Submitted Successfully!
To reward your contribution, here is a gift for you: A free trial for our video production service.
Thank you for your contribution! You can also upload a video entry or images related to this topic.
Version Summary Created by Modification Content Size Created at Operation
1
Elisa Arroyo Mora
 -- 2086 2023-06-02 09:43:32 |
2 Format correct
Wendy Huang
 Meta information modification 2086 2023-06-05 07:59:14 |

Video Upload Options

We provide professional Video Production Services to translate complex research into visually appealing presentations. Would you like to try it?
No, upload directly Yes

Confirm

Are you sure to Delete?
Yes No
Cite
If you have any further questions, please contact Encyclopedia Editorial Office.
Sampedro-Martín, S.; Arroyo-Mora, E.; Cuenca-López, J.M.; Martín-Cáceres, M.J. Gamification and Heritage Education. Encyclopedia. Available online: https://encyclopedia.pub/entry/45126 (accessed on 17 November 2024).
Sampedro-Martín S, Arroyo-Mora E, Cuenca-López JM, Martín-Cáceres MJ. Gamification and Heritage Education. Encyclopedia. Available at: https://encyclopedia.pub/entry/45126. Accessed November 17, 2024.
Sampedro-Martín, Sergio, Elisa Arroyo-Mora, José María Cuenca-López, Myriam José Martín-Cáceres. "Gamification and Heritage Education" Encyclopedia, https://encyclopedia.pub/entry/45126 (accessed November 17, 2024).
Sampedro-Martín, S., Arroyo-Mora, E., Cuenca-López, J.M., & Martín-Cáceres, M.J. (2023, June 02). Gamification and Heritage Education. In Encyclopedia. https://encyclopedia.pub/entry/45126
Sampedro-Martín, Sergio, et al. "Gamification and Heritage Education." Encyclopedia. Web. 02 June, 2023.
Gamification and Heritage Education
Edit
This entry is adapted from the peer-reviewed paper 10.3390/su15108051

The challenge of teaching social knowledge that is useful for students and that will enable them to function with autonomy, responsibility, and critical capacity in today’s societies entails a continuous process of seeking new and alternative forms of teaching so that teachers undergoing initial training can learn active methodologies that are capable of generating more significant learning in their future students and educating them as critical citizens who will be involved in tackling sustainable development and today’s most relevant eco-social issues. Heritage education is configured as an ideal framework for the treatment of socio-environmental problems relevant to modern society. To this end, it is essential that teachers can develop proposals in the classroom that promote critical thinking and the eco-social education of their students, based on innovative and experiential methodologies.

heritage education gamification controversial heritage teacher training eco-social education

1. Introduction

The EPITEC2 project proposes the incorporation of three perspectives of enormous educational potential: relevant socio-environmental problems (hereinafter, RSPs), the ecosocial approach, and controversial issues [1]. Heritage education (hereinafter referred to as HE) is a key element of comprehensive training, from the earliest stages of education to the training of the teachers themselves [2][3][4], based on the so-called controversial heritage. In this sense, HE promotes the development of critical thinking and the related reflection processes for the formation of a democratic, participatory, transformative, and just eco-citizenship [5]. To this end, models of future teacher education that are based on the realist perspective and school-based research are successfully employed, with educators seeking to ensure the integration of personal experiences in classroom practice alongside purely theoretical knowledge [6]. This realistic model and the didactic tools and strategies that are brought into play contribute to the reconstruction of previous experiences and beliefs that could lead to a negative professional identity [7]. This is a fundamental aspect of initial teacher training since, in many cases, after having completed their initial university training, new teachers enter the profession and reproduce the same models that they experienced during their pre-university training [8]. It is, therefore, necessary to continue researching didactic instruments and strategies that favor the joint construction and reconstruction of knowledge in all phases of initial teacher training [9].
HE is configured as the ideal framework for addressing the relevant socio-environmental issues of our society [10]; to this end, it is essential that teachers know how to develop proposals in the classroom that promote critical thinking in their students, based on innovative and experiential methodologies [11]. Thus, gamification, understood as the use of game design elements in non-game contexts [12], may be one of the key ideas that help to improve the working mechanisms of initial teacher training since it makes it possible to bring the course content closer and develop the competencies of university students, especially those related to education [13].

