Jorge OcejaUniversidad de Cantabria | UNICAN · Department of Education
Jorge Oceja
Doctor of Education
Profesor Ayudante Doctor
About
32
Publications
8,749
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
37
Citations
Citations since 2017
Introduction
My work focuses on how game experiences (especially indie games) could promote educational key competences.
I'm a teacher, Ed. Psychologist and M.A in instructional design by California State University (Fulbright Scholarship). I have completed academic residencies at the Engagement Lab (Portugal), the Center for Applied Game Research (Denmark) and the Gamification Lab (Germany). I taught at the University of Porto through an Erasmus+ grant. Currently working at Universidad de Cantabria (Spain)
Additional affiliations
September 2013 - present
Position
- Professor
Description
- Asignaturas: Investigación e Innovación en educación
January 2011 - June 2014
Fundación Botín
Position
- Director of the Educational Program
Description
- Design and implementation of programs on social and emotional education
Education
August 2007 - June 2009
Publications
Publications (32)
The recent emergence of pervasive game forms and use of game elements in nongame contexts have challenged Huizinga's notion of a 'magic circle', which is one of only a few theoretical consensuses in the area of game studies. In this context, where the boundaries of what a game is are unclear, different actors (studios, NGOs, the media and even publ...
This work covers the first stages of a process for designing and implementing an educational resource that aims to promote social and emotional competences in secondary students through independent video games. We start reviewing different educational uses of games based on the main learning theories. Then we highlight the strengths of independent...
This work analyses the video game culture in terms of perceptions, use, and preferences towards video games for a group of 610 university students, focusing on the impact of gender. The study is quantitative in nature, based on a cross-sectional survey and the subsequent statistical analysis of the data. Results show that students at this stage of...
This is a systematic review of the impact of COVID-19 confinement on problematic video game use and addiction. The research questions were: (1) What instruments were used to measure problematic gaming and video game addiction in the context of COVID-19; (2) how many studies made comparisons with analogous samples measured at two timepoints (pre-con...
If we think about the earliest exposure that we, as individuals, have to schedules, routines, effort, and hard work, most probably it is school-ing—and elementary education in particular—that first comes to mind. Historically, teachers have tried (based on learning theory or their own intuition) to motivate students by making learning fun; however,...
This work shows a systematic literature review carried out within Scopus database to identify educational projects where games have been used to teach geography and history in secondary education. Following most of PRISMA methodology procedures, while adapting some of its protocols, we identified 255 works. After the first data cleaning, we applied...
Game-based learning (GBL) is a methodology that has shown important educational benefits over the last few years. The wide range of GBL approaches include a whole plethora of experiences ranging from the use of full-fledged games (both commercial and educational) to the inclusion of game elements in the learning process in the so-called gamificatio...
Introduction
Addiction to video games is being studied mainly in adolescents, however, there are also
high prevalence rates in young adults. This problem may be aggravated by confinement by COVID-19. The objective was to establish changes in the problematic game to video games and addiction to them in young adult population (18-30 years) in Latin A...
Indie games represent, probably more than any other category, the freedom and creativity of game designers. These innovative games produced outside mainstream studios propose artistic experiences that are full of emotions and have great educational possibilities. Given the vast amount of information compiled in Wikipedia about games, many of these...
El propósito de esta investigación es obtener orientaciones para el diseño de experiencias de juego que puedan promover la competencia cívica. Para ello se ha trabajado con dos colectivos: expertos del ámbito académico que desarrollan su labor en gamelabs europeos y diseñadores de exitosos juegos comerciales de carácter cívico. En particular trabaj...
En un contexto en el que las tecnologías emergentes parecen fomentar la participación y colaboración de los ciudadanos, los videojuegos, cada vez más móviles y sociales, se presentan como un medio convergente cuyas posibilidades para el desarrollo de una ciudadanía crítica y democrática apenas han sido exploradas. Este trabajo recoge la visión de d...
El mapa conceptual es un recurso educativo cuyos beneficios están respaldados por investigaciones de prestigio. Sin embargo, su uso por parte de docentes, tanto en formación como con experiencia, suele ser escaso y poco eficaz. El propósito principal de esta investigación es analizar en qué medida los maestros en formación conocen, utilizan y atrib...
Después de este “punto de partida” teórico y epistemológico, los profesores Jorge Oceja y Natalia González Fernández, de la Universidad de Cantabria (España) presentan el capítulo titulado “La generación gamer”, en el que abordan la supuesta relación directa y prácticamen- te causal entre la denominada generación millenial o generación y (formada s...
