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This article explores biocultural education's impact on emotional design and gamification, highlighting challenges within industrial design.
This article explores biocultural education as a pretext for developing concepts related to emotional design and gamification while examining their implications in biocultural processes. It also analyzes the challenges faced by industrial design professionals when entering areas such as the preservation and maintenance of biocultural processes. This reflection emerges from the experience and participation in projects developed as an Industrial Design student during 2024, which aimed to improve the relationship between learning and nature conservation. In this regard, the role of the industrial designer is highlighted as a creator of educational and didactic resources based on gamification processes, allowing them to play a key role in biocultural teaching and preservation. This approach seeks to address the recognized issue of the limited integration of this field of knowledge into contemporary education.
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L. Blazicevich Carrillo (2025) studied this question.
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