Abstract:

The concept of gamification was coined by the Briton Nick Pelling, who is directly attributed as a programmer and designer of business software. This term was spread by this author to give a name to a reality he had observed, where he stated that the "game culture" was a kind of revolution that was reprogramming society.

In the current scenario brought about by COVID19 there is a certain concern about interaction with students, where the exchange of information through a screen or the use of an application can have a negative influence on learning, making it less attractive and reducing the direct achievement of results. For this reason, we are driven by the need to promote the change from traditional teaching based on lectures to a more dynamic and attractive teaching for the student. In order to achieve this, we have resorted to the gamification of teaching.

Gamification tries to achieve three different objectives: Direct motivation, as it is considered a tool that fights against the boredom derived from online classes where the student is a mere observer. Loyalty with the students, as a link is created with the content they are developing and working on. Finally, the aim is to reward and optimise students in the various tasks in which there is no incentive other than learning itself.

With this concept, the teacher wants to encourage the application of the dynamics of reward through play, where the student sees a direct reflection of his or her achievements, and in the immediate present this concept favours continuous assessment. In this way we promote that students have more opportunities for assessment and that it is not the final exam that determines their mark. Moreover, this type of learning is active, where the learner is in control at all times and has the necessary resources to overcome the proposed challenge.

As a didactic resource we are going to use and promote the use of CAD. Specifically, we are going to apply it in a subject of Industrial Design Engineering and Product Development: "Graphic Engineering of the Product". In it, a block called "SHADOWS" is taught. The aim is for the student to achieve the necessary skills to draw in dihedral and isometric the shadows cast by a body defined by a particular ray. With the use of this software we can introduce the concept of gamification, modelling the exercise in 3D and simulating the shadows caused, obtaining different results dynamically. Thus highlighting the use of this tool that favours collaborative learning among peers, where the student has at all times the necessary resources to overcome the challenge and, often, to produce something new derived from new scenarios that arise.

We conclude by stating that educational gamification can change the sense of play and the use of new technologies in formal contexts. The current learner familiar with the game and the use of ICT in this century, based on the exponential development of technology, finds the necessary keys in the context of the subject to face in a positive and successful way a new task proposed by the teacher, based on dynamic and autonomous learning.

Keywords:

Gamification, collaborative learning, technologies, software.