This document discusses gamification and provides examples of games that can be used for educational purposes. It begins by defining gamification as applying game mechanics to non-game contexts to motivate and engage students. It then provides examples of when games can be used in a lesson, such as to assess prior knowledge, teach new concepts, and review material. The document emphasizes the importance of creating original games tailored to the specific content being taught. It also notes that games don't have to be digital and can include physical games created and played by students. A variety of example games are described that can help develop skills like creative thinking, critical thinking, and ethical thinking. The document concludes by inviting readers to try out the different games.

2. 1
What is Gamification?
Gamification consists of applying
dynamic and playful mechanics to
contexts in principle non-playful. In
this way, the students are
motivated and participate much
more in the classes. In addition,
since they are having a good time
and are concentrated in the task,
they acquire in a significant way
the contents worked.

3. 2
When can I use it?
You can use games at many
points in a lesson, for example:
1.- To identify prior knowledge.
2.- To help acquire knowledge
and facilitate understanding.
3.- To review what was learned at
the end of a didactic unit.

4. Create your own games!
Some times it is quite difficult to find
games with the contents you want to
work, for this reason, it is very important
to be ready to create your own games if
you need them.
It is important not only to make games to
review the lesson with tools like Kahoot,
Quizizz, Cerebriti, Trivinet ... but to be
able to integrate them into more moments
of the class and even use the creation of
games by students as a resource to
understand and reinforce the contents.
3

5. 4
Their own games
It should be noted that when
we talk about gamification we
do not only refer to the use or
creation of digital games, but
we can also make a session of
"physical" games created by
the students so that, in groups,
they go through the different
games And, after acquiring the
contents and having a good
time, vote for the best
(indicating us which are the
indicators that should gather
the best game of the class).

6. THE
RULES
THE
DYNAMICS
OF THE
GAME
THE
REWARDS
3PARTCYCLEINFOGRABHIC
How should I use it to get
results?
In GAMIFICATION
there must be several
elements that should
not be missing:

7. They must be very clear
for the students before
starting to play. It is
important that they know
what they will achieve if
they win the game, that
will happen if the last
ones are left, or that
attitudes and actions are
prohibited.
THE RULES

8. THE DYNAMICS OF THE GAME
Although we should seek to promote
consensus and flee competitiveness ... there is
nothing that motivates more chic than to get
more points than others, achieve goals before,
or better than any Group the challenges.
Dynamics can be created to favor cooperation
and collaboration, but unfortunately, most of
the platforms that allow you to generate your
own games are based more on the system of
points, goals and challenges than on
enhancing collaboration and cooperation.

9. THE REWARDS
Giving them positives, a good mark, a
physical detail (my students will
pirouette for stickers like "Mr.
Wonderful" or a lollipop ... and that
most are Bachillerato) a virtual gift or a
insignia. Any of them are more than
enough incentives to make the vast
majority of students concentrate and
put all their effort into doing their best.

10. GIVE BADGETS
Make your own with Canvas!!

12. Creative
Thinking
Critical
Thinking
Ethical
Thinking
The game allows to
encourage creativity,
motivate, put ourselves
in unreal situations and
see how we would
develop, find
alternative solutions,
look for questions and
answers ...
With the game we learn to
cooperate, to internalize rules,
to be responsible, to respect
shifts, to value others, to
understand them better, to
practice active listening ...
With the game we
practice deduction,
inference, relational
thinking, hypothesis-
building, means-ends,
cause-effect
relationships ...

13. Imagine
An enigma and a clue. From there it's
about imagining. With transparent cards
and icons drawn on them you must
combine the images to help others to
descrige the puzzle.
Perfect for practicing alternative thinking,
problem solving, helping, contextualizing
and making relationships.

14. White/Black Stories
We must solve a mystery. Through
questions (to which the player who knows
the answer can only answer yes or no) the
students must discover what has
happened.
They will learn to ask good questions, to
deduce and to induce, to relate, to solve
problems and to think alternately.

15. Concept
Through drawings should try to define a
concept.
They will practice the skills of classifying,
categorizing, defining correctly
distinguishing primary and secondary
qualities from relating and thinking
alternately.

16. Dixit
The participant must say a phrase or
word to define a drawing. Then the
others choose one of their drawings
and create confusion, what will be
the genuine?
Creativity, analogy, metaphor,
similarity and difference,
comparisons ... Dixit has a lot of
potential!

17. Story Cubes
No dice ever made for that! Use them to
create free topic stories, or to make it the
topic you are dealing with. Try to recreate
situations in which you have to decide
how to act, or in which you have to apply
syllogisms ... its use is as wide as your
imagination!

18. Ikonikus
How would I feel if ...? Thus begins
Ikonikus, the game where the
participants have to put themselves in
the other's place and, through icons, try
to convince the judge that they are the
ones who best understand each other.
Empathy, cause and effect, analogy,
creation of hypotheses, reflection on the
consequences of our actions and
emotional and moral concepts are some
of the things you can practice.

19. Werewolf
In a small town, werewolves are hidden
among its inhabitants. Every night they
devour an inhabitant and when the
morning arrives the citizens must try to
find out who it has been.
A game to debate, reason, argue, relate,
infer and pass it very but very well.

20. The Spy that was lost
All the participants have the same letter, a
letter that places them somewhere, a
hotel, a train, a zoo, a house ... all but one,
the spy.
The mission of the players is to discover
the spy asking questions and try to catch
him in a renunciation, the spy trying to
find out where the others are.
A game to learn to ask the right questions,
generalize, deduce, active listening ...

21. Faraway
Between all of us we must build a history
of 6 chapters. Each chapter will consist of
elements of reality and elements of
fantasy. Each player or group proposes its
chapter and the others will vote which will
be the best to be part of the story.
Imagination, relationship, criteria,
coherence, contextualization and
alternative thinking. The teacher can
initiate to deepen the values or concepts
worked on the previous dialogue.

22. 1. Inventium.
Understanding of innovation.
2. Escape room: The game.
Decrypt codes. Cooperative.
3. The inseparable.
Historical & cooperative.
4. Pandemic.
Cooperative for teenagers.
5. Red November
Cooperative for all ages.
OTHERSCOOPERATIVEGAMES

23. Time to Practice
Head to the tables with
games and sit in the
one that most catches
your eye. Little by little,
we will try the games
and see their potential.
Get ready for several
days of fun and
thought!

24. Thank you so much for your attention
http://lourdescardenal.com
Lourdes_C_M