Geometry is a basic discipline in STEM education. Recent educational reports, however, suggest that geometry is one of the subjects that sees the lowest levels of performance in the math curriculum. This paper presents a gamified itinerary through digital activities designed to teach geometry. Our aim is to attract Primary School children into the world of geometry. First, we scaffold geometry outcomes to take students progressively from basic geometric shapes to a stronger understanding of complex three‐dimensional (3D) properties. Second, we use gamification to introduce fun into the learning process. Third, we propose digital activities in virtual environments, with which students can, in particular, develop 3D spatial perception. Concretely, children are immersed in a two‐dimensional (2D)–3D world in which they play the role of architects who manipulate 2D and 3D shapes to create buildings. Results obtained in the evaluation of the system with 60 children showed an improvement in both their learning and their interest in math. Both children and teachers rated the experience very positively.

In the recent years, the gamification of learning has emerged to include game-based thinking and game mechanics within the classroom, serving the purpose of motivating and engaging students during the process of learning. Gamifying is not a trivial task for educators. Although gamification frameworks can guide them during the process, they usually do not focus on educational aspects such as intended learning outcomes (ILOs), learning styles (LS), learning activities (LAs) and learning mechanics (LMs), neither take into account the two roles of students - as players and learners. This paper aligns both educational and gamification worlds and proposes a Learner-Centered Framework for the design of gamified learning activities. It provides a guide for teachers that allows them to start with ILOs and LAs, and reach suitable gamified learning mechanics to be implemented in the process of gamification.

This paper presents the design, development and analysis of a game for computer literacy. Specifically, the game addresses educational objectives included in the curriculum of non-technological careers, such as the identification and analysis of concepts related to basic hardware components of a computer. These objectives are joined with those of a video game, i.e., live an attractive, motivating and enriching experience. The game has focused on the interaction between the player, who plays the role of a student, a 3D virtual computer, and a character who plays the role of the teacher. The player interacts with the computer and answers a series of inquiries posed by the teacher, all related to components of the 3D computer located in the game scenario, which represents the teacher's office. For each correct answer, the player receives a sounded feedback and messages of encouragement from the teacher, as well as points. Once the player completes each level, the result is stored and can be displayed in a scoreboard. Game analysis has been done using the so-named LM-GM framework, which is an analytical model proposed by GaLA (Game and Learning Alliance, the European Network of Excellence on Serious Games), that maps learning mechanics (LM) to game mechanics (GM). The results of the analysis indicate that the serious game seemly integrates learning objectives as well as LM and GM.