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Innovative online interfaces informing and consulting citizens about their preferences for multicriteria decision analysis (MCDA) could make public decision-making more participatory. We propose a three-faceted learning for decision-making framework and used it to test newly-designed online weight elicitation interfaces. We investigated two features meant to enhance learning: fully-fledged gamification with a narrative, interaction with nonplayer characters, and ambient music, and learning loops (LL) using consistency checks of elicited weights and the challenge to resolve inconsistencies. We operationalized our framework with a novel systematic set of measure instruments providing complementary data types. We designed a 2 × 2 between-subject experiment with pre- and postquestionnaires. Answers from 769 respondents, representative of the Swiss population in age and gender, indicated that the interfaces successfully raised awareness about wastewater management. Gamification was helpful: respondents performed better in the factual learning test, and unexpected social learning occurred. However, gamification lowered the perception of process understanding. The LL were beneficial: objectively, respondents performed better in the factual learning test. However, respondents perceived the LL as cognitively demanding and their factual learning as lower. Our structured assessment highlighted the need for further research to investigate, for instance, high interpersonal variability and the disparities between tested and perceived learning. Measuring preference construction remains challenging; and social learning should be added to the assessment framework. Applying such structured assessment of learning outcomes to more traditional operational research interventions would provide a baseline for future comparison.

Transformations can require deliberative, participatory decision-making processes that go beyond disciplinary silos. Such complex decision-making processes can be supported by Multi-Criteria Decision Analysis. Eliciting stakeholders’ preferences that are compatible with value-focused thinking and Multi-Attribute Value Theory is particularly relevant. It reveals unavoidable trade-offs and how the different stakeholders are willing to make these trade-offs. Hereby, it can serve as a basis for deliberative transformation processes. Using wastewater management real-world cases which impact the citizenry both directly and indirectly, I investigated (1) whether online preference elicitation produced reliable data, and (2) whether gamifying the interface for online preference elicitation made preference elicitation more accessible, and enjoyable, for many. My contribution will briefly explain the methodology, and present results from my empirical and experimental research. Online preference elicitation, gamified or not, proved successful at raising citizen awareness on the challenges faced by wastewater management in Switzerland.

Co-chairing an interactive session following input situating game-based approaches for (B)OR and (B)OR for game-based approaches.

We developed four online interfaces supporting citizen participation in decision-making. We included (1) learning loops (LLs), good practice in decision analysis, and (2) gamification, to enliven an otherwise long and tedious survey. We investigated the effects of these features on drop-out rate, perceived experience, and basic psychological needs (BPNs): autonomy, competence, and relatedness, all from self-determination theory. We also investigated how BPNs and individual causality orientation influence experience of the four interfaces. Answers from 785 respondents, representative of the Swiss German-speaking population in age and gender, provided insightful results. LLs and gamification increased drop-out rate. Experience was better explained by the BPN satisfaction than by the interface, and this was moderated by respondents' causality orientations. LLs increased the challenge, and gamification enhanced the social experience and playfulness. LLs frustrated all three needs, and gamification satisfied relatedness. Autonomy and relatedness both positively influenced the social experience, but competence was negatively correlated with challenge. All observed effects were small. Hence, using gamification for decision-making is questionable, and understanding individual variability is a prerequisite; this study has helped disentangle the diversity of responses to survey design options.

In today’s fast-paced business world, companies struggle to manage their projects effectively without suffering the negative effects of excessive workloads and deadline pressures. In order for teams to effectively coordinate their efforts and monitor their progress towards achieving their goals or objectives, project management is essential for any company. However, burnout is still a common problem among employees, which lowers efficiency, morale, and productivity. Businesses must come up with creative and innovative solutions to sustain employee motivation and engagement, while still maintaining their projects efficiently and successfully, as well as incentivizing team building, as it helps create a sense of unity and common purpose among team members. This university thesis embarks on the journey of designing Beezy, a gamified project management tool, following a methodology of one of the most famous authors in the field, Amy Jo Kim. Beezy’s design aims to transform the project management landscape by incorporating elements of gamification to help motivate and increase team collaboration, ultimately offering a fresh and engaging approach to project management. After setting the stage for the project by identifying the motivations that sparked this idea, as well as articulating the problem, the objectives for this project, and the project's scope, an in-depth study of the relevant topics is made. Located within the State of the Art, this study delves deeply into project management and gamification, providing the essential foundation to understand the project´s full potential and capabilities. Beezy is made up of three main components: a project management tool, an immersive social deduction game called HoneyRush!, and a friendly customizable pet companion, Beebo. These elements contribute to enhancing employee morale, fostering engagement, and increasing overall productivity and efficiency. Playtesting and validation plays a crucial role in ensuring Beezy´s usabil

Gamification is a tool to promote student motivation in Higher Education. This teaching experience proposes the implementation of gamification, specifically Breakout Games, as a way to reinforce and assimilate certain concepts related to Urban Planning among Architecture students, while playing and working collaboratively. The activity involves the design of different games based on concept associations, which must be correctly solved in order to escape from the classroom, as well as a final evaluation based on students’ experience. Breakout Games format has been positively received by students, who express an overall satisfaction with this teaching experience, as they identify key aspects and detect difficulties in completing the tasks, thus reinforcing concepts from the course., La gamificación en la enseñanza universitaria es una herramienta para promover la motivación del alumnado en las aulas. Esta experiencia docente propone la incorporación de la gamificación y, en concreto, del formato Escape Room como medio para, a través del juego y el trabajo colaborativo, reforzar el aprendizaje y la asimilación de algunos conceptos relacionados con el Urbanismo entre los estudiantes de Arquitectura. La actividad incluye el diseño de diferentes juegos basados en la asociación de conceptos, los cuales deben ser resueltos correctamente para poder escapar del aula, así como una evaluación final por parte de los estudiantes sobre su experiencia. El formato Escape Room ha sido valorado positivamente por el alumnado que se muestra satisfecho, de forma general, con esta experiencia docente, y que les ha permitido identificar aspectos clave, así como detectar dificultades en la realización de las pruebas, reforzando así conceptos de la asignatura., Peer Reviewed

