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Gamification in Service Learning: An Innovative Experience

Gamification in Service Learning: An Innovative Experience

Laura Varela-Candamio, Joaquín Enríquez-Díaz, Marcos Rouco-Couzo
Copyright: © 2018 |Pages: 24
ISBN13: 9781522554301|ISBN10: 1522554300|EISBN13: 9781522554318
DOI: 10.4018/978-1-5225-5430-1.ch010
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MLA

Varela-Candamio, Laura, et al. "Gamification in Service Learning: An Innovative Experience." Learning Strategies and Constructionism in Modern Education Settings, edited by Linda Daniela and Miltiadis Lytras, IGI Global, 2018, pp. 152-175. https://doi.org/10.4018/978-1-5225-5430-1.ch010

APA

Varela-Candamio, L., Enríquez-Díaz, J., & Rouco-Couzo, M. (2018). Gamification in Service Learning: An Innovative Experience. In L. Daniela & M. Lytras (Eds.), Learning Strategies and Constructionism in Modern Education Settings (pp. 152-175). IGI Global. https://doi.org/10.4018/978-1-5225-5430-1.ch010

Chicago

Varela-Candamio, Laura, Joaquín Enríquez-Díaz, and Marcos Rouco-Couzo. "Gamification in Service Learning: An Innovative Experience." In Learning Strategies and Constructionism in Modern Education Settings, edited by Linda Daniela and Miltiadis Lytras, 152-175. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5430-1.ch010

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Abstract

This chapter aims to disseminate an educational innovation project using a game-based learning developed during the 2016/2017 academic year at the University of A Coruna (Spain) and conducted in several schools. The project is called “Economy With Science and Conscience: Toward an Emotionally Intelligent School.” It seeks to awaken the critical awareness of pre-college students in relation to economic issues as well as citizen participation in the university community. The formula of service learning used fit perfectly with this project for a better understanding of economic decision making based on social values. The main aim is to build bridges between the university and other educational levels to contribute to an educational process committed to society. Findings show good results achieved in engagement, motivation, and amusement of students to accelerate the development of knowledge and skills, and also to modify social patterns related to behavioral economics.

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