Master's Degree in Gamification, Game-Based Learning and Serious Games: Teaching and Continuing Education

Basic Information

What knowledge will I acquire with this Master?

Training and deepening in the use of gamification techniques, game-based learning (ABJ) and serious games in educational, training and other professional contexts.

Is this degree official according to the regulations required by the European Higher Education Area?

Yes, (final verification report is attached) the implementation of the degree will be done progressively, starting the first year in the academic year 2022-23.

Final verification report turned out FAVORABLE

Is it necessary to pass an access test?

It is not necessary.

What is the minimum number of credits for which I can enroll?

You can see it in the rules of permanence in this link

Recommended income profile

The recommended profile for the Master's student is that of graduates with prior training in education.

The profile of those students who, having completed other study plans, have shown throughout them a special interest in education or training, and wish to deepen and train themselves in the use of techniques, will also be likely to fit into the master's degree. of gamification, game-based learning and serious games in educational contexts or, in a broader sense, training

Objectives

Train and deepen the use of gamification techniques, game-based learning (GBL) and serious games in educational, training and other professional contexts.
Ability to apply the gamification and ABJ instruments best adapted to each training or educational challenge, based on a base of appropriate theoretical knowledge.
Ability to differentiate the different models and mechanics related to gamification, their respective weaknesses and strengths.
Ability to implement objective and effective evaluation systems based on gamification, PBL and serious games.
Ability to manage and take advantage of the motivational elements of gamification in educational processes.
Ability to direct effective educational and training processes through the generation of quality gamification and ABJ processes.
Ability to develop own gamification tools, ABJ and serious games, applying the concepts of game design so that they are useful in teaching and training processes in companies and institutions.
Ability to adapt and exploit the advantages of gamification to education and training processes in contexts of diversity, whether functional, cognitive, cultural or social.

Competences

BASIC SKILLS

CB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context

CB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study

CB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments

CB9 - That students know how to communicate their conclusions and the knowledge and ultimate reasons that support them to specialized and non-specialized audiences in a clear and unambiguous way

CB10 - That students have the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous.

GENERAL COMPETENCIES

CG01 - Ability to apply the gamification and ABJ instruments best adapted to each training or educational challenge, based on a base of adequate theoretical knowledge.

CG02 - Ability to differentiate the different models and mechanics related to gamification, their respective strengths and weaknesses.

CG03 - Ability to implement objective and effective evaluation systems based on gamification, ABP and serious games.

CG04 - Ability to manage and take advantage of the motivational elements of gamification in educational processes.

CG05 - Ability to lead effective educational and training processes through the generation of quality gamification and ABJ processes.

CG06 - Ability to develop own tools for gamification, ABJ and serious games, applying the concepts of game design in such a way that they are useful in teaching and training processes in companies and institutions.

CG07 - Ability to adapt and exploit the advantages of gamification to education and training processes in contexts of diversity, whether functional, cognitive, cultural or social

TRANSVERSAL COMPETENCES

CT01 - Ability to face processes through innovative mechanisms and diagonal approaches.

CT02 - Ability to develop own instruments adapted to the resolution of specific scenarios.

CT03 - Ability to manage dynamic and group processes in which none of the parties is a mere passive recipient.

SPECIFIC COMPETENCES

CE09 - Ability to develop, explain, expose and transfer knowledge related to complex projects in the area of educational gamification and the use of ABJ and serious games.

CE02 - Explain the evolution of games, their mechanics, their types and player models.

CE03 - Ability to apply video games as a teaching and training tool.

CE01 - Ability to identify and differentiate the constituent elements of a game.

CE04 - Ability to apply ABJ to training processes optimally and maximizing its potential based on knowledge of its characteristics and the strengths and weaknesses of specific typologies.

CE05 - Knowledge of ICT resources in the form of games, applications and utility programs for use in educational gamification processes.

CE06 - Knowledge of the specific problems of gamification in each of the educational levels (preschool, primary, secondary and higher or continuing education).

CE07 - Ability to know the conceptual elements of techniques close to gamification, such as Game-Based Learning and Problem-Based Learning.

