Gamification has a simple mechanic: by winning a battle, the player gets a prize and occupies a place on the leaderboard”  

The advance of technology has led to a rapid increase in the number of video games worldwide. During its early years, the dynamics of a game were simple, only one opponent was needed to compete. Today this has changed, thanks to new inventions such as Virtual Reality, allowing players to enjoy an immersive experience with greater ability to feel, see, experience and be more connected to the game's story. But none of this would be possible if it were not possible to motivate users to participate in these adventures.

For all these reasons, this Postgraduate diploma will help students learn the guidelines used by developers when creating addictive and stimulating games. The program will begin with an understanding of the importance of application usability and the interaction of people with computers. This will help programmers to adapt the interface of a game to the users' needs.

Then, the importance of gamification will be analyzed, understanding the rewards and incentives that drive people to play every day. Finally, the architecture of networks and multiplayer systems to develop online games will be described.

The idea of gamification in video games has been extended to the educational sector to motivate children to learn by following a method of rewards” 

This Postgraduate diploma in Video Game Gamification and Devices contains the most complete and up-to-date academic program on the market. Its most notable features are:

• Practical cases presented by experts in Video Game Narrative
• 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
• 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

A game with good challenges and tasks will keep users' attention and motivate them to play for more hours”

The teaching staff of this program includes professionals from the industry, who contribute the experience of their work to this program, in addition to recognized specialists from reference 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 learning programmed to learn 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.

Game challenges help social cooperation and civic participation on a large scale”

A good game is fun and opens the door to participate, learn and communicate in a different way”

The Postgraduate diploma in Video Game Gamification and Devices has been designed to develop students' skills in this area. With an excellent teaching team, you will be able to enjoy up-to-date content that will help you understand how to perform the different challenges and rankings that a game must have to keep the player's attention. To this end, they will learn the methods for effective gamification through the theory of fun and new technologies.

In this Postgraduate diploma you will be able to develop a fun multiplayer game using Unreal or Unity tools” 

Module 1. Human-Computer Interaction

1.1. Introduction to Human-Computer Interaction

1.1.1. What is Human-Computer Interaction?
1.1.2. Relationship Between Human-Computer Interaction and Other Disciplines
1.1.3. User Interface
1.1.4. Usability and Accessibility
1.1.5. User Experience and User-Focused Design Methodology

1.2. Computer and Interaction: User Interface and Interaction Paradigms

1.2.1. Interaction
1.2.2. Paradigms and Styles of Interaction
1.2.3. Evolution of User Interfaces
1.2.4. Classic User Interfaces: WIMP/GUI, Commands, Voice, Virtual Reality
1.2.5. Innovative User Interfaces: Mobiles, Laptops, Collaborative, BCI

1.3. The Human Factor: Psychological and Cognitive Aspects

1.3.1. The Importance of the Human Factor in Interaction
1.3.2. Human Information Processing
1.3.3. The Input and Output of Information: Visual, Audio and Tactile
1.3.4. Perception and Attention
1.3.5. Knowledge and Mental Models: Representation, Organization and Acquisition

1.4. The Human Factor: Sensory and Physical Limitations

1.4.1. Functional Diversity, Disability and Deficiency
1.4.2. Visual Diversity
1.4.3. Audio Diversity
1.4.4. Cognitive Diversity
1.4.5. Motor Diversity
1.4.6. The Case of Digital Immigrants

1.5. Design Process (I): Requirements Analysis for the User Interface Design

1.5.1. User-Centered Design
1.5.2. What is Requirements Analysis?
1.5.3. Collection of Information
1.5.4. Analysis and Interpretation of Information
1.5.5. Usability and Accessibility Analysis

1.6. Design Process (II): Prototype and Task Analysis

1.6.1. Conceptual Design
1.6.2. Prototyping
1.6.3. Hierarchic Task Analysis

1.7. Design Process (III): The Evaluation

1.7.1. Evaluation in the Design Process: Objectives and Methods
1.7.2. Evaluation Methods Without Users
1.7.3. Evaluation Methods With Users
1.7.4. Evaluation Standards and Rules

1.8. Accessibility: Definition and Steps

1.8.1. Universal Accessibility and Design
1.8.2. WAI Initiative and WCAG Steps
1.8.3. WCAG 2.0 and 2.1

1.9. Accessibility: Evaluation and Functional Diversity

1.9.1. Web Site Accessibility Evaluation Tools
1.9.2. Accessibility and Functional Diversity

1.10. The Computer and Interaction: Peripherals and Devices

1.10.1. Traditional Peripherals and Devices
1.10.2. Alternative Peripherals and Devices
1.10.3. Mobiles and Tablets
1.10.4. Functional Diversity, Interaction and Peripherals

