With this Hybrid Master's Degree, you will be equipped with advanced tools to motivate your students, optimize the use of digital platforms and design more dynamic learning environments”

Gamification and Digital Resources are revolutionizing education, offering powerful tools to increase motivation and improve student learning. In fact, the use of digital technologies, such as interactive educational platforms and personalized applications, allows teachers to adapt learning to the individual needs of each student, promoting their autonomy.

This is how this Hybrid Master's Degree was created, thanks to which teachers will integrate psycho-pedagogical knowledge related to learning assessment, both direct and indirect, helping to solve problems and adapt to new challenges in their professional environment. In addition, the development of self-learning skills will be fostered, maintaining continuous training to improve their work performance and, therefore, the educational quality they can offer.

Likewise, professionals will be able to apply game mechanics effectively in different environments, whether in the classroom or in the business environment, understanding the key differences between ludification and gamification. They will also focus on the application of video games in the classroom, the use of team building techniques, and gamification strategies to foster group cohesion and collaborative learning.

Finally, they will delve into the creation and management of digital content, such as educational videos, gamified tasks and multimedia resources, using innovative tools such as Explain Everything, EdPuzzle and learning platforms such as Moodle or Google Classroom. In this sense, experts will be able to design and organize a digital school, implement gamification strategies to manage teams, and create interactive work and learning environments.

Accordingly, TECH has developed a comprehensive program that will fit perfectly into the professional and personal lives of graduates, organized in two fundamental areas. First, it will offer a 100% online theoretical preparation, based on the revolutionary Relearning methodology, which will enhance understanding through the repetition of key concepts. Next, students will have the opportunity to undergo intensive practical training at a prestigious educational institution. 

You will access a complete and updated academic experience in the use of digital tools and innovative methodologies in the educational field. With all the TECH quality guarantees!”

This Hybrid Master's Degree in Gamification and Digital Resources contains the most complete and up-to-date program on the market. Its most notable features are: 

• Development of more than 100 case studies presented by education professionals, experts in Gamification and Digital Resources and university professors with extensive experience in this field
• Its graphic, schematic and practical contents provide essential information on those disciplines that are indispensable for professional practice
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is available from any fixed or portable device with an Internet connection
• Furthermore, you will be able to carry out a internship in one of the best companies 

The internships included in this Hybrid Master's Degree will offer you teachers an immersive experience in the application of gamified strategies in educational and business environments”

In this Master's proposal, of professionalizing character and blended learning modality, the program is aimed at updating Education professionals who develop their functions in educational centers, and who require a high level of qualification. The contents are based on the latest scientific evidence, and oriented in a didactic way to integrate theoretical knowledge into educational practice, and the theoretical-practical elements will facilitate the updating of knowledge and allow decision making in patient management. 

Thanks to its multimedia content elaborated with the latest educational technology, they will allow the education professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to train in real situations. The design of this program is based on Problem-Based Learning, by means of which the student must try to solve the different professional practice situations that arise during the program. For this purpose, students will be assisted by an innovative interactive video system created by renowned experts. 

You will delve into the fundamental principles of gamification, differentiating the dynamics and game mechanics that make up this pedagogical approach. What are you waiting for?"

You will directly and indirectly evaluate your students' learning, adapting to new pedagogical challenges and applying personal values to improve the quality of the educational service"

Through this program, the psycho-pedagogical foundations of gamification will be analyzed, understanding its dynamics and mechanics, and applying them in various educational and business contexts. In addition, strategies will be developed to manage teams through game dynamics, fostering motivation and collaborative work. It will also include the use of digital tools for the creation of multimedia content, the management of virtual classrooms and the implementation of innovative methodologies such as Game-Based Learning (GBL). Finally, students will be able to design gamification, transform classes into interactive environments and adapt to the demands of the new digital educational paradigm. 

Bet on TECH! You will analyze the types of players and the key factors that define a successful gamified process, applying effective strategies, both in educational and work environments”

