**1. Introduction**

#### **1.1 Playing and human learning**

The fundamentals of how learning occurs and its relationship to playful activity can be found in some of the concepts developed by the Russian-born psychologist and epistemologist Lev Semyonovich Vygotsky. This material has been popular in the West since the 1960s and, despite the passage of time, is still largely considered to be relevant. Therefore, the following paragraphs will highlight some of these concepts and present them as a necessary introduction to further developments.

Vygotsky [1] introduced the concept of the zone of proximal development, which refers to the distance (in the abstract) between the skills and competencies that a learner should have attained as a natural result of growth, maturation, and academic achievement at a given point in his or her life and those that he or she should attain at an immediately later point in his or her development. A zone of proximal development thus defines what a learner can achieve independently and what he/she can achieve with the help of a more competent adult or peer.

In this way, this approach emphasizes the importance of interaction and collaboration between learners, both to facilitate their own learning processes and to enhance the quality and breadth of their learning. In addition, when applied to a playful environment, this concept can be used to help each learner reach their full potential in collaboration with peers and teachers.

In this sense, we arrive at the concept of collaborative learning [1]. This author accentuated the importance of social interaction and cooperation in learning. According to Vygotsky, students learn best when they work together, support each other, and engage in joint activities. In an inclusive environment, this means encouraging participation and collaboration between them so that they can learn from each other and build knowledge together, mediated by gamification.

In the same vein, the concept of scaffolding is also introduced, which refers to the temporary and adapted help provided to students to support their learning. It is important to distinguish between the assistance itself and the apparatus designed and arranged to provide such assistance to students, which is how the concept could best be described. Thus, the structure of a class, the pedagogical strategies, the teaching aids, the order of participation, and other similar elements constitute the scaffolding that supports the growth that learning entails.

A crucial clarification is very important at this point. On the one hand, teachers should provide support structures, strategies, and concrete examples to help students understand new concepts and perform more complex tasks. However, it is important to stress that the help referred to in the previous paragraphs does not imply the provision of a specific solution to a specific problem. Rather, it is a somewhat paradoxical situation: on the one hand, elements are provided in the form of clues that lead the subject to find solutions on his or her own, although such a solution would not be possible without this assistance.

On the other hand, there is a large body of literature that clearly shows that the use of games has many benefits for learning, providing both structure and context for learning and for applying what has been learned. The recreation of game environments in relation to Vygotskian concepts and theoretical assumptions can facilitate the development of inclusive gamification as a very useful tool in educational contexts.

To conclude the Vygotskyan proposal, another relevant clarification relates to the conceptualization of the use of tools and mediation. In this sense, Vygotsky highlighted the importance of tools and cultural resources in learning and development. These tools can be physical, such as technology and gamification, or symbolic, such as language and other representational systems. In an inclusive environment, a variety of adapted tools and resources can be used to meet learners' individual needs and help them to participate fully in educational activities.

On the other hand, as a result of the constant evolution of educational systems, one of the areas of learning theory that has become more relevant is the focus on cooperative learning. It is therefore considered appropriate to look at other similar approaches to the subject, one of which is Johnson and Johnson's [2] theory of promoting learning through collaboration.

This methodology is based on the premise that students can learn more effectively and meaningfully when they work together in collaborative groups rather than in competition with each other. The basic principles are that students learn best when they work together to achieve common goals and that this collaboration promotes not only the acquisition of knowledge and skills but also the development of social and emotional skills.

In a cooperative environment, students depend on each other to achieve group success. This fosters a sense of shared responsibility and encourages real cooperation.

In addition, direct communication and exchange of ideas between students is essential for effective learning. Discussion and dialog allow students to develop their understanding through articulation and questioning. Each member of the group

#### *Gamification as a Tool for Inclusion DOI: http://dx.doi.org/10.5772/intechopen.113229*

has a specific role and responsibility to contribute to achieving the group goal. This prevents some students from taking advantage of each other's work and encourages mutual accountability, giving students the opportunity to develop communication, leadership, decision-making, and conflict resolution skills.

These skills are essential both in the educational context and in everyday life. Cooperative learning theory therefore has a profound impact on the educational environment. By implementing this approach, teachers can encourage student participation, promote critical thinking and problem-solving, and create a sense of community in the classroom. Pupils learn to listen to and understand different perspectives, to work in teams, and to value the contributions of their peers. In addition, collaboration rather than competition reduces the anxiety and stress associated with individual assessment.

While the benefits of cooperative learning theory are many, its successful implementation requires careful planning and consideration of certain challenges. Creating balanced groups, managing conflict, and ensuring the active participation of all students are aspects that require attention. In addition, some students may prefer to work individually, which requires flexibility on the part of the teacher.

Another approach refers to George Herbert Mead's theory of symbolic interactionism and inclusion in the classroom [3]. This perspective is based on the idea that education is a fundamental pillar of society and that its nature is as diverse as the individuals that make it up. In this context, the theory of symbolic interactionism emerges as a valuable lens for understanding how social interactions and symbols shape people's reality. When applied to the educational setting, this theory provides a solid basis for promoting inclusion in the classroom and ensuring that every student has the opportunity to develop fully, regardless of their differences [4].

Symbolic interactionism focuses on how individuals interact through shared symbols and signs and how these interactions influence the construction of meaning and reality. Mead argues that people see themselves through the eyes of others, what he calls the "generalized other". This implies that one's sense of self and place in society is shaped by social interactions and the interpretation of cultural symbols.

When this theory is applied to the educational context, it is evident that classroom inclusion is vital to establishing an environment that facilitates the cultivation of an inclusive and respectful "generalized other". Inclusion extends beyond the mere existence of diverse students in the classroom. It encompasses creating an atmosphere that values and respects all perspectives, with differences serving as opportunities for learning and enrichment [5].