Formative assessments help students identify their strengths and weaknesses as well as the target areas that need work. Meanwhile, the success of gamification implementation in mobile learning (m-learning) applications has been proven by many research associated with technology acceptance. However, studies on the technology post-acceptance phase are scarce. Deploying gamification concepts in competency-based education and assessment method, aim to diversify the game dynamics usage in new and practical areas such as technical and vocational education. Therefore, this study focused on the development of a predictive model for a gamified m-learning application that extends the Expectation Confirmation Model (ECM) with perceived enjoyment. This study applied a correlational research design on the students of Technical and Vocational Education and Training (TVET) based diploma programmes in one of Malaysian public university. An online survey was conducted, and garnered 269 responses, which were used in the final analysis based on the Partial Least Square-Structural Equation Modelling (PLS-SEM). The findings showed that all the factors in the model, which are the confirmation of expectation, satisfaction, perceived usefulness and perceived enjoyment, appeared to be significantly influencing the students’ continuance usage intention towards the gamified m-learning application as well as jointly explained 64.6% (R2) of the changes. The addition of variable perceived enjoyment provided an increment of 2.7% compared to the R2 value of the original ECM model. Most importantly, the proposed extended ECM proved to be a reliable prediction model when the Q2 values for continuance use intention and perceived usefulness displayed strong predictive accuracy, having 0.368 (Q2) for both variables, while satisfaction showed moderate strength with the value of 0.305 (Q2). Therefore, the predictive model is reliable to be used to investigate future usage and effective designs of gamifie

This research aims to produce moodle-based e-learning media by applying the concept of gamification to the subject "Visual Communication Design in Industry 4.0", targeting class X students at SMK Negeri 5 Kendari. This research uses the R & D (Research and Development) method by applying the ADDIE model research procedure (Analysis, Design, Development, Implementation, Evaluation). The type of data used in this research is quantitative data derived from primary data. The data obtained in this study came from the results of public tests which included media experts, material experts, and field tests conducted by students. The data generated was then analysed using descriptive techniques to test the feasibility of the media. The results of the feasibility test conducted by three media experts stated "Very Feasible" with an average percentage of 93.89%, the results of the feasibility test conducted by three material experts stated "Very Feasible" with an average percentage of 97.08%, and also the results of the feasibility test conducted by students stated "Very Feasible" with an average percentage of 87.97% so that the gamification-based e-learning media developed is very feasible to use as learning media.

Els videojocs tenen un enorme poder d’atracció sobre bona part de la població infantil, juvenil i adulta. Els anomenats jocs seriosos són videojocs dissenyats per a altres finalitats que les purament lúdiques. La ludificació consisteix en la introducció de mecàniques de joc en contextos no lúdics. Totes dues tecnologies intenten aprofitar el caràcter captivador del joc per atraure i retenir usuaris en activitats no lúdiques tan diverses com l’educació, la rehabilitació o el reclutament professional. Aquest article explora el concepte joc, n’analitza les característiques i els elements de disseny i exposa exemples d’aplicacions de jocs seriosos i ludificacions., Video games exert an enormous power of attraction on a large part of the child, youth and adult population. The so-called serious games are video games designed for purposes other than pure leisure. Gamification consists in the introduction of game mechanics in non-playful contexts. Both try to take advantage of the captivating nature of the game to attract and retain users in non-playful activities as diverse as education, rehabilitation or professional recruitment. This article explores the concept of play, analyzes its characteristics and design elements, and presents examples of serious games and gamification.

Gamification is defined as incorporating game elements in non-traditional academic environments to motivate students and improve their engagement and participation in learning processes. This quali-quantitative study aimed to analyze gamification uses as a teaching strategy to improve the understanding of application problems with rational numbers and its influence on motivation during learning. Twenty-eight students participated in this study. The data analysis showed that students who received instruction with gamification obtained a greater understanding of the content and a more remarkable ability to work individually and in teams. In addition, students expressed greater satisfaction and motivation for mathematics through gamification., La gamificación se define como la incorporación de elementos de juego en entornos académicos no tradicionales para motivar a los estudiantes y mejorar su compromiso y participación en los procesos de aprendizaje. Este estudio cuali-cuantitativo tuvo como objetivo analizar los usos de la gamificación como estrategia didáctica para mejorar la comprensión de problemas de aplicación con números racionales y su influencia en la motivación durante el aprendizaje. Veintiocho estudiantes participaron en este estudio. El análisis de los datos mostró que los estudiantes que recibieron instrucción con gamificación obtuvieron una mayor comprensión de los contenidos y una capacidad de trabajo individual y en equipo más notable. Además, los estudiantes expresaron una mayor satisfacción y motivación por las matemáticas a través de la gamificación.

The research aimed to determine the effectiveness of virtual gamification environments as a pedagogical strategy to motivate learning on the Android Studio platform at the High School level in the Millennium Educational Unit "Jama." Which had a quantitative approach that developed surveys on the previous knowledge achieved by teachers related to virtual gamification environments, showing that 97% of teachers do not have basic knowledge related to the subject, and at the same time, 67% have no knowledge regarding virtual environments in the teaching-learning process. Considering the importance of introducing virtual gamification environments in the teaching-learning process to improve the teacher/student relationship through technology since one must constantly learn to be on par with the most developed countries globally., El propósito de la investigación fue determinar la efectividad de los entornos virtuales de gamificación como una estrategia pedagógica para motivar el aprendizaje en la plataforma de Android Studio a nivel de Bachillerato en la Unidad Educativa del Milenio “Jama”. La cual tuvo un enfoque cuantitativo que desarrollo encuestas sobre los conocimientos previos alcanzados por los docentes relacionados con los entornos virtuales de gamificación, evidenciándose que el 97% de los docentes no cuentan con un conocimiento básico relacionado con el tema, al mismo tiempo el 67% no tiene conocimientos respecto de los entornos virtuales en el proceso de enseñanza-aprendizaje. Planteándose la importancia de introducir los entornos virtuales de gamificación en el proceso de enseñanza-aprendizaje, con el fin de mejorar la relación docente/estudiante, mediante el uso de la tecnología ya que se debe estar en constante aprendizaje para así estar a la par a los países más desarrollados a nivel global.