Module 1. Positioning the Board: Psychopedagical Aspects

1.1. The Learning Process

1.1.1. The Definition of Learning
1.1.2. The Characteristics of Learning

1.2. Cognitive Processes in Learning

1.2.1. Basic Processes
1.2.2. Superior Processes

1.3. Cognition and Meta-Cognition in Learning

1.3.1. Cognition in Learning
1.3.2. Meta-Cognition in Learning

1.4. Learning Assessment

1.4.1. Direct Assessment
1.4.2. Indirect Assessment

1.5. Learning Difficulties

1.5.1. Differences in Ability
1.5.2. Environmental Difficulties

1.6. The Role of Games in Development

1.6.1. The Social Role in Games
1.6.2. Therapeutic Games

1.7. The Role of Games in Learning

1.7.1. Learning Content
1.7.2. Procedural Learning

1.8. Educational Technology

1.8.1. School 4.0
1.8.2. Digital Skills

1.9. Technological Difficulties

1.9.1. Access to Technologies
1.9.2. Technological Skills

1.10. Technological Resources

1.10.1. Blogs and Forums
1.10.2. YouTube and Wikis

Module 2. Gamification Fundamentals. How to Gamify and Not Die Trying

2.1. Gamifying

2.1.1. What Is Gamifying?
2.1.2. What Is It Not?

2.2. The Working Brain: Behavior Models

2.2.1. What Do I Do? Behaviorism
2.2.2. Why Do I Behave Like That? Cognitivism
2.2.3. I Need Dopamine! Motivation

2.3. Shall We Take a Look at History?

2.3.1. Once Upon a Time... The Game
2.3.2. What’s Up, Doc? Games Today

2.4. Move, Move, Move… Dynamics

2.4.1. Don’t Go There! - Game Restrictions and Limitations
2.4.2. Tell Me a Story: The Narrative
2.4.3. Put Heart into It: Emotions
2.4.4. Getting Older: Player Progress or Evolution
2.4.5. Being Worth It: Status and Recognition
2.4.6. Wow! You Too?: Social Relationships and Interactions

2.5. Can’t Do without Them... Mechanics!

2.5.1. Go for It!: Challenges and Objectives
2.5.2. Superman: Competition
2.5.3. The League of Extraordinary Gentlemen: Cooperation
2.5.4. How Did I Do? Feedback
2.5.5. My Treasureeee...: Rewards
2.5.6. My Turn!: Taking Turns

2.6. Three ‘People’, One Destiny: Classifying Players

2.6.1. Richard Bartle’s Theory: Betting at 4
2.6.2. Andrzej Marczewski’s Theory: Raising to 5
2.6.3. Amy Jo Kim’s Theory: Leaving It at 4

2.7. To What End?

2.7.1. Motivation: You Like Me
2.7.2. Loyalty: Stay with Me
2.7.3. Optimization: If We Did Better

2.8. Advantages of Gamification

Module 3. Game Elements and Mechanics

3.1. Playing with Concepts and Conceptualizing Games: An Introduction

3.1.1. What Are Game Mechanics?
3.1.2. Basic Concepts

3.2. Starting from the Beginning: Basic Mechanics

3.2.1. Game Frameworks

3.2.1.1. Grouping
3.2.1.2. Cooperation and Competition

3.2.2. Time

3.3. Chance and You: Randomization Mechanics

3.3.1. Chance as a Resource
3.3.2. Possibility, Probability and Certainty

3.4. Together, but Not in Each Other’s Pockets: Mechanics and Interaction

3.4.1. Interaction and Non-interaction
3.4.2. The Scope

3.5. No Game without This: Interacting with the System

3.5.1. Resources
3.5.2. Space Mechanics
3.5.3. Puzzles and Questions

3.6. Without This There is No Game II: Player Interaction

3.6.1. Social Mechanics
3.6.2. The Narrative

3.7. From Start to Finish: Reward and Completion Mechanics

3.7.1. Winning Conditions
3.7.2. Comparative Systems
3.7.3. Winning and Losing in Cooperative Games
3.7.4. Combinations

3.8. There Is Something Out There: Rewards beyond the Classroom

3.8.1. Classics
3.8.2. Other Forms of Reward

3.9. On Unforeseen Obstacles and Unexpected Mistakes: Problems and Difficulties

3.9.1. Were the Games Not Fun?
3.9.2. Chance and Controlling It
3.9.3. Snowballs and Wells
3.9.4. What Time Is It?
3.9.5. The Milkmaid’s Tale
3.9.6. Alphas, Betas and Trial Versions

Module 4. Gamification and Game-Based Learning (GBL)

