LEADER 00999nam0-22003371i-450- 001 990008018700403321 005 20080311145225.0 010 $z0 19 122467 X 035 $a000801870 035 $aFED01000801870 035 $a(Aleph)000801870FED01 035 $a000801870 100 $a19990604d1973----km-y0itay50------ba 101 0 $alat$aeng 102 $aGB 105 $ay-------001yy 200 1 $aOvid's Amores$eBook one$fedited with translation and running commentary by John A. Barsby 210 $aOxford$cClarendon Press$d1973 215 $aIX, 180 p.$d20 cm 500 11$aAmores$m$913366 610 0 $aOvidio Nasone, Publio$aAmori 676 $a874 700 1$aOvidius Naso,$bPublius$f<43 a. C.-17?>$0154954 702 1$aBarsby,$bJohn 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990008018700403321 952 $aP2B-650-OVIDIUS-412A-1973$bIst.Fil.Cl.4491$fFLFBC 959 $aFLFBC 996 $aAmores$913366 997 $aUNINA LEADER 00884nam--2200313---450- 001 990003246840203316 005 20090518125921.0 035 $a000324684 035 $aUSA01000324684 035 $a(ALEPH)000324684USA01 035 $a000324684 100 $a20090518d1968----km-y0itay50------ba 101 $aeng 102 $aCS 105 $a||||||||001yy 200 1 $aDynamical systems in the plane$fOtomar Hajek 210 $aLondon and New York$cAcademic press$d1968 215 $aVIII, 235 p.$cgraf.$d24 cm 606 0 $aPiano (Geometria analitica) 676 $a516.32 700 1$aHAJEK,$bOtomar$012946 801 0$aIT$bsalbc$gISBD 912 $a990003246840203316 951 $a516.32 HAJ$b9330/CBS$c516.32$d00221109 959 $aBK 969 $aSCI 979 $aRSIAV6$b90$c20090518$lUSA01$h1259 996 $aDynamical systems in the plane$9117474 997 $aUNISA LEADER 04265nam 2201057z- 450 001 9910566481003321 005 20220506 035 $a(CKB)5680000000037570 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/81129 035 $a(oapen)doab81129 035 $a(EXLCZ)995680000000037570 100 $a20202205d2022 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aTrends on Educational Gamification: Challenges and Learning Opportunities 210 $aBasel$cMDPI - Multidisciplinary Digital Publishing Institute$d2022 215 $a1 online resource (218 p.) 311 08$a3-0365-3540-3 311 08$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 $aEducation$2bicssc 606 $aHistory$2bicssc 610 $aassessment 610 $aboard game 610 $aboard games 610 $aBrazil 610 $acomputational thinking 610 $acurricular integration 610 $aeducation 610 $aEducation for sustainability 610 $aeducational game 610 $aemotions 610 $aenvironmental awareness 610 $aenvironmental engagement 610 $aescape room 610 $aethnomathematics 610 $afunctions 610 $afuture teachers 610 $agame-based learning 610 $agamification 610 $agamification in education 610 $agamifying learning 610 $aglobal change 610 $ahigher education 610 $aintercultural education 610 $ainterdisciplinary learning 610 $alearning tool 610 $aliterature survey 610 $amarine environment 610 $amathematical problem-solving 610 $amathematics 610 $amathematics instruction 610 $amotivation 610 $an/a 610 $aPortal 2 610 $aprimary education 610 $apublication analysis 610 $areview 610 $arole-playing games 610 $ascience learning 610 $aScratch 610 $asecond language instruction 610 $aserious games 610 $askills development 610 $aSpain 610 $asteam 610 $aSTEAM education 610 $ateacher instruction 610 $ateacher predispositions 610 $ateacher training 610 $ateaching-learning process 610 $atraditional games 610 $avideo games 615 7$aEducation 615 7$aHistory 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