Constructivism, gamification, learning

Abstract

The option for the constructivist perspective of substantiating the article is encouraged, mainly, by the distinction between constructivism and objectivism regarding the construction of knowledge itself (Tam, Maureen, 2000), by the importance of the two dimensions of constructivism: cognitive and social (Piaget, 1950, Vîgotski, 1933, Kommers& Mayes, 1992, Von Glasersfeld, 1994). Learning is, therefore, knowledge built together (L. Șoitu, 2019) and does not exist outside the human mind (Duffy, T. M. & Jonassen, D. H, 1991).The game, through its purpose of bringing the ,,player” closer and involving him in reality, facilitates both knowledge and the path to experience. Constructivism becomes important in the conditions of new technologies, which can connect students for collaboration, but can also generate isolation their. Gamification becomes a real source of involvement, getting closer to reality through small steps, because playing with a didactic role is learning through assumption, motivation.