Enablers and Difficulties in the Implementation of Gamification: A Case Study with Teachers

  Ci a ion: A aújo, I.; Ca alho, A.A. Enable s and Di icul ies in he Implemen a ion o Gami ica ion: A Case S udy wi h Teache s. Educ. Sci. 2022,12, 191. h ps://doi.o g/ 10.3390/educsci12030191 Academic Edi o : Huei Tse Hou Recei ed: 31 Janua y 2022 Accep ed: 7 Ma ch 2022 Published: 9 Ma ch 2022 Publishe ’s No e: MDPI s ays neu al wi h ega d o ju isdic ional claims in published maps and ins i u ional a il- ia ions. Copy igh : © 2022 by he au ho s. Licensee MDPI, Basel, Swi ze land. This a icle is an open access a icle dis ibu ed unde he e ms and condi ions o he C ea i e Commons A ibu ion (CC BY) license (h ps:// c ea i ecommons.o g/licenses/by/ 4.0/). educa ion sciences A icle Enable s and Di icul ies in he Implemen a ion o Gami ica ion: A Case S udy wi h Teache s Inês A aújo 1,* and Ana Amélia Ca alho 2 1 LabTE, Facul y o Psychology and Educa ional Sciences, Uni e si y o Coimb a, 3000-115 Coimb a, Po ugal 2Cen o de Es udos In e disciplina es, LabTE, Facul y o Psychology and Educa ional Sciences, Uni e si y o Coimb a, 3000-115 Coimb a, Po ugal; [email p o ec ed] *Co espondence: [email p o ec ed] Abs ac : Al hough he e is ample e idence ha gami ica ion can engage s uden s in lea ning, i is less used han one would expec . This aises he ques ion o he di icul ies eache s ace in planning and implemen ing gami ica ion in hei classes. Wha enables eache s’ implemen a ion o gami ica ion? These ques ions we e add essed h ough a case s udy, and da a we e collec ed along he ou phases o a eache s’ aining cou se. The i s phase app oached he gami ica ion concep , he Oc alysis F amewo k, he ypes o gami ica ion, and digi al ools. The second phase ocused on planning he gami ica ion ac i i y, he hi d one on implemen ing i wi h hei s uden s in school, and he ou h phase on sha ing and e lec ing on hei expe ience. I was possible o iden i y enable s and di icul ies ha in luenced he planning, such as pe sonal backg ound, ime a ailable, and echnical condi ions in he class oom. Mos eache s op ed o a pla o m wi h digi al ools ha allowed hem o apply all he desi ed ea u es o hei gami ied ac i i ies. The mos complex gami ied ac i i ies we e ela ed o he eache ’s gaming expe ience, use o digi al ools, and isk- aking. Keywo ds: gami ica ion; Oc alysis F amewo k; educa ion; eache aining 1. In oduc ion Gami ica ion has p o ed o be a aluable s a egy o eaching, wi h a posi i e impac on lea ning [ 1 , 2 ], bu i has also e ealed i sel as a complex esea ch heme. P e ious esea ch iden i ied 586 possible ela ionships among a wide se o a iables [ 3 ]. O e he yea s, esea ch has add essed aspec s such as he easons and he elemen s ha make games so mo i a ing and how hey can be implemen ed in di e en con ex s [ 4 , 5 ], including educa ion [ 6 ]. Games became an in e es ing new a ea o s udy o educa ion, disco e ing new ways o mo i a e s uden s, since “ he elemen s o challenge, con ol, and upda e in games ha e he po en ial o sus ain s uden s’ mo i a ion when playing games” [ 7 ] (p. 10). Games p o ide di e en eelings, such as pleasu e and imme sion, o en becoming addic i e, as hey a e based on heo ies o human beha io and mo i a ion [ 4 , 6 , 8 – 10 ]. Based on he emo ions and engagemen c ea ed by games, a new concep a ises, gami ica- ion [5,11,12] , de ined by Kapp [ 6 ] (p. 12), o he educa ion con ex , as a me hodology o “using game-based mechanics, aes he ics, and game hinking o engage people, mo i a e ac ion, p omo e lea ning, and sol e p oblems”. Nowadays, gami ica ion con inues o be a wide ield o esea ch in educa ion, pa - icula ly in compu e science eaching [ 1 , 2 , 13 ]. Hama i [ 14 ] poin ed ou ha mos o he s udies in gami ica ion gi e e idence o imp o ing engagemen and mo i a ion. In hese s udies, some conce ns associa ed wi h compe i ion among s uden s, di icul ies wi h he design, and p oblems in upda ing he ac i i y log we e iden i ied. I should be no ed ha he s udies men ioned abo e mainly ocus on he impac o game mechanisms on achie emen and p og ession [ 1 , 2 ]. Many o hem in ol e expe iences wi h so wa e de eloped o speci ic con ex s, which makes he gene aliza ion o esea ch esul s di icul [1]. Educ. Sci. 2022,12, 191. h