Impacto de una intervención didáctica basada en el uso de un exergame en la activación del área motora suplementaria durante procesos de coordinación motora: un estudio piloto en primaria


  • Juan Carlos Bustamante Profesor contratado doctor de la Facultad de Educación de la Universidad de Zaragoza (ESpaña)
  • Alejandro Quintas Hijós Profesor contratado interino de la Facultad de Ciencias Humanas y de la Educación de la Universidad de Zaragoza (España)
  • Manuel Segura Berges Estudiante del programa de doctorado en Educación de la Facultad de Educación de la Universidad de Zaragoza y maestro del Colegio Compañía de María de Zaragoza (España)
  • Carlos Peñarrubia Lozano Profesor ayudante doctor de la Facultad de Educación de la Universidad de Zaragoza (España)
  • José Luis Antoñanzas Laborda Profesor contratado doctor de la Facultad de Educación de la Universidad de Zaragoza (España)


Palabras clave:

primaria, área motora suplementaria (SMA), espectroscopía funcional de infrarrojo cercano (fNIRS), neuroeducación


Este estudio busca analizar el efecto de una intervención educativa, basada en el uso de un exergame, sobre la actividad cerebral relacionada con procesos de coordinación motora. Cinco alumnos formaron parte del grupo control (fueron los que recibieron la intervención didáctica tradicional) y cuatro alumnos formaron parte del grupo experimental (recibieron la intervención educativa basada en el uso del exergame). Las medidas de espectroscopía funcional de infrarrojo cercano (fNIRS) se recogieron en dos momentos diferenciados (antes –medida PRE– y después –medida POST– de la intervención) con un sistema NIRScout de 64 canales, cubriendo el área motora suplementaria (SMA) durante la realización de una tarea de coordinación bimanual de flexión-extensión digital. Los resultados mostraron que parece existir un patrón de actividad más eficiente en el grupo que realizó la intervención de exergaming gamificada en comparación con el grupo que realizó la intervención didáctica tradicional. En conclusión, nuestro estudio muestra evidencia neurofuncional sobre los efectos de los exergames en la coordinación motora.


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Cómo citar

Bustamante, J. C., Quintas Hijós, A., Segura Berges, M., Peñarrubia Lozano, C., & Antoñanzas Laborda, J. L. (2020). Impacto de una intervención didáctica basada en el uso de un exergame en la activación del área motora suplementaria durante procesos de coordinación motora: un estudio piloto en primaria. Revista Tecnología, Ciencia Y Educación, (17), 79–96.