2019 Congress

Venue

Founded in 1911, the University of Porto (U.Porto) is a benchmark institution for Higher Education and Scientific Research in Portugal and one of the top 200 European Universities according to the most relevant international ranking systems. It is committed to converting into social assets the talent and innovation from its 14 faculties, one business school and over 50 research centers that have about 28,000 students, 2,300 teachers and researchers and 1,700 non-teaching staff. With an offer of nearly 475 different training programs – between degrees, postgraduate programs, master’s degrees, doctorates, continuing education courses and professional training – the university proposes higher education solutions in all major areas of knowledge. Its fully equipped campus embedded within the city guarantees an optimal academic, scientific, and also social and cultural experience. The University is itself an important driving force for economic, social, cultural and scientific development in Northern Portugal and in the country as a whole.

Founded in 1911, the University of Porto (U.Porto) is a benchmark institution for Higher Education and Scientific Research in Portugal and one of the top 200 European Universities according to the most relevant international ranking systems. It is committed to converting into social assets the talent and innovation from its 14 faculties, one business school and over 50 research centers that have about 28,000 students, 2,300 teachers and researchers and 1,700 non-teaching staff. With an offer of nearly 475 different training programs – between degrees, postgraduate programs, master’s degrees, doctorates, continuing education courses and professional training – the university proposes higher education solutions in all major areas of knowledge. Its fully equipped campus embedded within the city guarantees an optimal academic, scientific, and also social and cultural experience. The University is itself an important driving force for economic, social, cultural and scientific development in Northern Portugal and in the country as a whole.

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.

Plenary Speakers

Prof. Olaf Hallan Graven

Prof. Olaf Hallan Graven, PhD – University of South-Eastern Norway (Norway)

Active and engaging learning, the computer games way.

Associate Professor Dr. Olaf Hallan Graven has more than 20 years of experience as a lecturer and head of department. He is currently head of department for Department of Science and Industry Systems at University College of South-east Norway. He has a PhD in the Development of Games-based virtual learning environments. His background is in computing, software engineering, cyber security, computer games development and embedded systems. His research is mainly focused on the use of various systems to support learning within the field of STEM and how these systems can be adapted/developed further. His other research elements include development of Drone systems, Data science, and Autonomous systems, computer games and pocket/virtual/remote laboratories.

Prof. Silvia Ester Orrú

Prof. Sílvia Ester Orrú, PhD – Universidade de Brasília / Universidade Federal de Alfenas (Brazil)

Inclusão e Diferença: as contribuições da educação na perspectiva intercultural

Sílvia Ester Orrú, Brazilian, graduated in Pedagogy, postgraduate in Clinical and Institutional Psychopedagogy, master degree and doctorate in Education. Post-doctorate in Education from the Laboratory of Studies and Research in Teaching and Difference (LEPED) of the Faculty of Education of the Universidade Estadual de Campinas (Unicamp). She is a professor at the Faculty of Education of the Universidade de Brasília (UnB). She is currently an associate professor at the Universidade Federal de Alfenas (Unifal), Campus Poços de Caldas and the Postgraduate Program in Education, in which she directs research work. With experience in the area of Education with emphasis on training for the understanding of the areas: higher education, teacher training in undergraduate courses, inclusive education, education and autism, innovative and inclusive dialogic processes, and educational management. In his career in higher education, she worked in the area of teaching, research, and management in graduate and postgraduate courses. She is the author of books, chapters, and articles in national and international newspapers. She is the coordinator of the Laboratory of Studies and Research in Learning and Inclusion (LEPAI/UnB/CNPq).

Prof. Holly F. Pedersen

Prof. Holly F. Pedersen, Ed. D. – Minot State University (USA)

Leveling Up: Using Gamification to Differentiate Instruction for Diverse Learners

Holly F. Pedersen, Ed. D., is an Associate Professor at Minot State University in North Dakota, USA. She currently serves as Chairperson for the Department of Special Education. Pedersen earned undergraduate degrees in elementary education and deaf education, and a Master’s degree in special education. Pedersen holds a Doctorate of Education in educational leadership. Pedersen has over 25 years of experience working with children and youth with disabilities. She has expertise in early intervention with deaf/hard of hearing children and their families as well as in collaborative models of service provision for students with disabilities in rural areas. Dr. Pedersen’s research interests include early intervention in deaf education, interprofessional education practices, best practices in special education, rural education issues, and student engagement in higher education. She has presented work on these topics at various national and international professional conferences related to education and learning.

