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Have you ever wondered how to best add game-like elements to your (online) courses? What makes some game features desirable, and others boring? This book covers gamification design in educational domains. It is aimed at practitioners, researchers and academics alike. Gamification design is a recent and relevant topic in many domains; however, it is not well explored in the domain of education, with only a few frameworks available and most of these being only academic (e.g., theoretical) and not addressing practical issues related to education practitioners (e.g., teachers and instructors). The book is divided into 3 parts, in part 1 we explain some basic concepts related to gamification and gamification design, its importance for the education domain, possible negative effects if gamification design is neglected, and aspects that are still not encompassed by this field. Following, part 2 focus on explaining data-driven gamification design concepts as well as a research framework on how to use data mining algorithms to analyze and interpret data to generate strategies that can be used in education domain. It also presents a conceptual framework on how to apply those strategies in the education domain, focusing on the teacher and instructor; Finally, part 3 presents discussions regarding the concepts covered in the book, as well as possible research directions

Educational technology adoption is more widespread than ever in the wake of COVID-19, as corporations have commodified student engagement in makeshift packages marketed as gamification. This book seeks to create a space for playful learning in higher education, asserting the need for a pedagogy of care and engagement as well as collaboration with students to help us reimagine education outside of prescriptive educational technology. Virtual learning has turned the course management system into the classroom, and business platforms for streaming video have become awkward substitutions for lecture and discussion. Gaming, once heralded as a potential tool for rethinking our relationship with educational technology, is now inextricably linked in our collective understanding to challenges of misogyny, white supremacy, and the circulation of misinformation. The initial promise of games-based learning seems to linger only as gamification, a form of structuring that creates mechanisms and incentives but limits opportunity for play. As higher education teeters on the brink of unprecedented crisis, this book proclaims the urgent need to find a space for playful learning and to find new inspiration in the platforms and interventions of personal gaming, and in turn restructure the corporatized, surveilling classroom of a gamified world.Through an in-depth analysis of the challenges and opportunities presented by pandemic pedagogy, this book reveals the conditions that led to the widespread failure of adoption of games-based learning and offers a model of hope for a future driven by new tools and platforms for personal, experimental game-making as intellectual inquiry.

In a classroom setting interaction among students is the norm. How do you replicate that informality, spontaneity, and focus online? This book provides you with a framework to think about the different kinds of engagement you want to foster -- whether participation, collaboration, or quick feedback -- and then introduces you to available online tools, some of which may be in your LMS, offers practical tips, and guides you to how make the most of commonly available technologies to achieve your goals.Within the context and progression of a course -- from developing a welcome page, presenting yourself and the purpose of your course, to icebreakers, assignments, and alternative forms of assessment -- the authors introduce you to a range of easy-to-use online tools that they have introduced to the faculty and teachers in their classes, and that foster active learning and student engagement. In doing so they provide a checklist that you can also access and print from the Web, to help you review additional tools from the wide and ever-growing range of tools that are available online and determine whether they are appropriate for what you want to accomplish.This book will help you connect with students, whether you're teaching synchronously or asynchronously, regardless of the devices students may be using; develop community; and introduce you to gamification to add enjoyment and variety to your students'experience of your class.Recognizing that using new tools with confidence requires practice, the authors offer ideas for implementing them in private online spaces. Each chapter concludes with reflection questions that can be addressed individually by the reader or within a learning community to encourage faculty to work together and support each other in virtual teaching and learning. This book addresses the challenge of embracing new models of course offerings to students in the evolving landscape of virtual learning.

As new technologies and professional profiles emerge, traditional education paradigms have to be adapted to new scenarios, creating favorable conditions for promoting transversal skills among students. Consequently, there is a growing demand for training in emergent skills to solve problems of different natures, distributive leadership competencies, empathy, ability to control emotions, etc. In this sense, one of the challenges that educators of all different educational levels and training contexts have to face is to foster these skills in their courses. To overcome these obstacles, innovative and disruptive methodologies, such as game-based learning activities like escape rooms, can be a great ally for teachers to work on transversal skills and specific knowledge at the same time. The Handbook of Research on Using Disruptive Methodologies and Game-Based Learning to Foster Transversal Skills gathers knowledge, skills, abilities, and capabilities on innovative and disruptive methodologies that can be applied in all educational levels to foster transversal skills. This publication contains different contributions focused on the description of innovative educational methods, processes, and tools that can be adopted by teachers to promote transversal skills such as creativity, critical thinking, decision-making, and entrepreneurial skills. This book is ideal for teachers, instructional designers, educational software developers, academics, professionals, students, and researchers working at all levels in the educational field and provides valuable background information to professionals who aim to overcome traditional paradigm obstacles and meet student needs by means of innovative and disruptive methodologies.

