{"id":26265,"date":"2026-03-20T07:07:14","date_gmt":"2026-03-20T07:07:14","guid":{"rendered":"https:\/\/coedupia.com\/juegos-tradicionales-digitales-sin-fronteras\/"},"modified":"2026-03-20T07:14:27","modified_gmt":"2026-03-20T07:14:27","slug":"digital-traditional-games-without-borthers","status":"publish","type":"post","link":"https:\/\/coedupia.com\/en\/digital-traditional-games-without-borthers\/","title":{"rendered":"Digital Traditional Games Without Borthers"},"content":{"rendered":"<p style=\"font-weight: 400;\"><strong>Digital Traditional Games Without Borthers <\/strong><\/p>\n<p style=\"font-weight: 400;\"><strong>\u00c1ngel Patricio Songor Jaramillo.<\/strong><\/p>\n<p style=\"font-weight: 400;\">This initiative is being implemented at the Calasanz Fiscomisional Educational Unit in Loja, within the formal education system, as part of the computer science curriculum. It began as an institutional classroom project, but given its positive impact, it is now being developed as a model that can be replicated in other formal and non-formal educational settings within the region.<\/p>\n<p style=\"font-weight: 400;\"><strong>Specific Objectives<\/strong><\/p>\n<ul>\n<li>To promote meaningful learning for students with learning difficulties and special educational needs through playful digital resources.<\/li>\n<li>To promote inclusive educational practices that recognize and enhance the uniqueness of each student.<\/li>\n<li>Use educational technology as a tool to improve student motivation, participation, and autonomy.<\/li>\n<li>Raise awareness within the educational community about the value of play and creativity as means for a more humane and inclusive education.<\/li>\n<li><\/li>\n<\/ul>\n<h1>Origins of the Initiative<\/h1>\n<p style=\"font-weight: 400;\">The initiative did not initially begin as an inclusion project, but rather as a pedagogical approach to peer-to-peer learning. At first, the goal was to support 8th-grade students in their study of mathematics and language arts using interactive digital resources.<\/p>\n<p style=\"font-weight: 400;\">To this end, tenth-grade students in Upper Basic Education and first-year high school students, as part of their Computer Science course, took on the role of educational designers, developing digital games in Scratch for younger students. This approach allowed the older students not only to learn programming but also to understand that technology can serve a real social and educational purpose.<\/p>\n<p style=\"font-weight: 400;\">Over time, the project shifted its focus from curriculum content to the development of skills: attention, memory, coordination, and understanding of instructions. It was at this stage that something significant was observed: several students with special educational needs responded particularly positively to the games, showing greater participation, interest, and engagement than with traditional teaching methods.<\/p>\n<p style=\"font-weight: 400;\">Based on this observation, it was decided to implement a more targeted intervention with a student with Down syndrome named Joaqu\u00edn. This process incorporated more personalized strategies, combining digital games with adapted educational resources and basic machine learning elements to adjust the difficulty and type of stimuli based on his responses during the interaction.<\/p>\n<p style=\"font-weight: 400;\">This moment marked the transition from an academic support project to a true experience of inclusive education based on personalized learning, where technology ceased to be merely a motivational resource and became a tool for pedagogical adaptation centered on the student\u2019s uniqueness.<\/p>\n<h1>Development of the Experience<\/h1>\n<p style=\"font-weight: 400;\">The experience is structured as an organized process that integrates pedagogical diagnosis, technological design, practical application, and continuous improvement.<\/p>\n<h1>Initial Diagnosis<\/h1>\n<p style=\"font-weight: 400;\">The starting point is identifying the learning difficulties faced by students with special educational needs. To this end, we work in coordination with the school\u2019s Student Counseling Department (DECE), which analyzes the most common characteristics and needs, such as handedness, memory, attention, understanding instructions, and visuomotor coordination.