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Board games as a strategy to facilitate learning

Karen Valeria Garay Gama

Catalina Alexandra Martinez Lopez

Maria Alejandra Peña Martínez

Los Andes Integral 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 Martínez

Asesora: Alexandra Benavides Rosas

Los Andes Integral 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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Acknowledgments

We want to thank God for guiding every step in the development of this

project, to our family and friends who, in one way or another, contributed to make it happen

this project would happen.

El desarrollo de este proyecto se dio gracia al trabajo en equipo, a su vez se contó

with the collaboration of teacher Alexandra Benavides, who motivated and guided the

development of this project to whom we give thanks

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Introduction

Currently, there are didactic exercises through play, as it has been

considered one of the most effective pedagogical practices when used as

learning tool where playfulness becomes one of the most important characteristics

effective for students to achieve learning.

Likewise, board games become an invaluable tool that

allows the teacher to innovate new strategies to facilitate their teaching in such a way that

for boys and girls, learning should be feasible, fun, and above all clear, concrete and

I need to establish criteria and make decisions in any situation that arises.

present within the process.

The present project is a report on the implementation of a promotion strategy.

board games within the area of social sciences and mathematics, in which it is evident

the application of playful tools based on the structure of board games such as

ladder, lottery, and parks. it also maintains a theoretical character that allows for guidance.

learning dynamics of the students of the Integral School of the Andes.

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Background

Some international background of schools that have used board games

as a strategy for learning, the chess school El Caballito can be mentioned.

Palermo. This school located in Buenos Aires (Argentina) and directed by Marina Rizzo and

Ernesto Juliá, chess players and passionate Grade project. 8 for initial education;

who have detected the lack of attention, hyperactivity, and other factors in students

más grandes y de grados superiores terminan en conductas de agresividad que afectan el

comportamiento escolar, familiar y social.

Al buscar una solución a esta problemática, han considerado que en el currículum falta

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

emotion (De Bono 1970) It is also recommended that parents create spaces in the house where

they can share with their children

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

teacher Salazar (2015) who helped to uncover chess learning, directed by a

a teacher for whom the priority is the construction of the inner world of the students,

as an invaluable educational resource to strengthen self-esteem.

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Showing them the game step by step and guiding them through the thinking processes

Gradually, they will achieve unexpected progress, but the best will be the conviction of being able to.

do, solve and think, because it will revert to self-esteem and to grow in values. (Play

The Teacher And The Children Win) The General Coordination: Specialist Constanza Lía

Saavedra Moreno, I call him in the playful project of traditional games of the Institution.

Joaquín París Technical Educational Institution. (Ibagué-Colombia). The project is based on agreement 015.

from 2005 through which the chair of 'chess culture' is implemented in the

municipality of Ibagué.

These described strategies allow for visualizing the different ways of application of

board games in content teaching, which allows to focus this

research.
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Problem statement

Teaching materials have multiple advantages and important functions, such as

increase the student's motivation for learning scientific knowledge,

develop capabilities and competencies, enhance intellectual and deductive reasoning,

critical thinking, the good disposition for learning, also awakens the

curiosity and create situations that allow for thinking about their solutions (Caneo,

1987).

Within the Integral School of the Andes, there is a problem concerning the

the way classes are conducted, considering that many of the contents are

viewed theoretically, and for this reason, it becomes a bit tedious, for this reason, this

project allows the development of strategies that involve board games within the

class dynamics, which allows students to carry out and learn the contents of

areas such as social sciences and mathematics, through play.

Problem formulation

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

like social sciences and mathematics?

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Justification

the inclusion of board games as a strategy in learning allows

master to venture into new teaching techniques, so that they reach their students

through games allows them 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 arises as a strategy for teaching content.

mathematicians and historians that allow the student of the Integral School of the Andes

develop their learning, due to the playful and intellectual characteristics of the games

tables such as, the ladder, the parquets and the lottery, can be used as a resource

pedagogical. On the other hand, it allows for a more friendly connection between the teacher and the

teaching.
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Objectives

General objective

Develop a strategy for promoting board games as a strategy for

learning in the students of the Integral School of the Andes.