ps://doi.o g/10.3390/educsci12030191 h ps://www.mdpi.com/jou nal/educa ion Educ. Sci. 2022,12, 191 2 o 13 The e a e se e al issues ela ed o gami ica ion ha need u he esea ch and a e also di icul o unde s and because “ eache s can hea ily in luence he p ocess o gami ica- ion” [ 15 ] (p. 25). S udying he enable s and di icul ies ha eache s may ha e du ing he planning and implemen a ion o gami ied ac i i ies is he ocus o ou s udy. 1.1. Types o Gami ica ion Kapp [ 6 , 16 ] dis inguishes wo ypes o gami ica ion ha can be applied: s uc u al and con en . S uc u al gami ica ion co esponds o he applica ion o game mechanisms o exis ing con en wi hou changing i [ 16 ]. Con en gami ica ion co esponds o he e o mu- la ion o in o ma ion, dynamics, and con en i sel h ough game design elemen s [ 16 ]. I is in ended o make he con en mo e game-like, gi ing con ex o i o de eloping ac i i ies such as games. This is a mo e elabo a e ype o gami ica ion ha equi es be e p epa a ion and in es men . 1.2. Oc alysis F amewo k o Gami ica ion Tondello e al. [ 17 ] ha e compa ed he mos ci ed amewo ks o gami ica ion. They iden i ied he wel e mos used mo i a ional dimensions. The Oc alysis F amewo k in- cludes en o hem ac oss he eigh Co e D i es, making i he mos comp ehensi e. I also emphasizes emo ions, making i simple o assimila e by hose who ha e li le expe ience wi h games. The Oc alysis F amewo k was de eloped by Chou [ 8 ] based on his expe ience as a playe . Fo him, human mo i a ion can be igge ed by a leas one o he eigh Co e D i es (CD) desc ibed below: • CD1—Epic Meaning and Calling: some hing ha d i es people o ac because hey belie e ha hey dedica e hei ime o a g ea e goal; • CD 2—De elopmen and Accomplishmen : he desi e o each he nex le el, he de elop- men o skills, he need o o e come challenges ha mo i a es ac ion; • CD 3—Empowe men o C ea i i y and Feedback: he c ea i e p ocess h ough which playe s disco e new hings and y new combina ions, e.g., Lego and a ; • CD 4—Owne ship and Possession: he need o own o con ol some hing, e.g., collec - ing i ems; • CD 5—Social In luence and Rela edness: all he social ac o s ha impel he human being in he accomplishmen o some hing: men o ing, social accep ance, eedback, companionship, compe i ion o e en en y; • CD 6—Sca ci y and Impa ience: wan ing some hing jus because i is ex emely a e, exclusi e, o immedia ely una ailable; • CD 7—Unp edic abili y and Cu iosi y: wha d i es he ac ion s ems om he ac o no knowing wha will happen a e ; • CD 8—Loss and A oidance: he need o a oid some hing nega i e, such as losing he game o losing objec s collec ed by no pe o ming asks in a ce ain ime. The e a e ules and game mechanics ha p omo e he emo ions ha cha ac e ize each Co e D i e, making i possible o plan ac i i ies ha can engage s uden s h ough he ype o mo i a ion ha easily g abs hei a en ion. I is impo an o no e ha he Oc alysis F amewo k [ 8 ] o ganizes he Co e D i es in wo ways: • Le B ain and Righ B ain: The Co e D i es in he le (CD1, 2, 4, 6, 8) a e associa ed wi h conc e e ac ions and objec s, all ex insic mo i a ion, such as ewa ds, goals, and he possibili y o collec ing any hing. The igh -side Co e D i es (CD1, 3, 5, 7, 8) a e cha ac e ized by emo ionali y, c ea i i y, sociali y, and cu iosi y, a mo e in insic mo i a ion. • Posi i e and nega i e emo ions: The Co e D i es in he op hal (CD1, 2, 3, 4, 5) a e he posi i e ones, he emo ions ha gi e us joy and ha we can con ol. The bo om hal (CD4, 5, 6, 7, 8) a e he nega i e ones, such as addic ion, impa ience, u gency, he ones we canno con ol. Educ. Sci. 2022,12, 191 3 o 13 Ou esea ch aims o iden i y enable s and di icul ies ha eache s may ha e du ing he planning and implemen a ion o gami ied ac i i ies, highligh ing he decisions hey need o make h oughou his p ocess and he p oblems hey need o o e come. 2. Ma e ials and Me hods 2.1. T aining Cou se A aining cou se o eache s, named “S a egies and digi al ools o mo i a e s u- den s o lea n h ough gami ica ion” [ 18 ], was ou lined wi h ou phases, and i an o i e mon hs. A wo kshop modali y was chosen o p o ide eache s wi h momen s o lea ning, planning, and applica ion in hei classes. I equi ed a ailabili y beyond he aining cou se hou s, which was no always easy o concilia