Work-in-Progress: The Road to Learning, Using Gamification.
Work-in-Progress: The Road to Learning, Using Gamification.
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正在进行的工作：使用游戏化的学习之路。
DOI：
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Sergio Madero Gómez
中科院分区：
文献类型：
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作者：
María Ivonne Oropeza Hernández;Rodrigo Muñoz Lezama;Sergio Madero Gómez
作为一种教育创新，游戏化由游戏原则和影响个人行为的元素组成，增加他们在教学过程中的动机，促进解决问题，并激励他们参与容忍错误的安全环境。这就提出了以下问题：游戏化是一种创新，可以确保学生在协作的同时培养领导技能吗？本文档展示了学术设计中的游戏化如何为参与者带来有趣，有吸引力和挑战性的活动。在2020年8月至12月的学期，我们创建并实施了一个角色扮演，让学生参加两个不同的课程，以帮助对方在一个虚拟的客户供应商的工作关系，每个学生发挥作用，以达到一个共同的目标。这种游戏化的目的是让学生在现实场景中发展成为服务领导者。通过合作，每个人都在一个共享的、承诺的环境中承担了解决问题、领导、沟通和决策的角色。该项目的意义在于了解是什么让大学团队合作变得高效，以及学生如何发现领导力和协作工作的价值，并通过游戏化活动发展这些能力。
As an educational innovation, gamification is comprised of game principles and elements that influence individuals’ behaviors, increasing their motivation in the teaching-learning process, facilitating problem-solving, and motivating them to participate in a safe environment that tolerates mistakes. This raises the following question: Is gamification an innovation that ensures students develop leadership skills while working collaboratively? This document shows how gamification in academic design generates interesting, attractive, and challenging activities for the participants. During the August-December semester of 2020, we created and implemented a roleplay enabling students taking two dissimilar courses to help each other in a fictitious customer-supplier working relationship where each student played a role to reach a common goal. The objective of this gamification was for the students to develop into service leaders in realistic scenarios. Working collaboratively, each assumed a role in problem-solving, leadership, communication, and decision-making in a shared, committed environment. This project’s significance is understanding what makes teamwork efficient at the university level and how students discover the value of leadership and collaborative work and develop these competencies through gamified activities.