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Permanent URI for this collectionhttps://repositorio.grial.eu/handle/123456789/34
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Item Catch the Open! A Gamified Interactive Immersion Into Open Educational Practices for Higher Education Educators(Frontiers, 2022-06-29) Padilla-Zea, N.; Burgos, D.; García-Holgado, A.; García-Peñalvo, F. J.; de-la-Higuera, C.; Brunton, J.; Tlili, A.Open Education (OE) opens up learning opportunities to, potentially, every person in the world. Additionally, it allows teachers, researchers, and practitioners to find, share, reuse, and improve existing resources under a dependable legal framework. Aiming to spread and foster the introduction of open policies in Higher Education (HE) institutions, the gamified interactive learning experience Catch the Open! was developed. Catch the Open! targets HE educators who wish to learn, or who wish to deepen their existing knowledge, about OE and Open Educational Practices (OEP). Within the gamified learning experience, the user becomes an educator, Alex, the game character, who receives a task from the Rector: to investigate how to best include OE and OEP in teaching and learning practice within the institution. Alex proceeds to explore and gather information in a web-based 2D virtual HE institution where students, colleagues, and guest researchers will help her to develop a comprehensive understanding of OE and the practical application of OEP. The educational content within Catch the Open! is underpinned by an OE competences framework for HE educators, developed in a previous phase of the Erasmus+ OpenGame project. In this paper, the design process to link pedagogical and technological approaches, which results in the Catch the Open! gamified web-based interactive application, is presented as well as the application itself. Moreover, two phases of piloting with 153 HE educators from six different HE institutions are presented. The obtained findings showed that the gamified environment helped in learning about OE. On the other hand, learners also suggested several improvement aspects of the gamified environment, such as the length of finishing a learning mission while playing.Item Active Game-Based Solutions for the Treatment of Childhood Obesity(MDPI, 2021-02-10) González-González, C. S.; Gómez-del-Río, N.; Toledo-Delgado, P. A.; García-Peñalvo, F. J.Obesity is one of the biggest health problems globally that, together with sedentarism, requires solutions that increase the enthusiasm towards physical activity. Therefore, this paper describes two solutions based on active games using the Kinect sensor and biometric sensors, designed for the outpatient treatment of childhood obesity. The solutions were applied in an intervention program based on active video games and motor games, developed with children in treatment for childhood obesity. An ad hoc questionnaire was used to assess the level of satisfaction, fun, learning, and behavior changes in the children of the experimental group that developed the intervention. The results showed a high index of satisfaction with the intervention program, as well as with the games developed. It is concluded that active video games and group games are highly motivating and can promote behavior change towards healthier life habits in children.Item Using web analytics tools to improve the quality of educational resources and the learning process of students in a gamified situation(IATED Academy, 2018-03-05) Amo Filva, D.; Valls, A.; Alier Forment, Marc; Canaleta, X.; García-Peñalvo, F. J.; Fonseca, D.; Redondo, E.In this paper we propose a businessification approximation to measure and analyse students' engagement in a gamified learning context. Gamification in education is used to enhance students experience and improve learning outcomes. Its technics such as points, leaderboard, badges or ranking are also used in learning instructions with the aim to improve students' engagement. This engagement can be considered as the metric to measure the success of gamified instructions. The gamification model can also be used in an online learning environment. In this virtual context teachers have to have some tools to see what happens during the learning process. Such virtual context is usually web based. In this specific context the resources used such as images, videos or audios are fundamental to engage students. In order to help teachers to enhance engagement we propose the use of web analytical tools in such web based gamified learning contexts to track, analyse and finally enhance such resourcesItem Gamificación del Proceso de Aprendizaje: Lecciones Aprendidas(2016) Llorens-Largo, F.; Gallego-Durán, F. J.; Villagrá-Arnedo, C. J.; Compañ-Rosique, P.; Satorre-Cuerda, R.; Molina-Carmona, R.Item Improving Motivation in a Haptic Teaching/Learning Framework(2016) Fernández, C.; Esteban, G.; Conde-González, M. Á.; García-Peñalvo, Francisco J.