Publication: Efectos de la combinación de aprendizaje-servicio y aprendizaje basado en juego sobre las competencias cooperativas del alumnado universitario
Authors
Rodríguez Rivera, Paula ; Manzano León, Ana ; Rodríguez Ferrer, José Mª.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.672301
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info:eu-repo/semantics/article
Description
Abstract
Este estudio analiza el impacto del “Aprendizaje-Servicio Lúdico”, un proyecto de innovación educativa que integra Aprendizaje-Servicio (ApS) y Aprendizaje Basado en Juego (ABJ), en el desarrollo del aprendizaje cooperativo. Se utilizó un diseño cuasi-experimental con grupo control y mediciones pre y postest, con una muestra de 411 estudiantes de cinco universidades españolas. Los resultados evidencian mejoras significativas en todas las dimensiones del aprendizaje cooperativo en el grupo experimental, así como una alta valoración del ApS lúdico en términos de desarrollo académico, profesional y social. Se concluye que la combinación de ApS y ABJ impacta positivamente en la experiencia formativa global y la aplicación contextualizada del conocimiento.
This study explores the impact of Playful Service-Learning, an educational innovation project that integrates Service-Learning (SL) and Game-Based Learning (GBL), on the development of cooperative learning. A quasi-experimental design with a control group and pre-and post-test measurements was conducted with a sample of 411 students from five Spanish universities. Findings reveal significant improvements across all dimensions of cooperative learning in the experimental group, along with highly positive evaluations of Playful SL in terms of academic, professional, and social development. Overall, the integration of SL and GBL enhances students’ educational experience and fosters the contextualized application of knowledge.
This study explores the impact of Playful Service-Learning, an educational innovation project that integrates Service-Learning (SL) and Game-Based Learning (GBL), on the development of cooperative learning. A quasi-experimental design with a control group and pre-and post-test measurements was conducted with a sample of 411 students from five Spanish universities. Findings reveal significant improvements across all dimensions of cooperative learning in the experimental group, along with highly positive evaluations of Playful SL in terms of academic, professional, and social development. Overall, the integration of SL and GBL enhances students’ educational experience and fosters the contextualized application of knowledge.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), vol. 29, núm. 1, pp. 155-168.
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