Diseño de juegos: estrategia didáctica para el aprendizaje autónomo en estudiantes de primer semestre de contaduría.

Abstract

the objective of this research article was to design games as didactic strategies that contribute to improving autonomous learning in the first-semester students of Public accounting of the Remington University Corporation, Sahagun campus. to achieve its proper execution, a qualitative methodology was used, involving data collection without numerical measurement, using the observation and evaluation of the studied phenomena. Likewise, a descriptive study was used, aiming to represent variables in a group of subjects for a period of time (usually short), not including control groups; and analytical studies, intended to comparatively analyze groups of subjects. the study population consisted of first-semester of Public accounting at Remington University Corporation, whose ages range between 17 and 19 years. the results identify the individual acade-mic competences of the students, in which didactic strategies were designed based on the exposed academic competences, an integration path of didactic games to improve autonomous learning.Finally, it was possible to propose the plan of implementation of the didactic strategies developed for the selected students. among the main conclusions, it was evident that didactic strategies and games are of vital importance within the processes of adaptation of students to university life; additionally, they contribute to the interaction between the actors participating in the processes of learning and the achievement of the proposed objectives and goals.