CE08 - Ability to understand, explain and analyze the historical relationship between games, education and training, as the historical foundation of their present and future use.

CE10 - Ability to adapt the gamification processes to the specific educational level in which teaching and training is provided, to give rise to an effective teaching process.

CE11 - Knowledge of the games currently available on the market and their possibilities of use in educational and training contexts.

CE12 - Knowledge about the possible uses of social networks as part of gamification and ABJ processes, as well as the precautions to be observed in said use.

CE13 - Knowledge of the educational and training usefulness and basic principles of the use and design of advergames and other commercial gamification models.

CE14 - Ability to design your own educational gamification project based on the combination of various utilities and resources.

CE15 - Ability to develop research related to gamification and its related processes, through methodologies appropriate to its special characteristics

CE16 - Ability to carry out training processes, based on the acquisition of the necessary theoretical bases, knowledge of teaching methodologies and the ethics and deontology of the trainers

Admission and enrollment

Admission:

The requirements for access to the proposed title are according to article 18, of Royal Decree 822/2021, of September 28:

Possession of an official Spanish Graduate or Graduate university degree or equivalent is a condition for accessing a Master's Degree, or, where appropriate, having another University Master's degree, or titles of the same level as the Spanish Bachelor's or Master's degree issued by universities and higher education institutions in an EHEA country that in that country allow access to Master's degrees.
In the same way, people in possession of titles from educational systems that are not part of the EHEA, which are equivalent to a Bachelor's degree, will be able to access a Master's Degree in the Spanish university system, without the need for homologation of the title, but verification by of the university of the level of training that they imply, as long as in the country where said title was issued it allows access to university postgraduate level studies. In no case will access through this route imply the homologation of the previous degree held by the person concerned or its recognition for other purposes than that of carrying out the Master's degree.

The specific qualifications that will facilitate access to the Master will be those that provide the student with prior training in education, such as:

Degrees in Primary Education.
Degrees in Early Childhood Education.
Degrees in Pedagogy
Special Education Degrees
Degrees in Psychopedagogy
Degrees in Social Education

Any of the above in its double, online or bilingual modalities.

If necessary, adaptation courses will be held for students who require it.

Recommended requirements:

The recommended profile for the Master's student is that of graduates with prior training in education.

The profile of those students who, having completed other study plans, have shown throughout them a special interest in education or training, and wish to deepen and train themselves in the use of techniques, will also be likely to fit into the master's degree. of gamification, game-based learning and serious games in educational contexts or, in a broader sense, training.

Selection of applicants:

Where appropriate, if necessary, the student's curriculum will be assessed, taking into account their professional experience, their projection in relation

with the objectives of the master's degree and your academic record.

This process would be carried out by an Admission Commission formed by the director of the master, the professors of the same for the edition to which it corresponds

the admission procedure and at least one external expert to the Master, who will follow as assessment criteria

The weighting of the criteria to be taken into account will be as follows:

Professional experience: 30%.
Academic record: 30%.
Relationship between the degree and object of the master's degree: 30%.
Activities outside the degree course related to the object of the master's degree: 10%.

Offer of places: 30 seats. If the minimum number of students envisaged is not reached in a course, the University may choose not to open the teaching group.

See admission and enrollment

Training itinerary

Master's Teaching Guides

ACCESS THE COURSE GUIDES OF THE DEGREE

Training Itinerary

	Module or matter	Credits ECTS*	Semester	Typology
635101	History of games and their educational use	6	1st Semester	required
635102	General principles of teaching innovation: Gamification, ABJ and serious games	6	1st Semester	required
635103	ABJ in teaching	6	1st Semester	required
635104	Role-playing and narrative games and their educational and training use	6	1st Semester	required
635105	Serious games, wargames and advergames in teaching	6	1st Semester	required
635106	Video games as an educational resource	6	2st Semester	required
635107	Processes and tools related to gamification: applications, social networks, ABP (Project Based Learning) and PBL (Problem Based Learning)	3	2st Semester	required
635108	gamification project	3	2st Semester	required
635109	External Internships	6	2st Semester	required
635110	Master's thesis	6	2st Semester	required
635111	Characteristics, advantages and problems of gamification in primary and early childhood education	6	2st Semester	Optional
635112	Characteristics, advantages and problems of gamification in secondary education	6	2st Semester	Optional
635113	Characteristics, advantages and problems of gamification in higher education and continuing education	6	2st Semester	Optional