Specific objective

1. Identify what type of board games the students of the integral school prefer.

of the Andes

2. Design a strategy for implementing board games for content

thematic areas such as social sciences and mathematics

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

students from cycle III and IV of the Integral School of the Andes
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Reference framework

For the construction and structure of this project, some consultations were taken into account.

such as documentary sources, books, websites that helped guide the strategy.

starting from the theoretical and legal foundations from different perspectives of thought.

Marco teórico

According to Armstrong (1999), multiple intelligences in the classroom reflect 3 successes

guaranteed by the new education: Games. Education is playful and must provide joy.

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

The classroom is for them a cage. Movement, all education from pre-kindergarten to primary is based on

of movements.

What is the game? The game is a recreational exercise where skills are demonstrated.

skills and tricks, with exercises of agility and dexterity that are practiced through

rules; these games can be in pairs, collective, and individual. The games are

exploration strategies, discovery, curiosity, and the free environment around it

a place where ideas are shared that participate or do not participate in an organized activity.

He also participates in working groups and initial conflict management with the help of others.

PIAGET VIGOTSKY HUIZINGA DECROLY GARDNER

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Another way to interpret the game, as Huizinga suggests (1936 p.71), is that to

based on the experiences, studies, and theories of play, there is a conviction that culture

human emerges from the game and in it the idea develops that all human actions are nothing more

that a game. The immediate instinct of preservation gives a sense to vital occupation.

"Every game means something," says Huizinga (1936). The proposal of the Dutch educator,

inspires by giving a sense 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, that

se involucran con acontecimientos, el razonamiento y la interpretación como representación

of play in culture and society.

What are Board Games and how are they applied in Education Humans

They have been practicing board games since ancient times. Many have come and gone.

during our tumultuous history, archaeologists have found this type of game among the

ruins of Ancient Egypt, Rome, and Greece. Some are similar to those we enjoy in the

current affairs, like ladies and chess. Even so, the ideas have been here for thousands of years.

that have transcended between several generations. In adulthood, in some activities, one

makes it easier to handle thanks to what is learned from childhood. It is obvious that children who

They go to gardens or have playmates from a very young age, which gives them greater skills.

more ease in certain motor and cognitive skills.

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

manage situations that require calmness but at the same time agility of action

reaction. For this reason, it is good as parents to help their children develop those

emotional skills they will need to face life's problems and for

be successful

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

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 as: The

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

The decision complexity of a game is the number of moves and decisions that it establishes.

value of the initial position for the player who moves second. According to Blanco (2009)

board games as a strategy to develop early education in children and

early childhood girls provide them with the necessary tools for the

decision-making respecting the rules that allow the boy and the girl to form and

strengthen values of respect that allow them to coexist in society

In this way, it can be inferred that board games play a fundamental role.

en el desarrollo del aprendizaje de los estudiantes, por este motivo es necesrio acercar a los

documents to these types of tools that allow you to improve classes, making them more appealing

and fun.
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Legal framework

Teacher training also refers to the planned policies and procedures.

to prepare, strengthen the pedagogical and research work of teachers within the

fields of knowledge, attitudes, behaviors, and skills, each of these are

necesarios para cumplir sus labores eficazmente dentro y fuera del aula de clase.

The Sports Law regarding recreation as a fundamental action for

recreation is a process of action

participatory and dynamic that makes it easier to understand life as an experience of enjoyment, creation and

freedom, in the full development of human potentialities, for its realization and

improvement of individual and social quality of life, through the practice of activities

intellectual recreational physics. (Law 181, 1995, Art. 5) Thus, the Constitution

Policy states that recreation is a legitimate right of students, that each

educational institution will be developed with the aim of forming harmoniously.

The National Political Constitution (1991) states that: They are fundamental rights.

of children: full life, physical health and social security, balanced nutrition, their

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

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

human groups as the entirety of society. (C.N, 1991, Art.44)

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Methodology

This research is qualitative as it allows for the development of dynamics.

group activities in the context of the Integral College of the Andes, which allowed for development

tools that contribute to the teaching of content in the areas of science

social studies and mathematics.

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

understand the perspective of the surveyed students, it also allows young people

study in a more integral and complete way. It is an inductive learning process and

allows the researcher to interact with the student population and with the data that they

they provide us.