4.1. Do You Know What We're Playing?

4.1.1. Differences between Ludification and Gamification
4.1.2. Ludification and Games
4.1.3. History of Games

4.2. What Do You Want to Play?

4.2.1. By Their Objectives

4.2.1.1. Competitive Games
4.2.1.2. Collaborative Games

4.2.2. Game Elements

4.2.2.1. Board Games
4.2.2.2. Card Games
4.2.2.3. Dice Games
4.2.2.4. Pencil and Paper (Role)

4.3. Our Forefather’s Board Games

4.3.1. First Civilizations, First Games

4.3.1.1. Senet
4.3.1.2. The Royal Game of Ur

4.3.2. Mancala
4.3.3. Chess
4.3.4. Backgammon
4.3.5. Parcheesi
4.3.6. Goose Game

4.4. Who Wants to Be a Millionaire?

4.4.1. The Game of Life

4.4.1.1. The Mansion of Happiness
4.4.1.2. The Checkered Game of Life
4.4.1.3. The Game of Life
4.4.1.4. What Do We Learn from the Game of Life about Values

4.4.2. Monopoly

4.4.2.1. The Landlord’s Game
4.4.2.2. Finance and Others
4.4.2.3. Darrow’s Monopoly
4.4.2.4. Patents, Designs and What to Consider in Ludification

4.4.3. Scrabble

4.5. A Successful Game Has Been Written

4.5.1. Risk
4.5.2. Clue
4.5.3. Trivial Pursuit
4.5.4. Pictionary

4.6. War Games/Wargame and Simulating History

4.6.1. Origin: Avalon Hill
4.6.2. The Maturity of Wargames
4.6.3. The CDG Revolution
4.6.4. Latest Trends in Wargaming
4.6.5. Miniature Wargames

4.7. Ring, Pencil and Paper Company

4.7.1. The Beginning
4.7.2. The Golden Age and First Controversies
4.7.3. The Narrative Role
4.7.4. Role-Playing Games in the 21st Century

4.8. Once upon a Time in America, Magic, the TCGs and Ameritrash

4.8.1. Magic and the TCG

4.8.1.1. Magic, The Gathering
4.8.1.2. Other TCG
4.8.1.3. LCGs

4.8.2. Ameritrash

4.8.2.1. Concept
4.8.2.2. Development

4.8.3. Mixing. Hybrid Games

4.9. Beyond Cars and Sausages. The Board Game Revolution in Germany

4.9.1. Germany Changes the Rules

4.9.1.1. The German Toy Industry
4.9.1.2. Social Consideration of Games in Germany
4.9.1.3. A Different Type of Game

4.9.2. Eurogames

4.9.2.1. Prehistory
4.9.2.2. The Settlers of Catan
4.9.2.3. Germans Conquering the World
4.9.2.4. The Golden Age of Eurogames
4.9.2.5. Eurogames and Education

Module 5. Gamification in the Company: HR, Marketing and Sales

5.1. Gamification in Companies

5.1.1. Why Gamify in Companies?
5.1.2. Gamification Superpowers (+)
5.1.3. Kryptonite in Gamification (-)

5.2. Increasing Sales, Why Company Gamification Was Created, Right?
5.3. Marketing: the Art of Desire

5.3.1. What’s Up?: Communication
5.3.2. I Want a Like!: Social Networks

5.4. Gamifying Human Resources

5.4.1. You’re Worth It!: Talent Attention, Management and Retention
5.4.2. That’s Us!: Consolidating Company Culture
5.4.3. I’m in!: Motivation and Fulfilling Internal Bureaucracy

5.5. And Why Not... Creditors!

Module 6. Gamification in Companies II: Team Management

6.1. How Do You Play?

6.1.1. General Concepts
6.1.2. Narratives for Joint Gamification
6.1.3. Gamified Task Management
6.1.4. Monitoring Actions

6.2. Everybody Plays Here

6.2.1. Motivation through Joint Challenges
6.2.2. Work Itinerary as a Shared Journey
6.2.3. Collaboration in the Digital Village

6.3. We’re Motivated

6.3.1. Locate the Nodes to Motivate the Entire Network
6.3.2. Transforming Repetitive Tasks into Stimulating Challenges
6.3.3. Transforming the Environment through Joint Actions
6.3.4. How to Make Collaboration a Win-Win for Everyone
6.3.5. Possibilities for Turning a Minuscule Task into a Transformative Task
6.3.6. Informal Settings: Targeted Conversation Using Gamification Strategies

6.4. We Have Come Up with a Great Idea

6.4.1. History Evolves with Everyone's Participation
6.4.2. The Narrative Becomes Our Gantt Chart
6.4.3. Work Management through History Management

6.5. Running Up the Scorecard

6.5.1. Badges Focused on Management, Not on Awarding
6.5.2. A Power Card Is a Responsibility Card
6.5.3. Strategies for Establishing Channels to Leverage Management Autonomy

