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To browse Academia. The second definition is focused on training targets and styles. The first remarks the importance of learning objectives. Those promote building knowledge from co-production and interaction inside a learning community. The proposal for gamifying educational resources in virtual learning environments presented in this work, takes into account: the most significant learning motivational elements, the main techniques in gamification and training games, and some essential concepts from socio-pedagogical theories such as Constructivism, Cognitivism, Connectivism and Sharism.
In this paper, its features and inner phases are detailed as well as the empirical procedure designed for testing its usefulness that is still in progress. The inclusion of every and each phase was decided based on the motivational factors identified as most important in e-learning as well as instructional design considerations and effective playful strategies.
Besides, some methodological recommendations will be included in order to help teachers make more efficient their tutorial function in gamified learning environments.
Finally, between the lines of future research it is considered the possibility of developing an instructional design model, based on T-FGB proposal, for conceiving enjoyable and motivating virtual training projects.