Los videojuegos como recurso educativo para la enseñanza del patrimonio cultural

Abstract

This PhD thesis by publication presents a framework for the educational use of video games in heritage education across all levels and contexts. Video games are currently the most widespread form of cultural consumption; however, their educational potential, particularly in heritage education, has been largely underexplored and underutilized. Despite their capacity to deeply and interactively engage users, there is a lack of clearly defined strategies for integrating video games into heritage education. Therefore, this research aims to bridge this gap, with the main objective of developing a conceptual framework and practical guidelines that enable educators and developers to use video games effectively to enrich cultural heritage education. The thesis is divided into five chapters. In the first chapter, the scientific production related to the use of video games in museums, heritage centers, and educational settings is explored. A mapping of the origins of the publications and the structural and thematic evolution of the research since 2000 is conducted, providing a broad perspective that identifies dominant trends, key players, and emerging lines of research. This bibliometric analysis establishes a clear conceptual framework for the subsequent chapters, outlining how video games have been integrated into heritage education. The second chapter delves into the essential characteristics a video game must have to be effective in heritage education. Aspects such as narrative, contextual information, accessibility, and focus on tasks and identity are discussed in detail. This chapter serves as a practical guide for educators and developers aiming to use or create video games for educational purposes, offering a solid foundation for the selection and design of these resources. The third chapter presents an analysis of one hundred video games based on cultural heritage, evaluating them according to the criteria defined in the second chapter. This evaluation aims to provide educators, video game designers, and cultural heritage professionals with a selection of games that can be used as educational and cultural tools. In the fourth chapter, the perception of teacher-training students about cultural heritage through narrative video games is examined. Students appreciate the immersive experience and emotional connection that the games provide with heritage, contrasting with traditional classroom learning. However, the need for a more critical educational approach is also highlighted to avoid confusion between historical reality and game fiction, emphasizing the importance of fostering critical thinking in heritage education. Finally, the fifth chapter investigates how the creation of video games based on cultural heritage influences the digital competencies of teachertraining students. Using a pre- and post-test evaluation, an increase in the perception of artistic and technical digital skills is observed following an educational intervention. Additionally, a positive correlation is identified between the time spent playing video games and the development of digital competencies, indicating that students who play video games more frequently tend to perceive themselves as more digitally competent. This PhD thesis not only establishes a foundation for future research at the intersection between video games and heritage education but also provides practical tools and critical assessments for educators, developers, and cultural heritage professionals, highlighting the engagement potential of video games for heritage education.