Del Aula al Laboratorio: Cómo las Ideas de la Sala de Clases se Convierten en Prototipos que Inspiran la experiencia Metamotivacional

Abstract

This article explores the motivational impact of incorporating didactic-playful prototypes in science education at the primary and secondary school levels. Based on an interdisciplinary approach that combines user-centered design, motivation theory, and active learning methodologies, two physical educational prototypes were developed and evaluated: one based on a 3D globe representing tectonic plates, and another simulating the uplift of mountain ranges through the movement of plates in a box. Both devices were implemented in school settings with first-year high school students, using a telic/paratelic-type questionnaire to assess the motivational state achieved. The results show that the second prototype, which involved greater sensory interaction, generated 100% of responses in the paratelic state and a higher average score in motivational activation. In contrast, the first prototype yielded a mixed distribution between telic and paratelic states. The findings highlight the potential of playful prototypes as learning mediators, capable of fostering curiosity, enjoyment, and active student engagement. Additionally, a replicable methodology is validated for transforming teaching ideas into tangible pedagogical tools, contributing to educational innovation from a student experience-centered perspective.