<\/p>\n<p style=\"font-weight: 400;\">This assessment ensures that the project is not based on general assumptions, but on actual learning needs.<\/p>\n<h1>Game Design<\/h1>\n<p style=\"font-weight: 400;\">Based on this information, tenth-grade students in the Computer Science class research traditional Latin American games and analyze how these can be transformed into educational tools. They then adapt these games to a digital format using the Scratch platform.<\/p>\n<p style=\"font-weight: 400;\">Each group of students develops a game with a specific purpose: to address or support a particular learning difficulty, for example:<\/p>\n<ul>\n<li>development of lateralization<\/li>\n<li>strengthening of memory<\/li>\n<li>sequence recognition<\/li>\n<li>sustained attention<\/li>\n<li>image-concept association<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\">In this way, students not only program but also design educational resources with social significance.<\/p>\n<h1>Implementation and Testing<\/h1>\n<p style=\"font-weight: 400;\">Once the game has been developed, it is tested with the target students. During this stage, we observe their interaction, level of understanding, motivation, and any difficulties that arise when using the resource.<\/p>\n<p style=\"font-weight: 400;\">The student developers then make adjustments: correcting errors, modifying difficulty levels, changing instructions, or adapting visual and auditory cues to facilitate learning.<\/p>\n<h1>Improvement and Storage<\/h1>\n<p style=\"font-weight: 400;\">After corrections are made, the game is considered pedagogically validated and is incorporated into an institutional web platform. This ensures that the resource does not remain an isolated activity but can be reused by:<\/p>\n<ul>\n<li>the same student<\/li>\n<li>other students with similar needs<\/li>\n<li>other courses<\/li>\n<li>students without special needs who can benefit from the resource<\/li>\n<\/ul>\n<p style=\"font-weight: 400;\">The project thus becomes a constantly growing bank of inclusive resources, where each new generation of students contributes tools that remain available to the educational community.<\/p>\n<h1>Assessment and Impact of the Experience<\/h1>\n<p style=\"font-weight: 400;\">The experience has had a highly positive impact. The participating students demonstrated greater motivation, interest, and active engagement during the activities. There was a noticeable improvement in their attention span, understanding of instructions, and willingness to learn.<\/p>\n<p style=\"font-weight: 400;\">Beyond academic results, the greatest value of the experience has been its human impact: the recognition of each student as a unique individual with their own abilities and talents, and the conviction that inclusive education does not consist of \u201cadapting the student to the system,\u201d but rather of adapting the system to the student.<\/p>\n<p style=\"font-weight: 400;\">As a result of the initiative\u2019s pedagogical impact, the project was submitted to the international Solve for Tomorrow competition and reached the finals of the 2023 edition. It was recognized as one of the region\u2019s most outstanding educational projects and won first place in the Virtual Community category of the 2023 edition. This external recognition reinforced the proposal&#8217;s validity and demonstrated that an experience born in the classroom can transcend the school context when it addresses real learning and inclusion needs.<\/p>\n<p style=\"font-weight: 400;\">The experience was also documented in a video pitch created by the students themselves for their entry in the 2023 Solve for Tomorrow competition, which allowed them to share the creative process and its educational impact with a wider audience, reinforcing the students\u2019 sense of purpose and social responsibility regarding the use of technology.<\/p>\n<p style=\"font-weight: 400;\">Furthermore, the project was published on Samsung\u2019s international educational platform, allowing the initiative to be shared with educational communities in other countries and demonstrating that an idea born in the classroom can become a model of inclusive education when it addresses real learning needs.