2. Controversy: Relevant Socio-Environmental Issues and Controversial Heritages

Over the last century, through socially current issues [14] and critical theory [15], controversial themes have been introduced into the teaching and learning process in order to overcome the uncritical transmission and reception of memorized and partial content and to promote the reflective and critical spirit of students [16].
According to Kerr and Huddleston [17], it is necessary to include these controversial issues in the classroom because of their importance in society, the debate that is generated as part of the democratic process, student participation in the context of receiving and sharing information, the continuous emergence of new controversies, the analysis of controversy by putting critical and analytical thinking skills into practice, the inclusion of highly relevant current issues, or because of the introduction of controversial topics in the classroom by students, among other causes. These same authors state that controversial topics that can be introduced in the classroom can be classified into established topics and very recent subjects, according to their temporality, which will condition the relevance that teachers and students attribute to these themes. Similarly, Stradling [18] distinguishes between those issues that can be resolved by evidence, the controversy of which is therefore superficial, and those where the dispute is inherently disputed, i.e., issues arising from disagreements based on matters of fundamental belief or value judgments. At this point, we can also differentiate between controversial issues according to the context they affect, so that we distinguish between local and global issues.
The opportunity we find here lies in the fact that the teaching of these heritage perspectives allows us to work on these controversial issues from an eco-social approach, in order to form a citizenry committed to advocating and participating in the management, conservation, and safeguarding of heritage [19][20]. In this way, it will be possible to achieve an HE that enables the acquisition of a greater commitment to their community, understanding, and reflection on the possible consequences of the acts that have occurred between past, present, and future connections, in order to understand and value them from a critical and constructive perspective [21][22].
Heritage is, therefore, an educational resource that awakens students’ motivation, makes school content useful for the socio-environmental transformation of their environment, and promotes meaningful or deep learning [23]. In this way, RSPs and controversial heritage appear as suitable elements for work in initial teacher training, as teaching content, or as resources for the development of future teachers, building an eco-citizenship that seeks social transformation [24].