e. The aining cou se had a o al o 40 h , om which 20 h we e o au onomous wo k. The aining combined ace- o- ace classes and online sessions. O e he ou phases o he aining cou se, eache s we e in i ed o be e lec i e abou hei di icul ies, op ions, and s uden s’ eac ions o gami ica ion. Du ing he i s phase, ainees acqui ed gami ica ion concep s. In he Oc alysis F amewo k, he ypes o gami ica ion, namely s uc u e and con en gami ica ion, we e app oached, and hey explo ed pla o ms and digi al ools. Gami ica ion was applied du ing aining o engage pa icipan s, allowing hem o expe ience i and see how i wo ks [ 18 ]. Du ing he second phase, ainees planned a gami ica ion ac i i y. They we e asked, as Kapp [ 6 ] sugges ed, o iden i y a p oblem o be sol ed. Then, hey had o de ine he ools o be used du ing gami ica ion and ou line he ac i i y. In phase h ee, ainees applied he gami ied ac i i y wi h hei s uden s in school and epo ed he ongoing p ocess. In phase ou , he ainees we e in i ed o sha e s uden s’ eac ions and hei expe iences, wi h possible imp o emen s discussed and he main needs highligh ed. To conclude he cou se, hey had o submi a inal epo . 2.2. Case S udy Acco ding o Alsawaie [ 19 ], i is essen ial o unde s and gami ica ion holis ically h ough s udies ca ied ou ha use mixed me hods. The au ho concluded ha mos o he s udies in ol ing gami ica ion use quan i a i e me hodologies, ocusing on s a is ical anal- ysis, and on he quan i a i e da a esul ing om he applica ion, namely game me ics and he ewa d sys em. He also indica ed ha he use o quali a i e me hodologies is some hing a e, as well as he use o mixed me hods, bu necessa y o unde s and gami ica ion. The main ad an age o a case s udy me hodology is he possibili y o desc ibe a phenomenon ha is s ill no well known. O he ad an ages a e ela ed o he ac ha i is app op ia e o small-scale esea ch, limi ed in ime, and he ac ha i is an open me hod, which can be e y use ul o u u e in e en ions and aid decision-making, conside ing he phenomenon s udied [ 20 ]. This ype o me hodology is sui able when analyzing new si ua ions o inding ou he how and why o ce ain e en s [21]. The aim o his case s udy is o unde s and he enable s and di icul ies o eache s when hey c ea e gami ied ac i i ies and, a e wa ds, implemen hem wi h hei s uden s. Du ing he aining cou se, da a we e collec ed h ough a ques ionnai e, pa icipan obse a ion, ideo eco ding, and epo s p oduced by ainees (Table 1). Du ing he i s session, a ques ionnai e o cha ac e iza ion and an in o med consen o m we e illed in by he pa icipan s. In he ollowing sessions, da a we e collec ed h ough ideo eco ding, namely he planning o he gami ied ac i i ies sessions, and he inal session, whe e he ainees epo ed on hei expe ience and hei s uden s’ eac ions. All he documen s p oduced (planning, epo s o implemen ed ac i i ies, and inal epo ) we e also collec ed o con en analysis. Educ. Sci. 2022,12, 191 4 o 13 Table 1. Da a collec ion du ing he aining phases. Phase Con en Da a Collec ion 1s —Theo e ical backg ound abou gami ica ion Oc alysis F amewo k Type o Gami ica ion Digi al ools Ques ionnai e o Cha ac e iza ion 2nd—Planning o gami ied ac i i y Digi al ools Obse a ion Video Reco ding T ainees’ plans 3 d—Implemen a ion in school class oom 4 h—Sha ing he expe ience and discussion Video Reco ding o he session T ainees’ epo s 2.3. Pa icipan s Fi e pa icipan s (P) inished he aining cou se. All o hem we e eache s o he Po uguese 3 d Cycle o Basic Educa ion (s uden s aged 12 o 15 yea s old), wo we e emale, and h ee we e male (Table 2). Thei ages anged om 37 o 55 yea s, wi h di e en le els o expe ience. The oldes pa icipan had 32 yea s o se ice (P1), and he younges had 9 yea s o se ice (P5). Rega ding gaming expe ience, h ee pa icipan s epo ed ha hey played games o s a egy (P3), disco e y (P3), puzzle (P2), and simula ion (P4). Table 2. Pa icipan in o ma ion. Pa icipan Gende Gaming Expe ience Discipline P1 Male No Biology and Geology P2 Female Yes Special Educa ion P3 Male Yes His o y P4 Male Yes Physical Educa ion P5 Female No His o y The pa icipan s augh di e en subjec s: Biology and Geology, His o y, Physical Educa ion, and Special Educa ion. The g oup was ega ded as he e ogeneous, aking in conside a ion