Gamification has been defined, with minor variations, as the use of game elements in non-game contexts. Fields with gamified practices range from business (to increase sales, improve customer satisfaction or foster productivity) to others, such as health, personal well-being and, regarding education, improvement of classroom management (in which ga...
Wikipedia is an online, open and free encyclopaedia edited collaboratively. Today it is the fifth most visited website and the most used online encyclopaedia. Volunteer editors from around the world can edit its content, allowing users to intentionally provide incorrect information. This research aims to find the extent to which a particular group...
The use of game elements in non-game contexts (often labelled as gamification) offers great possibilities in formal, non-formal and informal education. However, despite several academic efforts, there is no consensus on what a game element is. This makes it difficult to decide what parts of games could be used in gamified experiences. In this work,...
El presente estudio muestra cómo perciben los estudiantes de 4º Grado de Magisterio de la Universidad de Cantabria la inclusión explícita de tres tendencias educativas que fomentan la participación y democratizan los espacios de aprendizaje: flipped classroom, redes sociales y blogs. Se analiza la satisfacción global con la experiencia y el nivel d...
Difundir el conocimiento experto y dar visibilidad a las buenas prácticas en torno al desarrollo emocional y social y de la creatividad en todo el mundo son los principales objetivos del espacio web de la Plataforma para la Innovación en Educación de la Fundación Botín. Las redes sociales recogen, en tiempo real las aportaciones de miembros de la P...
In the field of eLearning, many organizations are exposed to budget cuts and frequently are asked to do more with less while maintaining the quality of their services. This is not an exception for online teachers training, a field which, as in many others, must consider mobile learning while going - repeatedly - through budget restrictions. Partici...
Dynamizing, or building up a sense of community, is difficult. Despite the tools used (forums, collaborative platforms, etc.), it is always hard to create an emotional link between individuals and the community that they belong to. In this session, participants will learn how videocasting can be a critical tool for dynamizing communities, sharing a...
This article analyzes the situation of the Instructional Technology (IT) program at San Jose State University (SJSU) and explores different initiatives taken by other master’s degrees to stop the drop in the number of enrollments and improve the overall quality of their programs. First, the most relevant bibliography regarding trends and best pract...
This paper examines the actual situation of virtual worlds, emphasizing both their educational possibilities and their limitations. We start by defining virtual worlds and establishing differences with other related terms. Then we focus on Second Life identifying some of the key elements behind its philosophy such as money, land and private propert...
Questions
Questions (6)
I know is a very broad and general question, but focusing in this century, which/why are in your opinion the most 3/5 relevant works?
My two cents:
- What Video Games Have to Teach Us About Learning and Literacy (Gee). Coming from the educational field this was the book that made me jump into Game Studies
- Understanding Video Games: The Essential Introduction (Egenfeldt, Smith and Tosca). Yep, I know... pretty basic but I still recommend it to anyone entering into the field.
- Rules of Play (Salen & Zimmerman). A modern classic.
- Half-real (Juul). Brought a lot of debate to the field and to the classic questions of what a game is/where are does a game end, etc.
- Persuasive Games (Bogost).12 years old and still in good shape.
Any insight?
If the population are all the university students and I send a questionnaire to all of them (lets say that I get back 600 od 6000), would you consider this sample probabilistic or not, considering that probably only people that like the topic were the ones answering it?
Who would you quote on that?
If in a give study I have lets say 5 questions that I address quanti and 5 quali, and I prefer to use the term research questions (qualitative research questions and quantitative research questions) instead of hypothesis (kind of "does this.... affect that?"), do you have some authors that I can cite besides Creswell?!
Measuring some dependendant variables such as instrinsic motivation, autonomy, competence and relatedness perceived towards gaming for correlation and some "independent" such as hours played, gender, culture of gaming, etc.
My idea is that for inferential it would be easier to find evidence using a larger scale to avoid central tendency bias, but some people keep suggesting to stick to 4. Any (better if is supported with some literature/experience) light on this?
I want to measure the perceibed intrinsic motivation towards videogames (in general) through IMI, particularly through the interest/enjoyment subscale, in the authors words "the self-report measure of intrinsic motivation".
As mentioned, eventhough it is developed orignially for lab settings I find that adapting it is a simple and effective way of mesuring also self-perception of different hobbies and tasks. I particullarly find their items more relevant than others such as the situational motivational scale (SIMS)...
What do you think? If not, what SDT scale would you use?
Best!
Think for instance on the continuous Zombies Run!, Ingress and/or Nike Plus...
Think if you prefer on Wii Fit, a "classic" game if you think of it as a product, but also a gamified experience to make exercise fun.
Working on that stuff right now...
Projects
Project (1)
Clarify and consolidate a common vocabulary for referring to playable products that may promote civic competence in a more or less explicit way.