This article deals with a sample of extension experiences that occurred in 2022 belonging to the UTFPR university extension project entitled: institutional partnerships for social actions in state schools and municipal schools of Curitiba-PR. With the collaboration of a scholarship holder and the active participation of the authors, the action "Vigilante dos resíduos" was organized for full time students. The results of the separation of urban solid waste at school and at home comprised the investigation and data collection. The construction of didactic and pedagogical strategies, based on a libertarian practice, explored the basic concepts of university extension and the production of knowledge by all subjects involved. Based on the sociology of childhood, open investigative processes, and active participation, gamification was explored as a didactic strategy. We conclude that there are strong links between theories, teaching work, and extension practices for the production and appropriation of knowledge that enhances innovation, the search for solutions, and relationships., Este artigo é uma mostra de experiências extensionistas ocorrentes em 2022 pertencentes ao projeto de extensão universitária da UTFPR titulado: parcerias institucionais para ações sociais nos colégios estaduais e escolas municipais de Curitiba-PR. Com a colaboração técnica de bolsista e participação ativa das autoras, foi organizada a ação “Vigilante dos resíduos”, para estudantes de ensino integral. A arte e a separação dos resíduos sólidos urbanos na escola e nos lares compuseram a investigação e coleta de dados. A construção de estratégias didático-pedagógicas, fundamentadas em uma prática libertária, explorou os conceitos basilares sobre extensão universitária de produção de saberes e conhecimentos por todos os sujeitos envolvidos. A partir da Sociologia da infância, de processos investigativos abertos e participação ativa, explorou-se a gamificação como estratégia didática. Conclui-se que existem fortes laços entre teorias, trabalho docente e práticas extensionistas para produção e apropriação de conhecimentos, busca de soluções e dos relacionamentos que estão em fase de processos potencializadores de inovação. Por isso, é necessário assegurar para o processo ensino e aprendizagem a libertação de práticas conservacionistas e pragmáticas que não conversem com movimentos e ações extensionistas de Educação Ambiental sobre o ambiente, pesquisa, e convivialidade com o Cosmos e a ética., Este artículo trata de una muestra de experiencias de extensión ocurridas en 2022 pertenecientes al proyecto de extensión universitaria de la UTFPR titulado: alianzas institucionales para acciones sociales en escuelas estaduales y municipales de Curitiba-PR. Con la colaboración de becarios y la participación activa de los autores, se organizó la acción "Vigilante de los residuos", para estudiantes de educación integral. La investigación y la recogida de datos consistieron en la separación de los residuos sólidos urbanos en la escuela y en el hogar. La construcción de estrategias didáctico-pedagógicas, a partir de una práctica libertaria, exploró los conceptos básicos sobre la extensión universitaria del conocimiento y la producción de conocimiento por parte de todos los sujetos involucrados. Basándose en la sociología de la infancia, los procesos de investigación abiertos y la participación activa, se exploró la gamificación como estrategia didáctica. Se concluye que existen fuertes vínculos entre las teorías, el trabajo docente y las prácticas extensionistas para la producción y apropiación de conocimientos que potencien la innovación, la búsqueda de soluciones y las relaciones.

This work explores the incursions of education in the metaverse and conceptually defines metaverses and their types. It also examines the opportunities of educational methodologies in this phenomenon, such as gamification, blended learning, and game-based learning. A bibliographic review was conducted through searches in different databases and open scientific articles, using keyword criteria and the snowball technique for the sample selection of 166 publications, many of which belong to databases such as ACM, Elsevier, Taylor & Francis, IEEE/IEEE Xplorer, FLACSO Andes, among others. It is concluded that metaverses can improve the teaching-learning process in formal education by combining their technological and virtual capabilities with promising pedagogical options such as game-based learning and blended learning., En este trabajo se exploraron las incursiones de la educación en el metaverso y se definieron conceptualmente los metaversos y sus tipos. También se examinaron las oportunidades de las metodologías educativas en este fenómeno, tales como: la gamificación, el aprendizaje combinado y el aprendizaje basado en el juego. Se realizó una revisión bibliográfica mediante búsquedas en diferentes bases de datos y artículos científicos abiertos, y se utilizaron criterios de palabras clave y la técnica bola de nieve para la selección muestral de 166 publicaciones, las cuales pertenecen a las bases de datos: ACM, Elsevier, Taylor & Francis, IEEE/IEEE Xplorer, FLACSO Andes, entre otras. Se concluyó que los metaversos pueden contribuir a la mejora del proceso de enseñanza-aprendizaje en la educación formal, combinando sus capacidades tecnológicas y virtuales a nuevas opciones pedagógicas prometedoras como el Game-Based Learning y el aprendizaje combinado.

Teaching philosophy during the pandemic was a challenge from a pedagogical perspective, as it required those involved in the educational process to overcome the digital divide. Now, it is crucial, following De Sousa Santos, to look at the lessons the virus taught us in this regard, and that is the primary purpose of this paper. Particularly, we reflect on the role of gamification as a pedagogical tool in the teaching of philosophy at the Universidad de Pamplona in Colombia. Based on our analysis, it is argued that teaching philosophy amid the health crisis caused by the SARS-CoV-2 virus mainly posed a didactic and pedagogical challenge. This challenge, indeed, highlighted the need for interactivity and the instruction of the different philosophy courses in a synchronous format via an online learning platform. Another challenge identified here was incorporating gamification into the teaching practices and evaluation processes in e-learning environments. In conclusion, the Universidad de Pa mplona has been implementing synchronous and asynchronous remote activities through its virtual learning environment to encourage learning to know, learning to do, learning to live together, and learning to be., La enseñanza de la filosofía en tiempos de pandemia ha sido un desafío para la labor docente en perspectiva de pedagogía, con miras a superar la brecha digital por parte de quienes intervienen en el proceso de enseñanza. Quedaría, entonces, como se interpreta desde De Sousa Santos: mirar las enseñanzas que ha dejado el virus, siendo lo que, en tal sentido, se propone este escrito. Por tanto, se reflexiona en torno a cómo se desarrolla la interacción de la gamificación en la enseñanza de filosofía como elemento pedagógico en el contexto de la Universidad de Pamplona, Colombia. Así las cosas, se argumenta que el principal desafío de la enseñanza de la filosofía en medio de la crisis sanitaria generada por el SARS-CoV-2 es de carácter didáctico y pedagógico en sus procesos de enseñanza. Dicho proceso apunta al desarrollo de la interactividad y la instrucción de las diferentes asignaturas del pénsum de Filosofía en modalidad sincrónica, mediada por una plataforma online de enseñanza. El siguiente desafío se enfoca en la inclusión de la gamificación en la educación virtual en procesos didácticos de enseñanza y evaluación. Se concluye que en la Universidad de Pamplona la educación remota sincrónica y asincrónica se está desarrollando en el entorno virtual de aprendizaje para promover el aprender a conocer, a hacer, a vivir juntos para llegar a aprender a ser.

