Kids' perceptions on gaming experience and learning with the Nintendo Labo: Multiple “make” and “play” experiences

• John Cano ^[1] ; Megan Chow ^[2]
  1. [1] University of California System

     University of California System

     Estados Unidos

     
  2. [2] Yale Center of Emotional Intelligence.
• Localización: Revista Colombiana de Ciencias Sociales, ISSN-e 2216-1201, Vol. 15, Nº. 1, 2024, págs. 114-139
• Idioma: inglés
• DOI: 10.21501/22161201.4243
• Títulos paralelos:
  • Percepciones de los niños y niñas sobre la experiencia de juego y el aprendizaje con nintendo labo: múltiples experiencias de “hacer” y “jugar”
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este artículo explora las percepciones de niños y niñas que tuvieron la oportunidad de explorar las fases de “Hacer” y “Jugar” del Kit de variedad “Toy-Con 01” del Nintendo Labo. A través de aspectos claves como el involucramiento/compromiso estudiantil, la utilización del conocimiento y la adquisición de nuevos conceptos (Gee, 2008), este artículo amplía la comprensión general de cómo los videojuegos pueden generar un aprendizaje activo. A partir de las experiencias en la construcción de proyectos de “Hazlo tú mismo”, los autores analizan cómo los niños, a través de cuatro casos diferentes, conectaron sus conocimientos y experiencias previas con contenido relacionado con la ciencia (implícito en las interacciones y el hardware de la consola Nintendo Switch y el software Nintendo Labo y piezas de cartón). Las limitaciones del estudio sugieren que se necesita más tiempo para tener una exploración más profunda de las percepciones de los niños explorando la fase “Descubrir”—la tercera y última fase de Nintendo Labo.

  • English

    This paper explores the perceptions of kids that had the chance to explore the “Make” and “Play” phases of the Nintendo Labo variety “Toy-Con 01”. Focusing on the roles of engagement, knowledge utilization and acquisition of new concepts. This paper broadens the general understanding of how video games can elicit active learning. Building on the experiences in constructing DIY projects, the authors analyze how the kids— through four different cases—connected their previous knowledge and experiences with science-related content (implicit in the interactions and hardware of the Nintendo Switch console and the Nintendo Labo software and cardboard pieces). The results of the study show that kids can use their cultural and academic experiences as well as their funds of knowledge to make sense or create theories and hypotheses of how the hardware and the software of the Nintendo Labo interact with each other and work. The limitations of the study suggest that more time is needed to have a more in-depth exploration of the kids’ perceptions by exploring the “Discover” phase—the third and final phase of the Nintendo Labo.

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