Psychologist, Master in Education and Ph.D. in Communication. Professor at undergraduate and graduate levels. Director of a Master's program in Education and researcher in the fields of education, psychology, and communication. Reviewer of scientific papers in high-impact journals.
Virtual games represent one of the most important contemporary possibilities to enhance learning processes in educational environments. There is ample evidence of their applications in teaching cultural aspects, citizenship, science, and the development of critical thinking, among many others. However, despite the scientific support, many questions arise about the effectiveness of gamification in education. Most studies and reviews of empirical studies on gamification indicate that they generally have a positive effect on motivation, concentration, and other cognitive aspects, as well as on interaction and prosocial behavior. However, there are gaps in terms of purposes and outcomes between gamification and the application of serious games. This is a review aimed at elucidating these differences, to argue for the reinvention of educational processes.
Part of the book: Pedagogy
The chapter relies on a result of a research project, the overall aim of which was to analyze the use of gamification as an effective strategy for promoting inclusive learning in diverse educational settings. This research involved firstly a systematic review meant at providing an epistemological grounding of the relationship between gaming and learning. On this basis, researchers then proceeded to identify potential contributions of the use of gamification in inclusion processes. This led to a reflection on the concept of inclusion and a description of some successful experiences in this type of process. The chapter concludes with a theoretically grounded proposal for the use of gamification to promote inclusion.
Part of the book: Intellectual and Learning Disabilities