The Covid-19 crisis has raised the need for new educational methodologies that fulfill three objectives: do not require student’s physical presence at school, save the digital gap and allow to manage student’s emotional and socialization needs generated by a lockdown.

The Labyrinth of Asterion will be presented as a tool that meets the three goals, as it is intended for adolescents for whom typical instruction is not effective, such as hospitalized adolescents or adolescents living in Residential Centers for Educational Action (RCEAs). It is based on gamification, narrative bioethics and the humanization of minors’ care, and includes content on the main core subjects (languages and math), as well as history, arts, literature, cinema, philosophy, bioethics and more.

This tool can be used within the faculties of Education as an example of how professionals of formal, non-formal and informal education (teachers from primary to high school, social educators, leisure time educators and specialists in hospital pedagogy) can teach human rights and values education, and promote adolescent’s personal autonomy, the culture of mutual care and the need to define a life project.

The Labyrinth of Asterion has been validated by the Youth Scientific Council of the Barcelona’s Saint John of God Pediatric Hospital and it is currently introduced to students within the Degree of Education and the Postgraduate Degree of Hospital Pedagogy, both from the University of Barcelona. It is already being used in a special education school with a group of adolescents with behavior disorders and it is intended to be used both in a RCEA for unaccompanied migrant minors, and in the Barcelona’s Saint John of God Pediatric Hospital with a group of chronic patients and a group of siblings of severely ill patients.

The main challenge for the future is to digitalize this tool, The Labyrinth of Asterion, for which the Nodos del Conocimiento 2020 Conference appears promising for establishing synergies with other researchers that may be interested to collaborate in this enterprise.

Palabras clave

bioética COVID-19 educación inclusiva Gamificación Innovación pedagógica

Ponencia Online

Documentación de apoyo a la presentación ONLINE de la ponencia

Ver el video en youtube


Los autores de la ponencia

profile avatar

Júlia Martín Badia

Ver Perfil

Preguntas y comentarios al autor/es

Hay 5 comentarios en esta ponencia

    • profile avatar

      Miquel Duran Portas

      Comentó el 10/12/2020 a las 17:19:38

      Nice presentation! As a scientist I am interested in its possible applications to promote Science literacy - and in general to increase Science Culture of Society (which is nowadays more important than ever). I wonder whether trust might be a key (science) ethics element to promote, within the so-called Public Awareness of Science. Would other ethics elements be especially relevant within a Science environment? Is it possible to foster a need for the Public to be aware of Critical Thinking (about Science discoveries and Science knowledge) and Science Awareness?


      • profile avatar

        Júlia Martín Badia

        Comentó el 10/12/2020 a las 19:17:57

        Good afternoon,
        Thank you very much for your comments!
        I do think my game can be used to promote science literacy and awareness, as science and technology are core elements on it.
        On the one hand, several of the 14 fictional characters appearing in the game are related to science and technology: Dr. Emilio is an expert in human enhancement, Dr. Gaby is a south-American scientist, Steed is a hacker and Smollet is an expert in AI. There are also fights with cyborgs and replicants in the game.
        As for the plot, human enhancement and technological singularity are central themes in the game’s narrative and, therefore, many bioethical debates on this topics are suggested, including the military use of AI, the jobs that will disappear and the ones that will appear in the future, the Big Brother…
        Another backbone of the game unites carnival or amusement park automata, with literary automata, with AI and with quantum supercomputers. Also, there is a relationship between Poe, Verne and Lovecraft, around a mystery that demands an answer: will the players opt for the scientific answer of Jules Verne, or for the fantastic-irrational answer of Lovecraft?
        Other topics that appear in the game are: alternative medicine, hypnosis (being pseudoscience or evidence-based therapy?), patents, cloning, healthy and harmful dependencies (i.e.: dependency on medicines), eugenesics, posthumanism, and so on.
        As for other key ethic elements to promote science literacy and awareness, beyond trust and critical thinking, I think it is also important: 1) the ethic of care (the goals of science and medicine have to do with caring about people), 2) narrative ethics (in order to find the best way to care for people you need to know each individual’s life narrative in order to understand his/her specific problems), 3) altruism and solidarity (they are important values for fostering patient and public involvement in science, i.e. in clinical trials), 4) empathy and compassion (they are also relevant values in order to care for others, especially in the current context in which we’ve seen a compassionate use of treatments for Covid on a large scale), 5) learning from failures (scientist are not infallible, but failures also provide knowledge), 6) responsibility (according to Hans Jonas this is what should prevail in our use of science and technology in order not to lose the human essence), 7) intentions and consequences as determinants of good actions (i.e.: scientists’ actions or decisions), 8) moral and legal duties (i.e. from scientists), 9) post-truth regarding science, 10) pedagogy of death (it is a natural process, science is not able to make us immortal yet, so it cannot be a taboo), 11) educating the public in having realistic expectations on science, and obviously 12) the main bioethical principles, including the north-American (autonomy, beneficence, non-maleficence and justice), the European (relational autonomy, vulnerability, dignity and integrity) and the principles of integrity in research (reliability, honesty, respect and accountability)…Many of this topics are included in the game.