Module 2. Video Games and Simulation for Research and Education

2.1. Introduction to Serious Video Games

2.1.1. What Does a Serious Game Involve?
2.1.2. Features
2.1.3. Highlights
2.1.4. Advantages of Serious Games

2.2. Motivation and Objectives of Serious Games

2.2.1. Creation of Serious Games
2.2.2. Motivation of Serious Games
2.2.3. Objectives of Serious Games
2.2.4. Conclusions

2.3. Simulation Games

2.3.1. Introduction
2.3.2. Game- Simulation
2.3.3. Video Games and ICT
2.3.4. Games, Simulations and Management

2.4. Training-Oriented Design

2.4.1. Gamification Model
2.4.2. Rewards
2.4.3. Incentives
2.4.4. Gamification Applied to Work

2.5. How to Carry Out Effective Gamification

2.5.1. The Theory of Diversion
2.5.2. Gamification and Willpower
2.5.3. Gamification and New Technologies
2.5.4. Famous Examples

2.6. Learning: Game Flow and Progress

2.6.1. Game Flows
2.6.2. Feeling of Progress
2.6.3. Feedback
2.6.4. Degree of Completion

2.7. Learning Process: Game-Based Evaluation

2.7.1. Kahoot!
2.7.2. Methodology
2.7.3. Results
2.7.4. Conclusions Extracted

2.8. Fields of Study: Educational Application

2.8.1. Case Study: Application of Gamification Techniques in Class
2.8.2. Step 1: User and Context Analysis
2.8.3. Step 2: Learning Objectives Definition
2.8.4. Step 3: Designing the Experience
2.8.5. Step 4: Identifying Resources
2.8.6. Step 5: Application of Gamification Elements

2.9. Field of Study: Simulation and Mastery of Skills

2.9.1. Gamification, Simulators and Orientation Towards the Entrepreneurial Attitude
2.9.2. Sample
2.9.3. Data Collection
2.9.4. Data Analysis and Results
2.9.5. Conclusions

2.10. Field of Study: Therapy Tools (Real Cases)

2.10.1. Therapeutic Gamification: Main Objectives
2.10.2. Virtual Reality Therapies
2.10.3. Therapies with Adapted Peripherals
2.10.4. Conclusions Extracted

Module 3. Multiplayer Networks and Systems

3.1. History and Evolution of Multiplayer Video Games

3.1.1. The 1970s: First Multiplayer Games
3.1.2. The 90s: Duke Nuke, Doom and Quake
3.1.3. Rise of Multiplayer Video Games
3.1.4. Local and Online Multiplayer
3.1.5. Party Games

3.2. Multiplayer Business Games

3.2.1. Origin and Function of Emerging Business Models
3.2.2. Online Sales Services
3.2.3. Free to Play
3.2.4. Microtransactions
3.2.5. Advertising
3.2.6. Monthly Payment Subscription
3.2.7. Pay to Play
3.2.8. Try before You Buy

3.3. Local and Network Games

3.3.1. Local Games: Beginnings
3.3.2. Party Games: Nintendo and Family Union
3.3.3. Networks Games: Beginnings
3.3.4. Network Games Evolution

3.4. OSI Model: Layers I

3.4.1. OSI Model: Introduction
3.4.2. Physical Layer
3.4.3. Data Link Layer
3.4.4. Network Layer

3.5. OSI Model: Layers II

3.5.1. Transport Layer
3.5.2. Session Layer
3.5.3. Presentation Layer
3.5.4. Application Layer

3.6. Computer Networks and the Internet

3.6.1. What Are Computer Networks?
3.6.2. Software
3.6.3. Hardware
3.6.4. Servers
3.6.5. Network Storage
3.6.6. Network Protocols

3.7. Mobile and Wireless Networks

3.7.1. Mobile Networks
3.7.2. Wireless Networks
3.7.3. How Mobile Networks Work
3.7.4. Digital Technology

3.8. Confidence

3.8.1. Personal Security
3.8.2. Video Game Hacks and Cheats
3.8.3. Anti-Cheating Safety
3.8.4. Anti-Cheating Security Systems Analysis

3.9. Multiplayer Systems: Servers

3.9.1. Server Hosting
3.9.2. Massively Multiplayer Online (MMO) Video Games
3.9.3. Dedicated Video Game Servers
3.9.4. Local Area Network (LAN) Parties

3.10. Multiplayer Video Game Design and Programming

3.10.1. Multiplayer Video Game Design Basics in Unreal
3.10.2. Multiplayer Video Game Design Basics in Unity
3.10.3. How to Make a Multiplayer Game Fun
3.10.4. Beyond a Controller: Innovation in Multiplayer Controls

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