Thanks to this Postgraduate diploma your students will never be distracted in class again"

Gamification in the field of education is shaking the foundations of schools and universities, replacing traditional teaching experiences with others that rely on innovative digital formats. Not surprisingly, games that encourage teamwork or healthy competition among classmates show solid results in terms of educational performance. 

The digital transition naturally entails an economic investment in the classroom. But, above all, it requires a mindset that is open to new formats and to getting to know the technologies with which young people interact today. However, this also brings some drawbacks, since not all teachers have the same skills with digital experiences. In this sense, a better adaptation is seen in younger educators, compared to greater difficulties in older ones. 

This situation causes a digital divide that can affect the quality of modern educational projects. Therefore, this program provides a solution with a high level of preparation for any educator in Gamification, providing the opportunity for those who take it to lead the technological transition in their centers. In this sense, they will delve into the latest techniques with which classes are being gamified and the devices that work best in this regard. But this Postgraduate diploma goes further, as they will see first-hand what it means to learn in an environment subject to Gamification. 

Undoubtedly, a high level of training that more than meets the demands of today's school and university students and that can be developed anywhere thanks to its online nature. In addition, by accessing the Virtual Campus students will find the largest digital library of resources on this subject, having everything they need and more to excel in this field. 

Stand out in a booming sector that is shaking the foundations of educational centers" 

This Postgraduate diploma in Gamification in the Classroom contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of case studies presented by experts in Gamification in the Education
• The graphic, schematic and eminently practical contents with which it is conceived gather Educational and practical information on those 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

Involve your students in the learning process through fun games that will make them successfully assimilate the concepts taught" 

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

Its multimedia content, developed with the latest educational technology, will provide the professionals with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations. 

The design of this program focuses on Problem-Based Learning, by means of which the professionals must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned experts.  

Deepen your digital knowledge to lead a transition that will be a reality in all educational centers in a few years"

Discover how Gamification will raise the possibilities of Education to unsuspected heights"

The content of this Postgraduate diploma incorporates everything necessary for students to develop solid gamified environments. In this line, they will examine in depth what gamification implies and its narrative possibilities, analyzing its elements and game mechanics. They will also investigate the differences between gamification and gamification, discovering a multitude of games that will ensure the combination of fun and learning in the classroom. Finally, case studies will be presented so that they can experience first-hand the educational benefits of these innovative formats. 

A study plan focused on Gamification in the Classroom where you will also play educational video games to see what they will bring to your students"

Module 1. Gamification Fundamentals How to Gamify and Not Die Trying

1.1. Gamifying

1.1.1. What is Gamifying?
1.1.2. What Is It Not?

1.2. The Working Brain: Behavior Models

1.2.1. What do I do? conductivism
1.2.2. Why Behave Like That? Cognitivism
1.2.3. Need Dopamine! Motivation

1.3. Reviewing History 

1.3.1. Once Upon a Time... The Game
1.3.2. What’s New Doc? Games Today

1.4. Move, move, move… Dyna ics

1.4.1. Don’t Go There! - Game Restrictions and Limitations
1.4.2. Tell Me a Story: The Narrative
1.4.3. Put Heart into It: Emotions
1.4.4. Getting Older: Player Progress or Evolution
1.4.5. Being Worth It: Status and Recognition
1.4.6. Wow! You Too?: Social Relationships and Interactions

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

1.5.1. Go for It!: Challenges and Objectives
1.5.2. Superman: Competition
1.5.3. The League of Extraordinary Gentlemen: Cooperation
1.5.4. How Did I Do? Feedback
1.5.5. My treasureeeee: Rewards
1.5.6. My Turn!: Taking Turns

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

1.6.1. Richard Bartle’s Theory: Betting at 4
1.6.2. Andrzej Mrczewski’s Theory: Raising to 5
1.6.3. Amy Jo Kim’s Theory: Leaving It at 4

