Aprendizaje experiencial: diseño de estrategias de diferenciación mediante la gamificación
DOI:
https://doi.org/10.35564/jmbe.2025.0027Palabras clave:
estilo de aprendizaje kinestésico, gamificación, estrategias de diferenciación, modelo de aprendizaje autorregulado (SRL), aprendizaje experiencialResumen
Este artículo aborda las limitaciones de los modelos de enseñanza-aprendizaje deterministas en la educación superior, proponiendo un enfoque dinámico y adaptable para los cursos de gestión estratégica que fomenta la participación activa del estudiante y su desarrollo integral. Basada en el estilo de aprendizaje kinestésico y utilizando la gamificación, esta dinámica fomenta el aprendizaje a través de la acción y la experiencia directa. Está diseñada específicamente con base en el modelo cíclico de aprendizaje autorregulado (ARS) de Zimmerman (2000), que abarca las fases de previsión, rendimiento y autorreflexión. El objetivo pedagógico es reforzar la comprensión de los estudiantes sobre la formulación de estrategias competitivas de liderazgo diferenciador. Los objetivos clave incluyen capacitar a los estudiantes para aplicar las fuentes de ventaja competitiva para la diferenciación, discernir las ventajas y los riesgos de esta estrategia y dilucidar los requisitos previos para su implementación exitosa. Además, la dinámica busca cultivar competencias transversales como la creatividad, la comunicación, la negociación, el trabajo en equipo y las habilidades de liderazgo en el entorno universitario, pasando del aprendizaje pasivo a la participación activa y el potencial de agencia para el cambio social.
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