games become an invaluable instrument, which allows the

teacher to innovate new strategies to facilitate their teaching in such a way that for boys and

girls, learning is accessible, fun and, above all, clear, concrete and precise. when forming

criteria and making decisions in any situation that arises within the process.

The present project is a report on the application of a strategy to promote board games

within the area of social sciences and mathematics, in which the application of recreational

tools is evident based on the structure of board games such as ladder, lottery and parks.

Likewise, it maintains a theoretical nature that allows guiding the learning dynamics of the

students of the Integral de los Andes school.

Background
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Some international antecedents of schools that have used board games as a learning

strategy include the El Caballito de Palermo chess school. This school located in Buenos

Aires (Argentina) and directed by Marina Rizzo and Ernesto Juliá, chess players and

passionate Degree Project. 8 for initial education; Those who have detected inattention,

hyperactivity and other factors in older students and in higher grades end up in aggressive

behaviors that affect school, family and social behavior.

When looking for a solution to this problem, they have considered that the curriculum

lacks a subject that teaches the student to distinguish between a thought, a feeling and an

emotion (De Bono 1970). Parents are also recommended to make spaces in the house where

they can share with your children

In the national background of similar proposals, there is the experience of teacher

Salazar (2015) who helped discover the learning of chess, directed by a teacher for whom the

priority is the construction of the internal world of the students, as an invaluable pedagogical

resource. to strengthen self-esteem.

By showing them the game step by step and taking them through the thought

processes gradually, they will achieve unsuspected progress, but the best will be the

conviction of being able to do, solve and think, because it will result in self-esteem and
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growth in values. (The Teacher Plays and the Children Win) General coordination: Specialist

Constanza Lía Saavedra Moreno, I call him in the recreational project of traditional games of

the Joaquín París Technical Educational Institution. (Ibagué-Colombia). The project is based

on agreement 015 of 2005 through which the chair of “chess culture” is implemented in the

municipality of Ibagué.

These described strategies allow us to visualize the different forms of application of

board games in teaching content, which allows us to focus this research.

Problem Statement
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Teaching materials have multiple advantages and important functions, such as

increasing the student's motivation to learn scientific knowledge, developing skills and

competencies, enhancing intellectual and deductive reasoning, critical thinking, willingness to

learn, and awakening. curiosity and create situations that allow us to think about their

solutions (Caneo, 1987).

Within the comprehensive school of the Andes, a problem arises in relation to the way

in which classes are carried out, taking into account that many of the contents are seen

theoretically, and therefore they are a bit tedious, for this reason , this project allows the

development of strategies that involve monthly games within the class dynamics, which

allows students to carry out and learn the contents of areas such as social sciences and

mathematics, through the game.

Problem formulation

How to link board games within the teaching of content in areas such as social

sciences and mathematics?

Justification

The inclusion of board games as a learning strategy allows the teacher to venture into

new teaching techniques, in such a way that reaching his students through games allows them
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to develop skills and abilities according to Solé (1990) not only in the acquisition of

knowledge, but also in norms of coexistence.

In this way, this project emerges as a teaching strategy for mathematical and historical

content that allows the student of the comprehensive school of the Andes to develop their

learning, due to the recreational and intellectual characteristics of board games such as ladder,

parquet and the lottery, can be used as a pedagogical resource. On the other hand, it allows

the teacher to be linked in a more friendly way towards teaching.

Goals

General objective
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Develop a strategy to promote board games as a learning strategy for students at the

Los Andes Comprehensive School.

Specific goal

1. Identify what type of board games the students of the comprehensive school of the

Andes prefer

2. Design a strategy for implementing board games for thematic content in areas such

as social sciences and mathematics.

3. Evaluate the strategy taking into account the learning acquired by the students of

cycle III and IV of the Colegio Integral de los Andes

Reference frame
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For the construction and structure of this project, some consultations were taken into

account such as documentary sources, books, internet pages that allowed us to guide the

strategy. starting from the theoretical and legal foundation from different positions of thought.

Theoretical framework

According to Armstrong, (1999). Multiple intelligences in the classroom reflect 3

guaranteed successes of the new education: Games. Education is playful and must provide

joy. Outside. Take the children outside the four walls as often as possible. In general, the

classroom is a Cage for them. Movement, all education from pre-kindergarten to primary is

based on movements.

