BackEquals, Let's Make a Difference: Videogame Against Bullying and School Discrimination
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HBGCC - Posters, Table 32
Trips and Tours
Blended ContentSession description
Outline
Structure of the presentation:
Estimated time of the presentation 10 to 15 minutes, since we will have several presentations as the audience approaches during the 90 minutes of participation.
1. Welcome and relevance of the topic to be discussed - 1 minutes 2.
2. What are the 17 UN SDGs and why did we choose number 5 and 10?-2minutes
3. Video games and their influence on children and young people - 2 minutes
4. Explanation of our proposal - 2 minutes
5. Stages of construction of the video game - 2 minutes
6. Coding and integration of elements - 2 minutes
7. Tests, improvements and final result - 2 minutes
8. Reflection and conclusions - 2 minutes
9. Interaction of the audience with the game - 2 minutes.
From point 4, attendees will be in constant interaction with the video game, through their mobile device, with the help of padlet, mentimeter and Miro to contribute ideas and propose new challenges.
Supporting research
1. https://www.un.org/sustainabledevelopment/es/inequality/
2. https://www.unicef.es/acoso-escolar-bullying#entiende
3. https://www3.paho.org/relacsis/index.php/es/foros-relacsis/foro-becker-fci-oms/61-foros/consultas-becker/883-foro-b ecker-acoso-escolar bullying#:~:text=De%20acuerdo%20a%20la%20definici%C3%B3n,a%20un%20alumno%20sus%20compa%C3%B1eros.
4. https://www.unicef.org/republicadominicana/informes/bullying-en-el-ambiente-escolar#:~:text=El%20acoso%20escolar%20o%20bullying,edad%2C%20etnia%20o%20nivel %20socioecon%C3%B3mico.
5. https://www.humanium.org/es/violencia-fisica-y-virtual-bullying-en-las-escuelas-un-problema-mundial-que-hay-que-abordar/
Trasviña, O. (2022). Desigualdad y Exclusión Social, Principales Causas del Acoso Escolar
en México, [Archivo PDF] https://universidadmundial.edu.mx/wpcontent/uploads/2020/04/desigualdad-y-exclusion-social-principales-causas-delacoso-social-bullying-en-mexico.pdf
El impacto del bullying en el desarrollo integral y el aprendizaje desde la perspectiva de los niños en edad preescolar y escolar (ME Morales-Ramírez y M. Villalobos-Cordero, Trad.). (2017). Revista Electrónica Educare , 21 (3), 1-20. https://doi.org/10.15359/ree.21-3.2
Gómez Nashiki, Antonio. (2013). Bullying: El poder de la violencia. Una perspectiva cualitativa sobre acosadores y víctimas en escuelas primarias de Colima. Revista mexicana de investigación educativa, 18(58), 839-870. Recuperado en 26 de septiembre de 2024, de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662013000300008&lng=es&tlng=es.
Reyes Guillén, F. I. ., Nájera Ortiz, L. E. ., & Palacios Gámaz, A. B. . (2019). Bullying en jóvenes estudiantes: percepciones, conceptualización y experiencias. Espacio I+D, Innovación más Desarrollo, 8(20). https://doi.org/10.31644/IMASD.20.2019.a06
Presenters
Session specifications
Topic:
Grade level:
Audience:
Attendee devices:
Attendee device specification:
Laptop: Chromebook, Mac, PC
Tablet: Windows, Android, iOS
Participant accounts, software and other materials:
Subject area:
ISTE Standards:
Empowered Learner
- Set learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process to improve learning outcomes.
- Use digital tools to connect with peers from a variety of backgrounds recognizing diverse viewpoints and broadening mutual understanding.
- Develop, test and refine prototypes as part of a cyclical design process.