I.E.S.P.P.

ANTONIO
RAYMONDI
Quiñones Castellanos
DAYANA

RESEARCH

PROFESSOR: MARCELINO PRUDENCIO

CYCLE: 2DOA

2019

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GAMES
DIDACTICS

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dedication

I dedicate this research work to my family, as, thanks to their support

Unconditional, I am achieving my goals to become a successful professional.

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ACKNOWLEDGEMENTS

I want to thank the course professor, as thanks to his great work as a teacher and
Thanks to his/her advice, this research work was completed.

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INDEX

SUMMARY.................................................................................................................................... 6
INTRODUCTION........................................................................................................................ 8
THEORETICAL FRAMEWORK.................................................................................................................... 10

CHAPTER I............................................................................................................................... 10
.1 DEFINITION AND ASPECTS.......................................................................................... 10
1.2 BRIEF HISTORYA 11
1.3 IMPORTANCEA ............................................................................................................... 12
CHAPTER II. THE TYPES, CAUSES AND THEIR EFFECTS........................................................ 13
2.1 TYPES................................................................................................................................ 13
2.2 CAUSES ........................................................................................................................... 16
2.3 EFFECTS......................................................................................................................... 16
CHAPTER III. FORM OF ACTION AND ITS EFFECTS....................................................... 17
3.1 WHY?...................................................................................................................... 17
3.2 WHAT ARE THE EFFECTS?17
CHAPTER IV. CLASSIFICATION AND ITS SOURCES............................................................. 18
CHAPTER V. RESEARCH NEEDS18
5.1 ACADEMIC................................................................................................................ 18
5.2 PRACTICES..................................................................................................................... 19
5.3 THEORETICAL....................................................................................................................... 19

CONCLUSIONS...................................................................................................................... 20

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SUMMARY
The educational game is a strategy that can be used at any level or modality.
of the educational, but in general the teacher uses it very little because they are unaware of their

multiple advantages. The game, which has an educational objective, is structured like a game
regulated that includes moments of pre-reflexive action and symbolization or appropriation
abstract logic of lived experience for achieving curricular teaching objectives, whose
The ultimate goal is the player's appropriation of the content, encouraging the
development of creativity. The use of this strategy pursues a number of objectives
that are aimed at exercising skills in a specific area. That is why
it is important to know the skills that can be developed through play, in
each of the areas of student development such as: the physical-biological; social-
emotional, cognitive-verbal and the academic dimension. Likewise, it is also of utmost importance.

importance of knowing the characteristics that a game must have to be educational and
manage your classification to know which one to use and which would be the most suitable for a
determined group of students. Once the nature of the game is known and its
elements is where the teacher asks how to create a game, with what objective
to create it and what the steps are to carry it out, it is there when one begins to ask which
they are the most suitable materials for its realization and begin their questions. The
The purpose of generating these concerns revolves around the importance of utilizing
that strategy within the classroom and in a simple way can be created without the
the need to handle the issue in depth, in addition to some solutions
practices can make this task pleasant and comfortable for both the teacher
for the students. All of this with the aim of generating effective learning through
of fun. Before referring to the educational game, it is necessary to ask ourselves the
following questions: Who has not played at least once?, Who plays more
frequency
do we know?... Some of the answers would be: We have all played at some point!, More
that all kids do it! They go out to recess to play! Some of the games that
We know are: scrabble, dominoes, chess, monopoly, bingo, and puzzles, among others.
others. Now, according to Sanuy (1998) "the word play comes from the English term
"game" comes from the Indo-European root "ghem" which means to leap for joy... in the
one must provide the opportunity to have fun and enjoy at the same time
they develop many skills" (p.13). For authors like Montessori, cited in Newson
(2004) "The game is defined as an organized playful activity to achieve ends"

