Posibilidades didácticas de los juegos de mesa en el estudio de la narrativa y la literatura

Abstract

The possibilities of gaming have been studied from numerous disciplines, inclouding Anthropology (Huizinga, 1938), Psychology (Elkonin, 1985; Sarlé y Rosas, 2012), and the one we are concerned with Didactics (Bruner, 1995; Malajovich, 2000). Game-Based Learning (GBL) consist of an active methodology in which games used in an educational context with specific learning objectives. Within GBL, there are abundant studies that focus on the contributions of video games (Calvo, 2012; González, 2014); however, the peculiarities of board games seem to be territory yet to be explored. This study aims to identify the literary and narrative components present in board games through the analysis of various titles and their specific possibilities within the Didactics of Narrative and Literature. Thus, the intention is to draw a series of conclusions that will aid in the creation of an initial classification of board games based on their narrative and literary characteristics, forming a proposal that serves as a guide and recommendation for teachers who decide to bring board games to their classrooms.