VIDEOPRESENTATION

This is our presentation: https://www.youtube.com/watch?v=vY4U_v3dR_o&feature=youtu.be 

THE LEARNING CONE OF EDGAR DALE: "WE LEARN BY DOING"

It explains that the kids and adults remenber better the interactive things (participarte in a disccussion, talk, create, buit,...) than the pasive (read, listen, observe a image, see a film...). 

FERNÁNDEZ, Isabel. Juego serio: gamificacion y aprendizaje  [en línea]. [Fecha de consulta: 16 de diciembre de 2016]. Disponible en internet: http://www.centrocp.com/juego-serio-gamificacion-aprendizaje/ 

POSTER

Here you can find the poster that we have done: 

http://davidsegura975872758821f92.edu.glogster.com/gamification

DIFFERENCES BETWEEN GAME, GAMIFICATION AND GAME-BASED LEARNING

• Gamification: As we have said before, is the concept of applying game mechanics and game design techniques to engage and motivate people to achieve their goals. 
• Game-based learning: Adoption of games for educational purpose.
• Game: An activity providing entertainment or amusement. 

SOME USES OF GAMIFICATION

                                  

The concept of Gamification is not new. Plenty of uses have been given before that fit the criteria. But, nowadays with the proliferous use of social media and the accessibility to the Internet, the concept is being applied to plenty of diverse uses. Some uses include, between others: 

• Employee motivation.

• Conceptualization of the concept of energy preservation.

• Beat and understand diseases. 

• Create healthy competition.

• To promote charitable donations.

• To promote education and language learning.

BINGO, CLASSIC RESOURCE WITH GREAT VALUE IN EDUCATION

We can transform the classic view of this game in other different thats permit that the childs in the school play instead of numbers, with objectives. 

In each ballot instead of numbers there are objectives, and dependin on his attitude in clase, the exercices, etc, they will cross a different objectives.

This is a way of motivation because the students have the aim to complete the ballot and get the reward. 

ESPESO, Pablo. El bingo, un recurso clásico con gran valor en educación. Educación3.0, 2016 hhttp://www.educaciontrespuntocero.com/recursos/bingo-en-educacion-gamificacion-aula/34909.html

BIBLIOGRAFÍA

(Para llevar a cabo la bibliografía, hemos utilizado las normas UNE)

ESPESO, Pablo. 10 herramientas de gamificación para el aula que engancharán a tus alumnos. Educación3.0, 2016 http://www.educaciontrespuntocero.com/recursos/herramientas-gamificacion-educacion/33094.html 

SHARON, Hu. Gamification in Education [en línea]. [Fecha de consulta: 3 de diciembre de 2016]. Disponible en internet: https://www.youtube.com/watch?v=wfivasin9j4

https://badgeville.com/wiki/Gamification

RAISE SMART KID. The possitive and negative effects of video games[en línea]. [Fecha de consulta: 20 de diciembre de 2016]. Disponible en internet: http://www.raisesmartkid.com/3-to-6-years-old/4-articles/34-the-good-and-bad-effects-of-video-games

ELEARNING INDUSTRY. The Anatomy of Good Gamified eLearning [en línea]. [Fecha de consulta: 4 de enero de 2017]. Disponible en internet: 

https://elearningindustry.com/anatomy-good-gamified-elearning 

ELEARNING INDUSTRY. 7 eLearning Gamification Tips to Enhance Problem Solving Skills [en línea]. [Fecha de consulta: 4 de enero de 2017]. Disponible en Internet:https://elearningindustry.com/elearning-gamification-tips-enhance-problem-solving-skills

FERNÁNDEZ, Isabel. Juego serio: gamificacion y aprendizaje  [en línea]. [Fecha de consulta: 16 de diciembre de 2016]. Disponible en internet: http://www.centrocp.com/juego-serio-gamificacion-aprendizaje/ 

WIKI. Gamification [en línea]. [Fecha de consulta: 5 de diciembre de 2016]. Disponible en internet:

TOP HAT, BLOG. 4 Ways To Bring Gamification of Education To Your Classroom [en línea]. [Fecha de consulta: 20 de diciembre de 2016]. Disponible en internet: https://blog.tophat.com/4-ways-to-gamify-learning-in-your-classroom/ 