all he abo e-men ioned cha ac e is ics. 3. Resul s 3.1. Plan and Implemen a ion o Gami ica ion All pa icipan s applied hei planned ac i i ies wi h hei s uden s (Table 3). P1, a geology and biology eache , decided o add ess indiscipline amongs s uden s. He used he Educaplay pla o m, c ea ing a g oup o his class. S uden s had o comple e di e en challenges abou he con en lea ned in he class oom. P2, a special educa ion eache , used he same pla o m, Educaplay, o p omo e eading. He s uden s had o sol e games on Educaplay abou he s o ies hey ead. P3, a his o y eache , c ea ed a mo e complex gami ica ion ac i i y, using di e en digi al ools and analogic games. The s uden s we e in i ed o conduc ole-playing games and ind he mo i es ha guided he Ma quis o Pombal o make he decision o go e n Po ugal du ing he 18 h cen u y. P4, a physical educa ion eache , challenged his s uden s o answe he ques ions p esen ed in he Edmodo pla o m abou cu iosi ies in spo s. P5, also a his o y eache , needed o aise awa eness o Wo ld Wa II (WWII) e en s. She men ioned ha many s uden s hink ha WWII is like a mo ie; ha i is no eal. She c ea ed a ques sequence using Blue abbi , Educaplay, and You ube. S uden s had he ole o a jou nalis ha epo ed on e en s in WWII. Educ. Sci. 2022,12, 191 5 o 13 Table 3. Pa icipan s’ planning o gami ica ion. Pa icipan Gami ica ion Goal Type o Gami ica ion Tools Used Co e D i es Applied P1 Reducing indiscipline Con en Educaplay CD2 De elopmen and Accomplishmen CD3 Empowe men o C ea i i y and Feedback CD4 Owne ship and Possession CD5 Social In luence and Rela edness CD6 Sca ci y and Impa ience CD8 Loss and A oidance P2 P omo ing eading Con en Educaplay CD2 De elopmen and Accomplishmen CD3 Empowe men o C ea i i y and Feedback CD6 Sca ci y and Impa ience CD8 Loss and A oidance P3 Despo ism in 18 h cen u y Con en Edmodo, Hun zz, Flippi y, Boa d games Role playing game CD1 Epic Meaning and Calling CD2 De elopmen and Accomplishmen CD3 Empowe men o C ea i i y and Feedback CD4 Owne ship and Possession CD5 Social In luence and Rela edness CD6 Sca ci y and Impa ience CD7 Unp edic abili y and Cu iosi y CD8 Loss and A oidance P4 P omo ing spo s cul u e S uc u al Edmodo CD4 Owne ship and Possession CD6 Sca ci y and Impa ience P5 Raising awa eness o Wo ld Wa II e en s Con en Blue abbi Educaplay You ube CD1 Epic Meaning and Calling CD2 De elopmen and Accomplishmen CD3 Empowe men o C ea i i y and Feedback CD4 Owne ship and Possession CD5 Social In luence and Rela edness CD6 Sca ci y and Impa ience CD7 Unp edic abili y and Cu iosi y CD8 Loss and A oidance Table 3shows ha all pa icipan s had di e en gami ica ion goals. Mos o he pa icipan s op ed o Con en Gami ica ion [ 6 ], as hey changed he usual way o eaching, using di e en ools o pla o ms o c ea e game-like ac i i ies. Only one pa icipan (P4) applied S uc u al Gami ica ion [ 6 ], he simple ype o gami ica ion. He sen a spo s ques ion o his s uden s e e y week, on an es ablished day and hou . 3.2. Pla o ms and Tools Used Pa icipan s chose pla o ms and digi al ools om a lis p e iously p esen ed o hem, such as Educaplay, Edmodo, Blue abbi , Class C a , Habi ica, Kahoo , Quizizz, Plicke s, Edpuzzle, Playposi , Nea pod, Ac i elyLea n, Class low, Pea Deck, Thinglink, among o he s. They had o choose pla o ms ha could espond o hei gami ica ion goals. 3.2.1. Educaplay Educaplay is a pla o m ha allows he p epa a ion o ac i i ies based on di e en games such as c osswo ds, memo y, ma ching, ill he blanks, unsc amble le e s o wo ds (Figu e 1). The eache assigns s uden s o a g oup, and hey sol e he ac i i ies. Educ. Sci. 2022,12, 191 6 o 13 Educ. Sci. 2022, 12, x FOR PEER REVIEW 6 o 14 applied S uc u al Gami ica ion [6], he simple ype o gami ica ion. He sen a spo s ques ion o his s uden s e e y week, on an es ablished day and hou . 3.2. Pla o ms and Tools Used Pa icipan s chose pla o ms and digi al ools om a lis p e iously p esen ed o hem, such as Educaplay, Edmodo, Blue abbi , Class C a , Habi ica, Kahoo , Quizizz, Plicke s, Edpuzzle, Playposi , Nea pod, Ac i elyLea n, Class low, Pea Deck, Thinglink, among o he s. They had o choose pla o ms ha could espond o hei gami ica ion goals. 