VIDEOJUEGOS COMO EXPRESIONES CULTURALES EN LAS HUMANIDADES DIGITALES

This article analyzes the pedagogical impact of the educational video games Intiñam and Intiñam Trivia, on the technopedagogical training of university students in teacher education programs. Employing a transdisciplinary philosophical approach, the study adopts a mixed-methods design based on the Integrated Theoretical Model of Gamification in E-Learning Environments (E-MIGA), applied to a sample of 396 students. The analysis focuses on four dimensions: cognitive, social, emotional, and narrative. Results indicate high levels of conceptual understanding (95%), social engagement (97%), and identity connection with the game’s narrative (95%), confirming the effectiveness of these tools in aligning the national curriculum with playful, contextualized, and meaningful learning experiences. Moreover, the video games act as reflexive, creative, and symbolic devices that reframe education through territoriality, interculturality, and complex thinking. The main limitations of the study include the single-institution sample and the predominance of quantitative data. Future research should extend to rural and intercultural contexts and incorporate deeper qualitative methodologies. In conclusion, the findings demonstrate that educational video games designed with a local, critical, and transdisciplinary perspective are powerful pedagogical resources for cultivating a digital, critical, and socially engaged citizenship.