MIDI-AM, serious games for children as supporting tools in educational virtuality for marginal areas of high vulnerability

Authors

Solorzano Alcivar, Nayeth

Quinto Veloz, Kenya

Valarezo Risso, Samuel

Elizalde Ríos, Elizabeth

Abstract

As a consequence of the Covid-19 pandemic, great challenges have been evidenced in early childhood education, especially in the most precarious school areas, where basic technological support strategies in virtuality are imperative. This study analyzes the usability of educational video games as a pedagogical and complementary tool in the development of basic early childhood education in virtual environments. For this purpose, a pilot project was carried out, introducing the use of educational digital games as a reinforcement of classes in the curricular planning. The free apps of the MIDI-AM series (Spanish Acronym of Children’s Educational Interactive Multimedia – Mobile Application) were used and implemented in schools located in one of the most vulnerable marginal areas of Guayaquil (Ecuador). With a mixed qualitative-quantitative approach, longitudinal evaluations were carried out during a school year through focus groups formed by teachers who received induction on using digital technologies and playful strategies to support their classes. In addition, surveys were conducted among children’s representatives, contrasting criteria and opinions versus usability and efficiency factors obtained from the data records as part of the MIDI-AM gaming platform. As a result, six hypotheses were confirmed, identifying several limitations in the use of digital games such as MIDI-AM, despite the positive effects demonstrated. Additionally, recommendations are presented to overcome the obstacles identified, seeking to strengthen the use of gamification as a proven form of active learning in a 4.0 education, especially in periods of educational virtuality.