What is the Game? The game is a recreational exercise, where skills and cunning are

demonstrated, with the exercise of agility and skills that are practiced through rules; These

games can be in pairs, groups and individuals. Games are strategies for exploration,

discovery, curiosity and the free environment of the surrounding environment, where ideas

are shared that participate or do not participate in an activity in an organized way. He also

participates in work groups and initial conflict management with the help of others. PIAGET

VYGOTSKY HUIZINGA DECROLY GARDNER

Another way of interpreting the game, as Huizinga (1936 p.71) puts it, is that based on

the experiences, studies and theories of the game, there is the conviction that human culture

springs from the game and in it the idea that all the doing of man is nothing more than
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playing. The immediate instinct of self-preservation gives meaning to one's life's occupation.

“Every game means something,” says Huizinga (1936). The Dutch teacher's proposal inspires

by giving meaning to life through play, it is a frequent repetition of gestures or an artistic

formula, because it is a model of qualities. Which is important for the formation of his theory,

with special attention to his ideas about war as a game, which engage with events, reasoning

and interpretation as a representation of the game in culture and society.

What are Board Games and how are they applied in Education Human beings have

been playing board games since ancient times. Many have come and gone during our eventful

history, archaeologists have found these types of games among the ruins of Ancient Egypt,

Rome and Greece. Some are similar to those we enjoy today, such as checkers and chess.

Even so, the ideas have been here for thousands of years so they have transcended several

generations. In adult life, in some activities, handling becomes easier thanks to what has been

learned since childhood. It is obvious that children who go to kindergarten or have playmates

from a very young age have greater skills and greater ease in certain motor and cognitive

skills.

The most successful people have something in common: the ability to deal with people

and handle situations that require calmness but at the same time agility of action and reaction.

For this reason, it is good as parents to help your children develop those emotional skills that

they will need to face life's problems and be successful.

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Presents, Ernst Zermelo and Claude Shanno, (1912) the German mathematician, that

board games are strategic, the complexity of the games can be measured depending on the

ability of boys and girls to develop each of them such as: The complexity of the state-space of

a game is the number of positions accessible from the initial position of the game with the

challenges that these activities require. In chess, the decision complexity of a game is the

number of moves and decision that establishes the value of the initial position for the player

who moves second. According to Blanco (2009), board games as a strategy to develop initial

education in early childhood boys and girls provide them with the necessary tools for making

decisions, respecting the rules that allow the boy and girl to form and strengthen values of

respect, which allow them to live in society

In this way it can be inferred that board games play a fundamental role in the

development of student learning, for this reason it is necessary to bring teachers closer to this

type of tools that allow them to improve classes, making them more attractive and fun. .

Legal framework

Teacher training also refers to the policies and procedures planned to prepare,

reinforce the pedagogical and research work of teachers within the areas of knowledge,

attitudes, behaviors and skills, each of these are necessary to carry out their tasks effectively

within and outside the classroom.

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The Sports Law regarding recreation as a fundamental action for the recreation of

individuals, states that: Recreation is a process of participatory and dynamic action that

facilitates understanding life as an experience of enjoyment, creation and freedom, in full

development. of the potential of the human being, for its realization and improvement of the

individual and social quality of life, through the practice of physical intellectual leisure

activities. (Law 181,1995, Art.5) In this way, the Political Constitution states that recreation is

a legitimate right of students, which each educational institution will develop in order to

harmoniously train.

The National Political Constitution (1991) considers that: The fundamental rights of

children are: an integral life, physical, health and social security, balanced nutrition, their

name and nationality, having a family and not being separated from it, care and love,

education and culture, recreation and your free expression of your opinion. Both to

individuals, to human groups and to society as a whole. (CN, 1991, Art.44).

Methodology
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This research is qualitative since it allows the development of group dynamics in the

context of the Colegio Integral de los Andes, which allowed the development of tools that

contribute to the teaching of content in the areas of social sciences and mathematics.

Type of research: qualitative because it is a research method that allows us to

understand the point of view of the students surveyed, and also allows young people to study

in a more comprehensive and complete way. It is an inductive learning process and allows the

researcher to interact with the student population and with the data they provide us.

Research design: descriptive since it allowed the explanation of the methodological

preferences of the students in relation to the dynamics of the classes.

Methodological structure: I design participatory action research taking into account

that it allows collective research and learning of reality, based on a critical analysis with the

active participation of the groups involved, which is aimed at stimulating transformative

practice and social change.