When teaching Anatomy for the first time in Physical Activity and Sports Science Degree we faced with the discontent of the students, as they considered Anatomy as a complex subject and without interest for them. For this reason, we proposed to development a motivational model and design specific practices where to study a selected group of muscles through with a specific sport (football, basketball, golf and running). In addition, we implemented another series of teaching dynamics in order to increase the interest in Anatomy, such as gamification and 3D simulation programs. We carry out knowledge questionnaires before and after the experience and also, a final satisfaction survey. After analyzing the results, we observed the effectiveness of our tool and demonstrated that, thanks to the specific practices, the made mistakes were decreased in the questionaries. This teaching modality plus the use of gamification were widely accepted by the student., Al impartir por primera vez Anatomía en el grado en Ciencias de la Actividad Física y Deporte, nos enfrentamos al descontento del alumnado, pues consideraban la Anatomía como una asignatura compleja y sin interés para ellos. Por eso, nos planteamos desarrollar un modelo motivacional y diseñamos prácticas específicas donde estudiar un grupo muscular determinado a través de un deporte seleccionado (futbol, baloncesto, golf, tenis o running). Además, implantamos otra serie de dinámicas que aumentaron el interés por la Anatomía, como la gamificación y la utilización de programas de simulación en 3D. Realizamos cuestionarios de conocimientos antes y después de la experiencia y una encuesta de satisfacción final. Tras el análisis de los resultados, observamos la efectividad de nuestra herramienta y demostramos que, gracias a las prácticas específicas, disminuyó el grado de errores en los cuestionarios realizados. Tanto esta modalidad de docencia, como la gamificación, fueron ampliamente aceptadas por el alumnado.

A hotel management simulator has recently been implemented in the Tourism Master of the University of Huelva. This implementation process was carried out by three professors who teach in the master's degree, and through the analysis of this implementation it was intended to detect which were the factors that were most relevant when deciding and carrying out the implementation. For this, a causal study was carried out through fuzzy cognitive maps and the results obtained were analyzed with the FCMappers software, which allowed to point out the factors "quality management" and "perceived usefulness" as the two most relevant factors to the time to decide and carry out the implementation of the simulator., En el Máster de Turismo de la Universidad de Huelva se ha implementado recientemente un simulador de gestión hotelera. Este proceso de implementación se llevó a cabo por tres profesores que imparten docencia en el máster, y a través del análisis de esta implementación se pretendió detectar cuáles fueron los factores que tuvieron más relevancia a la hora de decidirse y llevar a cabo la implementación. Para ello, se realizó un estudio causal a través de mapas cognitivos difusos y los resultados obtenidos se analizaron con el software FCMappers, lo que permitió señalar a los factores “gestión de calidad” y “utilidad percibida” como los dos factores más relevantes a la hora de decidirse y llevar a cabo la implementación del simulador.

University teaching has changed over the last few years due to the digital transformation, which has been intensified by COVID-19. Currently, almost all universities use some kind of virtual platform, whether for uploading content or for organizing virtual activities to motivate students, among others. In this environment of university-teaching innovation, gamification is an alternative to increase motivation and reduce the problems of student distraction. The combination of technology and the need for gamification has led to the creation of numerous websites, applications, and other resources available to teachers, which allow them to present subject content in a more attractive way. These resources are especially relevant in subjects where a good knowledge of specific terminology is required, as in the case of analytical chemistry. This work proposes the use of the Quizizz application, in the 2023/24 course, for second-year pharmacy students. The aim is to enable students to learn and revise the specific terminology of analytical chemistry. The use of the application will be proposed to half of the students and the other half will be used as control groups. The division into two groups will allow: (i) to evaluate the effectiveness of this application; (ii) to see if it helps to understand and improve analytical chemistry knowledge; (iii) to improve student results. Furthermore, to avoid comparative grievances among the students, once the trial period of the application is over, the students in the control group will be offered the possibility of doing complementary activities. It is expected that with the use of gamification, students will show greater interest and achieve a better understanding of the subject., La enseñanza universitaria ha cambiado a lo largo de los últimos años debido a la transformación digital, que se ha visto intensificada por el COVID-19. Actualmente, casi todas las universidades utilizan algún tipo de plataforma virtual, tanto para volcar contenido como para organizar actividades virtuales que motiven a los alumnos, entre otras. En este entorno de innovación docente de las universidades, la gamificación es una alternativa para aumentar la motivación y reducir los problemas de distracción de los estudiantes. La combinación de tecnología y la necesidad de gamificación ha promovido la creación de numerosas páginas web, aplicaciones y otros recursos al alcance de los docentes que permiten presentar los contenidos de las asignaturas de manera más atractiva. Estos recursos son de especial relevancia en asignaturas o temarios donde se requiera un buen dominio de una terminología específica, como es el caso de la Química Analítica. Este trabajo propone el uso de la aplicación Quizizz, en el curso 2023/24, para los estudiantes del Grado en Farmacia y Doble Grado en Farmacia, Óptica y Optometría. El objetivo es que el alumnado pueda aprender y repasar la terminología específica de Química Analítica. El uso de la aplicación se le propondrá a la mitad de los estudiantes y la otra mitad serán empleados como grupos control. La división en dos grupos permitirá: (i) evaluar la efectividad de esta aplicación; (ii) ver si ayuda a comprender y mejorar los conocimientos; (iii) mejorar los resultados de los alumnos. Asimismo, para evitar agravios comparativos entre los alumnos, una vez terminado el periodo de prueba de la aplicación, se les ofrecerá a los alumnos del grupo control la posibilidad de hacer actividades complementarias. Se espera que con el uso de la gamificación los alumnos muestren un mayor interés y alcancen una mayor comprensión de la asignatura.

