Participate and share: Poster 
The Role Playing-Games are a very motivating element to work on different contents in class. They have great potential, are versatile, easily adaptable and easy to create through programs like Roll20 or Genially, which are the perfect for playing classic, pencil and paper role-playing over the Internet. These applications for computers and mobile devices allow students to play role-playing games over the internet, offering all possible facilities: maps and character sheets, dice, voice and text chat, and tools for creating educational games.
Many gamification projects for education are indebted to role-playing games. This includes appropriating role-playing game mechanics that translate well to an educational setting, such as substituting experience points for grades and using paper or online character sheets to track skills and game results. learning. But it also involves the explicit use of role-playing game jargon and aesthetics to make learning more game-like, for example by having students adopt avatars, labeling tasks "quests," and emphasizing hard work. collaborative in the form of a "clan" or "guild".
Therefore, the present educational experience tries to deploy a strategy to enhance the teaching of History and its learning, favoring the creative activities of students in order to avoid the mere repetition of information, and contribute to the understanding of a historical process taking into account the structure of society, social relations, the conflict between the different social sectors, the conflicting projects, overcoming a historiography focused solely on the state or historical figures.
While the audience plays, they receive from our students the methodology they followed to design an educational Role Playing-Game starting with data collection of information about a particular historical era, e.g. Paleolithic Period. This information, compiled with the supervision of the teacher, is used to design the characteristic elements of a Role Playing Game: a script where the context is presented, The sheet of the character according to the physical characteristics and abilities of the historical era in which he lived, cards that represent objects typical of the historical period, the missions that the characters must complete, a timeline, a geographical location that will be the base for the map where meet and interact Player Characters and Non-Player Characters (NPCs is a term originally for players of tabletop Role-Playing Games, describing game characters overseen by the "master of the game" instead of the active players).
More than anything, the positive assessment made by the students regarding the proposal to create the Digital Role-Playing Game should be highlighted. This issue was not only evident in the words of many students, but it could also be seen reflected in those students who did not have frequent participation in the subject. In this way, the work proposal managed to attract the attention of students who claimed not to like history, as well as to achieve a valuable collaboration between children who did not normally work together in class, which contributes a lot to a meaningful educational experience. In addition, the students had an active role in the elaboration of the game: they were the ones who made the decisions about what elements to include in it.
Students Presenters invite the audience to participate in an RPG game based on the Paleolithic Period.
a. Student presenters expose the context of the story. (1 minute)
b. Student presenters give participants the Character Sheet and explain how they created it and how they will use it during the game. (2 minutes)
c. Student presenters explain what is the mission that the participants must complete. (1 minute)
d. Student presenters present the digital board on which the game will take place, as well as the programs and procedures used to create it. ( 2 minutes)
e. While the participants are involved in the game, some cards will appear on the digital board that will propose risks, challenges and decisions that they must make. Student presenters will explain how they integrated these resources on the board. (15 minutes).
The RPG Classroom: How Role-Playing Games Have Influenced the Gamification of Education
https://drive.google.com/file/d/1xafrfr4iqDz3ipfQxLjoKbHcwAdhrhmg/view?usp=sharing
Adventures in the Classroom Creating Role-Playing Games Based on Traditional Stories for the High School Curriculum
https://dc.etsu.edu/cgi/viewcontent.cgi?article=2662&context=etd
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