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March 26-27, 2020 | Cancun, Mexico | Universidad Tecmilenio 4th International Congress on Technologies in Education Submit a paper Next deadline: FEBRUARY 12, 2020 GKA EDUTECH 2020 Congress's Host University Gamification in education:
key element of motivation
2020 Highlighted theme about highlighted theme


4th International Congress on Technologies in Education MARCH 26-27 2020
- - -
Cancun, Mexico
KEY DATES Proposal submission Registration

Key Dates

Congress: March 26-27th, 2020.

First Call for Papers until May 13, 2019
Second Call for Papers until September 12, 2019
Third Call for Papers until November 12, 2019
FINAL Call for Papers until February 12, 2020
Super Discount Rate until June 3, 2019
Early Rate until September 26, 2019
Standard Rate until November 26, 2019
Final Rate until February 26, 2020

Congress: March 26-27th, 2020.

1st CFP until May 11, 2019
2nd CFP until September 12, 2019
3rd CFP until November 12, 2019
FINAL CFP until February 12, 2020
Super Discount Rate until June 3, 2019
Early Rate until September 26, 2019
Standard Rate until November 26, 2019
Final Rate until February 26, 2020

Highlighted Theme

Gamification in education: key element of motivation

Traditional teaching methodologies are no longer adequate, in and of themselves, to meet the needs of students in today’s technologically engaged, interactive, and connected society. It was with this need in mind that, in 2006, the European Parliament recommended that students develop eight key competencies over the course of their compulsory education to prepare them for success in their working life. One of these is Digital Competency (DC), which opens to them the doors of digital technology and gives them opportunities to be actively involved in the new, twenty-first century knowledge society. Likewise, in its “Rethinking Education” strategy (2012), the European Commission has urged educational institutions to be diligent about integrating DC. So, as those responsible for instruction, we must be capable of accompanying them in this stage of education. Through gamification and the development of computational thinking, we can cover the content of the educational curriculum.

The primary feature of gamification is the application of game-design elements in non-game contexts. In this way, instruction that might be tedious and not very motivating, under traditional didactic methods, becomes appealing and inspiring. Games are instructional by nature, so this is a way of learning by doing. On the one hand, games develop essential competencies, such as observation, decision-making, speed, empathy, and intuition; on the other hand, they provide a controlled learning environment in terms of not only content but also moral values, frustration tolerance, internalization of rules, and strategies for success.

Gamification is not to be confused with video games (Parente, 2016), for gamification consists of presenting students with games, usually on a digital platform, that are centered on specific content and that students view as a challenge (Ripoll, 2016). This is how students develop Computational Thinking (Wing, 2006), which the Royal Society (2012) defines as “the process of recognising aspects of computation in the world that surrounds us, and applying tools and techniques from Computer Science to understand and reason about both natural and artificial systems and processes.”

In this edition of the Congress, we are aiming to focus the educational community’s interest on this groundbreaking field of gamification-based teaching methodologies. There is a great opportunity here to share and try out strategies for improving students’ motivation and to incorporate these strategies into our daily teaching activities.

Other Themes

Teaching Innovation and Theoretical Aspects

  • Internet in the classroom
  • Graphics for learning
  • Educational videos
  • New methodologies driven by new technologies
  • Technology and philosophy of education
  • Techno-education and techno-learning
  • Technology, education, and globalization
  • Multitasking students

Learning Tools

  • Digital boards.
  • E-readers, e-books
  • Digital tablets
  • Social networks
  • Youtubers, influencers
  • Apps
  • M-learning
  • The use of mobile/cell phone in the classroom
  • 3D printing applied to teaching and learning
  • Internet and the fragmentation of learning

Virtual Learning Environments

  • Virtual universities
  • Personal Learning Environment (PLE)
  • Computational simulation models applied to learning
  • Didactics of robotics
  • Smart university / smart school
  • Augmented and mixed reality
  • Usability
  • Social networks
  • Wikis, blogs, vlogs
  • Multimodal teaching and learning
  • Transmedia storytelling

Blended Learning

  • Models of online courses (Mooc, e-Learning, etc.)
  • Technologies for formal, informal and non-formal education
  • M-Learning
  • B-Learning
  • Ubiquitous learning
  • Continuous training
  • Knowledge networks

Technologies for Inclusive Education

  • Assistive technologies and adaptive strategies
  • Attention to diversity
  • Emerging technologies
  • Digital divide and accessibility
  • Open access to knowledge

Technologies for Educational Assessment

  • Assessment methods and technologies
  • Self-assessment methods and technologies
  • Self-learning communities
  • Technologies for educational research