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Games, Gamification and ICTs as tools for learning

Amplía información Games, Gamification and ICTs as tools for learning Games, Gamification and ICTs as tools for learning
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Course in Games, Gamification and ICTs as tools for learning


Gamification has become one of the most important trends in communication and marketing. Companies increasingly have the need to generate engagement with their audience. For this, they have to offer different, attractive and quality content, something that hooks the customer and their loyalty. And for there is nothing better than a game.

In this course, taught by Marçal Mora, you will learn the advantages offered by gamification and its types. You will also acquire the necessary skills to design a strategy, analyzing how to attract the user.

If you are looking for a profession that is sought after demanded, well-paid and attractive, this is your opportunity: become a gamification expert..

Objectives

  • Understand the context of the Digital Society and its influence and the challenges that arise in the field of education and learning.
  • Know in depth the educational, communicative and technological aspects that comprise digital learning.
  • Reflect on the teacher's role in the teaching and learning process with ICT.
  • Understand the principles of interaction in hyperconnected society.
  • Recognize the components of digital communication and their role in the ICT-mediated teaching and learning process.
  • Analyze, design and apply innovative practices in the classroom through ICT in a creative and original way.
  • Identify and implement mechanisms of the game in the design of learning activities.
  • Integrate the elements of analog and role-playing games, as well as video games and Serious Games and simulations, in the teaching-learning process.
  • Recognize the potential of Virtual Reality and Augmented Reality in education, and apply it to improve the teaching-learning process.
  • Analyze and apply in the educational context the basic principles of affective computing and robotics in education.

Competences

  • Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context.
  • The students must know how to apply the acquired knowledge and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study.
  • The students must be able to integrate knowledge and face the complexity of making judgments based on information that, being incomplete or limited, includes reflections on social and ethical responsibilities linked to the application of their knowledge and judgments.
  • The students must know how to communicate their conclusions and the ultimate knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way.
  • Students must have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.
  • Be able to develop innovative teaching interventions based on forms of active learning, meeting the demands of the digital society.
  • Be able to understand the educational, communicative, social and technological implications in the design of educational proposals with ICT.
  • Be able to apply theoretical knowledge about digital learning to teaching practice with the use of ICT as an educational strategy.
  • Be able to understand digital communicative processes and be able to communicate effectively through technology in the educational context.
  • Analyze different current techniques and instruments for personalized teaching, as well as its usefulness and application for the ordinary classroom.
  • Know how the context of Digital Society influences the teaching and learning processes and understand how it affects the different educational modalities.
  • Analyze, develop and create educational initiatives with ICT in a creative and original way.
  • Use digital platforms and tools for teaching and learning with ICT according to the needs of the trainees and their different levels.
  • Design, analyze and apply communication and dynamization strategies of online learning communities, social networks and open environments.
  • Know the mechanics of games and simulations, and know how to apply them in the design of didactic proposals with ICT.
  • Use content management systems in the network to facilitate digital learning.

Course program


Module 1. Games
  • UD1: Definitions
  • Introduction and context
  • Game definition
  • Summary, other approaches and examples

  • UD2: Games and their Components
  • Introduction
  • The external system. Context.
  • Rules, mechanics, entities and objectives. The nucleus.
  • Narrative and play space.
  • Players.
  • The gaming experience. Meaningful play.
Module 2. Analog and Digital
  • UD3: Board games and Role Playing Games
  • Introduction
  • Board games
  • Role playing games
  • Experiences with analog games

  • UD4: Videogames
  • Introduction
  • Video games as a medium
  • Video games
  • Advantages and disadvantages
  • Video games and Serious Games
Module 3. Gamification, Simulations and Serious Games
  • UD5: Principles of Gamification and Serious Games
  • Introduction
  • Video games as a medium
  • Video games
  • Advantages and disadvantages
  • Video games and Serious Games

  • UD6: Ética en la Gamificación y Ejemplos
  • Introduction
  • Critical perspective
  • Examples
Module 4. Didactics and Game Design
  • UD7: Game-based Learning
  • Introduction
  • Potential
  • Implementation
  • Non-commercial examples
  • Commercial examples

  • UD8: Principles of Design
  • Introduction
  • Characteristics
  • Connecting “Serious” and “Game”
  • The development cycle
  • Final summary
  • Brief example