Gamificación, inteligencia artificial y pensamiento crítico en el abordaje histórico y epistémico de las ciencias económicas

Idana Beroska  Rincón Soto; Luis Ramos

doi:10.48204/2710-7744.9057

Enviado diciembre 19, 2025

Publicado 2025-12-23

Artículos

Vol. 6 (2026): DÉconomía

Gamificación, inteligencia artificial y pensamiento crítico en el abordaje histórico y epistémico de las ciencias económicas

Idana Beroska Rincón Soto ⁺⁻
Luis Ramos ⁺⁻

DOI https://doi.org/10.48204/2710-7744.9057

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DOI: 10.48204/2710-7744.9057

Publicado: 2025-12-23

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Rincón Soto , I. B., & Ramos , L. (2025). Gamificación, inteligencia artificial y pensamiento crítico en el abordaje histórico y epistémico de las ciencias económicas. D´Economía, 6, 192–224. https://doi.org/10.48204/2710-7744.9057

Resumen

La enseñanza de la historia del pensamiento económico enfrenta múltiples desafíos en el contexto universitario contemporáneo, especialmente frente a la desmotivación estudiantil y la percepción de rigidez o anacronismo en los contenidos. Este artículo presenta una sistematización de experiencia docente desarrollada en la asignatura de Historia del Pensamiento Económico y Escuelas, en dos universidades (una pública y una privada) con 214 estudiantes durante el año académico 2024. La propuesta está orientada a fomentar el pensamiento crítico mediante estrategias pedagógicas activas, el uso de plataformas de inteligencia artificial, técnicas de gamificación y recursos audiovisuales. A través de una metodología mixta que articula revisión de literatura, análisis bibliométrico y reflexión pedagógica situada, se evidencian los aportes de una didáctica epistemológicamente informada y tecnológicamente mediada. Los resultados muestran que el 72% de los estudiantes alcanzaron un nivel alto de pensamiento crítico, el 70% experimentó mayor motivación académica, y el 65% valoró positivamente las estrategias didácticas implementadas. Estos hallazgos contribuyen a la construcción de una enseñanza más pertinente, crítica e innovadora en ciencias sociales.