Sources of information: Primary since the sources used were within the students

themselves.

Techniques and tools: survey that allowed us to identify tastes in relation to board

games and dynamics for the development of classes.

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Analysis of results
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no a

1 thing bit lot % % %

1 9 5 3

3 17 2 ,09 1,52 7,50

m year n

2 onth s ever

4 3 2

14 10 8 2,42 0,30 5,00

tab ches o

3 le tennis s thers

6 1 1

20 6 6 0,61 8,18 8,75

tab Pass o

4 le tennis ives thers

6 1 2

20 4 8 0,61 2,12 5,00

str o

5 ategy fun thers

7 9 1

25 3 4 5,76 ,09 2,50

Ye

6 ah No

28 4 8 1 0
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4,85 2,12 ,00

4 5 0

7 14 18 2,42 4,55 ,00

ba tran y

8 sic sversal ou play

5 3 1

18 10 4 4,55 0,30 2,50

1 1
2
3
4
5
6% 6
23% 9%
7
11%

20% 14%

17%

1. Do you like board games?

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pregunta 1.
51.515151515
60 1515
50
37.5
40
30
17
20 12 9.0909090909
0909
10 3

0
1 nada poco mucho % % %

According to the surveys administered to the students of the COLEGIO INTEGRAL

DE LOS ANDES, 51% are not interested in board games because they seem very passive to

them.

It was determined that 37% of the student population practice it but in a distracting

way

Only 9% practice it as a strategy for the development of skills in the study

2. How often do you play board games?

pregunta 2.
42.4242424242
424
45
40 30.3030303030
35 303
30 25
25
20 14
15 10 8
10 2
5 0 0 0
0
1 2 3 4

Series1 Series2
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It is evident that: of the students surveyed, 44.4% have been playing table games (table tennis)

for a few months. Furthermore, 30.3% indicate that they have played board games infrequently

for years.

25% have never played board games

3. What type of board games do you know?

pr egunta 3
Series1 Series2
60.606060606060
70 6

60
50
40
18.181818181818
20 2 18.75
30
20 6 6
10 3
0 0 0
Series1
0
1 2 3 4

It can be seen that the students' favorite game is table tennis, secondly chess and then

other types of board games.

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4. Write your favorite board game

pregunta 4.
60.606060606060
6
70
60
50
40 25
20 12.121212121212
30 1
8
20 4
4
10 0 0 0 Se-
0 ries
1 2 3 4 1

Series1 Series2

5. For you, what is the importance of board games?

pregunta 5

75.7575757575758

80
70
60
50
25
40
30 9.0909090909090912.5
3 4
20
5
10 0 0 0 Se-
0 ries
1 2 3 4 1

Series1 Series2

75.8% consider that board games are more of a strategy that help awaken thinking in

students
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9% think that board games are just for healthy fun

And 12.5 differ in their appreciation regarding the importance of board games

[Link] you consider that board games should be promoted as pedagogical strategies

within the comprehensive institution of the Andes

7. Do the teachers at the Los Andes Comprehensive School implement board games

for teaching thematic content?

pregunta 6 y 7
Series1 Series2 Series3
84.848484848484
8
54.545454545454
42.424242424242 6
4

28 18
14 12.121212121212
7 1 0
4 0
6 Series3
0 0
Series1
1 2 3

According to the survey, the need for teachers at COLEGIO INTEGRAL DE LOS

ANDES to integrate board games as a methodological learning strategy is evident.

According to the graph, the highest percentage applies to requesting that school

teachers conduct their classes with the help of board games as a learning strategy.
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In which subject do you think board games should be used as teaching material?

pregunta 8
54.5454545454546
60

50
30.3030303030303
40

30 18
12.5
10
20
8 4
10
0 0 0 Se-
0 ries
1 2 3 4 1

Series1 Series2
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Conclusions

The students of the comprehensive school of the Andes are interested in learning

through board games since they are more attractive and require many skills that are not

acquired with long and tedious texts.

The promotion strategy for board games allows teachers and students to be linked,

which shows that it is an excellent way to access content in different areas.

It was possible to identify students who best acquire learning in a playful way.

Appendices
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Bibliographic reference
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[Link]

aprendizaje

Montenegro (2003 p.158) play, development processes and socialization: contribution

of psychology

National Congress of Colombia. (1991). National Political Constitution of Colombia.

Bogotá: Author.