LEADER 04240nam 2201033z- 450 001 9910566481003321 005 20231214133407.0 035 $a(CKB)5680000000037570 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/81129 035 $a(EXLCZ)995680000000037570 100 $a20202205d2022 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTrends on Educational Gamification: Challenges and Learning Opportunities 210 $aBasel$cMDPI - Multidisciplinary Digital Publishing Institute$d2022 215 $a1 electronic resource (218 p.) 311 $a3-0365-3540-3 311 $a3-0365-3539-X 330 $aGames 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. 517 $aTrends on Educational Gamification 606 $aHumanities$2bicssc 606 $aEducation$2bicssc 610 $agamification 610 $aeducation 610 $aliterature survey 610 $apublication analysis 610 $ateacher instruction 610 $amotivation 610 $acurricular integration 610 $amathematics instruction 610 $aescape room 610 $areview 610 $aassessment 610 $acomputational thinking 610 $afunctions 610 $afuture teachers 610 $aScratch 610 $aserious games 610 $agame-based learning 610 $ahigher education 610 $ateacher predispositions 610 $agamification in education 610 $agamifying learning 610 $aSTEAM education 610 $amathematics 610 $aBrazil 610 $aSpain 610 $atraditional games 610 $aethnomathematics 610 $asteam 610 $aintercultural education 610 $aprimary education 610 $aboard games 610 $aglobal change 610 $aenvironmental engagement 610 $ateacher training 610 $aEducation for sustainability 610 $arole-playing games 610 $asecond language instruction 610 $aeducational game 610 $aboard game 610 $alearning tool 610 $ateaching-learning process 610 $ainterdisciplinary learning 610 $ascience learning 610 $amarine environment 610 $aenvironmental awareness 610 $askills development 610 $amathematical problem-solving 610 $avideo games 610 $aemotions 610 $aPortal 2 615 7$aHumanities 615 7$aEducation 700 $aPin?ero Charlo$b Jose? Carlos$4edt$01314115 702 $aCostado Dios$b Mari?a Teresa$4edt 702 $aCarmona Medeiro$b Enrique$4edt 702 $aLloret$b Fernando$4edt 702 $aPin?ero Charlo$b Jose? Carlos$4oth 702 $aCostado Dios$b Mari?a Teresa$4oth 702 $aCarmona Medeiro$b Enrique$4oth 702 $aLloret$b Fernando$4oth 906 $aBOOK 912 $a9910566481003321 996 $aTrends on Educational Gamification: Challenges and Learning Opportunities$93031724 997 $aUNINA