The learning of Pharmaceutical Technology encompasses a series of knowledge that includes both the properties of the drug and those of each of the excipients that are part of a pharmaceutical composition. Remembering and associating the functions they provide, which can also vary depending on the pharmaceutical form in which they are used, often constitutes a highly challenging task for students. In order to promote a correct and more enjoyable learning experience, a series of interactive games were implemented during the Pharmaceutical Technology seminars, through which students could learn and memorize the functions of the excipients that compose the pharmaceutical forms under study. Once the activities were completed, the results were evaluated based on the pass rate of the students, their grades, and the students' reception of the initiative. Specifically, a percentage of 97.23% of students passed the pre-final seminar exam, and this percentage increased to 100% after the final exam, with a great acceptance of the activities by the students. Based on these results, implementing gamification could be considered a dynamic and interactive strategy of high effectiveness in facilitating the learning of the large number of relevant excipients in the study of Pharmaceutical Technology., El aprendizaje de la Tecnología Farmacéutica engloba una serie de conocimientos, que abarca tanto las propiedades del fármaco como las de cada uno de los excipientes que forman parte de un medicamento. Recordar y asociar las funciones que estos presentan, que además pueden variar en función de la forma farmacéutica en la que se utilicen, suele constituir una tarea de alta dificultad para los estudiantes. Para favorecer un aprendizaje correcto de una forma más amena y dinámica, en el contexto de los seminarios de la asignatura de Tecnología Farmacéutica, se pusieron en práctica una serie de juegos interactivos a partir de los cuáles los estudiantes aprendiesen y memorizasen las funciones de los excipientes que componen las formas farmacéuticas de estudio. Una vez finalizadas las actividades, se evaluaron los resultados en función del índice de aprobados de los alumnos, las calificaciones y el acogimiento de la iniciativa por parte de los estudiantes. Concretamente, se consiguió un porcentaje de alumnos que aprobaron el examen prefinal de seminarios del 97.23% y un 100% tras el examen final, con gran aceptación de las actividades por parte del alumnado. En base a ello, podría considerarse la gamificación como una estrategia dinámica e interactiva de alta efectividad para facilitar el aprendizaje del alto número de excipientes de relevancia en el estudio de la Tecnología Farmacéutica.

Since high-quality teaching is essential to fostering quality education, academic career development must be based on successful research and quality teaching. For this reason, the incorporation of the University of Seville into the international framework of the European Higher Education Area (EHEA), a change in university education has been proposed, affecting the role of teachers, students and the design and organization of degrees, which leads to the achievement of competencies and skills for lifelong learning. Currently, the use of a mobile phone application in education is a new and current idea due to the dependence on mobile devices, encouraging the proper and functional use of these. Using “ParsiteApp” we intend to involve the student in the creation of a repository including photos taken by themselves, which could ultimately serve as a learning method and later as an evaluation method. This type of resource, with a digital learning environment, is being increasingly used by educators, adapted to the needs of students, and promoting different elements for their learning. This Teaching Innovation Project will be developed from the Parasitology subject belonging to the Parasitology Area of the Faculty of Pharmacy of the University of Seville, in which two degrees will participate: Degree in Pharmacy and Double Degree in Pharmacy and Optics and Optometry. The main objective of this project will be to evaluate the effectiveness of the use of a mobile application as an educational tool to increase the motivation of students for learning and strengthen the knowledge of the concepts acquired in the subject of Parasitology., Dado que la enseñanza de elevada calidad es esencial para fomentar una educación de calidad, el desarrollo de la carrera académica debe basarse en una investigación exitosa y una enseñanza de calidad. Por ello, con la incorporación de la Universidad de Sevilla al marco internacional del Espacio Europeo de Educación Superior (EEES) se ha planteado un cambio en la enseñanza universitaria, afectando al papel del profesorado, el alumnado y al diseño y organización de las Titulaciones, lo que conlleva a la consecución de competencias y destrezas destinados al aprendizaje permanente. El uso de una aplicación móvil en la educación es una idea novedosa y actual debido a la dependencia a los dispositivos móviles que existe hoy en día, incitando el uso adecuado y funcional de estos. Mediante el uso de “ParasiteApp” pretendemos hacer partícipe al estudiante en la creación de un repositorio incluyendo imágenes tomadas por ellos mismos, que finalmente les servirá como método de aprendizaje y posteriormente como método de evaluación. Este tipo de recurso, con un ambiente de aprendizaje digital, está siendo cada vez más utilizado por los educadores, adaptado a las necesidades de los estudiantes y propiciando diferentes elementos para su aprendizaje. El presente Proyecto de Innovación Docente se elaborará desde la asignatura de Parasitología perteneciente al Área de Parasitología de la Facultad de Farmacia de la Universidad de Sevilla, en el que participarán dos titulaciones: Grado en Farmacia y Doble Grado en Farmacia y en Óptica y Optometría. El objetivo principal del presente proyecto será evaluar la eficacia del uso de una aplicación móvil como herramienta educativa para incrementar la motivación de los alumnos por el aprendizaje y fortalecer el conocimiento de los conceptos adquiridos de la asignatura de Parasitología.

The use of gamification in learning has recently been used to link content and competencies and to achieve multidisciplinary knowledge in students. Specifically, Escape Rooms are a type of resource that is being used by many educators because, in addition, they promote collaborative elements that help develop social skills. In this study, an Escape Room has been developed as an educational tool in the practices of the Microbiology course of the 2nd year of the Degree in Pharmacy and Double Degree in Pharmacy and Optics and Optometry to improve the knowledge acquired by students during the week of practices of the course and prepare them for the future of professional practice., El empleo de la gamificación en el aprendizaje se ha usado recientemente para relacionar contenidos y competencias y lograr un conocimiento multidisciplinar en el alumnado. Concretamente, las Escape Rooms son un tipo de recurso que está siendo utilizado por muchos educadores ya que, además, propician elementos de colaboración que ayudan a desarrollar habilidades sociales. En este estudio se ha desarrollado una Escape Room como herramienta educativa en las prácticas de la asignatura de Microbiología de 2º curso del Grado en Farmacia y Doble Grado en Farmacia y Óptica y Optometría con el fin de mejorar los conocimientos adquiridos por los estudiantes durante la semana de prácticas de la asignatura y prepararlos para el futuro de la práctica profesional.

