Target audience
Teachers at different educational levels: primary education, secondary education, vocational education and training, and university. Educators, project coordinators and mentors. Final-year undergraduate and master’s students in these fields.
Duration
Objectives
1. Clearly distinguish what gamification is and what it is not, avoiding superficial or confusing uses of the term.
2. Understand and justify the benefits of gamification for improving motivation, participation and learning, with special attention to diversity and inclusion in the classroom.
3. Identify students’ profiles and needs, including different types of students and players, in order to design more equitable and effective gamified experiences.
4. Understand and apply the MCD gamification model — Mechanics, Components and Dynamics — in a structured way to courses and projects.
5. Analyse real and successful gamified experiences in order to extract principles, good practices and transferable quality criteria.
6. Select and use digital and analogue tools to gamify activities, teaching units and projects, including the use of AI to support ideation, resource generation and material optimisation.
7. Design narratives and storytelling experiences aligned with learning objectives, enhancing creativity and group engagement.
8. Plan a complete gamification process for a course, including the initial phase, implementation, content delivery, feedback and assessment, aligning gamification with competences, learning outcomes and assessable evidence.
9. Implement and prototype a gamified unit or chapter from participants’ own courses, receiving and providing criteria-based feedback in order to iterate and improve the design.
Methodology
The course methodology is interactive and practical, combining guided discussions with individual and team-based exercises. Participants receive support materials related to the theoretical content explained by the trainers, together with practical examples to facilitate application.
When ICT tools for gamification are addressed, sessions take place in a computer room, or with each participant using their own computer. Some activities may also involve the use of mobile phones.
At the end of the course, each participant, individually or in pairs, develops an action plan to apply gamification in the classroom, presents it to the group and receives feedback from the trainers.
Contents
– Gamification: what it is and what it is not.
– Benefits of gamification in the teaching-learning process, starting from classroom diversity and the need for inclusion.
– Types of students in the classroom.
– The gamification model and its elements.
– Successful gamification experiences.
– Tools for gamification.
– Storytelling, narratives and creativity.
– Steps to gamify the teaching of a course: how to start, how to gamify, how to teach new content, how to provide feedback and how to assess.
– Practical activity: gamify a chapter of your own course and receive feedback from peers and trainers.
Participants
Language
Dates and Course Venue
Dates and schedule can be adapted to the needs of the sending institution or group.
The course can be delivered in Valladolid, Spain, or in other formats agreed with the organising institution.
Cost
Info and registration
For further information, please write to: info@ludusmagnus.es
To register: https://forms.gle/bcBWHpw9jBwCFnk56
Trainers
Azael Herrero is a Full Professor at the Universidad Europea Miguel de Cervantes, UEMC, and holds a PhD in Physical Activity and Sport Sciences from the University of León, with European Mention and Extraordinary Doctorate Award. In addition to his teaching work, he has held university management positions, including Dean of the Faculty of Health Sciences and Vice-Rector for Academic Organisation and Faculty Affairs, and has a consolidated research career.
In the field of education, he stands out for his specialisation in gamification and board game-based learning, with more than 15 years of experience applying modern board games for educational purposes and gamifying his university teaching since 2017.
He is co-founder of the European Institute for Modern Board Games, Ludus Magnus, and leads initiatives and training activities, including training of trainers, linked to local and European projects such as Erasmus+. His work involves primary education, vocational education and university students, while also exploring the impact of board games on cognitive variables and quality of life in older adults.