Advanced Gamification to Enhance Lifelong Learning: A Second Hybrid Implementation
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| Udgivet i: | European Conference on Games Based Learning vol. 1 (Oct 2025), p. 134-142 |
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| 045 | 2 | |b d20251001 |b d20251031 | |
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| 100 | 1 | |a Melgoza, Mario Alberto Caudillo |u CLeaders, Estado de México, México | |
| 245 | 1 | |a Advanced Gamification to Enhance Lifelong Learning: A Second Hybrid Implementation | |
| 260 | |b Academic Conferences International Limited |c Oct 2025 | ||
| 513 | |a Conference Proceedings | ||
| 520 | 3 | |a This paper presents a second iteration of a hybrid mega-game implementation within the sixth semester "New Realities" block of a Digital Art bachelor's program at a Mexican university. Building on an earlier online-only model, this hybrid version combined mandatory face-to-face classes with optional, industry-led online sessions. Designed to mirror professional practice, the course challenged twelve students to develop professional-level competencies, visual creature design, 3D modelling, texturing, rigging, motion capture animation, and real-time video rendering for a transmedia campaign, while avoiding "crunch time" and refining self-management skills acquired in their fifth semester. Guided by Tracy Fullerton's build-test-refine playtesting cycle and Jesse Schell's Lenses framework, the implementation unfolded over three five-week periods from February to June 2025. Students earned virtual Prestige currency and experience points via the OASIS platform's economy, which accounted for 20 percent of the final grade. Three assessment tracks accommodated diverse risk and scholarship requirements: Safe Mode secured a minimum passing grade; Normal Mode relied solely on three core deliverables weighted at 30 percent each; and Hero Mode unlocked Prestige-based Easter-egg rewards and elevated grades to 100 percent. In the final six weeks, each student partnered with one of twelve real clients, negotiated scope and resources, and orchestrated project teams in roles mirroring AAA studio workflows. Voluntary surveys administered at weeks five (n = 12) and ten (n = 10) captured quantitative ratings (1-10 scales and 5-point Likert items) and qualitative feedback on instructor effectiveness, motivational shifts, and self-directed learning behaviours. After five weeks, participants reported remarkable skill gains, strong motivation driven by narrative hooks and surprise mechanics, and high approval of Discord and recorded lectures; they also flagged the need for clearer coordination among instructors and more balanced scheduling. By week ten, the remaining cohort described measurable improvements in time management, a deeper willingness to research beyond class content, and heightened confidence in applying disciplinary concepts to real-world challenges-attributes essential for lifelong learning and imminent industry entry. Although episodes of burnout and stress persisted, students increasingly attributed these to personal organization and habits rather than the game's design. These findings indicate that hybrid megagames can simultaneously foster technical mastery and metacognitive practices. Embedding iterative playtesting into curriculum design empowers learners to assume responsibility for their own motivation and well-being. Future work should extend evaluation into the six-week mega-game simulation, examine long-term impacts on student resilience, and explore scalability across disciplines to refine hybrid gamification models that prepare students for sustained professional growth. | |
| 651 | 4 | |a Mexico | |
| 653 | |a Higher education | ||
| 653 | |a Lifelong learning | ||
| 653 | |a Motion capture | ||
| 653 | |a Computer & video games | ||
| 653 | |a Collaboration | ||
| 653 | |a Games | ||
| 653 | |a Time management | ||
| 653 | |a Curricula | ||
| 653 | |a Student participation | ||
| 653 | |a Blended learning | ||
| 653 | |a Feedback | ||
| 653 | |a Students | ||
| 653 | |a Rigging | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Skills | ||
| 653 | |a Motivation | ||
| 653 | |a Professional practice | ||
| 653 | |a College campuses | ||
| 653 | |a Texturing | ||
| 653 | |a Teachers | ||
| 653 | |a Design | ||
| 653 | |a Professionals | ||
| 653 | |a Animation | ||
| 653 | |a Real time | ||
| 653 | |a Digital art | ||
| 653 | |a Gamification | ||
| 653 | |a Independent study | ||
| 700 | 1 | |a Caudillo-Melgoza, Manuel Antonio |u 2Tecnologico de Monterrey, Estado de M xico, M xico | |
| 773 | 0 | |t European Conference on Games Based Learning |g vol. 1 (Oct 2025), p. 134-142 | |
| 786 | 0 | |d ProQuest |t Advanced Technologies & Aerospace Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3269686828/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3269686828/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3269686828/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |