Abstract:

We present the preliminary results of our application of gamification as a methodological strategy aimed at university education. The context of the present work corresponds to the Art History courses that are taught between 2017 and 2019 in the Degree of Plastic Arts and Design at Universidad Técnica Particular de Loja (UTPL), Ecuador. The gamification, as integration of serious game processes in teaching-learning, was concretized through the creation of a system composed of class members, a physical deck of cards with class topics, and game rules. The teacher plays a role of moderator and students of active players. The game, called "Artem 369" contains relevant information of the subject, selected in advance by the teacher. For its part, the rules are designed to take advantage of the interest in the game and the competitiveness of the students in the aforementioned context, in order to favor the learning of an unattractive subject, because of the emphasis it has on the theory. As shown in the article, through this "Art History game", we managed to connect its participants favorably with important knowledge teached in the subject during the course, improving at the same time the assimilation of contents and the acquisition of skills.

Keywords:

Gamification, art history, art and design, card game.