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dc.contributor.editorPiñero Charlo, José Carlos
dc.contributor.editorCostado Dios, María Teresa
dc.contributor.editorCarmona Medeiro, Enrique
dc.contributor.editorLloret, Fernando
dc.date.accessioned2022-05-06T11:29:27Z
dc.date.available2022-05-06T11:29:27Z
dc.date.issued2022
dc.identifierONIX_20220506_9783036535401_195
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/81129
dc.description.abstractGames are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers.
dc.languageEnglish
dc.subject.classificationbic Book Industry Communication::H Humanities
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.othergamification
dc.subject.othereducation
dc.subject.otherliterature survey
dc.subject.otherpublication analysis
dc.subject.otherteacher instruction
dc.subject.othermotivation
dc.subject.othercurricular integration
dc.subject.othermathematics instruction
dc.subject.otherescape room
dc.subject.otherreview
dc.subject.otherassessment
dc.subject.othercomputational thinking
dc.subject.otherfunctions
dc.subject.otherfuture teachers
dc.subject.otherScratch
dc.subject.otherserious games
dc.subject.othergame-based learning
dc.subject.otherhigher education
dc.subject.otherteacher predispositions
dc.subject.othergamification in education
dc.subject.othergamifying learning
dc.subject.otherSTEAM education
dc.subject.othermathematics
dc.subject.otherBrazil
dc.subject.otherSpain
dc.subject.othertraditional games
dc.subject.otherethnomathematics
dc.subject.othersteam
dc.subject.otherintercultural education
dc.subject.otherprimary education
dc.subject.otherboard games
dc.subject.otherglobal change
dc.subject.otherenvironmental engagement
dc.subject.otherteacher training
dc.subject.otherEducation for sustainability
dc.subject.otherrole-playing games
dc.subject.othersecond language instruction
dc.subject.othereducational game
dc.subject.otherboard game
dc.subject.otherlearning tool
dc.subject.otherteaching-learning process
dc.subject.otherinterdisciplinary learning
dc.subject.otherscience learning
dc.subject.othermarine environment
dc.subject.otherenvironmental awareness
dc.subject.otherskills development
dc.subject.othermathematical problem-solving
dc.subject.othervideo games
dc.subject.otheremotions
dc.subject.otherPortal 2
dc.subject.othern/a
dc.titleTrends on Educational Gamification: Challenges and Learning Opportunities
dc.typebook
oapen.identifier.doi10.3390/books978-3-0365-3539-5
oapen.relation.isPublishedBy46cabcaa-dd94-4bfe-87b4-55023c1b36d0
oapen.relation.isbn9783036535401
oapen.relation.isbn9783036535395
oapen.pages218
oapen.place.publicationBasel


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