ELEARNING INDUSTRY. Learning Game Design: Teaching Declarative Knowledge With Serious Games [en línea]. [Fecha de consulta: 8 de enero de 2017]. Disponible en Internet:   https://elearningindustry.com/learning-game-design-teaching-declarative-knowledge-serious-games

GAMELEARN. ¿Qué es el Game-based learning? [en línea]. [Fecha de consulta: 8 de enero de 2017]. Disponible en Internet: https://game-learn.com/que-es-game-based-learning/  

JACKSON, Michael. Gamification in education: A literature Review. [en línea]. [Fecha de consulta: 8 de enero de 2017]. Disponible en internet: http://www.usma.edu/cfe/Literature/MJackson_16.pdf    

  

ESPESO, Pablo. El bingo, un recurso clásico con gran valor en educación. Educación3.0, 2016 hhttp://www.educaciontrespuntocero.com/recursos/bingo-en-educacion-gamificacion-aula/34909.html

CHARACTERISTIC AND EFFECTIVENESS OF GAMIFICATION

Some characteristics every game shares:

 • fun: the activity is chosen for its light-hearted character
 • separate: it is circumscribed in time and place
 • uncertain: the outcome of the activity is unforeseeable
 • non-productive: participation does not accomplish anything useful

Effectiveness of Gamification

There have also been a number of studies to determine empirically and conceptual if gamification is actually effective in education.

In “Does Gamification Work? – A Literature Review of Empirical Studies on Gamification” Juho Hamari, Jonna Koivisto, and Harri Sarsa take a structured approach to determining the effectiveness of gamification by considering:

1. What motivational affordances the reviewed studies have implemented as dependent variables 
2. What psychological outcomes have been measured as possibly both independent and dependent variable.
3. What behavioral outcomes have been measured as dependent variables.

Their research shows that a majority of the current studies on the effectiveness of gamification do indicate that gamification in education produces positive effects and benefits. However, they also found that most of even the quantitative papers they reviewed were descriptive in nature and focused on the learners expressed response to the implementation of gamification and not demonstrated change in performance.

           
JACKSON, Michael. Gamification in education: A literature Review. [en línea]. [Fecha de consulta: 8 de enero de 2017]. Disponible en internet: http://www.usma.edu/cfe/Literature/MJackson_16.pdf                                              

THE ANATOMY OF A GOOD GAMIFIED eLEARNING

                                 

We’ve long known that playing games can help people to learn as well as being fun, that’s why we play games with our kids, and it’s not a new concept to bring games into instructional design. Disney coined the phrase ‘edutainment’ back in the 1940’s and ‘gamification’ was probably first used by Nick Pelling, creator of games for the BBC Micro and Commodor in the 1980’s. Kevin Werbach of Wharton offers a definition for the term ‘gamification’:

Engagement, challenge, progression, accomplishment, how the learner did, what he or she could have done better, what the next challenge is to help them improve, plenty of formative assessment giving you feedback on how you’re doing; if you’re not doing so well, guidance in what you can do to improve, helping you get good at something by providing lots of opportunities to try again, providing help when you need it, being adaptive to your learning pace, or providing non-linear that open up new and more difficult challenges that further your progress though the course, recognizing achievement, either through intrinsic or extrinsic rewards – getting to the next level, collecting badges or trophies.

     “The use of game elements and game design techniques in non-game contexts”.

We knew back then what the core principles were in games design that were beneficial for instructional design. I can boil them down to just four:

The gamification should be centered around learners. After all, if the game isn’t about the player, there’ll be no one playing it.

We can learn a lot from games design that provides a framework for making online learning experiences successful for learners when there’s no instructor present.

 

In addition, gamification focuses on short-term, achievable goals with clear rewards and provides a framework for learning new material. 

Duolingo provides a great example of learners setting their goals and working to the next. What’s more, games give instant feedback. This is something we do all the time in good eLearning, fostering activity and formative feedback loops, which provide challenges to learners and then adaptive feedback on their response. If you think about a well-formed quiz interaction, this is what happens: you pose a challenge with a question, elicit a response and then give feedback on.

In summary, to create a great gamified curriculum, you need to consider; learner centricity, engaging your learner, providing intrinsic motivation as well as extrinsic (a sense of accomplishment), with well designed challenges and rich feedback, as well as opportunities for learners to take different pathways through the course.