The subjects that will perform the function of training complements will be:

	Module or matter	Credits ECTS*	Semester	Typology
635114	“Ethics and deontology for trainers”	6	2st Semester	Training Complement
635115	Didactics of Social Sciences	6	1st Semester	Training Complement
635116	Mathematics Teaching	6	1st Semester	Training Complement
635117	Teaching of natural sciences	6	1st Semesters	Training Complement
635118	Educational Theory	6	1st Semester	Training Complement
635119	Sociology of Education	6	2st Semester	Training Complement

Material resources

External Internships

The External Practices subject is a curricular subject whose main objective is to promote a comprehensive training of the student through the practical application of the knowledge acquired during the Master's degree, which facilitates direct contact with the professional activity and the opportunity to join the professional world with a minimum of experience. All practices are designed so that the students who participate in them acquire professional experience in real situations and conditions, applying the knowledge, skills and attitudes that are acquired in the training processes throughout the degree. The internships represent a decisive opportunity for the personal development and professional future of the students.

Internships are activities carried out by the student in companies, institutions and organizations; that is, in centers outside the university premises, which aim to enrich and complement their university education, while providing them with a deeper knowledge about the skills they will need in the future.

The External Practices subject will consist of two phases.

First. Completion of the internship period that offers professional experience related to any of the profiles that are expressed in the Verification Report of the degree.

Second. Preparation of memory.

Documentation:

Degree Training Project

For more information: External Internship Unit

Social Security contributions for interns starting January 1, 2024

Mobility programs

University Master's degrees, due to their duration and characteristics, in general do not specifically contemplate the mobility of their students. However, the Rey Juan Carlos University has different mobility programs for both students and University workers (PDI and PAS) and has procedures for collecting and analyzing information on these mobility programs.

URJC Mobility

Regulation

STUDENTS

COEXISTENCE REGIME

Coexistence Regulations of the Rey Juan Carlos University for the Development of Law 3/2022, of February 24, on University Coexistence, approved by Agreement of March 30, 2023, of the Governing Council of the University

SCHOOL INSURANCE

School Insurance

ASSOCIATIONS

Regulation student associations

Quality guarantee

RUCT link

BOCM Link

Internal quality assurance system

Manual of the Internal Quality Assurance System

Composition of the commission

Results report

Once the monitoring of the Master's Degree has been carried out, the most relevant quantitative information on the results obtained in the monitoring of said Degree is displayed, differentiated by academic year.

Report by course:

2022/2023

General information collection plan

Within the quality assurance system of the Rey Juan Carlos University, the following surveys are planned:

- Student profile

- Teacher evaluation

- Degree of satisfaction:

Of the students
of the graduates
From the Faculty
Administration and Services Staff

- Labor insertion

- External internships:

Satisfaction of interns
External tutor satisfaction
Employer satisfaction

Survey results:

Indicators 2022/23

Improvement actions

The Quality Assurance System of the Rey Juan Carlos University establishes that the degree's Quality Assurance Commission will annually analyze the information derived from the degree's indicators and prepare a report that will include improvement plans if the results so indicate.

Improvement actions 2022 / 2023

Renewal of accreditation

The renewal of the accreditation represents the culmination of the implementation process of the official Bachelor's and Master's degrees registered in the Register of Universities, Centers and Degrees (RUCT). The renewal of the accreditation of official bachelor's and master's degrees is organized in three phases: self-assessment report, external visit and final assessment.

In the first phase, the university describes and assesses the status of the degree with respect to the established criteria and guidelines. The result is the Self-Assessment Report (IA) that is presented. The second and third phases are carried out by a group of evaluators external to the evaluated title.”