3.2.1. Educaplay Educaplay is a pla o m ha allows he p epa a ion o ac i i ies based on di e en games such as c osswo ds, memo y, ma ching, ill he blanks, unsc amble le e s o wo ds (Figu e 1). The eache assigns s uden s o a g oup, and hey sol e he ac i i ies. Figu e 1. Games on Educaplay. Fo each ac i i y comple ed, s uden s ecei ed poin s ha we e shown in a leade - boa d o he ac i i y o on he g oup (CD2). Feedback was equen h ough sounds, g aphic e ec s, and poin s (CD3). S uden s could imp o e hei poin s on he leade boa d (CD4). Usually, hey wan ed o be be e han hei classma es (CD5). Teache s could se ules in hei own ac i i ies, such as limi ing he ime, numbe o a emp s, and p o iding some ips (CD6). As in all games, s uden s we e a aid o losing, which mo i a ed hem o each he highes numbe o poin s (CD8). The exis ence o a coun down in all ac i i ies and sound e ec s ha ale o e o s con ibu ed o ocusing he s uden (CD8). This pla o m was used by P1, P2, and P5. They used his pla o m in di e en ways acco ding o hei gami ied ac i i y. P1 used all ea u es o Educaplay. He c ea ed a g oup o his class and in i ed s uden s o sign up. Then, he p o ided collec ions o ac i i ies as hey p og essed. S uden s had o pay a en ion du ing hei classes o be able o success- ully comple e he ac i i ies in he weekly assignmen . Howe e , only a ew s uden s com- ple ed he asks weekly. Due o his si ua ion, P1 decided o sol e he ac i i ies in class. When s uden s saw hei ma ks e eshed on he leade boa d, hei en husiasm was ou - s anding. They we e engaged and comple ed all he asks. Figu e 1. Games on Educaplay. Fo each ac i i y comple ed, s uden s ecei ed poin s ha we e shown in a leade boa d o he ac i i y o on he g oup (CD2). Feedback was equen h ough sounds, g aphic e ec s, and poin s (CD3). S uden s could imp o e hei poin s on he leade boa d (CD4). Usually, hey wan ed o be be e han hei classma es (CD5). Teache s could se ules in hei own ac i i ies, such as limi ing he ime, numbe o a emp s, and p o iding some ips (CD6). As in all games, s uden s we e a aid o losing, which mo i a ed hem o each he highes numbe o poin s (CD8). The exis ence o a coun down in all ac i i ies and sound e ec s ha ale o e o s con ibu ed o ocusing he s uden (CD8). This pla o m was used by P1, P2, and P5. They used his pla o m in di e en ways acco ding o hei gami ied ac i i y. P1 used all ea u es o Educaplay. He c ea ed a g oup o his class and in i ed s uden s o sign up. Then, he p o ided collec ions o ac i i ies as hey p og essed. S uden s had o pay a en ion du ing hei classes o be able o success ully comple e he ac i i ies in he weekly assignmen . Howe e , only a ew s uden s comple ed he asks weekly. Due o his si ua ion, P1 decided o sol e he ac i i ies in class. When s uden s saw hei ma ks e eshed on he leade boa d, hei en husiasm was ou s anding. They we e engaged and comple ed all he asks. P2 equi ed di e en condi ions because he s uden s had special educa ion needs. One o he limi a ions o he Educaplay ee accoun was he publici y on he pla o m ha could dis ac he s uden s. To supplan his, he ac i i ies c ea ed we e embedded in a Blog and, a e wa ds, in he class, s uden s we e in i ed one by one o comple e each ac i i y. S uden s did no ha e o egis e on Educaplay as hey comple ed he ac i i ies as a gues . To c ea e compe i ion (CD5) be ween he s uden s, P2 egis e ed he poin s achie ed in an excel shee and in o med hem a he end o he class. P5 used Educaplay o c ea e challenges ha she embedded on Blue abbi . 3.2.2. Edmodo Edmodo is a social pla o m de eloped o educa ion, whe e i is possible o c ea e g oups o s uden s and deli e asks (CD3) ha can be e alua ed by eache s. This al- lows social in e ac ion by pos ing in o ma ion, commen ing on pee s’ pos s, o adding eac ions (CD5). I is possible o classi y he asks comple ed and awa d badges o he achie emen s (CD4). Educ. Sci. 2022,12, 191 7 o 13 P4 used Edmodo as a o um space, whe e s uden s could commen on he pos s deli e ed by he eache (CD5). Each pos was made a ailable on a speci ic day o he week. Each pos equi ed a co ec answe abou cu iosi y in spo s (CD6). The i s s uden o answe co ec ly would win ha challenge (CD5). P3 used Edmodo o disclose all in o ma ion abou he ac i i ies p esen ed o his s uden s. 3.2.3. Blue abbi Blue abbi is a gami ied pla o m c