In moving the "Contemporary Civilization" course to the virtual environment, the authors faced the difficulty of maintaining a high level of student participation and engagement in a subject that traditionally relies on dialogue and face-to-face interaction.
The implementation of gamification based on serious games offered an innovative solution to foster active participation and student interest, despite the inherent limitations of online teaching.
The use of serious games enabled the development of essential skills in students, such as hermeneutic and intersubjective reasoning, historical imagination, and the ability to contextualize.
These competencies are fundamental for a critical understanding of the history of ideas, and their development through playful methodologies demonstrates the effectiveness of gamification in higher education.
Furthermore, the research provides a valuable methodological perspective by combining autoethnography and ethnography to record and analyze teaching and learning experiences in a virtual context.
This study is important for educators, curriculum designers, and academics interested in improving the teaching of the humanities and social sciences. It provides empirical evidence on how gamification can be an effective tool to overcome the barriers of distance education and enrich the learning process.
Additionally, it offers a replicable model for other institutions and disciplines seeking to promote active participation and critical thinking in their students, especially in situations where face-to-face interaction is limited.
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How to cite: García Fernández, G. A., & Escribano Roca, R. (2023). Gamification, Pandemic and Learning the History of Ideas. Experiments in the Context of Core Curriculum. RIED. Revista Iberoamericana de Educación a Distancia, 26(2), 69–87. https://doi.org/10.5944/ried.26.2.36246