Las actividades lúdicas como herramienta didáctica en el Proceso de Enseñanza-Aprendizaje de los estudiantes de Educación superior

Resumen de los autores

Playful activities as a teaching tool in the teaching-learning process of higher education students are crucial in contemporary education. This study focuses on the systematization of the theoretical and methodological foundations that support meaningful learning through play. It is a descriptive analysis of recent academic literature, which examines how these activities impact the educational process. The theoretical and bibliographic review included 23 relevant studies, revealing that the implementation of playful activities has a positive effect on student learning and on the school climate. Programs that incorporate games and dynamics in teaching foster not only motivation and commitment, but also social and emotional skills. The integration of innovative strategies, such as teamwork and the use of creative resources, enriches the educational experience and promotes an environment where reflection and collaboration prevail. By providing students with practical tools and playful experiences, teachers contribute to forming more competent and critical individuals, capable of relating to different types of situations and texts. This strengthens their ability to understand and prepares them to actively participate in their environment, promoting meaningful discussions and deeper, longer-lasting learning

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Cómo citar (APA 7)

Preciado Quevedo, C. M., & Aguirre Obando, E. A. (2024). Las actividades lúdicas como herramienta didáctica en el Proceso de Enseñanza-Aprendizaje de los estudiantes de Educación superior. Revista Ciencias de la Educación y el Deporte. https://doi.org/10.70262/rced.v2i1.2024.59