Gamification in Teaching: Practical and Interactive Application

• Define the concept of gamification and explore how its application can transform the learning environment, promoting deeper engagement and a more rewarding educational experience (Gee, 2018; Deterding et al., 2021);
• Analyse relevant theories, such as Flow Theory and Self-Determination Theory, and how they can be applied to create gamified learning experiences that meet students' motivational needs (Csikszentmihalyi, 1990; Deci & Ryan, 1985);
• Understand and use game elements such as scoring, levels, and feedback to create educational activities that increase student motivation and engagement (Zichermann & Cunningham, 2011);
  Plan, create, and implement gamified activities, applying the Octalysis model to ensure that experiences are motivating and effective (Chou, 2015);
• Study examples of analogue and digital gamification in different contexts, such as face-to-face teaching, e-learning and other educational environments, to adapt practices and projects to different needs (Morales & Williams, 2023).

1. Active Approaches and 21st Century Skills;
2. Gamification: the concept;
3. Game-Based Learning Theories;
4. Game Elements Applied to Teaching;
5. Game Design for Learning;
6. Examples of Analog and Digital Gamification Applications in Teaching;
7. Implementing Gamification in Teaching: Applying the Octalysis Model in Practice;
   7.1. Production tools;
   7.2. Communication tools;
   7.3. Assessment tools;
   7.4. Other tools;
8. Trends in Gamification in Teaching;
9. Gamification Project;
10. Critical reflection.

The course follows a blended-learning format, combining face-to-face sessions with online activities through Moodle and synchronous tools.
Active learning methodologies include:

• Theoretical-practical sessions

• Case study analysis

• Practical workshops on gamified activity design

• Simulations and group debates

• Development of projects based on the Octalysis framework

• Individual and collective critical reflection

The training path includes:

• Self-diagnosis of teaching practices (reflection on current pedagogical strategies and resources)

• Pedagogical redesign based on gamification

• Final self-reflection on the applicability of the knowledge acquired

Assessment is based on three dimensions:
a) diagnostic assessment at the beginning of the course,
b) formative assessment during the course, and
c) summative assessment at the end of the course.

The final grade will result from the weighted average, on a 20-point scale, of the following components:

• Coursework developed during the course (e-portfolio): 30%

• Planning of a teaching unit with associated resources and oral presentation: 40%

• Quality participation in synchronous and asynchronous sessions: 10%

• Final self-reflection: 20%

All participants who achieve the defined objectives will receive a Certificate issued by the Pedagogical Innovation Centre of the Polytechnic of Porto

• Chou, Y. K. (2015). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis Media.

• Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. https://doi.org/10.1145/2077351.2077376

• Gee, J. P. (2018). How to do better research on learning and games. Routledge.

• Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377

• Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.

• Queirós, R., & Pinto, M. (2022). Gamificação aplicada às organizações e ao ensino. FCA.

• Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: A study on the influence of gamification on intrinsic and extrinsic motivation. Computers in Human Behavior, 71, 1–14. https://doi.org/10.1016/j.chb.2015.08.040

• Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media.