ea ed o be used in educa ion (Figu e 2). I is possible o c ea e a class, whe e s uden s can become cha ac e s in a mission (CD1). The sys em o poin s and p og ess is al eady de ined (CD2). I is possible o c ea e a s o y elling whe e s uden s comple e di e en ques s, missions, o side-ques s o achie e he aims o he na a i e (CD3). I is possible o gi e s uden s badges and ewa ds ha hey can exchange a e wa ds o some help (CD4). I is possible o g oup s uden s in p ojec ques s whe e hey can collabo a e (CD5). The ques , missions, and side-ques s can be blocked o only be accessed a e some condi ions a e sa is ied, such as achie ing a speci ic le el, ha ing coins o pay he en y, o comple ing a ask o inc ease poin s (CD6). By blocking access o new ques s, Blue abbi enhances he cu iosi y o ind wha he nex s ep is o wha happens in he s o y (CD7). Finally, no s uden likes o lose, so hey y o comple e e e y ask (CD8). In Blue abbi , i is also possible o gi e nega i e icke s ha make s uden s lose poin s i some hing w ong is de ec ed (CD8), such as chea ing o ailu e o comply wi h any o he ule de ined in he class oom. Educ. Sci. 2022, 12, x FOR PEER REVIEW 8 o 14 Figu e 2. Blue abbi ac i i y c ea ed by P5. P5 used mos o he ea u es o Blue abbi . Each s uden assumed he ole o a jou - nalis ha epo ed ac s o WWII. The mission was o in o m all people abou wha was happening in Eu ope. P5 used ideos a ailable on YouTube om hose imes, newspape news, and biog aphies. Some ques s had ac i i ies buil in Educaplay. 3.2.4. Tools Used P3 used se e al ools besides he Edmodo pla o m. Fi e asks we e assigned o s u- den s. The na a i e was a ailable in Edmodo, wi h he aim o he mission, he ole o he s uden s (CD1), and he asks (CD6). Fo he i s ask, a easu e hun was c ea ed using he app Hun zz (CD1, CD2, CD3, and CD7). Each ac i i y was pe o med, and he coins ecei ed we e egis e ed in Flippi y P og ess Indica o (CD2). Those coins we e needed o buy he buildings o he a chi ec u e econs uc ion p ojec o Lisbon (CD4). Fo achie ing his, hey used he d awing ool a ailable on he in e ac i e boa d. 3.3. Co e D i es Applied Th ough he Oc alysis ool, i is possible o ep esen he Co e D i es achie ed in he ac i i y and he in ensi y o i in a g aph. The in ensi y is ep esen ed by he ex ension o he Co e D i e e ex. P1 and P2 bo h used Educaplay, bu he g aphic ep esen a ion is di e en (Figu e 3a,b). Figu e 2. Blue abbi ac i i y c ea ed by P5. P5 used mos o he ea u es o Blue abbi . Each s uden assumed he ole o a jou nalis ha epo ed ac s o WWII. The mission was o in o m all people abou wha was happening in Eu ope. P5 used ideos a ailable on YouTube om hose imes, newspape news, and biog aphies. Some ques s had ac i i ies buil in Educaplay. 3.2.4. Tools Used P3 used se e al ools besides he Edmodo pla o m. Fi e asks we e assigned o s uden s. The na a i e was a ailable in Edmodo, wi h he aim o he mission, he ole o he s uden s (CD1), and he asks (CD6). Fo he i s ask, a easu e hun was c ea ed using he app Hun zz (CD1, CD2, CD3, and CD7). Each ac i i y was pe o med, and he coins ecei ed we e egis e ed in Flippi y P og ess Indica o (CD2). Those coins we e needed o buy he buildings o he a chi ec u e econs uc ion p ojec o Lisbon (CD4). Fo achie ing his, hey used he d awing ool a ailable on he in e ac i e boa d. Educ. Sci. 2022,12, 191 8 o 13 3.3. Co e D i es Applied Th ough he Oc alysis ool, i is possible o ep esen he Co e D i es achie ed in he ac i i y and he in ensi y o i in a g aph. The in ensi y is ep esen ed by he ex ension o he Co e D i e e ex. P1 and P2 bo h used Educaplay, bu he g aphic ep esen a ion is di e en ( Figu e 3a,b ). Educ. Sci. 2022, 12, x FOR PEER REVIEW 9 o 14 (a) (b) Figu e 3. Oc alysis F amewo k ep esen a ion o (a) Gami ica ion ac i i y applied by P1; (b) Gami- ica ion ac i i y applied by P2. As explained abo e, P1 used all he ea u es o Educaplay, and P2 embedded he game c ea ed on Educaplay in a Blog. This choice elimina ed mos o he publici y o Ed- ucaplay and did no o e any unc ionali y ha allowed s uden s o achie e CD 4 (Own- e ship and Possession) and CD 5 (Social In luence and Rela edness). I was in ended o educe possible s uden s’ dis ac ions, as hey we e o special educa ion. E en wi h di e en unc ionali ies a ailable