Inclusión de grupos vulnerables generados por los juegos en línea al proceso de enseñanza aprendizaje en jóvenes de 14 a 16 años

Abstract

Modern society reflects every day on the setbacks that technology produces in human beings, offers a comfortable life or is a simple distraction that reaches procrastination and isolation from the real world. The intention of this degree work is to propose a manual of pedagogical strategies, which supports the inclusion of vulnerable groups generated by online games, in processes of teaching and learning of the first year of high school of the Educational Unit "Daniel Álvarez Burneo" from the city of Loja. Based on mixed approach, using instruments such as DSM-V and GASA questionnaires suggested by the OMS, this research with data analysis allowed the identification of barriers. The proposal is a compendium of inclusive pedagogical strategies, duly structured and supported by experts' criteria. Gamification, Coaching, or collaborative work are some of the tools that allow taking advantage of the mechanics and dynamics of the game in the development of skills and new knowledge. Finally, there is not effective modality of prevention or treatment of the gaming disorder, but everything begins with the change in attitude and involvement of the entire educational community to understand that we are different but equal.