Gamification and Digital Resources

Do you want to create engaging games for your students that are really effective? This Professional Master’s Degree offers you the most effective gamification tools. Enroll now”

It is evident that we are living in new times and therefore, teaching professionals find themselves in the classroom with totally different students, attracted by new technologies and who are motivated in a different way. The introduction of ludic elements in the classroom, although not new, has undergone an important boost in recent years accompanied by digital resources. 

The teaching professional must know the technological tools and use the most effective gamification techniques, given their benefits. In this teaching process, knowledge of the dynamics and games applied to the competencies and skills to be promoted in the students are key. This Professional Master’s Degree, with a theoretical-practical approach, provides the most up-to-date information in the field of Gamification and Digital Resources used in the classroom. For this, TECH has a specialized teaching team with extensive experience in the sector, which will allow students to progress with a relevant faculty in their professional field. 

Game-based learning (GBL), the role of teachers themselves, the organization of schools around digital resources, the advantages and limitations of play activities, as well as their application in companies are just some of the points addressed by this degree. A program where practical cases will have great relevance, since a complete module is dedicated to providing successful and easily applicable examples in the classroom. 

The teaching professional is, therefore, facing an excellent opportunity to acquire intensive learning, according to their current needs and through a 100% online degree. TECH offers a program where students can access the syllabus whenever and wherever they want. All you need is an electronic device (computer, tablet or cell phone) with which you can connect to the virtual campus to view or download the multimedia content offered by this program. A flexible academic option, compatible with the most demanding responsibilities. 

With this degree you will achieve objectives, consolidate concepts, teach cooperation to your students and all through play"

This Professional Master’s Degree in Gamification and Digital Resources contains the most complete and up-to-date educational program on the market. The most important features include: 

• The development of practical cases presented by experts in Education and Gamification
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Its special emphasis on innovative methodologies 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an internet connection 

It provides a visual and dynamic insight into the role of teachers in the so-called digital school”

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive training programmed to train in real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts. 

Enroll in a Professional Master’s Degree that will give you the tools and strategies you need to keep your students motivated"

Grow your career with the mastery of Game-Based Learning. Enroll now"

Detailed videos, video summaries or interactive diagrams are part of the multimedia resources to which students who take part in this Professional Master’s Degree will have access. Through these multimedia tools and the Relearning system, students will progress through the 10 modules that make up this study plan in a much more dynamic and natural way. In this way, the students will learn in depth about the learning processes, the different games and resources necessary to apply them in the classroom, as well as the evaluation of the contents through gamification. 

A curriculum that will take you from the game board to the apps and electronic devices used in today's classroom" 

Module 1. Positioning the Board: Psychopedagogical 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 to Do? Behaviorism 
2.2.2. Why Behave Like That? Cognitivism 
2.2.3. Need Dopamine! Motivation 

2.3. Reviewing History 

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

2.4. Move, move, move… Dyna ics 

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 treasureeeee...: 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 Mrczewski’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. The Weather 

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 2: 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. Where 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. Ludification 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. Real Ur Game 

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. Maturity in Wargames 
4.6.3. The CDG Revolution 
4.6.4. Latest Trends in Wargames 
4.6.5. Wargames Miniatures 

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 TCGs and Ameritrash 

4.8.1. Magic TCGs 

4.8.1.1. Magic, The Gathering 
4.8.1.2. Other TCGs 
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 (aka Catan or Settlers) 
4.9.2.3. Germans Conquering the World 
4.9.2.4. The Golden Age of Eurogames 
4.9.2.5. Eurogames and Education 

4.10. Going Shopping Analysis of the Main Commercial Offer in Spain 

4.10.1. Wargames 
4.10.2. Role-playing Games 
4.10.3. Eurogames 
4.10.4. Hybrid 
4.10.5. Children’s Games 

Module 5. Gamification in Companies 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. Increase Sales: That Is Why Company Gamification Was Born, Right? 
5.3. Marketing the Art of Desire 

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

5.4. Gamifying Human Resources 

5.4.1. 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. 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 Ignored the Screen 

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. Processual 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 n 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 Belonging to 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 Map to Discover Treasures 

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, You Can with Friends 

8.4.1. Key Elements in Cooperative Learning in the Digital Context 
8.4.2. Google Suit 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: Bridging 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 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: Cour Des Miracles (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

A unique, key and decisive training experience to boost your professional development”