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specific" (p. 26). The relationship between play and learning is natural; the verbs "to play"
and 'learn' converge. Both words consist of overcoming obstacles, finding the
path, train, deduce, invent, guess and end up winning... to have fun, to
advance and improve (Andrés and García, n.d.). Fun in classes should be a goal
Teaching. Playful activities are attractive and motivating, capturing the attention of students.
towards the subject, whether for any area you wish to work on. The games require
of communication and provoke and activate the learning mechanisms. The class is
imparts a playful environment and allows each student to develop their own
learning strategies. With play, teachers stop being the center of the class,
the 'wise' in one word, to become mere facilitators-conductors of the process
of teaching-learning, in addition to enhancing the work in small groups with its use
or couples. According to Ortega (cited in López and Bautista, 2002), the richness of a strategy
how it makes the game an excellent opportunity for learning and communication,
understood as learning a significant and stable change that occurs through
from the experience. The importance of this strategy lies in that it should not be emphasized on
the memorization of facts or concepts, but in the creation of an environment that
encourage students to build their own knowledge and develop their own
meaning (Bruner and Haste, cited in López and Bautista, 2002) and within which the
teaching can gradually lead the student to higher levels of
independence, autonomy and ability to learn, in a context of collaboration and
a sense of community that must always support and emphasize all acquisitions. The
strategies must contribute to motivating boys and girls so that they feel the need to
to learn. In this sense, it should serve to awaken curiosity and interest by itself
of the students, but at the same time, we must avoid that it becomes an occasion for the student to

difficulties feel rejected, improperly compared to others or hurt in their

personal self-esteem, something that often happens when we either lack
appropriate strategies or we do not adequately reflect on the impact of all
our training actions in the classroom (Correa, Guzmán, and Tirado, cited in López and
Bautista, 2002). So, once the importance of this strategy is established, the game
...in favor of an educational objective, a regulated game is structured that
includes moments of pre-reflexive action and of symbolization or appropriation
abstract logic of lived experience for achieving curricular teaching objectives... whose
The ultimate goal is the player's appropriation of content, promoting the
development of creativity" ...Yvern (1998). This type of play allows for the development of

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skills by areas of development and academic dimension, among which can be
mention: From the physical-biological area: ability to move, quickness of reflexes,
manual skills, coordination, and senses. From the socio-emotional area: spontaneity,
socialization, pleasure, satisfaction, expression of feelings, hobbies, resolution of
conflicts, self-confidence. From the cognitive-verbal area: imagination, creativity,
mental agility, memory, attention, creative thinking, language, interpretation of
knowledge, understanding of the world, logical thinking, following of
instructions, vocabulary breadth, expression of ideas. From the Academic Dimension:
appropriation of content from various subjects, but especially from reading and writing
and math where the child presents greater difficulties.

INTRODUCTION
It is necessary to admit that the understanding of play as a method and teaching resource,
as a means and an end in itself, it is constituted as the result of establishing a hypothesis
that is evidenced in practice - about the behavior of boys and girls in their early
school age years. To accept this, not only in its most superficial sense, but
especially in the field of any proposal that can come from pedagogical science
to offer oneself to the educational field, it is necessary to also refer to the study of the meaning of

game, its definition and characteristics, of the ludic assumptions that appear in the
child behavior and reconceptualizing everything playful, expanding the study of play
regarding its background and historical explanation. 2 Reducing these to the maximum
claims, necessary for such purposes and without losing the sense and meaning of
game as a teaching method and, in it, as a resource and strategy for attention to
diversity, we aim to outline the fundamental characteristics of
children's game (many of them also valid to refer to the play of boys and girls
in Primary Education), so that we have better arguments to
understanding the utility of these games in the case of educational attention to the
diversity. Thus, if we delve into the characteristics of children's play, in an attempt
to provide a descriptive and integrative view (analyzing agreements and divergences) that
please provide us with an approximation of the categorization of the game, we have the following

particularities (Moyles, 1990; Zabalza Beraza, 1996; Urdiales Escudero and others, 1998;
Bautista Vallejo, 2002): · The game is a pleasurable activity, a source of joy. The
playful activity seeks pleasure, it is a fun activity that generally evokes
excitement brings signs of joy and is always positively elevated by those who

