Supporting teachers' self- reflection and professional development with gamification

The paper deals with a gamified approach developed to support teach-ers' reflection and awareness on a set of specific behaviours that can support in-formal learning. The approach adopts a metaphor, vegetable gardens to be grown, to represent the teachers' participatory practice and is enriched with specific game mechanics (tasks, goals and badges). The metaphor was reified in two dif-ferent modalities: paper-based and digital. The approach was preliminary tested with two groups of teachers