“Dance Dance” Educación. ¿Una verdadera “revolución” para el aula?


Resumen

Introducción: La sociedad actual se encuentra en constante evolución en búsqueda de nuevas metodologías educativas que permitan una mejor formación integral del alumnado. Estas deben ser atractivas y motivadoras a la vez que permitan la mejora de las variables cognitivas del alumnado. Por ello, el objetivo de esta presente revisión fue analizar el efecto del Videojuego Activo o Exergame (EX) Dance Dance Revolution (DDR) sobre el rendimiento cognitivo y académico en niños y adolescentes. Método: Se realizó una búsqueda bibliográfica de la literatura en cuatro bases de datos (Pubmed, Web of Science, Scopus y ProQuest, n = 265). La búsqueda se realizó en los diez últimos años (enero 2007/septiembre 2017). Resultados: Un total de 3 estudios de intervención fueron incluidos en la revisión con una participación de 273 niños y adolescentes. Los resultados muestran que tras la práctica de DDR, el alumnado mejoró su actividad cognitiva. Además obtuvieron otros beneficios a nivel fisiológico derivados de su práctica.  Discusión: Estos resultados reflejan que la promoción de programas mediante EX podría tener un gran potencial para el desarrollo cognitivo y académico en esta etapa educativa. Además, permitirían el desarrollo de hábitos saludables de actividad física, el aumento de la motivación del alumnado y una mejor socialización.


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Cómo citar

López-Serrano, S., Ruiz-Ariza, A., Suárez-Manzano, S., & de la Torre Cruz, M. (2017). “Dance Dance” Educación. ¿Una verdadera “revolución” para el aula?. Educational Research, 1(1). https://doi.org/https://doi.org/10.29314/mlser.v1i1.22


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