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It is carried out. · The game is a spontaneous, voluntary, and freely chosen activity. The game
does not accept external impositions, the child must feel free to act as they wish, free
to choose the character to represent, the means with which to do it. But despite that
the game is the realm of freedom and arbitrariness presents a paradox: the fact that
the child behaves with internal restrictions because he has to adjust to the action guidelines of the
character and when the game is group-based, follow the rules of the game. These characteristics of
the very dynamics of the game are those that are often used for creation
of certain social habits that allow people to live in community, in
where rules, norms, freedom, autonomy, and responsibility converge as formulas
for the creation of spaces for coexistence. · Play is an endless purpose, although
We are confident that with the above statement it is understood how to qualify.
such expression. The game is a realization that tends to realize itself, it has no
extrinsic goals or purposes, their motivations are intrinsic, and therefore they focus on
utilitarianism either becomes a means to achieve an end, loses its appeal and the
game character. The child gets into the game without excessive concern for the
result of the activity, not afraid of failure because the activity is not organized to
achieve a concrete result. It is more of an activity of enjoyment than an effort
destined for an end. In no way, however, should one relegate activity here.
how I enjoy the sense of the superficial, that is, to enjoy is not comparable here in the
the realm of play to a waste of time, nor of energies, etc. · It is opposition with
the function of the real. Because with play the child frees themselves from positions that the function

it demands from the real, to act and function with its own norms and rules that itself
is imposed and willingly accepts and fulfills. It is an action and implies participation.
active. Playing is doing and always involves active participation. For that reason, in play
when boys and girls do, "they are". That is, in the statement of "being before doing",
boys and girls when they play and enjoy, are contributing in an essential way to the
satisfaction of your integral being. · The constitutive element of play is its fictional nature. To make
the "as if," observation highlighted by Freud, is a rather
accepted. What characterizes the game is the act of 'as if' and having an awareness of fiction.
This expression is especially significant in the development of games with children.
small, so that the fictional universe comes to represent a constant in the
volume of their playful behaviors. Therefore, any activity can be converted into
game and the smaller the child, the greater their tendency to make every activity
in play. What characterizes the game is not the activity itself, but the attitude of

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subject facing that activity. · The game has systematic connections with what is not
game. It refers to the connection between play and human development in general.
(creativity, problem solving, language development or social roles, etc.). The
the game takes place in the lives of human beings and, therefore, it is an activity that since
a holistic point of view is infused and connected with the whole person, creating
a bond, for that reason, with all the other activities that the person herself does
reality. The game, thus, appears connected with everything before and after the
personal activity. · The desire to be older as a driving force of the game. The underlying desire to

every playful activity is the desire to be older, to grow up, to be an adult and have
capacities, functions and privileges of the adult that the child would like to have. · Play is
self-expression, discovery of the outside world and of oneself. In play, the child
it expresses its integral personality, but it is not just an opportunity for self-expression for
he is also a significant activity of the possibilities of discovery
exploration and experimentation with sensations, with movements, with the
relationships, through which the child discovers and discovers himself. It is, moreover,
a process of discovering the external reality, through which it is forming and
progressively restructuring their concepts about the world.

THEORETICAL FRAMEWORK

CHAPTER I
.1 DEFINITION AND ASPECTS
The educational game is a participatory teaching technique aimed at developing
in students methods of direction and correct conduct, thus stimulating discipline
with an adequate level of decision and self-determination.

These types of games involve the acquisition and reinforcement of some learning.
They are mainly used in the school setting and their purpose is learning.
Like all games, educational games not only benefit the development of the aspect
cognitive, but favor all aspects of children's development. Most
of these games favor cognitive mastery:

The knowledge of the environment and the context in which the child develops.
Operational activities and the mastery of symbols.

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 Helps to enhance progress in the mastery of oral and written expression; as well as
communication.

1.2 BRIEF HISTORY

We men did not invent the game; the pups of many mammals use
the game to develop skills that will be necessary throughout

life. Behaviors such as pursuit, combat, and hunting are perfected in

a jovial simulation, devoid of danger and drama, that constitutes an activity

necessary and effective in learning for life.

If other species display playful behaviors, it is to be expected that from the

At the beginning of prehistory, man was already playing. Graphic testimonies related to games
they appear painted on the walls of Egyptian temples and tombs. In their
eschatological representations the Egyptians were shown spending time enjoying

of music and dance, and playing.

