GeoEdu-GAMING: Design Education as GEO-Spatial Game of the Unknown

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GeoEdu-GAMING explores the teaching of the 21 century's generation with gamification and geodesign, it integrates into learning a playful component; an individual and collective constructivist-cognitive approach where the development of thoughts and understanding are fueled by both game and environment. Thus, the individual's efforts to understand themselves and their environment result in cognitive development1F. GeoEdu-GAMING meets the needs of the contemporary student in the use of mobile-personal devices which are the main forms of communication/content management outside the classroom. The "game of the unknown" is a strategy of this approach that consists of starting from zero and using geodesign to formulate problems, propose informed solutions. GeoEdu-GAMING is a physical and mental competition conducted spatially through game, because the heuristic process of learning resembles that of the game in its resolution of spatial problems, it operates in flexible structures oriented by the designer, manages intuition, uncertainties and relies on rules. This educational approach seizes the geospatial tools from ESRI platform such as GIS Online, GISPro, City Engine of the contemporary game engine tools (Unity & Unreal) to develop into the field of sciences, a new discipline: Geo-Spatialization. GeoEdu-GAMING creates a fun learning and geo-design approach that requires a collaboration of applications-thoughts that supports geo-enabled learning on projects that are anchored in geographical context. It is rooted on the learner's engagement in spatial-mental explorations. The theory of gamification involves active learning in building knowledge through experience. The self-directed quality of the activities allows intellectual gain for the player, incites curiosity for more investigations. Integrating game principles into teaching through gamification allow to foster collective intelligence that uses the mechanisms of game to stimulate engagement in a non-game context through: "Use of game attributes"; free choice; development of game design principles, game psychology, player journey, etc. "Conduct of game with player 'behavior "; development of driving strategy and adopting player 'behavior as in a game: interaction-dependence-competition-collaboration. Context of non-play: meets the criteria of gamification; it is not a game in itself since the game does not need to be gamified further, though, its development can include serous-games components. Like gamification, Serious-games have an objective other than simple entertainment, they differ from gamification in that they are games,(educational games used in teaching for behavioral change, or educational games to facilitate retention of information by the particular concept of the game which raise awareness (social, environmental problems) for changing behavior). Teaching "Net-generation" in an environment created before its time seems demotivating. GeoEdu-GAMING pushes the limits for a generation with higher technological skills through gamification. The evolving, constantly changing nature of our environment has proven to be an asset for the net-generation because of their face pace and learning ability in a dynamic and changing environment.

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