Gamification: What there is, is not always what you see
DOI:
https://doi.org/10.31391/S2007-7033(2022)0059-002Keywords:
gamification, motivation, learning, universityAbstract
Among the diverse challenges that teachers and professors have to face daily, there is one that acquires special relevance: managing to transform a student, generally with a passive attitude and not very involved with the teaching-learning process, into an active and creative person in regards of its education. In this context, gamification acquires special significance due to its great incidence in the motivation and commitment of the student body. Nevertheless, in way too many occasions what is presented as gamificationis not actually gamification, which generates great confusion among teachers and professors, and they even reject or do not believe its potential. This is why, we will start with an analysis of the postulates that have been highlighted by the main references in this field during the past decade to, then, suggest a definition in compliance with them, which will allow to properly define what is and what is not to gamify. Lastly, we will describe a gamification proposal developed in an university context which will be used to give evidence of the viability of being true to the principles that must define gamification project, as well as its suitability.
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