Dr. Birch, a famous Egyptologist and founder of the Biblical Archaeological Society,

it refers to 1864, as noted by Falkener (1892: 10-33), to the first games that appeared
in a tomb of Ráshepses, a scribe of the king of Tat-Ka-ra of the fifth

Egyptian dynasty. One of the graphics depicted a low table with two players.

sitting on the floor, facing each other, and with one hand on one of the pieces placed
on the table. Those pieces were twelve in total, of different shapes: those of the player of the
The ones on the left were conical while those on the right had a sort of small
top hat. Those pieces were placed alternately.

Another of the games described by this Egyptologist referred to a round board, painted
frontally so that it could be seen better, like a maze.

Shortly after, in 1866, Dr. Birch recognized a word found in one of

the Egyptian games with the meaning of chess game, and was inquiring about the similarity
between that game and the current chess starting from the pieces ready to start

to play. It also refers to Rameses III playing checkers with Isis.

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The relationship between play and learning is natural; the verbs 'to play' and 'to learn'
converge. Both words consist of overcoming obstacles, finding the way,
train, deduce, invent, guess and end up winning... to have fun, to progress
and improve.

Games can be classified in different ways according to authors. We can have a

general idea of these classifications if we consider that they can be made according to

the linguistic competence of the students, the objective of learning, the stimulus

1.3 IMPORTANCE
In addition to entertaining children, toys are the best learning tool and
personal growth. A toy in a child's hands can help their
imagination, creativity, memory, skill develop more quickly. So
when children play, they are also learning, hence the importance of
to incentivize them and help them recreate educational games.

Educational toys help with learning, stimulating the holistic development of

the children, develop their memory, also to be organized, follow instructions, observe
with attention, to complete a task from start to finish in addition to developing your abilities of
analysis, logic and reasoning.

Among the most used educational games are puzzles, board games,
crafts, for drawing, for threading, fitting or classifying. This is how to allow them
learning through play is the smartest way to develop your motor skills and
Finally, since in addition to everything mentioned above, educational games also
allow children to experience different and new sensations, learn to
observe, values, socialize and discipline.

But the educational game does not have to be solely associated with an educational center, in
It is also important to give these tools. Choose a space and time in your
house so they can play with toys that involve fun learning, it can be
also turn into a special activity in the family. In doing so, besides providing
all the benefits of educational toys, one can also create a
environment to share with family, something that is one of the children's favorite things.

It is important to mention that one of the educational spaces that most encourages the
imagination is reading, so one can relate to books, especially those of greats
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illustrations, like an educational game. Instilling a love for reading in children can
to be one of the best aids that can be given.

CHAPTER II. TYPES, CAUSES, AND THEIR EFFECTS.

2.1 TYPES
Reinforcing the above, educational games are those games that are designed
to provide knowledge on various topics, the expansion of concepts and the
support in understanding lessons or any educational activity that takes place in
the course of the game.

In this sense, among the various types of educational games, it is possible to find from
modern video games to more traditional games, such as card games and
board games.

These are some educational games that are more well-known today:

Memory Games

Traditionally, Memory is a card game that consists of placing various

tokens with two sides. One side is simple and the same for all tokens, and the other side comes.
equal only in pairs. That is to say, on the unequal side, they have drawings or images that
they correspond to each other, only in pairs of two.

The dynamics of the game consist of choosing various tokens with images inside a
group of cards; and manage to form pairs using memory skills. It is a
incredible technique to stimulate memory in our brain. There are online varieties and
in physical form for this type of educational games.

Puzzle

Puzzles are some types of educational games that require matching.

of interwoven pieces, seeking to fit perfectly; although, often
strange shape. Each piece generally has a small part of an image on it.
When a puzzle is completed, it produces a complete image. In some
cases, more advanced types of puzzles have appeared on the market, but beyond
from its educational use, they are too complex for children.

Most puzzles are square, rectangular, or round, with pieces that,

on their edge, they have a straight or slightly curved side, which makes it possible to create the

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shapes; in addition to four corner pieces, if the puzzle is square or
rectangular.