A vital aspect of symbolic interactionism in education is cultivating empathy and mutual comprehension among learners. By recognizing that their own viewpoints are shaped by the interpretations of others, students can cultivate a heightened awareness of the experiences and opinions of their classmates. Such an approach encourages an educational setting in which diversity is valued and embraced, rather than viewed as a source of division [6].

Furthermore, Mead's theory underscores the significance of language and communication when it comes to the formation of meaning. Teachers can adopt this viewpoint to establish an environment that facilitates candid exchanges and efficient communication among students. By urging students to convey their opinions and emotions, they are presented with the chance to exchange their distinctive outlooks and assimilate with one another [7].

Inclusion in the classroom requires adjusting teaching methods and learning resources to cater to the varying needs of students. By applying the theory of symbolic interactionism, educators can develop exercises that enable learners to communicate their identities and experiences using symbols and signs. This not only provides students with a sense of empowerment but also fosters a feeling of togetherness and affiliation in the classroom [8].

These principles clarify why gamification is a valuable tool for learning when used appropriately, as it promotes collaborative learning, mediation, and interaction with others. Therefore, once the epistemic support has been established, it is pertinent to address the question: What is gamification and how does it aid inclusion?

Starting from the definitions of gamification, one of the noticeable premises is that it is not inherently designed for inclusion of diverse learners. It does not consider their abilities, special requirements, gender, or ethnicity, among other particularities. This can be confirmed by examining some of the definitions, as shown below:


While it is true that gamification can facilitate educational processes by promoting learning, fostering motivation, developing cognitive skills, maintaining concentration, increasing engagement, and providing rewards and incentives [9, 12–14], its use in promoting inclusion is not a common goal.

However, the games that are most likely to enhance inclusivity are serious games, distinct from educational games since they aim to encourage societal transformation. These games are formulated considering persuasion theories or studies, which aspire to behavioral transformation, particularly related to social connectivity, employing deliberately applied theoretical principles.

According to Ullauri et al. [15], numerous studies exhibit deficient commitment by designers toward incorporating accessibility features, resulting in a low percentage of accessible serious games. However, given the significant utilization of games in educational contexts, it is imperative to ensure accessibility to maximize usage by individuals.

Now, what do serious games contribute? The intervention's structure is based on observing the desired behavior through a character or other players. This is based on the Elaboration Likelihood Model (ELM) and incorporates a theory of persuasive communication [16]. Joining a persuasive narrative immerses the participant in an experience that can lead to a change in their behavior or, at the very least, an intention to do so.

According to Wendorf [17], serious games function by leveraging entertainment characteristics (hedonic processing) with cognitive and emotional engagement for

#### *Gamification as a Tool for Inclusion DOI: http://dx.doi.org/10.5772/intechopen.113229*

specific outcomes, through focusing on persuasion, formation and change of attitudes, increased/enhanced awareness, and overt behavioral changes.

From this perspective, it can be affirmed that these games are primarily aimed at convincing players to adopt, reinforce, or modify a certain viewpoint regarding a specific issue or situation, leading to a shift in their interpretation methods [18]. The realm of serious games encompasses persuasive games, health games, military training simulations, impactful social games, and educational games, with their deployment having experienced significant growth over the last few decades.

Serious games are purposive tools, whose impact emerges from their design and mechanics. They offer immersive experiences that support a deeper understanding of the problem situations or contexts they are intended to address. Consequently, they provide people with an embodied experience of complex social problems, enabling them to develop a stronger understanding [17].

Moreover, research has shown the effectiveness of games for prosocial change in diverse contexts [19] and areas, including cognitive, social, and behavioral aspects [20, 21]. For instance, certain games have been successful in targeting specific goals, such as reducing stigmatized beliefs and prejudices. In this manner, games can act as convincing tools (activators of cognitive processes) that aim to mold and alter attitudes and behaviors [22], not solely *via* their messages and content, but additionally through their mechanics and playful nature [23].

Kahne et al. [24] explored the use of video games to illustrate civic practices as a complement to formal education. The study found no clear correlation between video games and civic engagement. Nonetheless, young people who have experience with such games are more inclined to participate in social processes than those who do not. In this regard, research has shown that games that follow theoretical frameworks are more efficacious as intervention tools [19, 25, 26].

However, it is vital to comprehend that numerous factors play a role in developing and utilizing a serious game, including technological advancements that enhance interactivity, the efficacy of narratives and game structure, connectivity, and immediacy of feedback, among other characteristics [25, 27].

In terms of purpose, "serious games" are used for educational aims in diverse subject areas and contexts, such as in military schools [19, 28]. Although serious games have been applied to various contexts, there appears to be a specific interest in utilizing games as tools to promote health, coexistence, conflict management, and psychological, behavioral, or treatment changes at an individual level, among other subjects [29].

Regarding design, serious games are created to intentionally provide immersive experiences. As noted earlier, this facilitates a more thorough comprehension of situations and contexts, allowing individuals to obtain a stronger understanding. This is due to the fact that serious games offer an immersive experience that allows for both transportation and identification [17].

Researchers Romero et al. [30] suggest that gamification can act as a catalyst for social change. This is achieved by providing an interactive and transversal character and by fostering desired behaviors that promote moral development and active engagement in the community.

Additionally, serious games have been employed as strategies to promote psychological safety [31] by enabling participants to express conflicting views. The game's narrative structure and rules create a fictional world where disagreements are encouraged, limiting confrontational behavior. The aim is to facilitate "practice" scenarios where participants can acknowledge alternative viewpoints and diminish the potential negative impact in real-life situations, thus maintaining engagement [26, 32, 33].