    • profile avatar

      Margarita Isabel Asensio Pastor

      Comentó el 10/12/2020 a las 15:24:20

      Beunas tardes,
      me ha parecido muy interesante la herramienta que presentas ¿has tenido oportunidad de experimentarla? ¿dispones de resultados concretos? en cocnreto, me lo preguntaba por su potencial entre las/los Educadoras/es Sociales.


      • profile avatar

        Júlia Martín Badia

        Comentó el 10/12/2020 a las 17:45:02

        Buenas tardes,

        ¡Muchas gracias por tu comentario!
        Hice una prueba piloto con KIDSBarcelona, que es el nombre con el que se conoce al Consejo Científico de Jóvenes del Hospital San Juan de Dios de Barcelona. Este grupo está formado por 20 pacientes no ingresados del hospital, que valoran y dan su opinión sobre toda innovación planteada en el ámbito sanitario dirigida a niños. Hice la prueba piloto con 11 chicos de entre 13 y 20 años, divididos en dos grupos. Los resultados de los cuestionarios, fueron muy buenos. Las preguntas se agrupaban en tres bloques:
        Diversión: 8.97/10
        Mecánicas y dinámicas (comprensión de reglas del juego): 8.96
        Aprendizajes significativos (útiles): 8.60
        Puntuación global: 8.63
        Las “game masters” (las coordinadoras habituales del grupo) también recibieron un cuestionario y valoraron el juego, respectivamente, con una puntuación global de 8 i 9 sobre 10. Además, se mostraron interesadas en hacer otra prueba con dos grupos más: uno de pacientes crónicos y otro de hermanos de pacientes graves, los cuales están coordinados, entre otros, por trabajadores sociales.
        Por otro lado, me consta que se está usando el juego en una Aula Integral de Soporte para niños con trastornos de conducta (TEA, TDAH). En dicha aula, los niños son atendidos por educadores sociales que trabajan emociones y socialización. La valoración que me llega de ellos es que les está siendo muy útil para trabajar concentración, cooperación, importancia de retener información, etc. Además, están valorando la posibilidad de usarlo con otro grupo de jóvenes con discapacidades.
        Estoy preparando un libro con sugerencias para adaptarlo a distintos contextos, ya que también me han pedido que haga un taller inspirado en el juego con jóvenes migrantes solos.
        Si quieres más detalles, puedes contactarme en juliamartin.correu@gmail.com


      • profile avatar

        Júlia Martín Badia

        Comentó el 10/12/2020 a las 17:46:42

        En referencia a la prueba piloto, el grupo de 11 chichos era mixto (chicos y chicas) y se hicieron dos subgrupos también mixtos, en cuanto a sexo y edades


Deja tu comentario

Lo siento, debes estar conectado para publicar un comentario.