Juegos de roles para el aprendizaje de componentes de Historia en Educación Superior

Abstract

This study analyses role-playing games as a methodological strategy for learning within fields of action and performance with university students. The research was developed under a qualitative approach, employing semi-structured interviews and a focus group for data collection; the research subjects were eight first-year Social Sciences students from the National Autonomous University of Nicaragua – Managua / CUR – Estelí, also including the coordinator and teachers involved in the study. The results evidence that the role-playing strategy facilitates collaborative learning, the development of critical thinking, problem-solving, oral communication, and teamwork, in addition to a notable increase in student motivation. This consolidates the strategy as an effective pedagogical tool, provided it is implemented under appropriate conditions and with prepared educators. Its application contributes to training more empathetic, critical, and cooperative students who are capable of facing contemporary social challenges with a reflective and inclusive vision. As a limitation, the study was conducted within a specific context and with a small sample size; therefore, it is recommended to further explore this area in future research.