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This article aims to present the results obtained in the first phase of a study that applied an innovative gamified technique of emotional design. It was developed by the MEET Playware company to a heterogeneous sample of 230 students, aged between 11 and 15 years old. The study aimed to combat school dropout and increase student involvement in school content (with focus on Portuguese and Mathematics). The experience compared the real conditions of a knowledge tournament, accomplished through the gamification process in schools, with a sample simulated in the laboratory of the same experiment (n = 24), and it provided fundamental contributions to the product to be developed. At the end of the process, questionnaires were answered by students (n = 230) and teachers (n = 13) who followed the study in schools. As a result of the methods, techniques and procedures used to measure and categorize users’ feelings, they proved to be efficient and to increase the proposed motivation. In general, the results show that, in a real context, feelings tend to fluctuate under the influence of several factors that are difficult to isolate under laboratory conditions. The conclusions point to the validity of using emotional design as a predictive factor of product efficiency, according to studies cited in the theoretical review and effectively suggest that emotional design can be a predictive factor for product efficiency in the context of motivational activities, as education in particular.

The aim of this chapter is to present an exploratory study of how imagination can be related to remembering, in an educational context of apprenticeship in clinical psychology. We will discuss how imagining and remembering are related when a student achieves her experience of her first supervised psychotherapeutic service. We conceive imagining and remembering as sociocultural processes which involve the construction of meanings, according to semiotic cultural psychology. The imagination will be presented based on a directionality and resistance model (Tateo, Seeing imagination as resistance and resistance as imagination. In: Caudhary N, Hviid P, Marsico G, Villadsen JW (eds) Resistance in everyday life: constructing cultural experiences. Springer, Singapore, pp 233–246, 2017), and the remembering will be viewed as a holistic and reconstructive process (Bartlett, Remembering: a study in experimental and social psychology. Cambridge University Press, Cambridge, 1932/1995; Wagoner, Meaning construction in remembering: a synthesis of Bartlett and Vygotsky. In: Stenner P, Cromby J, Motzkau J, Yen J (eds) Theoretical psychology: global transformations and challenges. Captus Press, Toronto, pp 105–114, 2011). The results suggest memories of descriptive and self-reflexive types and show a process of imagination which involves amplification and circumvention. The act of remembering was also fundamental to the definition of anticipated resistances and action vectors created by the participant. We aim to contribute to understand the relation between imagination and remembering.