6.6. I Have Just Switched Screens

6.6.1. Level Concept within Joint Work
6.6.2. Possibilities for Distributing Functions Based a Different Levels

6.7. Council of the Wise

6.7.1. A Community that Works Cooperatively Also Learns Cooperatively
6.7.2. How to Link Individual Knowledge from Joint Narratives
6.7.3. Formulas for Sharing Knowledge, Teaching Internally and Motivating Key People

6.8. This Team Works because We Are Not Similar in Any Way

6.8.1. Work Roles Based on Game Roles
6.8.2. Features of the Different Roles in Shared Narratives
6.8.3. People Who Generate Stories: Narrative Twists from Individual Contributions

6.9. Magician Tricks

6.9.1. Transforming Control Panels into Gamified Scenarios
6.9.2. Online Applications and Gamification Management Apps
6.9.3. Virtual and Physical Environments: Relation and Connection

6.10. Let’s Count Up

6.10.1. Initial Assessment: Starting Point for Our Story
6.10.2. Process Assessment: Evaluate Narrative Development to Assess Performance and Make Adjustments
6.10.3. Reviewing the Effectiveness
6.10.4. Reviewing Roles as a Formula for Assessing Individual Performance
6.10.5. Assessing Connections between Different Participants and Their Ability to Make the Processes Flow
6.10.6. Evaluating Challenge Fulfillment

6.10.6.1. Final Assessment Assembly
6.10.6.2. Celebrating Success Together

6.10.7. Measurable Results

6.10.7.1. Levels
6.10.7.2. Medals
6.10.7.3. Points

Module 7. How to Organize a Digital School

7.1. Before Starting

7.1.1. Education in Digital Society
7.1.2. What Is a Digital School?

7.2. The School Institution in Digital Society

7.2.1. The Management Team’s Drive
7.2.2. The Fundamental Role of Educators
7.2.3. Families and Schools in Digital Society

7.3. Students from iGeneration or Generation Z

7.3.1. Myths and Reality about Digital Natives
7.3.2. Education in Digital Society
7.3.3. M-Learning
7.3.4. The Trojan Horse?

7.4. What Does My Center Need?

7.4.1. Educational Philosophy
7.4.2. "He Who Reads Much and Walks Much, Sees Much and Knows Much"

7.5. Analyzing before Starting

7.5.1. Priorities
7.5.2. Fundamental Decisions

7.5.2.1. Trolleys or 1:1 Ratio?
7.5.2.2. What Concrete Model Have We Chosen?
7.5.2.3. IDP or Television? Neither of the Two?

7.5.3. Planning

7.6. Design as the Key to Implementation

7.6.1. The DEP
7.6.2. What Are Managed Apple IDs?
7.6.3. Device Management Systems
7.6.4. Apple School Manager
7.6.5. Buying in Bulk

7.7. The Importance of a Good Foundation: Development

7.7.1. Connectivity
7.7.2. Human: the Educational Community
7.7.3. Organizational
7.7.4. Training

7.8. Why Choose an iPad for the Classroom?

7.8.1. Technopedagogical Criteria
7.8.2. Other Considerations
7.8.3. Typical Objections

7.9. The Treasure Map

7.9.1. Apple’s Office Suite

7.9.1.1. Pages
7.9.1.2. Keynote
7.9.1.3. Numbers

7.9.2. Multimedia Creation Apps

7.9.2.1. iMovie
7.9.2.2. Garage Band

7.9.3. The Classroom in the Teacher’s Hands

7.9.3.1. Teaching Management: Classroom
7.9.3.2. iTunes U as a Virtual Learning Environment

7.9.4. Swift Playgrounds and LEGO

7.10. Assessment and Program Continuity

7.10.1. Untimely Assessment
7.10.2. New Cycle Commitments

Module 8. New Times, New Students

8.1. New Times, New Students

8.1.1. Digital Age Learner Virtualities and Limits
8.1.2. PISA as a Benchmark for Current Education
8.1.3. Other Benchmarks for Current Education

8.2. Competent but Happy Too

8.2.1. Digital Competence as Transverse Axis Learning
8.2.2. Digital Competence Dimensions
8.2.3. Searching for Happiness on Google, Not to Be Found

8.3. Active and Independent Students

8.3.1. Project-Based Learning in the Digital Context
8.3.2. Other Active Methodologies
8.3.3. Independent Learning in the 21st Century