Citas

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Azmi Muhammad, U., Fuad, M., Ariyani, F., & Suyanto, E. (2022). Bibliometric analysis of local wisdom-based learning: Direction for future history education research. International Journal of Evaluation and Research in Education, 11(4), 2209-2222. https://doi.org/10.11591/ijere.v11i4.23547
Beneš, P., & Benešová, M. (2020). Gamified stories in history classrooms. In Proceedings of the 22nd International Conference on Human-Computer Interaction (pp. 1-11). ACM. https://doi.org/10.1145/3436756.3437024
Bruner, J. (1997). The culture of education. Harvard University Press.
Coll, C., & Monereo, C. (2008). Psicología de la educación virtual: Aprender y enseñar con las tecnologías de la información y la comunicación. Morata.
Cruz, F. G. (2020). Teacher training and historical studies on professional knowledge. International Journal of Education and Practice, 8(2), 365-377. https://doi.org/10.18488/journal.61.2020.82.365.377
De Groot-Reuvekamp, M., Ros, A., & Van Boxtel, C. (2018). Teaching historical thinking and reasoning: Teacher beliefs. History Education Research Journal, 15(2), 270-283. https://doi.org/10.18546/HERJ.15.2.09
Deleuze, G., & Guattari, F. (2005). Mil mesetas: Capitalismo y esquizofrenia. Pre-Textos.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). ACM. https://doi.org/10.1145/2181037.2181040
Doroudi, S. (2022). The intertwined histories of artificial intelligence and education. International Journal of Artificial Intelligence in Education, 32(3), 1-16. https://doi.org/10.1007/s40593-022-00313-2
Duquette, C. (2023). Teachers and the epistemology of history. In The epistemology of history and the realities of history teaching (pp. 1-12). Springer. https://doi.org/10.1007/978-3-031-58056-7_1
Economic and Political Weekly. (2025). Higher education in the age of artificial intelligence. Economic and Political Weekly, 60(45), 1-5. https://www.epw.in/journal/perspectives/higher-education-age-artificial-intelligence.html
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Springer. https://doi.org/10.1007/978-94-017-9057-4
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. International Journal of Production Economics, 162, 101-114. https://doi.org/10.1016/j.ijpe.2015.01.003
Figueiredo, A. D. (2019). Systematisation of experience: Theory and practice. International Journal of Action Research, 15(2), 147-164. https://doi.org/10.3224/ijar.v15i2.06
Freire, P. (1992). Pedagogía del oprimido (17ª ed.). Siglo XXI Editores.
Freire, P. (2009). Pedagogía del oprimido (nueva edición). Siglo XXI Editores. (Trabajo original publicado en 1970)
García, E. (2021). Gamification in history learning: A literature review. Journal of Social Studies Education Research, 12(1), 1-19. https://doi.org/10.17499/jsser.2021.357
García, E., y Fernández, M. (2021). Gamification in teachers for the teaching of history at the secondary level. Sapienza International Journal of Interdisciplinary Studies, 2(3), 45-56. https://doi.org/10.51798/sijis.v2i3.533
Gómez-Zermeño, M. G., y Alemán, L. M. (2021). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation and Learning, 29(2), 123-140. https://doi.org/10.1504/IJIL.2021.114911
Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3(1), 45-53. https://doi.org/10.1177/2372732215622223
Greenlaw, S. A., & DeLoach, S. B. (2003). Teaching critical thinking with electronic discussion. Journal of Economic Education, 34(1), 36-52. https://doi.org/10.1080/00220480309595199
Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019
Hodgson, T. F. (2021). A fun and different course: How gamification transformed an introductory US history survey. Teaching History: A Journal of Methods, 46(1), 3-12. https://doi.org/10.33043/TH.46.1.3-12
Huang, R., Spector, J. M., & Yang, J. (2019). Educational technology: A primer for the 21st century. Springer. https://doi.org/10.1007/978-981-13-6643-7
Jara, O. (2018). La sistematización de experiencias: Práctica y teoría para otros mundos posibles. CEAAL.
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.
Kassenkhan, A., et al. (2025). Gamification and artificial intelligence in education: A review of innovative approaches to fostering critical thinking. IEEE Access. https://doi.org/10.1109/ACCESS.2025.3576147
Klafki, W. (2019). Klafki's critical-constructive Didaktik and the epistemology of critical thinking. Journal of Curriculum Studies, 51(5), 659-675. https://doi.org/10.1080/00220272.2019.1657959
Kumar, S., & Sharma, R. (2020). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 159, 113738. https://doi.org/10.1016/j.eswa.2020.113738
Kurz, H. D. (2022). Breve historia del pensamiento económico. Fondo de Cultura Económica.
Langendahl, P., Cook, M., & Mark-Herbert, C. (2016). Gamification in higher education: Toward a pedagogy to engage and motivate (Working paper series). Swedish University of Agricultural Sciences, Department of Economics.
Leighton, J. P. (2021). The nature of reasoning. Cambridge University Press. https://doi.org/10.1017/9781108776465
Lewis, A., & Smith, D. (1993). Defining higher-order thinking. Theory into Practice, 32(3), 131-137. https://doi.org/10.1207/s15430421tip3203_1
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.
Martínez Bonafé, J. (2014). Didáctica crítica: Políticas y prácticas de investigación en educación. Graó.
Perdices de Blas, L., y Gallego, E. (2007). Mujeres economistas: Las aportaciones de las mujeres a la ciencia económica y a su divulgación durante los siglos XIX y XX. Ecobook.
Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22), 1-13. https://doi.org/10.1186/s41039-017-0062-8
Ramesh, A., Azzah, A., Habiba, H., & Pauline, P. (2025). Gamifying economics education: A new frontier in teaching innovation. International Journal of Research and Innovation in Social Science, 9(6), 1-12. https://rsisinternational.org/journals/ijriss/
Rao, V. S., et al. (2025). Integrating artificial intelligence in higher education to enhance teaching and learning. Computer Applications in Engineering Education, 33(1), 1-15. https://doi.org/10.1002/cae.70085
Reyes Ortiz, G. E. (2024). Escuelas de pensamiento económico: Una síntesis [Documento de trabajo]. Universidad del Rosario. https://doi.org/10.researchgate.net/publication/380461454
Romero, M., Usart, M., & Ott, M. (2014). Can serious games contribute to developing and sustaining 21st century skills? Games and Culture, 10(2), 148-177. https://doi.org/10.1177/1555412014548919
Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63-85). University of Toronto Press.
Santos, B. S. (2009). Una epistemología del Sur: La reinvención del conocimiento y la emancipación social. Siglo XXI Editores.
Selwyn, N. (2021). Ed-Tech: The perilous world of educational technology. Polity Press.
Tenorth, H. E. (2006). Kompetenz und Curriculum: Zur Grundlegung des Lehrens und Lernens. Beltz Verlag
Timmermans, S., & Tavory, I. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167-186. https://doi.org/10.1177/0735275112457914
UNESCO. (2019). Beijing consensus on artificial intelligence and education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000368303
Vázquez-Cano, E. (2021). Artificial intelligence and education: A pedagogical challenge for the 21st century. Research in Education and Learning Innovation Archives, 26, 35-44. https://doi.org/10.7203/realia.26.19417
World Economic Forum. (2024). Shaping the future of learning: The role of AI in Education 4.0. World Economic Forum. https://www.weforum.org/reports/shaping-the-future-of-learning-2024