This article describes the design of an Improvement Cycle in Classroom to be applied in the subject Contactology I, belonging to the Optics and Optometry degree and Pharmacy and Optics and Optometry degree (Pharmacy Faculty, University of Seville). The objective of this cycle is to improve the competences acquired by the students regarding maintenance solutions for contact lenses in different situations that would be faced by them during their future professional career. The methodological model is based on the flipped classroom model, in which the students will search information starting from the professor advice. The work made would be exposed in class, being the competences evaluated by solving case reports through gamification applications. All these pretends to reach a better comprehension of the importance of the maintenance solutions in the success of contact lenses adaptation., Este artículo describe el diseño de un ciclo de mejora en el aula aplicado en la asignatura Contactología I, impartida tanto en el Grado en Óptica y Optometría como en el Doble Grado en Farmacia y en Óptica y Optometría de la Facultad de Farmacia de la Universidad de Sevilla. El objetivo de este ciclo de mejora es que los alumnos adquieran las competencias con respecto al uso de soluciones de mantenimiento de lentes de contacto en distintas casuísticas que se podrían presentar durante el futuro desarrollo profesional del alumnado. El modelo metodológico se basa en la clase invertida, en la que el alumnado buscará información a partir de unas directrices y expondrá en el aula el trabajo realizado, evaluándose las competencias mediante la resolución de casos prácticos con herramientas de gamificación. Con ello se pretende mejorar la percepción de la importancia de las soluciones de mantenimiento en el éxito de una adaptación de lentes de contacto.

Digital gamification is a dynamic technique for enhancing English learning and closing the barrier across student learning and pedagogical praxis. The review offers a summary of gamification in digital English learning environments. In addition, this review investigates the learning experiences and outcomes of foreign language students using gamification. For this study, 18 articles published between 2014 and March 2021 were analyzed to highlight the key characteristics of this research topic. Studies have demonstrated the positive effects of gamification on English as a Foreign Language Educational Experiences from University Learners. In gamified English learning environments, pleasantness, attractiveness, motivation, and enjoyment were all desirable qualities. Gamification's intended learning goals were language content learning, involvement, motivation, and satisfaction. This study's findings include recommendations for the design of digital gamification for the English learning of students, as well as their perspectives and corresponding learning achievements.

Video games have become an important element of contemporary life. The need to use them in the field of education has given rise to the appearance of serious video games, which have been specially designed to achieve objectives at different educational levels and generate spaces for educational innovation. The purpose of this work is to investigate the use of serious video games in engineering education. A scoping review was carried out on serious video games that were used or designed for this purpose. The search was done in the Scopus and Web of Science databases between 2016 and 2021. The main results show that there is a strong inclination towards serious simulation video games, and they have a good degree of educational acceptance among engineering students.

The reconstruction of a Golden Age playhouse using a videogame that allows the creation of architectural recreations in three dimensions is an approach to gamification with the aim of visualising theatrical spaces to which we do not have access. This reconstruction has been the culmination of an experimental process in search of an intuitive and interactive way of visualising the theatrical space of a Madrid playhouse, and of a didactic and attractive tool to promote the study of Golden Age theatre, La reconstrucción de un corral de comedias del Siglo de Oro realizado a través de un videojuego que permite la creación de recreaciones arquitectónicas en tres dimensiones resulta un acercamiento a la gamificación con el objetivo de visualizar espacios escénicos a los que no tenemos acceso. Esta reconstrucción ha sido la culminación de un proceso experimental en busca de una manera intuitiva e interactiva de visualizar el espacio teatral de un corral de comedias madrileño, y de una herramienta didáctica y atractiva para fomentar el estudio del teatro áureo.

Gamification is a process of using game elements in a non-gamified context to make it interesting. It is a gaining process in business, marketing, and well initiatives. Its application in education is still an emerging trend. The present study aimed to analyze the effect of gamification on the development and progress of students at their own pace, depth, etc. This study was quantitative; quasi quasi-experimental research design was adopted. The study sample was selected by matching the students' pre-test scores. The sample of the study consisted of 30 students, grade 4th, of which 15 were in the control group and 15 were in the experimental group at the public sector of primary school level in Sialkot. The comparison of gamified and traditional teaching methodology was tested through a paired sample t-test. The present study found that gamification improves students' mathematical learning abilities more effectively. This study concluded that using the gamification method is more effective. Using only game-based learning may distract from learning purposes. The overall conclusion was that gamification is an important and effective method to improve students' mathematical learning abilities. This study suggested that teachers should use gamification of education to encourage a better learning environment.

Gamification is a process of using game elements in a non-gamified context to make it interesting. It is a gaining process in business, marketing, and well initiatives. Its application in education is still an emerging trend. The present study aimed to analyze the effect of gamification on the development and progress of students at their own pace, depth, etc. This study was quantitative; quasi quasi-experimental research design was adopted. The study sample was selected by matching the students' pre-test scores. The sample of the study consisted of 30 students, grade 4th, of which 15 were in the control group and 15 were in the experimental group at the public sector of primary school level in Sialkot. The comparison of gamified and traditional teaching methodology was tested through a paired sample t-test. The present study found that gamification improves students' mathematical learning abilities more effectively. This study concluded that using the gamification method is more effective. Using only game-based learning may distract from learning purposes. The overall conclusion was that gamification is an important and effective method to improve students' mathematical learning abilities. This study suggested that teachers should use gamification of education to encourage a better learning environment.

Purpose – The knowledge of the gamification processes needs to advance and offer organizations helpful guidance to enhance their knowledge and promote an environment of continuous development. Thus, this study explores the impact of gamification on the utilization of knowledge: The mediating role of perceived functional, social, emotional, and epistemic value. Methodology– A sample of 439 employees working in were sent a 27 close-ended questionnaire divided into 8 sections which were measured using a 5-point scale Findings – Gamification is found to have a positive effect on knowledge utilization. Furthermore, perceived value partially moderates the relation between gamification and knowledge utilization. Practical implications – Managers must create more efficient gamification strategies that are tailored to their staff in order to improve performance and create a more enjoyable experience. Originality – Little research is available about gamification’s impact in the context of knowledge utilization.

