Psicólogos de distintas Universidad denominan al fenómeno “fenómeno de transferencia del juego” (GTP) y se demuestra en el hecho de que existen momentos en la vida real en los que reaccionamos del mismo modo en que lo haríamos en un juego.

No se trata de algo sorprendente, según muchos neuropsicólogos: el cerebro está reconfigurándose de forma constante a sí mismo, creando esquemas y reglas de la repetición que se utilizarán más tarde para optimizar la forma en que nos manejamos en el mundo.

Además, el tema es más importante en la medida en que mejores tarjetas gráficas y pantallas más grandes, así como tecnologías tan realistas como Kinect convierten las experiencias en más inmersivas.

Por un lado, se percibe el condicionamiento y por otro el empoderamiento tecnológico. Por un lado la
difusión de lazos y fronteras institucionales, por otro, la construcción y cohesión de identidades, agrupaciones y sociedades más marcadamente digitales.

Intertextuality is an important characteristic of the way we use language in social communities. The meanings we make through texts, and the ways we make them, always depend on the currency in our communities of other texts we recognize as having certain definite kinds of relationships with one another. We can make meanings through the relations between two texts; meanings that cannot be made within any single text.

Even for students with considerable prior knowledge, strong guidance while learning is most often found to be equally effective as unguided approaches. Not only is unguided instruction normally less effective; there is also evidence that it may have negative results when students acquire misconceptions or incomplete or disorganized knowledge.

A review of the research literature shows that reports centre on relatively high rates of student participation with evidence of two fundamental facets of social constructivism: co-operative learning (Aviv, Erlich, Ravid, & Geva, 2003; Hawkey, 2003; Hiltz, Coppola, Rotter, & Turoff, 2000), and higher order thinking and knowledge building (Curtis & Lawson, 2001; McConnell, 2000; Thomas, 2002). However, analysis of participation rates and evidence of co-construction of knowledge based on quantitative data from learning management systems have misconstrued the issue slightly. The evaluation of co-construction of knowledge based on quantitative analysis of discussion posting underestimates the complexity of the issue at hand. More fundamental questions about what these participation rates mean and what does it mean to co-construct knowledge are beginning to emerge. There is discontent with content analysis of online discussion fora because the methodologies being used are not yielding the expected results of evidenced construction of knowledge online (Guevarra Enriquez, 2009). The widespread use of CMC in higher education and the need to assess students’ performance, the attaining of the learning outcomes, in measurable terms is leading to developments in the analysis of CMC data. There is an inherent relationship, therefore, between the search for evidence of learning and the
types of technology that are being used to facilitate the learning.