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[1] Area, M. (2021). Innovación pedagógica con TIC y el desarrollo de las competencias informacionales y digitales. Investigación en la Escuela, (64), 5-18. https://doi.org/10.12795/IE.2008.i64.01

[2] Azmi Muhammad, U., Fuad, M., Ariyani, F., & Suyanto, E. (2022). Bibliometric analysis of local wisdom-based learning: Direction for future history education research. International Journal of Evaluation and Research in Education, 11(4), 2209-2222. https://doi.org/10.11591/ijere.v11i4.23547

[3] Beneš, P., & Benešová, M. (2020). Gamified stories in history classrooms. In Proceedings of the 22nd International Conference on Human-Computer Interaction (pp. 1-11). ACM. https://doi.org/10.1145/3436756.3437024

[4] Bruner, J. (1997). The culture of education. Harvard University Press.

[5] Coll, C., & Monereo, C. (2008). Psicología de la educación virtual: Aprender y enseñar con las tecnologías de la información y la comunicación. Morata.

[6] Cruz, F. G. (2020). Teacher training and historical studies on professional knowledge. International Journal of Education and Practice, 8(2), 365-377. https://doi.org/10.18488/journal.61.2020.82.365.377

[7] De Groot-Reuvekamp, M., Ros, A., & Van Boxtel, C. (2018). Teaching historical thinking and reasoning: Teacher beliefs. History Education Research Journal, 15(2), 270-283. https://doi.org/10.18546/HERJ.15.2.09

[8] Deleuze, G., & Guattari, F. (2005). Mil mesetas: Capitalismo y esquizofrenia. Pre-Textos.

[9] Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9-15). ACM. https://doi.org/10.1145/2181037.2181040

[10] Doroudi, S. (2022). The intertwined histories of artificial intelligence and education. International Journal of Artificial Intelligence in Education, 32(3), 1-16. https://doi.org/10.1007/s40593-022-00313-2

[11] Duquette, C. (2023). Teachers and the epistemology of history. In The epistemology of history and the realities of history teaching (pp. 1-12). Springer. https://doi.org/10.1007/978-3-031-58056-7_1

[12] Economic and Political Weekly. (2025). Higher education in the age of artificial intelligence. Economic and Political Weekly, 60(45), 1-5. https://www.epw.in/journal/perspectives/higher-education-age-artificial-intelligence.html

[13] Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education: Scientific knowledge, practices and other family categories. Springer. https://doi.org/10.1007/978-94-017-9057-4

[14] Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.

[15] Fahimnia, B., Sarkis, J., & Davarzani, H. (2015). Green supply chain management: A review and bibliometric analysis. International Journal of Production Economics, 162, 101-114. https://doi.org/10.1016/j.ijpe.2015.01.003

[16] Figueiredo, A. D. (2019). Systematisation of experience: Theory and practice. International Journal of Action Research, 15(2), 147-164. https://doi.org/10.3224/ijar.v15i2.06

[17] Freire, P. (1992). Pedagogía del oprimido (17ª ed.). Siglo XXI Editores.

[18] Freire, P. (2009). Pedagogía del oprimido (nueva edición). Siglo XXI Editores. (Trabajo original publicado en 1970)

[19] García, E. (2021). Gamification in history learning: A literature review. Journal of Social Studies Education Research, 12(1), 1-19. https://doi.org/10.17499/jsser.2021.357

[20] García, E., y Fernández, M. (2021). Gamification in teachers for the teaching of history at the secondary level. Sapienza International Journal of Interdisciplinary Studies, 2(3), 45-56. https://doi.org/10.51798/sijis.v2i3.533

[21] Gómez-Zermeño, M. G., y Alemán, L. M. (2021). Artificial intelligence innovation in education: A twenty-year data-driven historical analysis. International Journal of Innovation and Learning, 29(2), 123-140. https://doi.org/10.1504/IJIL.2021.114911

[22] Greene, J. A., Sandoval, W. A., & Bråten, I. (2016). Educating critical thinkers: The role of epistemic cognition. Policy Insights from the Behavioral and Brain Sciences, 3(1), 45-53. https://doi.org/10.1177/2372732215622223

[23] Greenlaw, S. A., & DeLoach, S. B. (2003). Teaching critical thinking with electronic discussion. Journal of Economic Education, 34(1), 36-52. https://doi.org/10.1080/00220480309595199

[24] Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019

[25] Hodgson, T. F. (2021). A fun and different course: How gamification transformed an introductory US history survey. Teaching History: A Journal of Methods, 46(1), 3-12. https://doi.org/10.33043/TH.46.1.3-12

[26] Huang, R., Spector, J. M., & Yang, J. (2019). Educational technology: A primer for the 21st century. Springer. https://doi.org/10.1007/978-981-13-6643-7

[27] Jara, O. (2018). La sistematización de experiencias: Práctica y teoría para otros mundos posibles. CEAAL.

