Abstract
Adult learners demand teaching innovations that are ever more rapid and attractive. As a response to these demands and the challenges of skills training, this article presents a conceptual analysis that introduces competitive debate as an impact training model. The aim is to learn whether debate can be considered to fall within the frame of gamification, so that the full potential of debate as gamification can be exploited. There is a significant research gap regarding competitive debate as a game, with the training mechanics for adult learners remaining practically unexplored. Through a conceptual analysis of game, game experience, and gamification, and their respective characteristics, we conclude that competitive debate is an ideal instrument for gamification.
Highlights
As a phenomenon, rapid current change is, and should be, managed by leaders with a great personal capacity for communication (Gillen and Carroll, 1985; Mumford et al, 2007)
This paper offers a first proposal, arising from (i) debate and its pedagogical consequences—its positive and the taxonomy used by certain theorists’ systematic mapping on negative effects, teaching techniques for debate, applications, gamification; our proposed solution etc., in the educational arena
Bibliographical research reveals that there are no published of a research series, part of a more ambitious broader project works relating to debate usage as a gamified training technique, that would seek to test the limits of debate as a gamification whether for communication skills training or for the professional methodology; our purpose is to determine whether or not environment in general; neither has the question of whether debate can be an effective model for training professionals in competitive debate might fit into the gamification framework communication skills
Summary
Rapid current change is, and should be, managed by leaders with a great personal capacity for communication (Gillen and Carroll, 1985; Mumford et al, 2007). Bibliographical research reveals that there are no published of a research series, part of a more ambitious broader project works relating to debate usage as a gamified training technique, that would seek to test the limits of debate as a gamification whether for communication skills training or for the professional methodology; our purpose is to determine whether or not environment in general; neither has the question of whether debate can be an effective model for training professionals in competitive debate might fit into the gamification framework communication skills This investigation seeks to discern whether as training mechanics for professionals is Delgado and Repiso competitive academic debate may be conceptually considered (2013), who employed competitive debate as a strategy with State to be a gamification training mechanism. In order to proceed with this conceptual analysis, it is important to clarify that the logos that structures this section is based on the following matrioska sequence: the concept of “gamification” contains or needs the concept of “game,” and the latter the concept of “game experience.” At the same time, our aim is to TABLE 1 | Characteristics of the concept game experience
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