Research design: descriptive as it allowed the explanation of preferences

methodological approaches of students in relation to the dynamics of the classes.

Methodological structure: participatory action research design taking into account

which allows for collective research and learning about reality, based on an analysis
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critical with the active participation of the involved groups, which aims to stimulate the

transformative practice and social change.

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

same students.

Techniques and tools: survey that allowed us to identify preferences regarding

board games and dynamics for class development.

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Analysis of results

and m

a little ear % % %

1 9 5 3

3 17 2 09 1.52 7.50

month years unca

4 3 2

14 10 8 2.42 0.30 5.00

ten chess ot

table legs easy ros

6 1 1

20 6 6 0.61 8,18 8.75

ten passive ot

of the table os ros

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6 1 2

20 4 8 0.61 2.12 5.00

estr diver it

strategy sion ros

7 9 1

25 3 4 5.76 ,09 2.50

yes no

8 1 0

28 4 4.85 2.12 ,00

4 5 0

14 18 2.42 4,55 ,00

bass trasv lu

cas resales tips

5 3 1

18 10 4 4.55 0.30 2.50

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

20% 14% 6
7
17%
8
9
10

Do you like board games?

question 1.
60
51.5
50
37.5
40
30
17
20 12 9.1
10 3

0
1 NOTHING LITTLE A lot % % %

According to the surveys conducted with the students of the INTEGRAL COLLEGE OF THE

ANDES 51% are not interested in board games because they seem very passive to them.

It was determined that 37% of the student population practices it but in a way

distractor
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Only 9% practice it as a strategy for skill development in studying.

How often do you play board games?

question 2.
50
42.4
40
30.3
30 25.0

20 14
10 8
10 2 0 0 0
0
1 2 3 4 5 6 7

Series1 Series2

It is evidenced that: of the surveyed students, 44.4% play board games (tennis of

board games) for a few months now. Moreover, 30.3% indicate that they play board games occasionally.

frequency for years

25% have never played board games

3. What types of board games do you know?

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QUESTION3
Series1 Series2

80 60.6
60
40 20 18.2 18.8
6 6
20 3 0 0 0
Series1
0
1 2 3 4 5 6 7

It can be seen that the students' favorite game is table tennis.

second place chess and then other types of board games.

4. Write down your favorite board game

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question 4.

60.6
80
60
20 25.0
40 8 12.1
4
20 4 0 0 0
Series1
0
1 2 3 4 5 6 7

Series1 Series2

5. What do you consider to be the importance of board games?

question 5

75.8

80
60 25
40 9.1 12.5
3 4
20 5 0 0 0
Series1
0
1 2 3 4 5 6 7

Series1 Series2

75.8% believe that board games are more about strategy that helps to awaken.

the thinking in students

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

And the 12.5 differ in their appreciation of the importance of board games.
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6. Do you believe that board games should be promoted as strategies?

pedagogical within the integral institution of the Andes

7. Do the teachers at the Integral School of the Andes implement board games to

the teaching of thematic content?

QUESTION 6 AND 7
Series1 Series2 Series3

84.8
54.5
42.4

28 14 18
7
12.1 0.0
4 0.0 Series3
6 0 0
Series1
1 2 3 4 5 6 7

According to the survey, there is evidence of the need for teachers at the COLLEGE

ANDES INTEGRAL integrate board games as a methodological strategy of

learning

According to the chart, the highest percentage applies to requesting that the teachers of

Schools 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 material?

pedagogical.

question 8

54.5
60
30.3
40 18
10 12.5
4
20 8
0 0 0
Series1
0
1 2 3 4 5 6 7

Series1 Series2
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Conclusions

The students of the Integral School of the Andes are interested in learning.

through board games since they are more appealing and require a lot of skills.

which are not acquired with long and tedious texts.

The promotion strategy for board games connects teachers and

Students, which shows that it is an excellent way to access the contents.

in different areas.

It was found that students learn better in a playful manner.

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Appendices
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Bibliographic reference

[Link]

learning

Montenegro (2003 p.158) the game, processes of development and socialization:

contribution of psychology

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

Bogotá: Author.