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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
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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