Theoretical Assumptions for the Gamification in the Higher Education

This article describes some theoretical contentions on the implementation of gamification in the higher education. This paper focuses on developing a discourse analysis of academic documents dealing with the categories 'Video Games' and 'Gamification'. Themeeting point for these categories are the game playing dynamics and the differential factor is their purpose: Video games are for fun; gamification is for earning loyalty and commitment. In the gamification the teacher becomes a designer of playful activities to encourage the learning while the student becomes a user-player.