Call for Papers2019-01-17T13:32:54+00:00

Key Dates

Congress: June 19-21, 2019

1st CFP until November 3, 2018
2nd CFP until January 14, 2019
3rd CFP until March 4, 2019
FINAL CFP until May 3, 2019
Super Discount Rate until November 16, 2018
Early Rate until January 28, 2019
Normal Rate until March 18, 2019
Final Rate until May 17, 2019

Congress: June 19-21, 2019

1st CFP until November 3, 2018
2nd CFP until January 14, 2019
3rd CFP until March 4, 2019
FINAL CFP until May 3, 2019
Super Discount Rate until November 16, 2018
Early Rate until January 28, 2019
Normal Rate until March 18, 2019
Final Rate until May 17, 2019

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.


Policies, Legislation and History of Education

  • Educational policy, educational legislation, and the history of education in local contexts.
  • Educational policy, educational legislation, and the history of education in the international context. Comparative education.
  • Educational reforms.
  • State and education.
  • Education rights.
  • Education and public life.
  • The crisis of education.
  • Educational systems.
  • Democratization in education.

The Educational Stages and their Curriculum

  • Education in the different stages of education.
  • Early childhood education.
  • Primary education.
  • Secondary education. High school education.
  • Vocational education. Medium and high grades.
  • Baccalaureate.
  • Higher education.
  • Universities. Colleges. Special schools with university status.
  • Masters and postgraduates.
  • Doctorates.
  • Languages.

Continuing Education and Lifelong Learning

  • Adult education.
  • Literacy and regulated training.
  • Universities. Colleges.
  • Informal education. Different proposals for lifelong training.
  • Education for job placement.
  • Vocational training and professional training.
  • Outplacement.
  • Long distance education. Online learning. Interactive and autonomous learning.
  • Education lead by different public and private organizations and institutions.

Psychology of Education and Learning

  • Psychopedagogy and educational guidance.
  • Evolutionary psychology.
  • Psychology of education.
  • Social psychology and sociology applied to education.
  • Difficulties and learning disorders.
  • Difficulties and behavioral disorders.
  • Difficulties and developmental disorders.
  • High learning capabilities.
  • Educational intervention programs.
  • Work-professional intervention programs.
  • Children in situations of social exclusion: child maltreatment.
  • Coeducation. Integrated, inclusive, and segregated education. Sexism in education.
  • Desertion and school failure.

 Educational Methodologies

  • Student assessment. Summative and formative assessments.
  • Teacher assessment.
  • The teaching profession.
  • Training, improvement and updating of teachers.
  • The work of teachers. Roles and responsibilities.
  • The teacher as manager of personal resources and materials.
  • Teaching methods (didactics, research, collaboration).
  • Traditional and innovative learning methodologies. The active methodology.
  • Learning contexts and tools.
  • Educational environment. The classroom atmosphere.
  • Buildings and school architecture.
  • Resources, tools and educational materials.
  • Resource centers for learning and research.
  • The role of libraries in learning literacy.
  • Partner agencies and entities in education.

Science, Technology and Innovation in Education

  • The teaching of mathematics, physics, chemistry, biology, and other sciences.
  • Learning about the natural environment.
  • Education 3.0.
  • E-learning. B-learning.
  • The flipped classroom.
  • Augmented reality. Immersive reality. Mixed reality.
  • Project-based learning.
  • 3D technology.
  • Robotics.
  • Gamification.
  • Transmedia storytelling
  • Mobile learning. Educational apps.
  • Parental control. Cybersecurity.
  • The use of Moocs.
  • The use of educational platforms.
  • Other innovative technological proposals.
  • Information and communication technologies.
  • Learning and knowledge technologies.
  • Empowerment and participation technologies.
  • Digital literacy. The digital divide.
  • Responsible use of new technologies. Treatment of new addictions.

Leadership and Management of Educational Centers

  • Internal school organization:
    • The organization of teachers in schools.
    • The interdepartmental and intradepartamental organization.
    • The organization with the management team.
  • External school organization:
    • Family-school relationship processes.
    • Collaboration processes with other public and private bodies.
    • Relationship with the educational administration.
    • Relationship processes with other educational centers.
  • The teacher as a leader in the classroom.
  • Leadership and strategic direction in educational centers.
  • Models and styles of leadership.
  • Assessment and measurement of educational quality.
  • Improvement plans as quality generators of the teaching-learning process.

Social Aspects of Education

  • Emotional education.
  • Education for health.
  • School hygiene.
  • Physical education.
  • Children, health, food, and eating (disorders).
  • Identity and diversity.
  • Multicultural and intercultural education. Inclusive education.
  • Special education. Disability.
  • Sex education.
  • Moral education. Education in values.
  • Education for peace.
  • Consumer education.
  • Education for equality.
  • Road-safety education.
  • Environmental and sustainable education.
  • Family education. Society, family and school.
  • Homeschooling. Homeschool. Home-based education.
  • School for parents. The role of the family in education.



This type of session is best suited for works about investigations already undertaken or academic papers. The authors will present a summary of their work (purpose, procedures, results or products). The formal oral presentation of the work should be limited to 15 minutes. Presentations will be grouped according to the theme or perspective of these thematic sessions (which can be 60, 75 or 90 minutes) with a question/answer time and group discussion after all presentations. All rooms will be equipped with projectors for presentations in PDF or PPT.


This format is ideal for presenting the preliminary results of work in progress or for projects that are rendered in posters or panels. In these sessions (usually about 40 minutes), the authors have the opportunity to exhibit their work and participate in an informal discussion with other attendees. Each poster must include a brief summary of the purpose and work procedures. The dimensions of the poster should not exceed 85 cm wide by 110 cm long.


This type of session is best suited to teach or demonstrate certain procedures, skills or techniques. Some considerations that are appropriate for this session format are for example: a demonstration, performance, presentation, discussion or dialogue with the public. These sessions are usually scheduled for about 30 minutes and should be structured so that any explanatory information or input is provided and there is sufficient time for interaction with the public time, participation and involvement.

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