Pensamiento cientifico y videojuegos: aproximacion microgenetica a la experimentacion, la motivacion y el aprendizaje colaborativo.

The transformative potential of game-based technologies to support education in science has emerged as an item of interest to researchers (Li & Tsai, 2013; Prensky, 2001; Spires, 2008). However, most of the research in the area has focused on the impact of videogames in improving the conceptual understanding of science. Only a small amount of studies have explored aspects of problem solving, affective processes, learning engagement and socio-contextual learning (Li & Tsai, 2013) involved in the interaction between children and videogames designed to promote scientific thinking. The present study aims to characterize the performance of experimentation, affective and cognitive engagement and collaborative work in children between 8 and 9 years old when playing a video game. In addition, the possible relationships between the characteristics and conditions of the game designed to promote scientific thought and experimentation operation, engagement and collaboration among peers will be described. The study will use a microgenetic design and it will focus on describing performance trajectories using analysis techniques to explore intra and interindividual variability.