期刊名称：WPOM : Working Papers on Operations Management
电子版ISSN：1989-9068
出版年度：2019
卷号：10
期号：2
页码：20-35
DOI：10.4995/wpom.v10i2.12662
出版社：Editorial UPV
摘要：In recent years, academic work around the application of teaching gamification techniques, has undergone a growing evolution, being the common denominator of all of them, the use of advanced technology for its implementation. However, it is considered that the key to the implementation of a gamified system is not in the use of technology itself, but in the procedure of design and elaboration of it, being able to opt for non-technological alternatives when circumstances require it. Although there are works that include the steps to be followed to implement gamification in the classroom, those found show specific experiences that are difficult to extrapolate to areas of knowledge other than those tested. Thus, it is considered to be useful for teaching community, have a starting point that can guide you on the steps to follow and how to analyze them to correctly develop a gamified plan. Therefore, the aim of this paper is to propose the protocol to follow to gamify a subject, aimed at helping students acquire and reinforce the competences required by the European Higher Education Area. Each step of the process is analyzed and a series of non-technological activities are provided that can be effective in achieving the learning objective. Originality underlies the consideration that it is not essential to use video games, simulators or mobile applications for a gamified system to succeed. It contributes, in this way, with a rigorous framework that can be used as a reference by the educational community in its gamified processes..
其他摘要：In recent years, academic work around the application of teaching gamification techniques, has undergone a growing evolution, being the common denominator of all of them, the use of advanced technology for its implementation. However, it is considered that the key to the implementation of a gamified system is not in the use of technology itself, but in the procedure of design and elaboration of it, being able to opt for non-technological alternatives when circumstances require it. Although there are works that include the steps to be followed to implement gamification in the classroom, those found show specific experiences that are difficult to extrapolate to areas of knowledge other than those tested. Thus, it is considered to be useful for teaching community, have a starting point that can guide you on the steps to follow and how to analyze them to correctly develop a gamified plan. Therefore, the aim of this paper is to propose the protocol to follow to gamify a subject, aimed at helping students acquire and reinforce the competences required by the European Higher Education Area. Each step of the process is analyzed and a series of non-technological activities are provided that can be effective in achieving the learning objective. Originality underlies the consideration that it is not essential to use video games, simulators or mobile applications for a gamified system to succeed. It contributes, in this way, with a rigorous framework that can be used as a reference by the educational community in its gamified processes.