Due to the rapid development of gaming technologies in recent years, there has been a surge of interest in the role that digital games can play in foreign and second language learning. Bringing together innovative research from an international team of contributors, this book provides a comprehensive overview of the use of digital games in computer-assisted language learning (CALL).The book firstly lays the theoretical foundations and outlines various rationales for using digital games, incorporating contemporary theories of second language acquisition. It also explores the development and impact of digital games designed specifically for language learning, giving due consideration to design principles, pedagogical requirements and student health. Chapters then draw on case studies from Europe and Japan to analyse in-game interaction, attitudes and participation in both institutional and out-of-classroom settings. Seamlessly combining theory with practical application, this book outlines recent developments in the field and the direction of future research, and is a valuable resource for instructors, researchers and practitioners who are designing games or looking to use them in their classrooms.

O campo da aprendizagem baseada em games (game-based learning), que envolve o design, o desenvolvimento e o uso de jogos digitais (educacionais, mas também de entretenimento e comerciais) como apoio ao processo de ensino e aprendizagem, vem crescendo intensamente, desde os trabalhos pioneiros de Prensky (2001) e Gee (2003). Mais recentemente, seus limites foram ampliados com os estudos sobre gamificação, definida por Deterding et al (2001, p. 10, tradução nossa) como'o uso de elementos de games em contextos que não são de games para promover a experiência e o engajamento do usuário'. Especificamente em educação, o uso da gamificação cresceu nos últimos anos, popularizada pelos livros de Kapp (2012) e Kapp, Blair e Mesch (2014). Trabalhos e pesquisas foram também publicados em língua portuguesa (por exemplo: ALVES, 2014; FADEL et al, 2014) e o campo foi mapeado em muitas revisões de literatura (por exemplo: KE, 2008; BORGES et al, 2014; GARLAND, 2015; CLARK; TANNER-SMITH; KILLINGSWORTH, 2015). Este livro apresenta diversos relatos de pesquisas realizadas no Brasil sobre o uso de jogos digitais e de gamificação na educação. Estão representados no livro grupos de diversas instituições de ensino superior do país, públicas e privadas (Pontifícia Universidade Católica de São Paulo — PUC-SP, Centro Universitário Internacional Uninter, Faculdade UCL, FAE Centro Universitário, FIA — Fundação Instituto de Administração, UFG — Universidade Federal de Goiás, UFRPE — Universidade Federal Rural de Pernambuco, UFSC — Universidade Federal de Santa Catarina, UNB — Universidade de Brasília, Universidade Anhembi Morumbi e Universidade Estácio de Sá), que vêm desenvolvendo pesquisas na área. A maior parte dos capítulos é assinada por professores orientadores de programas de pós-graduação stricto sensu e seus orientandos, incluindo alunos de iniciação científica, caracterizando assim o resultado efetivo das pesquisas desenvolvidas e concluídas nessas instituições. Nesse sentido, esta obra, disponibilizada gratuitamente online como recurso educacional aberto, propõe-se a disseminar o conhecimento para colaborar com o desenvolvimento das pesquisas na área. Esperamos que você tenha uma boa leitura — e também que se divirta bastante!

This book introduces and explores the field of tailored gamified educational technologies. Providing a theoretical overview of the domain, including a number of related psychological and educational theories along with a complete state-of-the-art analysis on this topic, it presents an approach and architecture to tailor these systems to students'gamer type and age.

This is the second of two comprehensive volumes that provide a thorough and multi-faceted research into the emerging field of augmented reality games and consider a wide range of its major issues. These first ever research monographs on augmented reality games have been written by a team of 70 leading researchers, practitioners and artists from 20 countries. Volume II explores the most important and challenging issues that have been raised by the use of the Augmented Reality approach and technology in the gamification of education, healthcare, medicine and art. The volume deals with a systematic analysis of educational augmented reality games, their use for health promotion in old age and for improving people's well-being, the gamification of augmented reality art and immersive reading experiences, among other topics. Augmented Reality Games II is essential reading not only for researchers, practitioners, game developers and artists, but also forstudents (graduates and undergraduates) and all those interested in the rapidly developing area of augmented reality games.

Helping teachers take advantage of game design principles and intrinsic motivators to build more effective courses.The changing student body in American higher education demands a new approach to teaching, one that moves toward inclusive, hyperpersonalized learning environments that have much in common with games and social media. Kevin Bell's Game On! presents dynamic case studies of gamer educators and game-derived techniques to help instructors creatively formulate their own teaching strategies. Breaking gamefully designed classes into their component parts, Bell analyzes what these classes are actually doing and explains why they work. He offers faculty a rubric to assess their own courses for their propensity to engage students, particularly those from low socioeconomic and high-risk populations. Bell explores how game design, pedagogy, and intrinsic motivators can level the playing field to produce rigorous learning environments that are as addictive to all participants as the latest apps and social media systems. He also discusses best practices, lays out the broader context of computer-mediated teaching and learning, and considers the challenges and opportunities that gamification presents.Instructors would do well to consider the key tenets of successful games if they are to engage and graduate the coming generations of learners. Bell's careful analysis of the theories behind gamification, cognitive science, and instructional design will help them to do just that.