Gamification and the History of Art in Secondary Education: A Didactic Intervention

Abstract

Within the curricula of social and civic competence that are taught in secondary education, Art History is a discipline that is usually relegated to a secondary position in terms of its role and the time dedicated to it. This report presents a didactic intervention for the systematic introduction of gamification strategies aimed at teaching Art History. Its objective is to analyze the performance of gamification strategies in the teaching of social sciences. The products generated in this intervention, applied longitudinally in three academic years, have been analyzed using qualitative methodology, with the WebQDA software. The results show a growth in motivation for the study of Art History and an uneven assessment of the different motivation strategies used in the process, although in general terms, a positive assessment of the gamification strategies used is presented.

Redesigning Malaysian University Students’ Player Traits from the Perspective of Game Theory: A Qualitative Study

“…It has typically favourable benefits on interactivity and prosocial behaviour, as well as motivation, focus, and other cognitive abilities [3]. Gamification is a technical, methodological and strategic approach by allowing users to experience a unique participation which ultimately aims to advocate their specific behaviour or to transfer information through the generation of compelling motivation [4]. Owing to the gamification term's ubiquity and successful outcomes such as increased participation [5,6], enhanced performance [7,8], and elevated motivation [9,10], via the use and manipulation of game elements, it is commonly implemented especially in the field of education [11].…”