Educational games

Educational games

Skill 40%
Knowledge 35%
Learning 25%

 

Just a few years ago the most ancient board game was discovered, dated around 7000 or 6000 BC that should make us aware of the importance recreational activity has had in the history of humanity, as an element of fun and entertainment and socialization. In fact, in Spanish they are generically known as board games, but in French they are known as society games. We do not know for sure if in antiquity the game also served an educational function, which we do have documented proof since the beginning of last century, which begins to function as a tool in different disciplines such as psychology, pedagogy, etc. This new feature, also coincides with the commercial launch of games, the appearance of classic names (many based on games or mechanical that are tremendously older) and companies dedicated almost exclusively to manufacturing.

From the late 90’s and early new century, games experience a fundamental transformation, leaving the mechanics of the past and developing new ones, opening the range of possibilities (age, number of players, rules …) and its possible educational / training applications. In the area of second language teaching, games are presented as an almost indispensable tool in the classroom. Considering the action-oriented proposed by the CEFR and different general and communication skills that articulate approach, games bring together virtually all of them: it is an enabler of knowledge (knowledge and linguistic competence); it is an instrument for grammatical presentation, personal development and interaction (existential and sociolinguistic competence).

It favours the action of multiple forms (competition and discursive know-how); and it gives meaning to all to pursue a goal that integrates and motivates developmental mechanisms that abound in their achievement (competence of learning to learn and strategy). Thus, the game, as an element of fun and entertainment, can and must become more than a mere hobby at the beginning or end of the session / class. Building on the great value which is ludic, it can and must become a trainer instrument, as stated in its definition editing the tercentenary of the Royal Academy: PLAY, do something with joy in order to amuse, entertain and develop certain capabilities.

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