No. 48 (2022): The game in History Education: from the playful attitude to gamification

Monograph

Computational identification of historical themes in informal learning contexts: the case of board games

Xavier Rubio-Campillo

1-25
- pdf (Spanish)
The use of board games in History teaching

Alfonso Iglesias Amorín

26-49
- PDF (Spanish)
“Archaeology to discover Helas”: A gamified activity for evidence work in Secondary Education

Alodia Rubio-Navarro, Silvia García-Ceballos, José Manuel González González

50-69
- PDF (Spanish)
Game-based learning? “Cathedral 1221” as a practical example

Victor Gómez Muñiz, Joaquín García Andres

70-91
- PDF (Spanish)
Approach to video games-based learning and its application in Geography and History classes

Miguel Fernández Cárcar

92-105
- PDF (Spanish)
Gamification and historical thinking skills. Implementation of a didactic unit to teach the Cold War in high school.

José Ramón Torrecilla-Hernández, Raquel Sánchez-Ibáñez

106-144
- PDF (Spanish)
Teaching proposal for the joint work of historical thinking and gamification

María Martínez-Hita

145-159
- PDF (Spanish)
Reporters of history: gamification within the framework of an interdisciplinary project in a multigrade classroom of primary school

Joan Callarisa Mas, Margarita Guinó Arias

160-181
- PDF (Spanish)
The use of virtual reality and videogames to improve learning about Greek, Egyptian and Viking civilizations in the classroom

Abraham González-Lara, Emilio J. Delgado-Algarra

182-204
- PDF (Spanish)
Playing as a way of immersion into historical contexts: a didactic design proposal based on a gamified interactive narrative

Johan Martí Gallaguet Bohr

205-250
- PDF (Spanish)
An experience of gamification to study Art History in High School: “Party & Co." of the Early Avant-garde

Jesús Ángel Sánchez Rivera, Uxía Fernández Álvarez

251-276
- PDF (Spanish)

Miscelanea

On the Holocaust and the problem of the representation of extreme negativity in the cinema. An approach from the classrooms Un acercamiento desde las aulas.

José Antonio Mérida Donoso

277-292
- PDF (Spanish)
The school historiography of Franco´ s baccalaureate from the perspective of the issuer

Emilio Castillejo Cambra

293-319
- PDF (Spanish)
Action and Interaction: active methodologies in the teaching of History in Secondary Education

Gisela de la Guardia Montesdeoca

320-339
- PDF (Spanish)
The design of micro-documentaries on heritage as a transformative teaching practice

Maite López-Flamarique, Ana Mendioroz Lacambra, Alfredo Asiain Ansorena

340-361
- PDF (Spanish)
Performative methodology in the teaching of Prehistory

Alberto San Martín Zapatero

362-388
- PDF (Spanish)
The Transition among desks. A didactic proposal to the study of the Democratic Transition in the 2nd year of Baccalaureate

Adrián Magaldi Fernández

389-413
- PDF (Spanish)
Preventing Auschwitz: Teaching the Holocaust from a photografic exhibition

David Corchado Guillén

414-443
- PDF (Spanish)
Development of the Holocaust through historical sources and ethical thinking. Student perceptions in secondary education

Alejandro López-García

444-461
- PDF (Spanish)

Review

Review of "Cementerios para educar" (R. Huerta)

Miguel Ángel Pallarés Jiménez

462-465
- PDF (Spanish)
Review of "Cuadernos de Heródoto" (V. Gómez Muñiz)

Silvia Arribas Alonso

466-469
- PDF (Spanish)
Review of "Enseñanza y usos públicos de la Historia en México y Chile" (S. Plá y O. Turra-Díaz, eds.).)

Ismael Piazuelo

470-474
- PDF (Spanish)
Review of "Proyectos interdisciplinares de educaci´ón artística y literaria"

Lorenzo Mur Sangrá

475-479
- PDF (Spanish)
Review of "La gestión cultural en la era digital"

José María Cuenca López

480-483
- PDF (Spanish)

No. 48 (2022): The game in History Education: from the playful attitude to gamification

Monograph

Computational identification of historical themes in informal learning contexts: the case of board games

The use of board games in History teaching

“Archaeology to discover Helas”: A gamified activity for evidence work in Secondary Education

Game-based learning? “Cathedral 1221” as a practical example

Approach to video games-based learning and its application in Geography and History classes

Gamification and historical thinking skills. Implementation of a didactic unit to teach the Cold War in high school.

Teaching proposal for the joint work of historical thinking and gamification

Reporters of history: gamification within the framework of an interdisciplinary project in a multigrade classroom of primary school

The use of virtual reality and videogames to improve learning about Greek, Egyptian and Viking civilizations in the classroom

Playing as a way of immersion into historical contexts: a didactic design proposal based on a gamified interactive narrative

An experience of gamification to study Art History in High School: “Party & Co." of the Early Avant-garde

Miscelanea

On the Holocaust and the problem of the representation of extreme negativity in the cinema. An approach from the classrooms Un acercamiento desde las aulas.

The school historiography of Franco´ s baccalaureate from the perspective of the issuer

Action and Interaction: active methodologies in the teaching of History in Secondary Education

The design of micro-documentaries on heritage as a transformative teaching practice

Performative methodology in the teaching of Prehistory

The Transition among desks. A didactic proposal to the study of the Democratic Transition in the 2nd year of Baccalaureate

Preventing Auschwitz: Teaching the Holocaust from a photografic exhibition

Development of the Holocaust through historical sources and ethical thinking. Student perceptions in secondary education

Review

Review of "Cementerios para educar" (R. Huerta)

Review of "Cuadernos de Heródoto" (V. Gómez Muñiz)

Review of "Enseñanza y usos públicos de la Historia en México y Chile" (S. Plá y O. Turra-Díaz, eds.).)

Review of "Proyectos interdisciplinares de educaci´ón artística y literaria"

Review of "La gestión cultural en la era digital"

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Fecyt 2023

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