1.7. To What End?

1.7.1. Motivation: You Like Me
1.7.2. Loyalty: Stay with Me
1.7.3. Optimization: If We Did Better

1.8. Advantages of Gamification

Module 2. Game Elements and Mechanics

2.1. Playing with Concepts and Conceptualizing Games: An Introduction

2.1.1. What Are Game Mechanics?
2.1.2. Basic Concepts

2.2. Starting from the Beginning: Basic Mechanics

2.2.1. Game Frameworks

2.2.1.1. Grouping
2.2.1.2. Cooperation and Competition

2.2.2. Time

2.3. Chance and You: Randomization Mechanics

2.3.1. Chance as a Resource
2.3.2. Possibility, Probability and Certainty

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

2.4.1. Interaction and Non-interaction
2.4.2. The Scope

2.5. Without this There is No Game 1: Player Interaction

2.5.1. Resources
2.5.2. Space Mechanics
2.5.3. Puzzles and Questions

2.6. No Game without This: Narratives and Role-playing Games

2.6.1. Social Mechanics
2.6.2. The Narrative

2.7. From Start to Finish: Reward and Completion Mechanics

2.7.1. Winning Conditions
2.7.2. Comparative Systems
2.7.3. Winning and Losing in Cooperative Games
2.7.4. Combinations

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

2.8.1. Classics
2.8.2. Other Forms of Reward

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

2.9.1. Where the Games Not Fun?
2.9.2. Chance and Controlling It
2.9.3. Snowballs and Wells
2.9.4. What Time Is It?
2.9.5. The Milkmaid’s Tale
2.9.6. Alphas, Betas and Trial Versions

Module 3. Ludification and Game-Based Learning (GBL)

3.1. Do You Know What We're Playing?

3.1.1. Differences between Ludification and Gamification
3.1.2. Ludification and Games
3.1.3. History of Games

3.2. What Do You Want to Play?

3.2.1. By Their Objectives

3.2.1.1. Competitive Games
3.2.1.2. Collaborative Games

3.2.2. Game Elements

3.2.2.1. Board Games
3.2.2.2. Card Games
3.2.2.3. Dice Games
3.2.2.4. Pencil and Paper (Role)

3.3. Our Forefather’s Board Games

3.3.1. First Civilizations, First Games

3.3.1.1. Senet
3.3.1.2. Real Ur Game

3.3.2. Mancala
3.3.3. Chess
3.3.4. Backgammon
3.3.5. Parcheesi
3.3.6. Goose Game

3.4. Who Wants to Be a Millionaire?

3.4.1. The Game of Life

3.4.1.1. The Mansion of Happiness
3.4.1.2. The Checkered Game of Life
3.4.1.3. The Game of Life
3.4.1.4. What Do We Learn from The Game of Life about Values

3.4.2. Monopoly

3.4.2.1. The Landlord’s Game
3.4.2.2. Finance and Others
3.4.2.3. Darrow’s Monopoly
3.4.2.4. Patents, Designs and What to Consider in Ludification

3.4.3. Scrabble

3.5. A Successful Game Has Been Written

3.5.1. Risk
3.5.2. Clue
3.5.3. Trivial Pursuit
3.5.4. Pictionary

3.6. War Games/Wargame and Simulating History

3.6.1. Origin: Avalon Hill
3.6.2. Maturity in Wargames
3.6.3. The CDG Revolution
3.6.4. Latest Trends in Wargames
3.6.5. Wargames Miniatures
3.6.6. Strategy Games in Spain

3.7. Ring, Pencil and Paper Company

3.7.1. The Beginning
3.7.2. The Golden Age and First Controversies
3.7.3. The Narrative Role
3.7.4. Role-playing Games in the 21st Century
3.7.5. Role-Playing Games in Spain

3.8. Once Upon a Time in America, Magic TCGs and Ameritrash

3.8.1. Magic TCGs

3.8.1.1. Magic, The Gathering
3.8.1.2. Other TCGs
3.8.1.3. LCGs

3.8.2. Ameritrash

3.8.2.1. Concept
3.8.2.2. Development

3.8.3. Mixing Hybrid Games

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

3.9.1. Germany Changes the Rules

3.9.1.1. The German Toy Industry
3.9.1.2. Social Consideration of Games in Germany
3.9.1.3. A Different Type of Game

3.9.2. Eurogames

3.9.2.1. Prehistory
3.9.2.2. The Settlers of Catan (aka Catan or Settlers)
3.9.2.3. Germans Conquering the World
3.9.2.4. The Golden Age of Eurogames
3.9.2.5. Eurogames and Education

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

3.10.1. Wargames
3.10.2. Role-playing Games
3.10.3. Eurogames
3.10.4. Hybrid
3.10.5. Children’s Games

Module 4. Case Studies

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

4.3.1. Narrative Videos
4.3.2. Monitoring
4.3.3. Rewards

4.4. How to Design Clio Wars and Not Die Trying Tools Tools Part II Designing Gamifications
4.5. Bricolage in Gamification Maintenance, Assessment and Updating in Clio Wars
4.6. Playing with History Part I. Creating Games to Learn in Class: Cour Des Miracles (Court of Miracles)
4.7. Playing with History Part II. Creating Games to Learn in Class Arrow of Time and The War to End All Wars
4.8. Knock, Knock, Knocking on the Escape Room Door. Designing an Escape Room in Class and Implementing It into Gamification
4.9. Upside Down, Inside Out Elaborating Video Lessons
4.10. Video Killed the Radio Star Working with Video Lessons

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