The game has always represented a role of fundamental importance in the activation of learning processes. The development of videogames have given a distinctive mark to the introduction of innovative technologies in education. With the advent of Generation Z, the theme of the game has become very important for human life. The effect of these factors has led to the birth of the phenomenon of gamification both in school environments (Birò, 2014) and in work contexts, becoming a management practice (Mollik and Rothbard, 2014; Kapp, 2012). The conceptual framework of these notes intends to investigate how gamification can contribute to amplifying both learning processes and the development of diversified mathematical skills in educational-didactic contexts. In particular, starting from the meaning of the term gamification, we will try to trace its main and characterizing traits, investigating its potential and the effects produced on motivational processes. In summary, attention will be focused on three different points of view: the contribution of gamification in motivational processes, the type of skills developed and the effectiveness of the learning process activated. Surely, the development of human skills is successful where investments are correctly managed and oriented. The effectiveness of an educational process is subject to three conditions: the involvement of the student, the accurate analysis of his training needs and the adoption of effective tools for the desired purpose. In this regard, the Theory of Intentional Change formulated by Richard Boyatzis suggests that without the drive for personal improvement, any activity would be useless.
Nicolina Pastena, University of Salerno, Italy
Francesco Saverio Tortoriello, University of Salerno, Italy