Gamification comes out from this question. The reflection that this reality provokes is straighforward: can video games be used in other contexts than entertainment to motivate people to do any activity? And if so, how can it be done? According to Prensky computer games attract players for several reasons: they encourage participation, motivate users to gradually achieve small goals, offer immediate rewards or punishments, and allow the difficulty of each level to be adapted according to players abilities, age or knowledge of the game. Video games have changed the way our youth (and adults) conceive reality and interact with each other. The continued development and strong penetration in society of video games is unquestionable. Finally, the conclusions and future work are presented in Sect. Section 4 is devoted to explain the design and construction of a particular gamified experience. Our proposal about the features of a gamified system is presented in Sect. Section 2 presents the concepts and previous works about games and gamification. To exemplify the results, a practical case is proposed: PLMan. The aim of this paper is determining the key elements, strategies and features that make gamification a true process reengineering. This is not a simple task that, like any other process reengineering, requires a thorough study of the process to be gamified. True gamification is a process rethinking to incorporate all the features of games to the core of the learning process. This supposed gamification actually does not include the key features that a game should have: fun, autonomy, tolerance to error, experimentation, progressivity, and so on.įrom our point of view, the gamification must penetrate that surface and imbue the whole process. However, the process itself is unchanged. Many gamification proposals remain on the surface: they just provide a veneer to the process, adorning it with elements that give the aspect of the game: an attractive interface, badges, ratings, leader boards, medals. Gamification is defined as applying the principles of video games design, the use of the mechanics and the elements of a game in any process, beyond the specific context of video games. Going one step beyond, can we use these features in other processes that are not games themselves? We call this gamification. Numerous studies have demonstrated the ability of video games to teach, identifying what features make these games so educational as fun. In such a technological world like today’s, the paradigm of massive games are video games. The controversy focuses on what skills, contents or capabilities can be taught through games. No researcher questions today about the ability of games to teach. All this has not gone unnoticed by researchers in the field of learning and, as a result, research on the use of games in education is experiencing a particular boom. As we grow, the words game or playing seem unserious and we use learning instead, but playing and learning are the same thing. As a result of this learning, we have fun and therefore, we call it playing. From our earliest childhood, we experience our environment to learn. All these features are propellants for learning and a way to improve the motivation of learners. #THE SECRET OF MONKEY ISLAND SPECIAL EDITION MAZE SOLUTION TRIAL#From this experience some important lessons about the gamification of the teaching-learning process can be obtained: the importance of fun as a consequence of learning, the need of having an immediate feedback of our actions, the trial and error possibility as a major source of learning and progress, the relevance of experimentation and creativity as a means to develop the learners skills and the importance of autonomy to give the learners the control of their learning process. The maze, as the building block of our learning strategy, has a set of properties that allows us to introduce all the features of games in the learning process. It is based on a unique and simple type of problem: solving mazes of the PLMan game, an adaptation of the famous Pac-Man game. As a practical example, PLMan learning system is presented, an attempt to redefine the learning process in the context of a particular subject. Instead, a deeper transformation of the learning process is needed, making up a true process reengineering. However, most experiences in learning gamification just remain on the surface, just offering a layer of standardized game elements such as badges, leader boards and medals. Gamification is set to be a disruptive innovation in the field of education in the next years, as a way to encourage learning, since when the fun impregnates the learning process, motivation increases and stress is reduced.
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