3. Gamification: Innovative Methodologies in Initial Teacher Training

In line with the formation of an active and reflective citizenry committed to change and social justice [25], initial teacher training is a key aspect of ensuring that these education professionals should be suitably trained to carry out the design and experimentation of teaching materials and proposals in this field [26].
Based on the assumption that controversial heritage serves to address RSPs in the classroom as well as the eco-social education of citizens, and that, in turn, school research on these topics favors the development of critical thinking, we should focus on the conceptions that student teachers in initial training already have of teaching processes [10]. The aim is to clarify whether future teachers have the necessary skills to be able to act regarding these issues and, therefore, whether they need training in the appropriate handling of controversial issues to encourage the development of critical thinking [1].
In education, new techniques related to gamification are increasingly being implemented because they exhibit particularly interesting benefits for both students and teachers [27][28][29]. In gamified activities, relationships are established between the environment, the players, and each other as they express their emotions, gain experiences, have fun, relax, and find solutions to problems [30]. Moreover, learners show positive attitudes towards the gamification of content, as it encourages student motivation and, in general, helps them to receive positive feedback during the teaching process [31]. It can be affirmed that gamified activities help to improve communication skills and also coordination and collaboration between peers, improving the inclusion in the classroom of all participants in the game. In addition, they promote a positive attitude in students regarding the achievement of academic success [30].
According to a study by Perrota et al. [32], the use of gamification in the classroom appears to improve learning outcomes and increase student engagement with educational processes. Active and gamified methodologies of this kind generate a high level of motivation in university students, allow cooperative work, and favor the acquisition of key competencies and subject contents [33].
Based on the scientific literature, researchers find several precedents on gamification in initial teacher education [34][35][36][37][38], although it is only on rare occasions in these precedents that any gamified activity is used to work on current controversial topics, such as in the studies by Clarke et al. [39] or Nicholson [27]. However, pre-service and in-service teachers still show a high level of ignorance about the educational use of gamified strategies [40][41]. In addition, no previous work linking controversial issues, gamification, and heritage in initial teacher education was found. This means that teachers do not find adequate references to unify the potential of gamification with the benefits of controversy-based HE, thus hindering the dissemination and use of these types of strategies in the classroom to address current RSPs. It is, therefore, essential to ensure that future teachers are trained in strategies that favor a holistic perspective when dealing with knowledge, beliefs, and feelings that facilitate the beginning of the construction of critical thinking and increase motivation, inclusion, and group cohesion, and that are considered to be optimal alternative methodological strategies that place students at the center of their own learning in an active and cooperative way [27][28].
One example of a gamified activity is role-playing games, which consist of a collective game composed of a storyteller and participants who adopt roles and create or recreate stories [42]. The role-playing game allows an empathic knowledge of reality, while its structure entails a certain amount of group work, enabling interaction between equals, and involving creative situations that students interpret as a means of knowledge acquisition [8]. Roda [43] distinguishes between four modalities of role-playing (live role-play, written role-play, table role-play, and role-playing video games) with which to combine multiple options for implementing this strategy in the classroom. Role-playing games represent an innovative didactic proposal in the teaching of social sciences, offering multiple educational advantages when addressing relevant problems, helping students to develop informed opinions, stimulate critical thinking, develop social and argumentation skills, and emphasize the procedural and attitudinal aspects [41].
The following strategies share similarities with each other, mainly in that they are both fun, motivating, and exciting elements, where respect and collaboration are maintained while developing communication skills and critical thinking [44], and they can both be applied relatively easily in class. Firstly, the ‘Escape Room’ is a game in which a group of people has to collaborate actively in the resolution of different enigmas and problems to achieve the aim of getting out of a room [30][45][46]. Conversely, ‘Breakout’ consists of opening a closed box with different types of locks; it is necessary to solve problems to find the codes that open them [47]. Several experts, such as Nicholson [27] or Veldkamp et al. [29], are introducing these strategies because they offer great benefits that are of interest to both students and teachers. According to García-Lázaro [28], the peculiarity of Escape Rooms is that they are a resource that demands the inclusion of a great variety of personalities in the players. In turn, Moreno-Fuentes [33] stated that Breakout is an experience that is more closely related to educational action.
Another example of gamified activity is ‘Civil Dialog’, a structured, simulated debating technique for controversial issues, in which participants are asked to take sides by sitting in chairs arranged in a semicircle and presenting their ideas, which range from ‘Strongly agree’ to ‘Strongly disagree’ [48]. The format was created in 2004 as a way to explore citizens’ reactions to political rhetoric. It was developed at the Hugh Downs School of Human Communication at Arizona State University and has continued to be developed by John Genette, Jennifer Linde, and Clark Olson, among other academics. This technique provides a venue for civilized and facilitated citizen dialogs on the issues of our time [49]. A Civil Dialog round is composed of a moderator (teacher), the audience (student body), and 5 participants from that audience and usually lasts between 30 and 45 min. This activity is less well known, but it represents a great tool with enormous potential for working on social problems of current relevance and fosters positive values, such as empathy and respect, by being able to place each student in positions contrary to their own if combined with roleplay, as can be seen in the study by Cruz-Lorite et al. [38].
Based on the experiences found, the range of gamified activities that can be used in classrooms is very wide. Using these prior studies as a starting point, we can establish a classification of those gamified activities that may be most useful for the teaching of controversial heritage, based on the following features:
  • Static role-playing games: this includes written role-playing games, board games, and similar games.
  • Videogames: all games that need some kind of technological support in order to be played (mobile, tablet, computer, console, etc.).
  • Breakouts: enigmas, puzzles, and brainteasers that can be solved without leaving the classroom.
  • Escape Rooms: enigmas, puzzles, and brain teasers that need to be solved to move from one space to another.
  • Historical re-enactments: activity in which participants recreate some aspects of a historical event or period. This may be narrowly defined, such as a war or other specific event, or have broader coverage.
  • Live role-play: a first-person game in which the representation of the characters by the players takes place in real time and in a staged manner.
  • Civil Dialogs: simulation of debate on current conflicts, adding the use of role-playing to assign divergent positions.

