Introduction to gamification Code:  M4.970    :  6
View general information   Description   The subject within the syllabus as a whole   Professional fields to which it applies   Prior knowledge   Information prior to enrolment   Learning objectives and results   Content   View the learning resources used in the subject   Support tools and learning resources   Guidelines on assessment at the UOC   View the assessment model  
You can use the course plan to plan your enrolment (check to see whether the course is being run this semester in the More UOC / The University / Programmes of study section on Campus). Once teaching starts, you'll be able to find it in the classroom. (The course plan may be subject to change.)

This course is a journey where participants will learn what gamification is and how to utilize it in their classrooms successfully. With each challenge the course provides ideas, tools and, most importantly confidence to introduce gamification in a curriculum. This subject is gamified so that participants will experience gamification first-hand. 

The following skills are covered:

  • Understand classroom gamification
  • Recognize the importance of teamwork when creating a gamified proposal
  • Recognize the importance of motivational physchologies in gamification
  • Design a gamified proposal based based on a real teaching context

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This is an elective course in the Master's program in Technology-Mediated Language Teaching and Learning. Specifically, this is a course in the block of elective courses:  Tools and resources for language learning.

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This is a course designed for professionals in the field of technology-mediated language teaching and learning in face-to-face contexts, online, or hybrid environments. This includes teachers, instructional designers, editors, materials writers, and consultants for online language learning platforms.

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In order to register for this course, no previous courses from the Master's program in Technology-Mediated Language Teaching and Learning are required.

 

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Students need to have a level of English (language of instruction) equal to B2, or higher, according to the Common European Frame of Reference in order to ensure that students have the necessary fluency to communicate and to understand the contents of the course without problems.

Information and communication technology (ICT) skills at user level are recommended.

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This course will contribute to develop the following competencies:

Basic competences

  • Being able to integrate skills and to face the complexity of making judgments based on information that is limited or incomplete and reflecting on social and ethical responsibilities related to the application of those skills and judgments.

General competences

  • Working in teams collaboratively in a virtual environment.

Transversal competences

  • Using and applying ICT efficiently developing a flexible and creative approach towards them.

Specific competences

  • Analyzing and assessing critically the potential of current technologies and resources and being able to justify their use to learn a second language in hybrid or online contexts.
  • Identifying the role and functions of instructors who teach a second language through technology and assessing and reflecting on one's own teaching and learning experience.

 These competencies are linked to learning outcomes that students will achieve through a series of tasks and for which they will be assessed:

  • Identify the current learning and teaching skills and show how gamification is linked to them.
  • Analyse a gamification example taking into account the characteristics of gamification.
  • Use a presentation tool to prepare an infographic summarizing key information from an article.
  • Complete a gamification example with the help of accumulated theoretical knowledge.
  • Choose and justify the choice of the most relevant tools for the analyzed gamified proposal.
  • Describe and reflect on the collaborative pair work process and the contributions towards the completion of the gamified proposal.
  • Describe and reflect on the process of collaborative group work in the design of a collaborative gamified proposal.
  • Use reflective and critical thinking to relate the role of the teacher in a gamified proposal to one's own teaching practice.
  • Design a gamification proposal following the ADDIE instructional design model. 

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The  4Cs and ngamification

How does classroom gamification support the current teaching and learning skills?
This resource will help you review the 4Cs of learning and teaching and serve you as a guide toward linking those skills to gamification.

Unpacking gamification in the classroom

This resource will allow you to dive deeper into the concept of gamification, from its definitions and links to psychological and game design theories all the way to examples of practical usage in the foreign language classroom.

Organizing and planning your classroom gamification

This resource should help you learn more about how to structure and organize a gamification proposal and the key components in each of the organization stages.

The ADDIE model

ADDIE is an acronym for the five stages of a development process: Analysis, Design, Development, Implementation and Evaluation. This resource will give you a general idea of the model's conceptualization and some advice on how to apply it in gamification.

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Gamifying online language teaching Web
The ADDIE model Web

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The materials for this course ,which are available in the virtual classroom, include the following:

  • Self-learning materials in web format: various units that gradually build up the contents of the course, with charts, summaries, and examples.
  • Interactive infographic
  • A bibliography in order to examine the topics of the course more in depth.

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The assessment process is based on the student's personal work and presupposes authenticity of authorship and originality of the exercises completed.

Lack of authenticity of authorship or originality of assessment tests, copying or plagiarism, the fraudulent attempt to obtain a better academic result, collusion to copy or concealing or abetting copying, use of unauthorized material or devices during assessment, inter alia, are offences that may lead to serious academic or other sanctions.

Firstly, you will fail the course (D/0) if you commit any of these offences when completing activities defined as assessable in the course plan, including the final tests. Offences considered to be misconduct include, among others, the use of unauthorized material or devices during the tests, such as social media or internet search engines, or the copying of text from external sources (internet, class notes, books, articles, other students' essays or tests, etc.) without including the corresponding reference.

And secondly, the UOC's academic regulations state that any misconduct during assessment, in addition to leading to the student failing the course, may also lead to disciplinary procedures and sanctions.

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This subject can only be passed through a continuous assessment. The final mark on the continuous assessment will be the final mark for the subject.The subject's accreditation formula is as follows: CA

 

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