Die Arbeit beschäftigt sich mit sog. „Neo-brokern“. Neo-broker sind eine neue Generation von Finanzdienstleistern, die sich besonders auf junge und verhältnismäßig unerfahrene Anleger fokussiert. Die Arbeit konzentriert sich insbesondere auf die „Gamification“ der Finanzwelt und diskutiert die Auswirkungen dieses Phänomens auf Anleger. Mithilfe einer Analyse des Neo-brokers „eToro“ wird dargelegt, wie sich das Interface Design von Neo-brokern (negativ) auf das Investitionsverhalten von Anlegern auswirken kann. Die Arbeit schlussfolgert, dass eine Vielzahl der sog. "Digital Engagement Practices", wie z.B. Push Benachrichtigungen oder Ranglisten, die Risikobereitschaft von Anlegern signifikant erhöht und so ein ernstzunehmendes Risiko für die finanzielle Gesundheit von insbesondere unerfahrenen Investoren darstellt., This thesis explores the concept of "neo-brokers". Neo-brokers can be understood as a new generation of online-based financial service providers that focus on younger and inexperienced investors. The paper particularly focusses on the "gamification" of trading and outlines the potential dangers that come with it. By analysing one of the world's largest neo-brokers -eToro-, this paper discusses how the oversimplified user interface of neo-brokers may negatively affect the investment behaviour of its users. The thesis concluded that many of the so-called "Digital Engagement Practices" (DEPs), such as push notifications or leaderboards, significantly increase investors' risk-taking and trading frequency -most often to their financial detriment., Elmar Krick, Diplomarbeit Universität Innsbruck 2023

Masterarbeit Universität Innsbruck 2023

Modeling is an essential and challenging activity in any engineering environment, and it requires some hard-to-train skills such as abstraction and communication. This makes it difficult for educators to teach or train their students, co-workers, or users. The audience of this paper is both educators and learners who struggle with modeling. To address this challenge, we present PapyGame, a gamified version of a robust modeling environment (Papyrus) that aims to improve the learner's motivation, make the learning process an enjoyable experience, and boost learning outcomes. Gamification is the exploitation of gaming mechanisms for serious purposes, such as promoting behavioral changes, soliciting participation and engagement in activities, and more. The paper presents PapyGame's functionalities, architectures, illustrative scenarios, and its potential impact on both educators and learners.

With the widespread use of portable digital devices, especially smartphones, learning a new language has become a popular trend in the age of globalization. Amongst mobile-assistant language-learning applications, Duolingo is widely used and employs persuasive design techniques to inspire and encourage users to acquire new linguistic skills. Several papers have been studied based on this application by exploring pedagogical issues and discussing the misuse of gamification design. From a holistic perspective, limited research exists on how Duolingo's persuasive design motivates and engages language learners. The study utilized a walkthrough and a focus group alongside semi-structured interviews with 11 Duolingo users to investigate how persuasive design elements are employed to engage users. The findings of this study suggest that the gamification design in Duolingo is enjoyable and enhances users’ motivation; streaks make users commit to their learning plan; rewards encourage users to learn constantly; notifications play a significant role as triggers for learning behavior to occur; notifications also remind users to return to the application after a suspension. Moreover, it is important to design notifications with both the attitude and content in mind, as they have the power to affect user experience.

This thesis tries to provide a comparative study and complimentary data analysis into the effectiveness of game design patterns such as LEGO Serious Play, Leaderboards and Collective voting in terms of the impact that gamification has in change management framework. The study is looking at how gamification impacts employees from a motivational and engagement, in change management tasks, perspective. In a first instance, the researcher/author references and reviews key theories such as theory of fun for game design, motivational theory and change theory. Furthermore, a literature search/review for those theories has taken place to identify what the current scientific base has captured around gamification impact in engagement, motivation and performance of individuals and all potential limitations as well. This led to a clear and specific existing baseline framework. At a later stage, researcher/author describes the research strategy and methodology used to apply three specific gamification techniques to a real organisation (participants – n=20) which delivers change and is going through a transformation process. This included two different data collection methods; semi-structured interviews with organisation’s employees and participant observations within the organisation’s headquarters offices. The participant observation data collection compliments the interviews’ one, which acted as the primary method. The study examines the impact the gamification techniques had on the organisation’s employees while they deliver change daily, their interactions within sessions and meetings, decision making events and other. Findings, through the thematic analysis process, include the participants’ feedback on their overall experience, reward and joyfulness when use gamification. Results show that gamification tools and techniques compliment positively employees within the change management framework, increasing the enjoyment of participation in change activities without increasin

Background. Learning a new language is essential for global communication and cultural understanding as it enhances communication skills and promotes respect for diverse cultures. In this digital age, e-learning platforms have become popular tools for language learning. Additionally, the integration of gamification and persuasive design techniques has gained widespread popularity in educational settings, primar- ily for their ability to boost user engagement. By infusing these game elements and persuasive design principles into online language learning platforms, We can create immersive experiences that drive the learners to actively learn. Objectives. This study investigates the impact of gamification and persuasive de- sign principles on user engagement and motivation in e-learning platforms for non- Swedish people learning Swedish. The objectives include conducting a literature review on these principles, designing two e-learning platforms (one with these prin- ciples and one without), inviting a diverse group of non-Swedish people learning Swedish to use both platforms, followed by a survey to assess the satisfaction and motivation of the participants, and finally analyzing data to assess the influence of these elements on user engagement and motivation in language learning. Methods. To achieve the objectives, an extensive literature review was conducted to identify suitable game elements and persuasive design principles. Following this, two distinct e-learning platforms were created—one infused with gamification and persuasive design principles and one without. The final step involved a user study with a diverse group of non-Swedish participants to assess the impact of gamifi- cation and persuasive design principles on user engagement and motivation. This includes the collection of quantitative and qualitative data to measure the impact of gamification and persuasive design principles on user engagement and motivation in e-learning platforms designed for non-S

