Abstract Gamification has been widely employed in the educational domain over past eight years when term became a trend. However, literature states that gamification still lacks formal definitions to support design and analysis of gamified strategies. This paper analysed game elements learning environments through previously proposed evaluated taxonomy while detailing expanding this taxonomy. In current paper, we describe our in-depth as well expand it. Our new structured results demonstrate...

Abstract There are many claims that gamification (i.e., using game elements outside games) impact decreases over time the novelty effect). Most studies analyzing this effect focused on extrinsic elements, while fictional and collaborative competition have been recently recommended. Additionally, to best of our knowledge, no long-term research has carried out with STEM learners from introductory programming courses (CS1), a context demands encouraging practice mitigating motivation throughout...

Gamification has been widely employed in the educational domain over past eight years when term became a trend. However, literature states that gamification still lacks formal definitions to support design of gamified strategies. This paper aims create taxonomy for game elements, based on experts' opinions. After brief review from existing work, we extract first elements current state art, and then evaluate them via survey with 19 education experts. The resulting included description 21...

Abstract Tools for automatic grading programming assignments, also known as Online Judges, have been widely used to support computer science (CS) courses. Nevertheless, few studies these tools acquire and analyse interaction data better understand the students’ performance behaviours, often due availability or inadequate granularity. To address this problem, we propose an Judge called CodeBench, which allows fine‐grained collection of student interactions, at level of, eg, keystrokes, number...

Abstract Gamification has been discussed as a standout approach to improve user experience, with different studies showing that users can have preferences over game elements according their types. However, relatively less is known how kinds of may react types gamification. Therefore, in this study ( $$N=331$$ <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML"> <mml:mrow> <mml:mi>N</mml:mi> <mml:mo>=</mml:mo> <mml:mn>331</mml:mn> </mml:mrow> </mml:math> ) we investigate orientation...

Abstract Gamification refers to the attempt transform different kinds of systems be able better invoke positive experiences such as flow state. However, ability intervention state is commonly believed depend on several moderating factors including user’s traits. Currently, there a dearth research effect user traits results gamification. Gamer types (personality related gaming styles and preferences) are considered some most relevant affecting individual’s susceptibility Therefore, in this...

Gamification applied to education studies are focusing encourage students perform specific tasks, however many of these still inconclusive about how much gamification can influence engagement. Also, the frameworks used apply in those systems mainly structural (e.g. scoring and ranking systems) rather than content (where game elements content). Therefore, this paper aims at creating a narrative definition exclusively for purposes. First, we developed an empirical research starting with...

Personalized gamification explores knowledge about the users to tailor designs improve one-size-fits-all gamification. The tailoring process should simultaneously consider user and contextual characteristics (e.g., activity be done geographic location), which leads several occasions tailor. Consequently, tools for automating personalization are needed. problems that emerge of those relevant how do such open questions, required lacking. We tackled these in two steps. First, we conducted an...

Recent research has shown that using gamification can prone to impact negatively on the motivation of students in educational systems. One reasons is people are motivated or demotivated by different elements according their "gamer type". Thus, one main challenges this field tailor gamified systems based students' type" and investigate if kind system presents better results than counter-tailored This paper aims effects a tailored gamer type terms flow experience. We conducted an experiment...

Personalization of gamification is an alternative to overcome the shortcomings one-size-fits-all approach, but few empirical studies analyzing its effects do not provide conclusive results. While many user and contextual information affect gamified experiences, prior personalized research focused on a single characteristic/dimension. Therefore, we hypothesize if multidimensional approach for gamification, considering multiple (user contextual) information, can improve motivation when...

Given the urgent need for environments that enable everyone in fulfilling their fullest potential, many new media innovations have focused on equity, diversity and inclusion (EDI) actions. Gamification is one of these innovations, becoming a promising avenue to engage people towards effective social change. Yet, intersection between EDI gamification incipient fragmented, preventing comprehensive understanding current findings future advancements this field. This literature review...

Programming is a complex, not trivial to learn and teach task, which gamification can facilitate. However, how affects learning the influence of context-related aspects on that effect demand research better understand whom enhances programming learning. Therefore, we conducted an experimental study analyzing worked role in terms intervention duration learners' familiarity with (i.e., task's topic). It was six-week 19 undergraduate students from Algorithms class measured their gains,...

Students face several difficulties in introductory programming courses (CS1), often leading to high dropout rates, student demotivation, and lack of interest. The literature has indicated that the adequate use gamification might improve learning domains, including CS1. However, understanding which (and how) factors influence gamification’s success, especially for CS1 education, is lacking. Thus, there a clear need shed light on pre-determinants impact. To tackle this gap, we investigate how...

Gamification frameworks can aid in gamification planning for education. Most frameworks, however, do not provide ways to select, relate or recommend how use game elements, gamify a certain educational task. Instead, most "one-size-fits-all" approach covering all learners, without considering different user characteristics, such as gender. Therefore, this work aims adopt data-driven set of element recommendations, based on preferences, that could be used by teachers and instructors learning...

There are currently several studies on gamification applied to learning systems, aiming encourage students do certain tasks and improving their learning. According researches, most frameworks for already developed structural (e.g. scoring ranking, etc.), with very few content-related frameworks. Importantly, the best of our knowledge, there is no known narrative framework available. Therefore this paper analyses data obtained from a survey about students' preferred game elements in an...

Software testing is a relevant activity to provide evidence of qualifty software products. However, there lack qualified professionals in this area. This can be caused due difficulty teaching through approaches that use only theoretical classes and traditional tools. In addition, motivation the work environment strategies allocation responsibility these development teams. To mitigate problems, have been used support education, such as: educational games, integrated with programming, modules,...

Selecting gamification elements suitable for specific players (personalization) has been sought to improve the impacts of Gamified Educational Systems (GES). However, lack context might be a factor on inconsistent results those approaches. To address this lack, we introduce method personalizing GES based learning activities types. The assumption is that selecting types potential impact users by considering each activity and, thus, contributing their process. We describe how apply our...