on Educaplay, P1 and P2 achie ed hei aims. On he o he hand, P3 and P5 we e his o y eache s, and hey decided o use di e en ools and di e en app oaches. Howe e , hey bo h ligh up all Co e D i es in hei e- spec i e g aphics (Figu e 4a,b). (a) (b) Figu e 4. Oc alysis F amewo k ep esen a ion o (a) Gami ica ion ac i i y applied by P3; (b) Gami- ica ion ac i i y applied by P5. I is he Figu e o P3 ha has mo e in ensi y in all Co e D i es due o he mo e com- plex ac i i ies and he mys e y in oduced h ough he s o y elling. On he o he hand, P5 used Blue abbi and Educaplay and s ill applied all Co e D i es. The use o s o y elling ga e con ex , and he ac i i ies sequence allowed he achie emen o CD1 (Epic Meaning and Calling) and enabled he cu iosi y o achie e CD7 (Unp edic abili y and Cu iosi y). Fo P5, he s o y elling o na a i e was a sugges ion o Blue abbi , whe e i is possible o Figu e 3. Oc alysis F amewo k ep esen a ion o ( a ) Gami ica ion ac i i y applied by P1; ( b ) Gami i- ca ion ac i i y applied by P2. As explained abo e, P1 used all he ea u es o Educaplay, and P2 embedded he game c ea ed on Educaplay in a Blog. This choice elimina ed mos o he publici y o Educaplay and did no o e any unc ionali y ha allowed s uden s o achie e CD 4 (Owne ship and Possession) and CD 5 (Social In luence and Rela edness). I was in ended o educe possible s uden s’ dis ac ions, as hey we e o special educa ion. E en wi h di e en unc ionali ies a ailable on Educaplay, P1 and P2 achie ed hei aims. On he o he hand, P3 and P5 we e his o y eache s, and hey decided o use di e en ools and di e en app oaches. Howe e , hey bo h ligh up all Co e D i es in hei espec i e g aphics (Figu e 4a,b). Educ. Sci. 2022, 12, x FOR PEER REVIEW 9 o 14 (a) (b) Figu e 3. Oc alysis F amewo k ep esen a ion o (a) Gami ica ion ac i i y applied by P1; (b) Gami- ica ion ac i i y applied by P2. As explained abo e, P1 used all he ea u es o Educaplay, and P2 embedded he game c ea ed on Educaplay in a Blog. This choice elimina ed mos o he publici y o Ed- ucaplay and did no o e any unc ionali y ha allowed s uden s o achie e CD 4 (Own- e ship and Possession) and CD 5 (Social In luence and Rela edness). I was in ended o educe possible s uden s’ dis ac ions, as hey we e o special educa ion. E en wi h di e en unc ionali ies a ailable on Educaplay, P1 and P2 achie ed hei aims. On he o he hand, P3 and P5 we e his o y eache s, and hey decided o use di e en ools and di e en app oaches. Howe e , hey bo h ligh up all Co e D i es in hei e- spec i e g aphics (Figu e 4a,b). (a) (b) Figu e 4. Oc alysis F amewo k ep esen a ion o (a) Gami ica ion ac i i y applied by P3; (b) Gami- ica ion ac i i y applied by P5. I is he Figu e o P3 ha has mo e in ensi y in all Co e D i es due o he mo e com- plex ac i i ies and he mys e y in oduced h ough he s o y elling. On he o he hand, P5 used Blue abbi and Educaplay and s ill applied all Co e D i es. The use o s o y elling ga e con ex , and he ac i i ies sequence allowed he achie emen o CD1 (Epic Meaning and Calling) and enabled he cu iosi y o achie e CD7 (Unp edic abili y and Cu iosi y). Fo P5, he s o y elling o na a i e was a sugges ion o Blue abbi , whe e i is possible o Figu e 4. Oc alysis F amewo k ep esen a ion o ( a ) Gami ica ion ac i i y applied by P3; ( b ) Gami i- ca ion ac i i y applied by P5. Educ. Sci. 2022,12, 191 9 o 13 I is he Figu e o P3 ha has mo e in ensi y in all Co e D i es due o he mo e complex ac i i ies and he mys e y in oduced h ough he s o y elling. On he o he hand, P5 used Blue abbi and Educaplay and s ill applied all Co e D i es. The use o s o y elling ga e con ex , and he ac i i ies sequence allowed he achie emen o CD1 (Epic Meaning and Calling) and enabled he cu iosi y o achie e CD7 (Unp edic abili y and Cu iosi y). Fo P5, he s o y elling o na a i e was a sugges ion o Blue abbi , whe e i is possible o de ine he ole gi en o s uden s. P5 had some di icul y comple ing he na a i e because, in he beginning, he ques s we e e y simila o school assignmen s. This had o be wo ked on du ing aining. Being a pa icipan wi h no game expe ience, p epa ing mo e game-like ac i i ies was a challenge o he . P4 only applied wo o he Co e D i es (Figu e 5), as he only deli e ed a weekly challenge wi hou a ewa d