To make assembly difficult, some puzzles have edge pieces with all their
equal sides to the rest of the intertwined pieces; that is, without a smooth edge, which to
menudo is taken as a reference. Other puzzles are designed so that the
unions of all the puzzle pieces form a figure; like, for example, the
of an animal. The edge pieces can vary to adhere to the general shape, in
these cases.

The puzzle is another type of educational game that encompasses a great technique.
of cognitive stimulation. The younger the children are, the less amount of
pieces usually have; so the number of pieces may increase as the
the child is growing.

Riddles

Riddles are fun types of educational games for both adults and
boys; and they are great for promoting interaction between parents and children. In these games,
the parents or guardians in charge must pronounce the riddle or the statement of the riddle,
while children must discover what it refers to or how to solve it
riddle. A riddle can involve objects, numbers, letters, and colors, with the
the goal of encouraging faster learning.

A riddle can be a statement, a question, or a phrase that has a

double or veiled meaning, presented as a riddle that must be solved. For the
Generally, riddles represent problems expressed in metaphorical language or
allegorical; requiring some ingenuity and careful thought for their solution.

Tales and stories

Stories and tales are vital for children's learning, for

thanks to these, parents or adults can teach children a large amount of
contents that relate to various aspects of everyday life and that contribute
to their education. It's not just about the stories that have already been written, but they are also often

ask the little ones to create their own stories, even if orally; in which
unleash your imagination or include certain previously learned content.

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As mentioned earlier, in the case of children, storytelling is one of the pillars.
for intellectual development. When we tell them a story or tale, it can be
achieving that the younger ones understand certain things more quickly, it is attained that their
the brain functions more efficiently; in addition to stimulating your memory and will
to express oneself and make comments.

Molding figures out of playdough

Molding figures out of modeling clay includes another infallible method of learning.
extremely entertaining for children to learn while making various figures in
plasticine; such as animals, fruits, people, and other objects.

Children can encourage their creativity through these types of educational games;
because it manages to imagine, create, and materialize the thoughts that are found in
your mind; which is why the shaping of figures provides great benefits to your
levels of fantasy.

It is also an excellent stimulator of fine motor skills, agility, and dexterity;

the differentiation of colors, proportions; increase in concentration; contributes to the
relaxation, and a greater degree of self-esteem.

Songs and drawings for learning

Music and various visual elements are attractive resources that foster the
learning, given the great importance of these two stimuli in our lives, from a very
small. It is through songs, stories, and drawings that many children manage to
learning the alphabet, numbers, and foreign languages; which also makes possible the
explanation of the daily application of these learning products.

Educational Video Games

They are part of the types of educational games since they consist of a way to
virtualize traditional educational games and make them accessible to many
characters. In these electronic games, the user or player interacts with an interface
to obtain visual feedback.

Today, many educational institutions have realized the importance of

reduce paper usage; hence they are increasingly using the digital interface to

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teaching children. These video games provide a very good way to impart
education through play and fun.

There are many educational games available on the Internet directly; from games
intended to teach children the basics such as the alphabet, the numbers,
among others; to the most advanced education in all subjects such as language, science,
history, geography, to mention a few.

2.2 CAUSES
The causes are, in the first instance, external to the student, although they often tend to
combine with personal characteristics that enhance their importance. They are
problems of moderate severity and personal impact (psycholinguistic processes,
motivation, metacognition), although recoverable, if the necessary attention is provided
school and family educational.

2.3 EFFECTS
A first impression we have gathered while playing games with students from different...
ages has been that of initial expectation (due to the novelty) and subsequent satisfaction (due to the
recreational aspect.

