Abstract
This paper analyzes the use of gamification for tutor education, based on multidimensional competency development. It examines the possibilities and limitations of the structural and content gamification approach so as to promote student engagement for an online course and to simulate authentic problem situations faced by tutors in real-life situations. By the use of a formative research, called design based research (DBR), a naturalistic case post factum was analyzed, in order to contribute to the improvement of the original design proposed for the course. Quantitative and qualitative data were collected in a pilot class of 54 enrolled students. The results indicate that the combination of the two types of gamification, based on different theoretical foundations, can contribute to increase student engagement in online learning courses and to provide opportunities to transpose into practice what was theoretically discussed in the course curriculum.
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