GAMIFICATION AND PROFILE PLAYERS IN THE CLASSROOMS OF HIGHER EDUCATION: THE CASE OF THE ENGINEERING SCHOOL FROM THE UNIVERSITAT AUTÒNOMA DE BARCELONA

The high rate of failing grades and the conformity in the results by the students of Higher Education has favored the implementation, on the part of the teaching staff, of innovative educational experiences such as the case of gamification. This learning strategy also allows adapting to current times where students' motivation is increased with the use of current technologies. The irruption of gamification is situated in learning through game dynamics in which students obtain merits related to the skills and competencies that define the profile of their future professions. The profile of identified players in the case of the degree of "Computer Engineering" from the Universitat Autònoma of Barcelona is outlined below. Previously the platform created for their practice (TOP-UAB) is described and how the experience has been developed in the 8 subjects of one of their specialization obtaining a degree of high satisfaction expressed by both, teachers and students, who ask to repeat this type of experiences. There is a greater participation, more motivated students and an increase in the average of academic performance. The profiles found were three of the six mentioned by Marczewski (2015). Throughout the text, it is argued why this classification of player profiles has been chosen and it suggests proposals for a personalized gamification, a provocative teaching attitude of a high participation, a design of diversified activities (challenges, hidden messages, scouting tasks, non-linear games, customizing, games of chance, etc.) with guidance on elements to be incorporated based on the profile of players (progression bar, certificates, points, etc.).