References

  1. Estepa, J.; Cuenca, J.M.; Martín-Cáceres, M.J. Líneas futuras de trabajo desde el proyecto Epitec: Patrimonios controversiales para una educación ecosocial de la ciudadanía. In Investigación y Buenas Prácticas en Educación Patrimonial Entre la Escuela y el Museo. Territorio, Emociones y Ciudadanía; Cuenca, J.M., Estepa, J., Martín-Cáceres, M.J., Eds.; Trea: Gijón, Spain, 2021; pp. 483–492.
  2. Cuenca, J.M. Análisis de Concepciones Sobre la Enseñanza del Patrimonio en la Educación Obligatoria. Enseñanza De Las Cienc. Soc. 2003, 2, 37–45. Available online: https://raco.cat/index.php/EnsenanzaCS/article/view/126155 (accessed on 14 November 2022).
  3. Fontal Merillas, O. El patrimonio en la escuela: Más allá del patrimonio como contenido curricular. In La Educación Patrimonial: Del Patrimonio a Las Personas; Fontal Merillas, O., Coord.; Trea: Gijon, Spain, 2013; pp. 23–44.
  4. Trabajo Rite, M.; Cuenca, J.M. Student Concepts after a Didactic Experiment in Heritage Education. Sustainability 2020, 12, 3046.
  5. Arroyo, E.; Sampedro-Martín, S.; Martín-Cáceres, M.J.; Cuenca, J.M. Controversial Heritage, Ecosocial Education and Citizenship. Connections for the Development of Heritage Education in Formal Education. In Controversial Issues and Social Problems for an Integrated Disciplinary Teaching; Ortega-Sánchez, D., Ed.; Springer: Cham, Switzerland, 2022; Volume 8, pp. 35–52.
  6. Estepa, J. Memoria, patrimonio y ciudadanía: Una contribución desde una perspectiva didáctica. Rev. PH 2019, 96, 225–226.
  7. Beauchamp, C.; Thomas, L. Understanding teacher identity: An over view of issues in the literature and implications for teacher education. Camb. J. Educ. 2009, 39, 175–189.
  8. Alsina, A.; Batllori, R.; Falgás, M.; Güell, R.; Vidal, I. ¿Cómo hacer emerger las experiencias previas y creencias de los futuros maestros? Prácticas docentes desde el modelo realista. REDU 2016, 14, 11–36.
  9. Santisteban, A. La formación del pensamiento social y el desarrollo de las capacidades para pensar la sociedad. In Didáctica del Conocimiento del Medio Social y Cultural en Educación Primaria. Ciencias Sociales Para Aprender, Pensar y Actuar; Santisteban, A., Pagès, J., Eds.; Editorial Síntesis: Madrid, Spain, 2011; pp. 85–103.
  10. Martín-Cáceres, M.J.; Estepa, J.; Cuenca, J.M. Los patrimonios controversiales en la educación patrimonial para la formación de la ciudadanía. In Enseñanza de las Ciencias Sociales Para una Ciudadanía Democrática. Estudios en Homenaje al Profesor Ramón López Facal; Gómez-Carrasco, C.J., Souto, X.M., Miralles, P., Eds.; Octaedro: Barcelona, Spain, 2021; pp. 109–122.
  11. Pineda, J.A.; Navarro Medina, E.; De Alba, N. El desarrollo profesional docente para formar a niños y niñas en el ejercicio de una ciudadanía activa. Algunas estrategias de investigación. In Investigación en Didáctica de las Ciencias Sociales. Retos, Preguntas y Líneas de Investigación; Martínez Medina, R., García-Morís, R., García Ruiz, C.R., Eds.; Universidad de Córdoba y AUPDCS: Córdoba, Spain, 2017; pp. 258–267.