These impressions, which are common to all the teachers who have practiced games
with their students, they agree with the opinions of MARTIN GADNER (1975) (1°), one
of the 10 greatest specialists in the collection and study of mathematical games, who
He has always believed that the best way to make Mathematics interesting to
students and laymen is to approach them in a playful manner. In higher levels,
especially when applied to practical problems, mathematics can and should
to be mortally serious. But at lower levels, it is not possible to motivate anyone
student to learn the higher theory of groups, for example, by telling him that he will find it.
beautiful, stimulating or even useful if one day they become a specialized physicist in
particles. The best method to keep a student awake is surely
propose a mathematical game, a joke, a paradox, a tongue twister or any
of those thousand things that boring teachers usually avoid because they think they are
frivolities

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CHAPTER III. FORM OF ACTION AND ITS EFFECTS.
3.1 WHY?
An educational game should have a series of objectives that will allow the teacher
establish the goals to be achieved with the students, among the objectives we can
mention: pose a problem that must be solved at a level of understanding that
involves certain degrees of difficulty. To firmly establish the concepts in an engaging way,
procedures and attitudes included in the program. Provide a means to work
in a pleasant and satisfying way as a team. Strengthen skills that the child
will need later. Educating because it is a means to familiarize the
players with ideas and data from numerous subjects. Provide an environment of
stimulus for both intellectual and emotional creativity. And finally,
develop skills in areas where the child has more difficulty.

In this type of games, the visual method, the word of the teachers, and the ...
actions of the learners with toys, materials, pieces, etc. Thus, the educator or the
the educator directs their attention, guides them, and achieves for them to clarify their ideas and expand

his experience (García, 2006).

3.2 WHAT ARE THE EFFECTS?

The game has meant a strategy of socialization for man, which is why we can
to say that it is inherent to the development of personality. One of the most practiced by
children is the "role play" (Roleplay Game), this allows them to immerse themselves in other
realities and assimilate specific behavioral norms of certain groups.

Just as interacting with real and fictional characters from certain regions or
historical periods. Starting in the 60s, a type of game appears on the scene
board where strategic simulation actions took place, the search
detective work, the analysis of friends and enemies, and combat. In these games, they could
participate with 5 to 6 players, usually students, and each of them should
build a character according to a set of rules established in a story
principal.

The individual is expected to reach primary status, to assume an independence that

allow them to express themselves personally and direct themselves towards roles and goals according to their

environmental skills and possibilities.

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In the case of school-aged children, friendship is defined by cooperation and help.
mutual since friends are perceived as people who help one another to
achieve common goals. The advancement of the capacity for 'decentering' (understand:
putting oneself in the viewpoint of others) gives the child the ability to analyze,
to understand and appreciate not only the overt behaviors of others but also the
intentions, feelings, and the motives that drive them, and understand that they can
be different from theirs.

CHAPTER IV. CLASSIFICATION AND ITS SOURCES.

Attempts to classify the Games have been scarce, and we could say that they are nonexistent.
Didactic. We, based on teaching experience and the practice of its structuring
and use, we consider two classes of games:

Games for skill development.

Games for the consolidation of knowledge.
Games for the strengthening of citizenship competencies values.

CHAPTER V. RESEARCH NEEDS

5.1 ACADEMIC
Through play activities in adolescence, conditions can be achieved for better
development of educational capacities and prevent the consequences that could arise
generate the differences between the educational needs of the learners and the responses
of the education systems; (initial adaptation to school, early detection of students
with special educational needs, stimulation and processes aimed at allowing the
students face the demands of educational activity with increasing autonomy.

Well, as Vygotsky said, the zone of proximal development allows for the increase of the
assimilation of the content taught in educational systems and insertion into
social media in its multiple alternatives of generational performance and relationships
interpersonal. Therefore, the game enhances friendships that can serve
as guidelines to promote work groups in the classrooms that lead to the incorporation and
adaptation of the study content of the different subjects.

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5.2 PRACTICES
When comprehensively analyzing the pedagogical process of educational institutions, one...
warns that, at times, finished knowledge is used, and there is a tendency to maintain
such knowledge until transforming them into stereotypes and patterns.

That is why one of the most important tasks in the current stage of improvement
continuation of the study plans and programs is to prepare a highly skilled student
qualified, competent, and competitive; for which it is necessary to ensure they perform a
active role in this process, so that they develop generalizing skills and
intellectual abilities that allow him to navigate correctly in literature
scientific - technical, to seek the necessary data quickly and independently, and to apply
the acquired knowledge actively and creatively.

