Meaningful Gamification in Heritage Education: “messages from SAPINAH and LAAPA” experiences
Abstract
Gamification (the use of game design elements in non-game contexts) is a relatively recent concept in the educational field. Meaningful gamification, a less behaviorist approach, has become a key tool for designing heritage education activities and contemporary cultural action. This takes place in a dichotomic reality: on one hand, the digital divide has weakened communication between museums and their communities; on the other, a digital environment shaped by constant “zapping” makes sustaining attention and motivation increasingly difficult under the continuous flow of information. For this reason, cultural institutions such as museums must embrace diverse tools and methodologies to foster meaningful interaction with their audiences and fulfill their social roles.
In response, the University of La Laguna developed the doctoral research project “Meaningful Gamification in Heritage Education: Development of a Methodological Proposal and Foundations for Professional Training.” Between 2021 and 2024, the study designed, implemented, and evaluated a series of meaningful gamified heritage education initiatives with young people across different contexts.
References
Best Practice 1. (2012). Best Practice, 1.
Brett D, J. (2012, 2024). User Guide for Assessing the Components of the MUSIC Model of Motivation. http://www.theMUSICmodel.com
Carceller, A. T. (2019). Innovación o moda: Las pedagogías activas en el actual modelo educativo. Una reflexión sobre las metodologías emergidas. Voces de la educación, 4(8).
Coloma M., C. R. (1995). ¿Aprendiendo con sentido o Aprendizaje significativo? EDUCACION, IV(7). https://dialnet.unirioja.es/descarga/articulo/5056979.pdf
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining «gamification». Proceedings of the 15th International Academic MindTrek Conference on Envisioning Future Media Environments - MindTrek ’11, 9. https://doi.org/10.1145/2181037.2181040
Deterding, S., Khaled, R., Nacke, L. E., & Dixon, D. (2011). Gamification: Toward a Definition. Proceedings of the 2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems.
Fernández Inglés, S. (2019). PATRIMONIO CULTURAL Y JÓVENES: ARTICULANDO NARRATIVAS SOBRE LA IDENTIDAD. Arte, educación y patrimonio del siglo XXI., 1.
Final Report from the Standing Committee for Museum Definition, ICOM Define. (2022). International Council of Museums.
Fortes González, N. (2021). EDUCAR CON LAS ARTES: LA HISTORIA DEL ARTE COMO INSTRUMENTO DE DESARROLLO DE VALORES EDUCATIVOS COMUNES Y ESPECÍFICOS. En J. M. Touriñan López & Ma. E. Oliveira Oliveira (Eds.), Pedagogía mesoaxiológica y construcción de ámbitos de educación. La función de educar. Ripeme 2021. RIPEME. www.redipe.org
Fu, F.-L., Su, R.-C., & Yu, S.-C. (2009). EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1), 101-112. https://doi.org/10.1016/j.compedu.2008.07.004
Lucas Palacios, L., López Fernández-Cao, M., & Sotelo, X. (2023). El museo como espacio para explorar las relaciones entre género y poder. Panta Rei., 17. https://doi.org/10.6018/pantarei.549011
Nicholson, S. (2012). Strategies for meaningful gamification: Concepts behind transformative play and participatory museums. Meaningful Play 2012.
Raessens, J. (2006). Playful Identities, or the Ludification of Culture. Games and Culture, 1(1), 52. https://doi.org/10.1177/1555412005281779