  12. Deterding, S.; Khaled, R.; Nacke, L.E.; Dixon, D. Gamification: Toward a Definition. In Proceedings of the CHI 2011 Gamification Workshop Proceedings, Vancouver, BC, Canada, 7–12 May 2011; Available online: http://gamification-research.org/wp-content/uploads/2011/04/02-Deterding-Khaled-Nacke-Dixon.pdf (accessed on 26 November 2022).
  13. Corchuelo-Rodríguez, C.A. Gamificación en educación superior: Experiencia innovadora para motivar estudiantes y dinamizar contenidos en el aula. Rev. Electrónica Tecnol. Educ. 2018, 63, 29–41.
  14. Tutiaux-Guillon, N. Les qüestions socialment vives, un repte per a la historia i la geografia escolars? In Les Qüestions Socialment Vives i L’ensenyament de les Ciències Socials; Pagès, J., Santisteban, A., Eds.; Publicacions de la UAB: Barcelona, Spain, 2011; pp. 25–39.
  15. Nelson, J.L.; Stanley, W.B. Critical studies and social education: 40 years of TRSE. Theory Res. Soc. Educ. 2013, 41, 438–456.
  16. Santisteban, A. La enseñanza de las ciencias sociales a partir de problemas sociales o temas controvertidos: Estado de la cuestión y resultados de una investigación. El Futuro Del Pasado 2019, 10, 57–79.
  17. Kerr, D.; Huddleston, T. La Enseñanza de Temas Controversiales; Ministerio de Educación, Cultura y Deporte: Madrid, Spain, 2016.
  18. Stradling, R. The Teaching of Controversial Issues: An evaluation. Educ. Rev. 1984, 36, 121–129.
  19. Estepa, J.; Martín-Cáceres, M.J. Competencia en conciencia y expresiones culturales y educación histórica. Patrimonios en conflicto y pensamiento crítico. In La Educación Histórica Ante el Reto de las Competencias. Métodos, Recursos y Enfoques de Enseñanza; Gómez-Carrasco, C.J., Miralles, P., Eds.; Octaedro: Barcelona, Spain, 2018; pp. 75–86.
  20. Estepa, J.; Martín-Cáceres, M.J. Heritage in conflict: A way to educate in a critical and participative citizenship. In Handbook of Research on Citizenship and Heritage Education; Delgado-Algarra, E.J., Cuenca, J.M., Eds.; IGI Global: London, UK, 2020; pp. 43–55.
  21. Arroyo, E.; Cuenca, J.M. Patrimonios controversiales y educación ciudadana a través del museo en Educación Infantil. RIFOP 2021, 96, 109–128.
  22. Ibagón, N.J.; Miralles, P. Temas controversiales y educación histórica. In Enseñanza de las Ciencias Sociales Para una Ciudadanía Democrática; Gómez-Carrasco, C.J., Souto, X.M., Miralles, P., Eds.; Octaedro: Barcelona, Spain, 2021; pp. 123–138.
  23. Assadourian, E. Educación ecosocial: Cómo educar frente a la crisis ecológica. In Educación Ecosocial: Cómo Educar Frente a la Crisis Ecológica. La Situación del Mundo 2017; The Worldwatch Institute, Ed.; Fuhem Ecosocial: Barcelona, Spain, 2017; pp. 25–47.
  24. Sampedro-Martín, S.; Arroyo, E.; Cuenca, J.M.; Martín-Cáceres, M.J. Controversial heritage for eco-citizenship education in Social Science Didactics. Implications for initial teacher education. In Re-Imagining the Teaching of European History. Promoting Civic Education and Historical Consciousness, 1st ed.; Gómez-Carrasco, C.J., Ed.; Routledge: London, UK, 2023; pp. 68–79.