sys em. I was no a complex ac i i y bu achie ed he aim he de ined. His s uden s who comple ed he challenges showed mo e in e es in a di e si y o spo s. One di icul y was iden i ied: no all s uden s pa icipa ed in he ac i i y because hey had o do i in hei ee ime. Educ. Sci. 2022, 12, x FOR PEER REVIEW 10 o 14 de ine he ole gi en o s uden s. P5 had some di icul y comple ing he na a i e because, in he beginning, he ques s we e e y simila o school assignmen s. This had o be wo ked on du ing aining. Being a pa icipan wi h no game expe ience, p epa ing mo e game-like ac i i ies was a challenge o he . P4 only applied wo o he Co e D i es (Figu e 5), as he only deli e ed a weekly challenge wi hou a ewa d sys em. I was no a complex ac i i y bu achie ed he aim he de ined. His s uden s who comple ed he challenges showed mo e in e es in a di e si y o spo s. One di icul y was iden i ied: no all s uden s pa icipa ed in he ac i i y because hey had o do i in hei ee ime. Figu e 5. Oc alysis F amewo k ep esen a ion o gami ica ion ac i i y applied by P4. Looking a all Oc alysis’ ep esen a ions o he ac i i ies, mos o he pa icipan s ap- plied Le B ain Co e D i e (CD6—Sca ci y and Impa ience is p esen in all ac i i ies, wi h medium in ensi y) and he posi i e emo ions (CD2—De elopmen and Accomplishmen is p esen in ou o he ep esen a ions, wi h g ea in ensi y). 3.4. Implemen ing Gami ica ion in he Class oom Se e al echnical p oblems we e epo ed du ing he implemen a ion o he gami ied ac i i ies in school. Pa icula ly, he lack o equipmen o he poo in e ne quali y. This was a sou ce o us a ion o s uden s, no being able o log in o he ool o losing access du ing he ac i i y. Pa icipan s we e su p ised wi h s uden s’ di icul ies logging in and hei lack o knowledge on how o use he pla o ms. As hey epo ed, hey we e no expec ing o ha e o suppo s uden s wi h echnical explana ions and o ha e o spend a lo o ime wi h i . As pa icipan s commen ed, hey we e expec ing ha s uden s 12 o 15 yea s old would easily unde s and how o use he pla o ms. Some o he ac i i ies we e planned o be done a home [P1, P4, and P5] a e classes, due o he lack o compu e s in he class oom. Howe e , disappoin ingly, only wo o h ee s uden s comple ed he homewo k. Fo his eason, bo h P1 and P5 had o imple- men he ac i i ies in he compu e Lab. The compe i ion in he class oom ga e s uden s he mo i a ion o comple e he asks. P5 w o e in he epo : “I epo ed he sco e o each s uden (some we e qui e sa is ied, o he s no so much!). I no iced an e o by s uden s who go “ze o”. They quickly ied o ca y ou he ac i i y and mo e o a mo e p ominen place. An en i onmen o some compe i ion was c ea ed, which was qui e in e es ing.” 4. Discussion Figu e 5. Oc alysis F amewo k ep esen a ion o gami ica ion ac i i y applied by P4. Looking a all Oc alysis’ ep esen a ions o he ac i i ies, mos o he pa icipan s applied Le B ain Co e D i e (CD6—Sca ci y and Impa ience is p esen in all ac i i ies, wi h medium in ensi y) and he posi i e emo ions (CD2—De elopmen and Accomplishmen is p esen in ou o he ep esen a ions, wi h g ea in ensi y). 3.4. Implemen ing Gami ica ion in he Class oom Se e al echnical p oblems we e epo ed du ing he implemen a ion o he gami ied ac i i ies in school. Pa icula ly, he lack o equipmen o he poo in e ne quali y. This was a sou ce o us a ion o s uden s, no being able o log in o he ool o losing access du ing he ac i i y. Pa icipan s we e su p ised wi h s uden s’ di icul ies logging in and hei lack o knowledge on how o use he pla o ms. As hey epo ed, hey we e no expec ing o ha e o suppo s uden s wi h echnical explana ions and o ha e o spend a lo o ime wi h i . As pa icipan s commen ed, hey we e expec ing ha s uden s 12 o 15 yea s old would easily unde s and how o use he pla o ms. Some o he ac i i ies we e planned o be done a home [P1, P4, and P5] a e classes, due o he lack o compu e s in he class oom. Howe e , disappoin ingly, only wo o h ee s uden s comple ed he homewo k. Fo his eason, bo h P1 and P5 had o implemen he ac i i ies in he compu e Lab. The compe i ion in he class oom ga e s uden s he mo i a ion o comple e he asks. P5 w o e in he epo : “I epo ed he sco e o each s uden (some we e qui e sa is ied, o he s no so much!). I no iced an e o by s uden s