Gamified Teaching Strategies to Work on Historical Thinking

Abstract

The reality is that students show a lack of interest in certain school subjects. In Social Sciences, teaching has predominantly been based on transmission, which has only amplified the problem. It has also prevented new work and intervention techniques that boost students' interest in historical and geographical concepts from being developed. Including gamified didactic sequences to develop competences associated with historical thinking is one way in which this could change. In this chapter, the authors present a potential application of gamification, based on existing models such as the BIG 6 developed by Eisenberg and Berkowitz in 1990, which the authors link to the skills to be developed, the way in which information is presented, and the characteristics of the game or activity to be gamified. This model will help to promote didactic proposals that apply this work methodology in the future.