Diseño e implementación de un ejercicio lúdico para promover el aprendizaje de la teoría de juegos

Carlos Felipe Ardila Otero; Lissette Vanessa Pérez Rueda; María Camila Ballesteros Peña; Martha Liliana Torres-Barreto

doi:10.58763/rc2023117

Autores/as

Carlos Felipe Ardila Otero Universidad Industrial de Santander. Bucaramanga, Colombia https://orcid.org/0009-0004-6018-5104
Lissette Vanessa Pérez Rueda Universidad Industrial de Santander. Bucaramanga, Colombia https://orcid.org/0009-0005-5621-3034
María Camila Ballesteros Peña Universidad Industrial de Santander. Bucaramanga, Colombia https://orcid.org/0009-0009-0498-8750
Martha Liliana Torres-Barreto Universidad Industrial de Santander. Bucaramanga, Colombia https://orcid.org/0000-0002-4388-5991

DOI:

https://doi.org/10.58763/rc2023117

Palabras clave:

actividad lúdica, design thinking, equilibrio de Nash, estrategias dominantes y dominadas, teoría de juegos

Resumen

La teoría de juegos, un campo interdisciplinario que explora las interacciones entre entidades en escenarios estratégicos, es esencial para entender cómo los individuos toman decisiones en situaciones interactivas. Este artículo describe el desarrollo y evaluación de un ejercicio lúdico orientado a facilitar la comprensión de conceptos fundamentales como estrategias dominantes y dominadas, y equilibrio de Nash, utilizando la metodología 'design thinking'. Se llevó a cabo una evaluación empírica con 76 estudiantes de Ingeniería Industrial de la Universidad Industrial de Santander, dividiéndolos en cuatro equipos que representaban empresas en competencia por clientes. Los equipos evaluaron matrices de pagos y tomaron decisiones de marketing, utilizando un dado de colores para eliminar estrategias no ventajosas. Los hallazgos indican un incremento significativo en el interés por la teoría de juegos, con un 86% de los participantes expresando una preferencia por este método en comparación con las clases convencionales. Además, el 81% manifestó su deseo de incorporar esta actividad en sus cursos regulares, mientras que el 76% aplicó conocimientos previos durante la actividad. Un aumento promedio del 17% en las respuestas correctas sugiere que el ejercicio lúdico efectivamente facilita la absorción de conceptos claves en la teoría de juegos por parte de los estudiantes universitarios. Este estudio subraya el potencial de integrar actividades lúdicas basadas en la teoría de juegos para enriquecer el proceso de aprendizaje en el contexto académico.

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