[28] Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.

[29] Kassenkhan, A., et al. (2025). Gamification and artificial intelligence in education: A review of innovative approaches to fostering critical thinking. IEEE Access. https://doi.org/10.1109/ACCESS.2025.3576147

[30] Klafki, W. (2019). Klafki's critical-constructive Didaktik and the epistemology of critical thinking. Journal of Curriculum Studies, 51(5), 659-675. https://doi.org/10.1080/00220272.2019.1657959

[31] Kumar, S., & Sharma, R. (2020). Artificial intelligence in education: A systematic literature review. Expert Systems with Applications, 159, 113738. https://doi.org/10.1016/j.eswa.2020.113738

[32] Kurz, H. D. (2022). Breve historia del pensamiento económico. Fondo de Cultura Económica.

[33] Langendahl, P., Cook, M., & Mark-Herbert, C. (2016). Gamification in higher education: Toward a pedagogy to engage and motivate (Working paper series). Swedish University of Agricultural Sciences, Department of Economics.

[34] Leighton, J. P. (2021). The nature of reasoning. Cambridge University Press. https://doi.org/10.1017/9781108776465

[35] Lewis, A., & Smith, D. (1993). Defining higher-order thinking. Theory into Practice, 32(3), 131-137. https://doi.org/10.1207/s15430421tip3203_1

[36] Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.

[37] Martínez Bonafé, J. (2014). Didáctica crítica: Políticas y prácticas de investigación en educación. Graó.

[38] Perdices de Blas, L., y Gallego, E. (2007). Mujeres economistas: Las aportaciones de las mujeres a la ciencia económica y a su divulgación durante los siglos XIX y XX. Ecobook.

[39] Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22), 1-13. https://doi.org/10.1186/s41039-017-0062-8

[40] Ramesh, A., Azzah, A., Habiba, H., & Pauline, P. (2025). Gamifying economics education: A new frontier in teaching innovation. International Journal of Research and Innovation in Social Science, 9(6), 1-12. https://rsisinternational.org/journals/ijriss/

[41] Rao, V. S., et al. (2025). Integrating artificial intelligence in higher education to enhance teaching and learning. Computer Applications in Engineering Education, 33(1), 1-15. https://doi.org/10.1002/cae.70085

[42] Reyes Ortiz, G. E. (2024). Escuelas de pensamiento económico: Una síntesis [Documento de trabajo]. Universidad del Rosario. https://doi.org/10.researchgate.net/publication/380461454

[43] Romero, M., Usart, M., & Ott, M. (2014). Can serious games contribute to developing and sustaining 21st century skills? Games and Culture, 10(2), 148-177. https://doi.org/10.1177/1555412014548919

[44] Rüsen, J. (2004). Historical consciousness: Narrative structure, moral function, and ontogenetic development. In P. Seixas (Ed.), Theorizing historical consciousness (pp. 63-85). University of Toronto Press.

[45] Santos, B. S. (2009). Una epistemología del Sur: La reinvención del conocimiento y la emancipación social. Siglo XXI Editores.

[46] Selwyn, N. (2021). Ed-Tech: The perilous world of educational technology. Polity Press.

[47] Tenorth, H. E. (2006). Kompetenz und Curriculum: Zur Grundlegung des Lehrens und Lernens. Beltz Verlag

[48] Timmermans, S., & Tavory, I. (2012). Theory construction in qualitative research: From grounded theory to abductive analysis. Sociological Theory, 30(3), 167-186. https://doi.org/10.1177/0735275112457914

[49] UNESCO. (2019). Beijing consensus on artificial intelligence and education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000368303

[50] Vázquez-Cano, E. (2021). Artificial intelligence and education: A pedagogical challenge for the 21st century. Research in Education and Learning Innovation Archives, 26, 35-44. https://doi.org/10.7203/realia.26.19417

[51] World Economic Forum. (2024). Shaping the future of learning: The role of AI in Education 4.0. World Economic Forum. https://www.weforum.org/reports/shaping-the-future-of-learning-2024

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