Prof. Salvador Vidal-Ramentol

Prof. Salvador Vidal-Ramentol, PhD – Universitat Internacional de Catalunya (Spain)

La gamificación, motivación de la didáctica de las matemáticas

PhD Salvador Vidal-Ramentol is the vice-Dean of the Education Faculty at Universitat Internacional de Catalunya (UIC) and professor of Mathematics Didactics. PhD in Educational Sciences (UB), in his doctoral thesis “The numbers day, the motivation of mathematics” he compiles different motivation techniques to apply in the classroom. Degree in Science Chemistry (UB). He has participated in different research projects both national and international, to improve the didactics of the sciences such as the Project TEDS-M 2008 Teacher Education Study in Mathematics of the IEA (International Association for the Evaluation of Educational Performance). Moreover, he has had exchange experiences: Erasmus + in Portugal and Finland. Member of the PhD School of UIC. Member of the research group Sustainability and Integral Education (SEI). His lines of research are based on sustainability, social university responsibility and mathematics didactics. He has published different papers and books, highlighting: Vidal-Raméntol, S (2013) El dia del número, motivación de la matemática. Editorial: Saarbrücken: Publicia.

Pedro Daniel Ferreira

Prof. Pedro Daniel Ferreira, PhD – Universidade do Porto (Portugal)

Can video games help us find other (educational) ways?

Pedro Daniel Ferreira, PhD in Psychology, is currently an Assistant Professor in Education Sciences at the Faculty of Psychology and Education Sciences, University of Porto. He has worked on topics of civic and political participation, citizenship and political education and authored several publications on these topics. He is presently interested in further exploring how digital technologies and contexts (video games in particular) can contribute to sociopolitical development and education. He participated in national and internationally funded projects and he is currently coordinating a funded project on Serious Games in Higher Education (JOSEES – Jogos Sérios no Ensino Superior: Impactos, Experiências e Expectativas).

Lucía Sutil

Prof. Vanessa Fonseca González, PhD – Universidad de Costa Rica (Costa Rica)

Umbrales: Gamificación para la Educación Intercultural

Professor at the School of Communication Sciences of the University of Costa Rica. Doctor and Master in Advertising Communication from the University of Texas at Austin. Master in Latin American Literature and Bachelor in Spanish Philology from the University of Costa Rica. She is a researcher at several institutes and centers and research at this university, such as the Center for Research in Education, the Latin American Identity and Culture Center and the Communication Research Center. Professor invited by several universities and research centers, she has published numerous articles in magazines and books in both Spanish and English. She has developed edutainment projects with video games, animatronics, virtual worlds, etc. Her main research interests are edutainment, gamification, storytelling, intercultural critical education and cultural studies.

Congress Program

Programa del congreso 2019
Download the 2019 Program

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Young Researchers Scholarships

scholar

Cintia Carreira Zafra
Universitat Abat Oliba CEU
Spain

scholar

Cristina Cruz González
Universidad de Granada
Spain

scholar

Alissia de Vries
University of Puerto Rico Rio Piedras
Puerto Rico/Netherlands

scholar

 Claudia María Fernández de Cañete García
Royal College of Music
UK

scholar

Angie Daniela Guzman Polania
Universidad Militar Nueva Granada
Colombia

scholar

Zohra Labed
Ecole Normale Supérieure d’Oran
Algeria

scholar

Carmen Lucena Rodríguez
Universidad de Granada
Spain

scholar

Diego Ilinich Matus Ortega
Universidad Nacional Autónoma de México
Mexico

scholar

Marta Mitjans Puebla
Universidad Abat Oliba CEU
Spain

scholar

Berenice Jaime Romero
Universidad Autónoma Chapingo
México

scholar

Yohana Vanessa Mina Caicedo
Universidad La Salle
Colombia

scholar

Valentina Pagani
Cà Foscari University
Italy

scholar

Daniel Pattier Bocos
Universidad Complutense de Madrid
Spain

scholar
Jenny Paola Quiroga Ramirez
Universidad Nacional abierta y a distancia UNAD
Colombia
scholar

Flor Nallely Rodríguez Alfaro
Universidad Autónoma Chapingo
Mexico

scholar

José Antonio Sazo Ávila
Universidad de Talca
Chile

scholar

Andrea Carolina Valencia Vizcaino
Universidad de la Salle
Colombia

scholar
Ángela María Velasco Beltrán
Universidad de Granada
Spain/Colombia
scholar
Clayton Silva Mendes
Universidade Federal de São Carlos
Brazil

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