For this purpose, it is necessary to achieve the interaction of the subjects involved in this process.

interact: the teacher and the students. This interaction implies the formation of a
creative approach to the education process of students' personality towards the
problems that arise in situations in their life, for which there are no specific solutions
algorithms obtained during their studies in educational institutions.

5.3 THEORETICALS

The student of the educational institution needs to learn to solve problems, to analyze
critically assess reality and transform it, to identify concepts, learn to learn,
learn to do, learn to be and discoverthe knowledge in an enjoyable way,
interesting and motivating.

For this, it is necessary that from the classrooms the development is carried outindependencecognitive, the
thirst for knowledge, student protagonism, so that there is no fear in solving
any situation no matter how difficult it seems. Therefore, the institution's commitment
educational is to form amantrustworthy, creative, motivated, strong and
constructive, able to develop the potential that lies within and that only he is capable of
to develop and to increase, under the direction of the teacher.

The student has to appropriate the historical-cultural.knowledgethat others already

they discovered; the educational institution exists to achieve thesocializationthe professor exists
to direct the pedagogical process, to guide and lead the student, not to do it
What should this one do.

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Therefore, theobjectivesand educational tasks cannot be achieved or resolved alone
with the use of themethodsexplanatory and illustrative, since these alone do not
they fully guarantee the development of the necessary skills for the future
specialists in what pertains, fundamentally, to the independent approach and to the
creator solution to the social problems that arise daily.

Therefore, it is necessary to introduce in thesystemofteachingmethods that respond to the

new objectives and tasks, which highlights the importance of activation of the
teaching, which is the ideal way to enhance the quality of education.

The activation of teaching has generally taken an empirical approach.

concepts, regularities andprinciplesthat have been specified as a generalization of the
practice, they have not always had a necessary systematic approach that allows them to develop their
theoretical bases.

Regarding the theoretical and methodological aspects related to thegamesdidactic

some attempts have been made, but thetheoryit is still insufficient and incomplete, so
We aim to clarify your concepts and particularities, according to our approach.
educational.

CONCLUSIONS
We have come to the conclusion that games are good teaching material because of
its multiple benefits and the wide variety of topics it can address. The teacher
you have to know how to adapt each type of game to the needs of your students and check
that the results of these are positive and the objectives we had set are met
proposed. It may initially require extra work for the teacher, but the
the reward of teaching with this method is gratifying for both the teacher and the student.
the students.

We try to convey how through play students can learn from

a more practical and active way in their education, not forgetting the great appeal of play
thus preventing children from losing interest in the subject. The game gradually requires a
certainly increasing difficulty, but that effort making it enjoyable, accepted and
understood by each one, offers a clear view of the results that are expected with
he.

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We believe that by including play in the daily activities of students, it will help them.
teaching that learning can be easy and fun, that qualities can be developed
like creativity, desire and interest to participate, respect for others, attending
and follow rules, be valued by the group, act with more confidence and communicate
better, that is to say, to express one's thoughts without obstacles. For all this we think that the

Game can help us on our path as educators, making the most out of
what surrounds us and helping our students with the games that best suit
they.

BIBLIOGRAPHIC REFERENCES:

Beltrán, J. (1993b). Epilogue: Strategy, disposition, and autonomy. In J. Beltrán, V.

Bermejo, M.D. Prieto and D. Vence, Psychopedagogical Intervention.

Madrid: Pyramid.

Beltrán, J. (1995). Knowledge, thought, and interaction of educational games. In C.

Genovard, J. Beltrán and F. Rivas (Eds.), Psychology of Instruction. III.

New perspectives. Madrid: Síntesis.

Ausubel, D.P. (1968). Educational psychology. A cognitive view. New York: Holt.

Rinehart and Winston. (Spanish translation: Educational Psychology.

A cognitive viewpoint. Mexico: Trillas, 1976.

Ballard, B. and Clanchy, J. (1984). Study abroad: a manual for Asian students. Kuala

Lumpur: Longmans.

Beltrán, J. (1993a). Processes, strategies, and techniques of educational games. Madrid:

Synthesis.

Biggs, J.B. (1978). Individual and group differences in study processes. British

Journal of Educational Psychology, 48, 266-279.

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