8.4. You Can’t Do It on Your Own, but with Friends You Can 

8.4.1. Key Elements in Cooperative Learning in the Digital Context
8.4.2. Google Suite in Cooperative Learning

8.5. Creative and Communicative Students

8.5.1. Digital Narration
8.5.2. Audiovisual Format
8.5.3. Flipped Classroom

8.6. Are Our Students Sufficiently Stimulated?

8.6.1. Resources to Speak the Same Language as the Students Do
8.6.2. Digital Interactive Whiteboards: Good Practices
8.6.3. To Project or Not to Project, That Is the Question

8.7. Enemies of Boredom

8.7.1. Contests and Challenges
8.7.2. Characters, Plots and Powers

8.8. Like, Share, Comment

8.8.1. Social Networks
8.8.2. Social Learning Environments and Gamification Platforms

8.9. Giving Feedback

8.9.1. Skills Evaluation
8.9.2. Self-Assessment and Co-Assessment
8.9.3. Gamified Hetero Assessment

8.10. Playable Demos

8.10.1. In the Classroom
8.10.2. At Home
8.10.3. Board Games

Module 9. Teachers in the Digital School

9.1. Rethinking Education: Aiming toward 2030 Society

9.1.1. What Education Do We Need in the 21st Century?
9.1.2. Education for Global Citizenship
9.1.3. The Digital Role in School
9.1.4. Challenges and Objectives for the Education of the 21st Century

9.2. Teacher Digital Competence

9.2.1. Being Competent in Education
9.2.2. Digital Educational Technology
9.2.3. Distribution Models of ICT to School ICT Distribution Models in Schools
9.2.4. Teacher Digital Competence

9.3. Teacher Training in the Digital School

9.3.1. Teacher Training: A Brief State of Play
9.3.2. Teacher Role in the 21st Century
9.3.3. Teacher Skills in the Digital School
9.3.4. Digital Teaching Competence Portfolio

9.4. The Inefficiency of the Lone Teacher

9.4.1. The Education Project and the Curricular Project
9.4.2. Work Group Culture
9.4.3. Technology at the Service of Cooperative Work: Management, Training and Collaboration

9.5. TPACK: A Model for Today's Teachers

9.5.1. The TPACK Model
9.5.2. Knowing How to Use the TPACK Model
9.5.3. Implementing the TPACK Model

9.6. Creative and Communicative Materials

9.6.1. Digital Narration in the Classroom
9.6.2. Digital Books in School
9.6.3. Creating Open Educational Resources
9.6.4. Visualizing Thoughts and Ideas
9.6.5. Video Narration
9.6.6. Video Games

9.7. Assessment in the Digital Era

9.7.1. Toward Authentic Learning Assessment
9.7.2. Technology in Assessment
9.7.3. Assessment Tools with Educational Technology
9.7.4. Electronic Rubric Assessment

9.8. Teacher Student Communication through Digital Platforms

9.8.1. Introduction to Virtual Platforms in Education
9.8.2. Pedagogic Dimensions in Virtual Classrooms
9.8.3. Didactic Planning for Virtual Classrooms
9.8.4. Platforms to Create Virtual Classrooms

9.9. Families and Schools: Breading the Digital Gap

9.9.1. The Role of the Family in the Digital School
9.9.2. The Importance of Relationships and in the Educational Environment
9.9.3. Family School Communication Platforms

9.10. Teaching Resources in the Age of Knowledge

9.10.1. Teaching How to Think through the Curriculum
9.10.2. Bloom's Taxonomy for the Digital Age
9.10.3. The Integrated Didactic Unit as a Planning Tool
9.10.4. Redesigning Exams as an Assessment Tool

Module 10. Case Studies

10.1. What’s Up, Doc? The Need for Innovation
10.2. Let's Play Flipped Classroom: Innovation Approach and Objectives in the Classroom: Gamification with Flipped Classroom
10.3. How to Design Clio Wars and Not Die Trying: Tools. Part I, Designing Gamifications

10.3.1. Narrative Videos
10.3.2. Monitoring
10.3.3. Rewards

10.4. How to Design Clio Wars and Not Die Trying: Tools. Part II, Designing Gamifications
10.5. Bricolage in Gamification. Maintenance, Assessment and Updating in Clio Wars
10.6. Playing with History. Part I. Creating Games to Learn in Class: Court of Miracles
10.7. Playing with History. Part II. Creating Games to Learn in Class. Arrow of Time and The War to End All Wars
10.8. Knock, Knock, Knocking on the Escape Room Door. Designing an Escape Room in Class and Implementing It into Gamification
10.9. Upside Down, Inside Out. Elaborating Video Lessons
10.10. Video Killed the Radio Star. Working with Video Lessons

You will acquire skills to manage work teams through game dynamics, fostering motivation and collaboration through shared challenges and digital tools”