Educational games in the teaching-learning process of middle and high school students

Abstract

In formal education, play and leisure activities are recognized and valued as methodological resources for education, especially in early childhood and the primary years. The use of these dynamics is also common in secondary education, and there are many vocational education and training proposals (for example, coaching) that incorporate play as a key resource. However, this does not usually happen in higher education. This article reports the results of a documentary review of the introduction of games in secondary and higher education. This literature review highlights the lack of research on games and leisure activities in higher education. Most of the studies analyzed do not address the design or structure of the games, and examine them as homogeneous products that differ only in the theme, whose implementation is at the discretion of each teacher. This has generated the need to investigate whether this game is not being played or considered as a subject of study at this educational level.