  25. Delgado-Algarra, E.J.; Cuenca, J.M. Challenges for the construction of identities with historical consciousness: Heritage education and citizenship education. In Handbook of Research on Citizenship and Heritage Education; Delgado-Algarra, E.J., Cuenca, J.M., Eds.; IGI Global: London, UK, 2020; pp. 1–25.
  26. Cuenca, J.M.; Martín-Cáceres, M.J.; Estepa, J. Teacher training in heritage education: Good practices for citizenship education. Humanit. Soc. Sci. Commun. 2020, 8, 1–8.
  27. Nicholson, S. Creating engaging escape rooms for the classroom. Child. Educ. 2018, 94, 44–49.
  28. García-Lázaro, I. Escape Room como Propuesta de Gamificación en Educación. Hekademos 2019, 27, 71–79. Available online: https://www.hekademos.com/index.php/hekademos/article/download/17/7 (accessed on 3 December 2022).
  29. Veldkamp, A.; Van de Grint, L.; Knippels, M.-C.P.J.; Van Joolingen, W.R. Escape education: A sytematic review on escape rooms in education. Educ. Res. Rev. 2020, 31, 100364.
  30. Moreno-Fernández, O.; Hunt, C.I.; Ferreras, M.; Moreno-Crespo, P. Los Escape Rooms Como Recurso Didáctico Inclusivo y Motivacional en las Aulas de Primaria. Un Estudio Desde la Perspectiva del Profesorado en Formación Inicial. Prism. Soc. 2020, 31, 352–367. Available online: https://revistaprismasocial.es/article/view/3718 (accessed on 3 December 2022).
  31. Segura, A.; Parra, M.E. How to Implement Active Methodologies in Physical Education: Escape Room. ESHPA 2019, 3, 295–306. Available online: http://hdl.handle.net/10481/56426 (accessed on 3 December 2022).
  32. Perrotta, C.; Featherstone, G.; Aston, H.; Houghton, E. Game-Based Learning: Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education); NFER: Slough, Berkshire, UK, 2013.
  33. Moreno-Fuentes, E. El “BreakOut Edu” como herramienta clave para la gamificación en la formación inicial de maestros/as. EDUTEC 2019, 67, 66–79.
  34. Duggins, R. Innovation and problem solving teaching case: The breakout box–a desktop escape room. J. Organ. Psychol. 2019, 19, 73–77.
  35. O’Brien, K.; Pitera, J. Gamifying Instruction and Engaging Students with Breakout EDU. J. Educ. Technol. Syst. 2019, 48, 192–212.
  36. Zelaieta, E.; Camino, I.; Zulaika, L.M.; Echeazarra, I. Juego de rol para el desarrollo del pensamiento crítico en la formación inicial del profesorado. Rev. Complut. Educ. 2019, 30, 729–745.
  37. Crujeiras, B.; Martín-Gámez, C.; Díaz-Moreno, N.; Fernández-Oliveras, A. Trabajar la argumentación a través de un juego de rol: ¿Debemos instalar el cementerio nuclear? Enseñanza Cienc. 2020, 38, 125–142.
  38. Cruz-Lorite, I.M.; Cebrián, D.; Acebal, M.C. Juego de rol y conocimiento científico en profesorado de primaria en formación inicial. Estudio Exploratorio. In Actas electrónicas del XI Congreso Internacional en Investigación en Didáctica de las Ciencias 2021. Aportaciones de la Educación Científica para un Mundo Sostenible; Cañada, F., Reis, P., Eds.; Enseñanza de las Ciencias: Lisboa, Portugal, 2021; pp. 641–644. Available online: https://hdl.handle.net/10630/22831 (accessed on 14 January 2023).
  39. Clarke, S.; Peel, D.J.; Arnab, S.; Morini, L.; Keegan, H.; Wood, O. EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games for Higher/Further Education. Int. J. Serious Games 2017, 4, 73–86.
