Game-based Learning for Science Education in Institutional Care Settings in Northwestern Mexico

Authors

  • Elsa Catalina Olivas Castellanos Writing Lab of the Institute for the Future of Education, Tecnologico de Monterrey https://orcid.org/0000-0001-7020-7785
  • Ana Lourdes López Oliver Tecnologico de Monterrey https://orcid.org/0009-0005-4951-7515
  • Brenda Valle Sepúlveda Tecnologico de Monterrey
  • Eduardo Rodríguez Álvarez Tecnologico de Monterrey

DOI:

https://doi.org/10.34190/ecgbl.18.1.2623

Keywords:

Educational Innovation; Game-based Learning; Higher Education; STEM Education; Tec 21 Educative Model.

Abstract

Play has been key to knowledge acquisition, creativity, and innovation. In education, game-based learning (GBL) is a physical and digital environment that enhances learning outcomes in students. This paper presents the results of observational research on game-based learning in science education as a motivation for young students from two institutional care settings in Northwestern Mexico, in the State of Sonora. The observational research touched on 1) game-based learning in science, technology, engineering, and mathematics (STEM) education, and 2) learning motivation in vulnerable student groups. This paper focuses on the authors' experiences, most of them early researchers focused on science education, their purpose of promoting game-based learning in STEM education, and interviews with representatives from both institutions. We found that game-based learning was seen as a novelty, innovative, and motivational way of engaging young students from institutional care settings to learn and become curious about the STEM field. We also designed and created games focused on STEM subjects in both institutions. Students living in institutional care settings face even greater obstacles regarding education. In some instances, the lack of mentorship or follow-up tutoring activities can determine their academic outcome or lack thereof. With the ever-changing world of technology, industries demand highly qualified people in STEM fields. Nonetheless, international organizations such as the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organisation for Economic Co-operation and Development (OECD) have reported that school systems around the world are not equipped with the proper teaching methodologies for students to acquire basic skills such as mathematics nor critical thinking. In Mexico, public school systems and institutional care settings often lack teacher training or mentorship approaches to promote STEM education. This paper concludes with a reflection on the benefits of GBL in STEM education in such settings and suggestions for student-led collaborations with children and youth in such settings.

Author Biographies

Elsa Catalina Olivas Castellanos, Writing Lab of the Institute for the Future of Education, Tecnologico de Monterrey

Catalina Olivas holds a PhD in Educational Innovation from the Universidad de Sonora, Mexico. She is currently a postdoc at the Writing Lab of the Institute for the Future of Education at Tecnologico de Monterrey. Her research focuses on STEM education, leadership in higher education, and educational innovation.

 

Ana Lourdes López Oliver, Tecnologico de Monterrey

Ana Lourdes López Oliver, a first-year engineering student at Tecnológico de Monterrey, founded and leads the “Juventud biomédica” youth group. She graduated high school with an academic excellence award and won the regional final of Technnovation Girls 2024, and focuses on STEM education and innovation.

Brenda Valle Sepúlveda, Tecnologico de Monterrey

Brenda Valle Sepúlveda, who currently a high-achieving senior enrolled at Tecnológico de Monterrey’s high school, is an active member of the youth group “Juventud biomédica” and has work published by Instituto Sonorense de la Juventud. She achieved a place to the national competition of ExpoCiencias, presenting a personal security project.

Eduardo Rodríguez Álvarez, Tecnologico de Monterrey

Eduardo Rodríguez Alvarez holds a Master of Education - Educational Management degree. He currently is the leader of the Center for Teaching Development and Educational Innovation (CEDDIE) at Tecnológico de Monterrey - Sonora Norte campus.

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Published

2024-10-07