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

    Publicado 2017-11-11

    DOI:

    https://doi.org/10.29314/mlser.v1i1.22

    Sebastian López-Serrano

    Alberto Ruiz-Ariza

    Sara Suárez-Manzano

    Manuel de la Torre Cruz

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    Número del Artículo

    Vol. 1 Núm. 1 (2017)

    ISSN: 2603-5820

    Publicado: 2017-10-24

    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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    “Dance Dance” Educación. ¿Una verdadera “revolución” para el aula?. (2017). MLS Educational Research, 1(1). https://doi.org/10.29314/mlser.v1i1.22
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