  40. Lorca, A.A.; Retana, D.A.; Ferreras, M. La mediación de conflictos socio-científicos en el aula de ciencias. Los juegos de rol en dos contextos, Costa Rica y España. In La Mediación como Estrategia de Resolución de Conflictos en Ámbitos Sociales y Educativos, 1st ed.; Ordoñez, E., Delgado-Algarra, E.J., Fernández, M.M., Hervás, C., Eds.; Dykinson: Madrid, Spain, 2020; pp. 104–112. Available online: https://hdl.handle.net/10669/80687 (accessed on 14 January 2023).
  41. Sampedro-Martín, S.; Estepa, J. Concepciones de docentes de Educación Primaria sobre el juego de rol como herramienta para la enseñanza del patrimonio. Panta Rei 2022, 16, 217–240.
  42. Brell, M. Juegos de rol. Educ. Soc. Rev. Interv. Socioeducativa 2006, 33, 104–113. Available online: http://hdl.handle.net/11162/94106 (accessed on 15 January 2023).
  43. Roda, A. Juego de rol y Educación, Hacia una Taxonomía General. Teoría Educ. Educ. Cult. Soc. Inf. 2010, 11, 185–204. Available online: http://hdl.handle.net/10366/100601 (accessed on 15 January 2023).
  44. Sierra, M.C.; Fernández, M.R. Gamificando el aula universitaria. Análisis de una experiencia de Escape Room en educación superior. Rev. Estud. Exp. Educ. 2019, 18, 105–115.
  45. Borrego, C.; Fernández, C.; Blanes, I.; Robles, S. Room Escape at Class: Escape Games Activities to Facilitate the Motivation and Learning in Computer Science. J. Technol. Sci. Educ. 2017, 7, 162–171.
  46. Eukel, H.N.; Frenzel, J.E.; Cernusca, D. Educational Gaming for Pharmacy Students—Design and Evaluation of a Diabetes-themed Escape Room. Am. J. Pharm. Educ. 2017, 81, 6265.
  47. Sampedro-Martín, S. Gamificación en la formación inicial del profesorado: Juego de rol y otras estrategias educativas innovadoras. In Innovación Educativa en Enseñanza Superior; Urrutia, A., Idoiaga, N., Gezuraga, M., Berasategi, N., Alonso, I., Romero, A., Eds.; Servicio Editorial de la Universidad del País Vasco: Bilbao, Spain, 2023; pp. 60–67.
  48. Genette, J.; Linde, J.A.; Olson, C.D. Fostering democracy though Civil Dialogue. In By the People: Participatory Democracy, Civic-Engagement, and Citizenship Education; No, W., Brennan, A., Schugurensky, D., Eds.; Participatory Governance Initiative, ASU: Phoenix, AZ, USA, 2017; pp. 67–74.
  49. Razzante, R.J. Crystallising whiteness: Engaging White students’ whiteness through Civil Dialogue®. Whiteness Educ. 2019, 5, 17–36.
More
© Text is available under the terms and conditions of the Creative Commons Attribution (CC BY) license; additional terms may apply. By using this site, you agree to the Terms and Conditions and Privacy Policy.
Upload a video for this entry
Information
Subjects: Education & Educational Research
Contributors MDPI registered users' name will be linked to their SciProfiles pages. To register with us, please refer to https://encyclopedia.pub/register :
Sergio Sampedro-Martín
,
Elisa Arroyo-Mora
,
José María Cuenca-López
,
Myriam José Martín-Cáceres
View Times: 350
Revisions: 2 times (View History)
Update Date: 05 Jun 2023
Table of Contents
    1000/1000
    Hot Most Recent
    ScholarVision Creations
    Feedback