Polytechnic Institute of Viseu, School of Higher Education (PORTUGAL)
About this paper:
Appears in: ICERI2020 Proceedings
Publication year: 2020
Pages: 9363-9367
ISBN: 978-84-09-24232-0
ISSN: 2340-1095
doi: 10.21125/iceri.2020.2078
Conference name: 13th annual International Conference of Education, Research and Innovation
Dates: 9-10 November, 2020
Location: Online Conference
The constant search or renewal of techniques to motivate students in the course of their learning is one of the concerns of educators, since it is intended that they improve their success. These techniques or tools can arise in different ways, one of which has emerged more prominently through the contributions of scientific texts is related to gamification or the use of game based learning. They are effectively two different ways of working in the classroom and motivating students towards their learning or goals.

The game based learnig has the assumption that there is a digital interface with which the student interacts, whether in the form of software that is a digital simulator or other type of software. Gamification is a transposition and application in different scenarios or contexts of some of the techniques or motivating factors that are normally found in video games.

There are several references in the literature that the construction of an educational path, with the help of gamification, tends to involve students more in these activities and allows them to also have a sense of accomplishment and progress.

Gamification can be applied by an educator in a classroom context. Its adoption implies that the educator does not build a linear path, and that there are spaces for experimentation, evaluation, feedback and modification. This planning and implementation will consume time and require additional effort on the part of the educator.

It is also important to understand the motivation that led educators to adopt this tool in non-digital contexts and what were the results that they obtained through their own expectations. It is also relevant to verify what is the perception that teachers have about gamification.

Thus, the work that appears in this document is a literature review related to the use of gamification in the classroom, with a particular emphasis (and that is related) to the experiences and the respective results with higher education students. The data obtained results from a qualitative and descriptive analysis, about the contexts, plans and achievements streamlined by educators. This document is expected to contribute to a reflection on the practices associated with the use of gamification and on the skills that were or were not obtained / perceived by the students.
Gamification, educators, literature review, higher education, classroom.