<\/p>\n<h1>Final Reflection<\/h1>\n<p style=\"font-weight: 400;\">This experience confirms that inclusive education is possible when creativity, pedagogical sensitivity, and human commitment are combined. The use of technology, in this case, Scratch, demonstrates that sophisticated resources are not required to generate meaningful change; rather, an educational approach centered on the individual is sufficient.<\/p>\n<p style=\"font-weight: 400;\">Learning through play is not a minor methodology, but rather a gateway to a more just, equitable, and deeply humane education. This experience invites every educational institution to forge its own path, to dare to innovate, and to believe that every student, in their own unique way, can learn and reach their full potential when given the right opportunities. Additional Resources Project Pitch Video<\/p>\n<p style=\"font-weight: 400;\">\n<p><iframe loading=\"lazy\" title=\"Ecuador - Juegos tradicionales digitales sin fronteras - Unidad Educativa Fiscomisional Calasanz\" width=\"1080\" height=\"608\" src=\"https:\/\/www.youtube.com\/embed\/HO_-ffouOe0?start=3&#038;feature=oembed\"  allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p style=\"font-weight: 400;\"><strong>\u00a0<\/strong><\/p>\n<p style=\"font-weight: 400;\"><strong>\u00a0<\/strong><\/p>\n\n\t\t<style type=\"text\/css\">\n\t\t\t#gallery-1 {\n\t\t\t\tmargin: auto;\n\t\t\t}\n\t\t\t#gallery-1 .gallery-item {\n\t\t\t\tfloat: left;\n\t\t\t\tmargin-top: 10px;\n\t\t\t\ttext-align: center;\n\t\t\t\twidth: 33%;\n\t\t\t}\n\t\t\t#gallery-1 img {\n\t\t\t\tborder: 2px solid #cfcfcf;\n\t\t\t}\n\t\t\t#gallery-1 .gallery-caption {\n\t\t\t\tmargin-left: 0;\n\t\t\t}\n\t\t\t\/* see gallery_shortcode() in wp-includes\/media.php *\/\n\t\t<\/style>\n\t\t<div id='gallery-1' class='gallery galleryid-26265 gallery-columns-3 gallery-size-thumbnail'><dl class='gallery-item'>\n\t\t\t<dt class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/coedupia.com\/en\/digital-traditional-games-without-borthers\/imagen1-88-2\/'><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/coedupia.com\/wp-content\/uploads\/2026\/03\/Imagen1-150x150.jpg\" class=\"attachment-thumbnail size-thumbnail\" alt=\"\" \/><\/a>\n\t\t\t<\/dt><\/dl><dl class='gallery-item'>\n\t\t\t<dt class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/coedupia.com\/en\/digital-traditional-games-without-borthers\/imagen2-78-2\/'><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/coedupia.com\/wp-content\/uploads\/2026\/03\/Imagen2-1-150x150.jpg\" class=\"attachment-thumbnail size-thumbnail\" alt=\"\" \/><\/a>\n\t\t\t<\/dt><\/dl><dl class='gallery-item'>\n\t\t\t<dt class='gallery-icon landscape'>\n\t\t\t\t<a href='https:\/\/coedupia.com\/en\/digital-traditional-games-without-borthers\/imagen3-75-2\/'><img loading=\"lazy\" decoding=\"async\" width=\"150\" height=\"150\" src=\"https:\/\/coedupia.com\/wp-content\/uploads\/2026\/03\/Imagen3-150x150.jpg\" class=\"attachment-thumbnail size-thumbnail\" alt=\"\" \/><\/a>\n\t\t\t<\/dt><\/dl><br style=\"clear: both\" \/>\n\t\t<\/div>\n\n<p style=\"font-weight: 400;\">\n","protected":false},"excerpt":{"rendered":"<p>Digital Traditional Games Without Borthers &Aacute;ngel Patricio Songor Jaramillo. This initiative is being implemented at the Calasanz Fiscomisional Educational Unit in Loja, within the formal education system, as part of the computer science curriculum. It began as an institutional classroom project, but given its positive impact, it is now being developed as a model that [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":26250,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[78,234],"tags":[],"class_list":["post-26265","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-actualidad-en","category-social-inclusion"],"_links":{"self":[{"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/posts\/26265"}],"collection":[{"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/comments?post=26265"}],"version-history":[{"count":1,"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/posts\/26265\/revisions"}],"predecessor-version":[{"id":26266,"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/posts\/26265\/revisions\/26266"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/media\/26250"}],"wp:attachment":[{"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/media?parent=26265"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/categories?post=26265"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/coedupia.com\/en\/wp-json\/wp\/v2\/tags?post=26265"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}