DO YOU PLAY OR DO YOU GAMIFY?

FROM THE TERMINOLOGICAL MAZE TO THE ANALYSIS OF A TEACHING PROPOSAL BASED ON SERIOUS GAMES

Abstract

In the past few years, the use of serious games, Game-Based Learning (GBL) and gamification have been transforming the way in which we learn and work. However, despite being a promising avenue for learning and professional development, the boundaries between these terms still seem quite fuzzy. In this paper, we will attempt to clarify this terminological maze by focusing on its application within the educational field. Thus, we consider GBL and gamification as didactic methods that rely, respectively, on the use of games or their components and mechanics in the classroom. In turn, serious games are resources used in GBL that combine fun and entertainment with predefined learning objectives. Furthermore, this article explores the implementation of a project based on serious games with students from Education degrees (Early Childhood and Primary Education) and presents the main conclusions reached therein, highlighting games’ potential to improve motivation, performance, knowledge retention and self-confidence, thus becoming a powerful tool to normalize error and learn from it while fostering teamwork.