In the world of mobile applications, there is no lack of frameworks and languages to use for development. One of the most used frameworks is React Native, which builds on React for web browsers. The React Native framework allows the developer to write the application in JavaScript, and run the application on iOS or Android devices. As the market for mobile applications expands, the time it takes to develop an application is under pressure, and a framework allowing for one codebase for two applications can save time and money. Deedster is a company that provides a mobile application where the user can learn about climate change and perform small tasks, deeds, that give a positive impact on the environment. A common request from the users is the automatization of completion of deeds. This thesis creates two implementations of a QR-code scanning application for completion of deeds, one with Swift and one with React Native, and compares the experiences during development and the results of the implementation. The evaluation uses both a quantitative and a qualitative analysis. The produced application fulfilled most of the requirements, including the scanning of a QR-code to open the application, an authentication process and the completion of a deed with confirmation for the user. The execution times for the two implementations did not differ largely, but the measurements of the application launch time proved flawed in design due to the difference in measurement technique between the two implementations. When it came to the development process, the React Native framework provided major difficulties with configuration and dependencies, resulting in difficulties when locating the source of errors. The launching process for the Swift application required some manual configurations that proved difficult such as creating certificates, while the React Native implementation used Expo to convert the project to a launchable file format which created all required files for the de, För applikationsutveckling för mobiler finns det en uppsjö av språk och ramverk för att underlätta utvecklingsprocessen. Ett av de vanligaste ramverken är React Native som bygger på React för webbläsare. React Native-ramverket låter utvecklare skriva koden i JavaScript, men köra applikationen på både iOS- och Android-enheter. I takt med att marknaden för mobilapplikationer växer, sätts det högre press på kortare utvecklingsfaser och snabbare lansering. För att underlätta processen och spara tid och pengar kan React Native vara en bra lösning. Deedster är ett företag som erbjuder en mobilapplikation där användaren kan lära sig om klimatförändringar och utföra små uppdrag, deeds, som ger en positiv påverkan på klimatet. En vanlig förfrågan från användare är ett sätt att automatisera avklarandet av deeds. Den här uppsatsen skapar två implementationer av en applikation som scannar en QR-kod för att markera en deed som avklarad. Den ena byggs med Swift och den andra med React Native och syftar till att jämföra utvecklingsprocessen och den resulterande applikationen. Evalueringen sker med både en kvalitativ och en kvantitativ analys. Den färdiga applikationen uppfyllde de flesta kraven som Deedster ställt, inklusive att appen öppnas genom att scanna en QR-kod, en användare kan autentisera sig, klicka för att markera en deed som klar och få bekräftelse från appen om att det är klart. Exekveringstiderna för de två implementationerna varierade inte märkbart, men mätningarna för starttiden för applikationerna visade sig bristfällig då mättekniken för de två apparna inte blev jämförbar. Gällande utvecklingsprocessen resulterade användandet av React Native i stora problem med konfigurationer och versionskompatibilitet vilket gjorde felsökning svårt. Lanseringsprocessen för Swift-appen krävde en del manuell konfigurering med till exempel certifikat, medan React Native implementationen använde Expo för att konvertera React Native-projektet till ett lanserbart filformat som skapad

The automotive industry plays a significant role in global CO2 emissions. A transition towards electric vehicles is part of the solution to lower CO2 emissions. While electric vehicles are beneficial from an environmental standpoint, it generates new challenges and technology for the driver to adapt to, emphasising the importance of human interaction. A possible solution to affect drivers to adopt new behaviours is using Gamification inIn-vehicle Information Systems. This study implies that drivers do not fully see the potential of regenerative braking to extend the vehicle's range while contributing to safer and more predictable driving. Thus, this thesis explores the implementation of gamification in a vehicle context by using a prototype in a vehicle simulator environment to observe whether it affects driver behaviours to increase regenerative braking usage. This study uses a design study method with a qualitative research approach resulting in a high-fidelity prototype developed through an iterative design process. The prototype mechanics originates from the M-PM-O framework, found through an in-depth literature study. The mechanics are designed into gamification elements using established design principles for In-vehicleInformation Systems. Further, the prototype was evaluated using Volvo Cars vehicle simulators. The results demonstrated that gamification in a vehicle context is possible and that the prototype affected driver behaviours to increase regenerative braking usage. Through the analysis and discussion, four design guidelines emerged for the design of gamification elements in IVIS. However, the study also raises questions regarding the general feasibility of incorporation. Overall, this study opens for further studies regarding gamification's safety and long-term effects in a vehicle context., Fordonsindustrin spelar en betydande roll i de globala CO2 utsläppen, ochen övergång till elektriska fordon har identifierats som en del av lösningenför att minska utsläppen. Även om elektriska fordon är fördelaktiga ur ettmiljöperspektiv, ställer de nya krav på förare och tekniken i fordon, vilketökar vikten av mänsklig interaktion. För att uppmuntra förare att anta nyabeteenden mer hållbara körbeetenden har spelifiering identifierats som enmöjlig lösning i bilens informationssystem. Studien antyder att bilförare inteser potentialen i regenerativ bromsning för att öka räckvidden i bilensamtidigt som den främjar säkrare och mer förutsägbart körande. Syftet meddenna studien är att utforska spelifiering element i bilensinformationssystem genom att utveckla och testa en prototyp i enbilsimulator för att undersöka om den kan stödja förarbeteenden att ökaregenerativ bromsanvändning. Studien använder sig utav en designstudiemetod med en kvalitativ forskningsansats som resulterar i en högtdetaljerad prototyp utvecklad genom en iterativ designprocess. I endjupgående litteraturstudie identifieras tre spelifiering element som användsi studien. Spelifiering elementen designas med hjälp av etableradedesignprinciper för bilinformationssystem. Vidare utvärderades prototypen i Volvo Cars simulatormiljö. Resultatenindikerade att spelifiering i bilens informationssystem kan stödjaförarbeteenden att öka regenerativ bromsanvändning. Genom analys ochdiskussion uppdagades tre design riktlinjer för designen av spelifieringelement i bilens informationssystem. Överlag, öppnar studien för vidarestudier gällande spelifierings säkerhet och långtidseffekter i en bilkontext.

Gamification has been presented as an interesting concept for reinforcing teaching and learning in virtual learning environments. From this new emerging research field, several studies report on the promising potential of gamified education, but also on pitfalls to avoid. At the same time as there have been discussions on the lack of motivation in higher education, electronic sports (eSports) have increased in popularity. There are many research studies on gamification or eSports, but less research has been conducted on the combination of the two. This study has the aim of describing and discussing the Nebula framework for gamified virtual learning environments. Nebula is a framework that has been built on top of two components: course criteria, and gamified environment. Course criteria suggest instructors a specific set of methods to arrange course content in a particular way to produce a course module. Later on, the course module can be hosted in a gamified environment and referred by students. The gamified environment contains a set of artifacts that can create a dopamine-driven feedback loop on students to increase their engagement. Nebula framework has a very robust and structured assessment model in place. The personalized quiz system seems like a great way to ensure that users are being tested on content that is relevant to their individual needs and knowledge levels. The hidden rank system is also an interesting concept, as it can motivate users to keep striving to improve their rankings without feeling like they are being directly compared to others. This can be especially helpful for learners who may feel discouraged if they see others with higher rankings. The seasons and rating recalibration subsystems are also important components of the Nebula framework, as they can help to ensure that the ratings are accurate and reflective of the current skill levels of users. By periodically recalibrating the ratings, the platform can maintain a consistent level of, Nebula project