The use of and research on gamification has increased substantially since 2010. Most of the research on gamification has been done within education, specifically higher education. There is a dearth of research on gamification for children with disabilities. There has also been much research on the characteristics of successful instructional and educational games. In this thesis, theory on both gamification and the characteristics of successful instructional and educational games were used to design and implement several game design elements in a mobile sign language learning application to make it more enjoyable for the users. The game design elelemnts implemented were points, appropriate challenge, proximal goals, randomness and control. The target group of the application is children with disabilities making the thesis unique compared to any previous research. A rigorous gamification methodology was followed and a meeting with experts on children with special educational needs was held to get a good understanding of the target group. The development was done iteratively with two-week long iterations. After each iteration a presentation was held for the intern company and feedback was given. A school was willing to participate in an evaluation session and at the end of the thesis and the session was held with 22 children with learning disabilities. Both the original application and the application with the added gamification elements were evaluated and the results were compared. Results found that the children using the new version of the application had less throughput and found learning sign language to be more enjoyable and easier compared to the children using the original version of the application. The results are questionable, however, due tolimitations of the evaluation. Some of the issues were that the ages of the children differed between the groups, the severity of the disabilities was not considered, and the participants only got to use one version of the application for fifteen minutes. / 自2010以来，游戏化技术的使用和研究大幅增加。在教育领域,特别是高等教育领域,有很多很多关于游戏化的研究。关于成功教学和教育游戏的特征也有很多相关研究。然而目前对残疾儿童游戏化技术的研究尚不多见。本文运用游戏化理论和成功教学游戏和教育游戏的特点，设计并实现了移动手语学习应用中的几个游戏设计元素，使移动手语学习应用更加有趣。实施的游戏设计要素有明确的目标、难度的选择、随机性、点和层次。应用的目标群体是残疾儿童，使得本论文与以往研究有所不同。我们遵循严格的游戏化方法，并与特殊儿童教育专家举行会议，以便更好地了解目标群体。用两星期的时间进行迭代开发。每次迭代后，在实习生公司进行演示并得到反馈。一所学校愿意参加评测，在论文结束时，22名有学习障碍儿童参加了评测。对原有应用和添加游戏化元素的应用进行评价，并对结果进行比较。结果发现，使用新版本应用程序的儿童比使用原始版本应用程序的儿童的工作量较少，并且学习手语过程更愉快、更容易。然而由于评估的局限性,可能会影响实验结果,例如各组儿童的年龄不同，残疾的严重程度没有考虑，并且参与者只能使用一个版本的应用程序15分钟。后续研究将评估这些因素的影响。

A utilização de métodos ativos na educação é um dos grandes desafios atuais. A Aprendizagem baseada em Projetos - ABPr é uma das abordagens que guiam os alunos em uma investigação ativa através de uma questão central, resolvendo um problema do mundo real e que, geralmente, requer um resultado final prático. Apesar da existência de novas abordagens pedagógicas, nem sempre é simples a tarefa de envolver os alunos nas atividades propostas pelos professores. Uma perspectiva que promove o engajamento dos alunos é a Gamificação, definida resumidamente como a utilização de elementos de jogos em ambientes não jogos. Ela vem sendo empregada em diversas pesquisas no campo educacional, porém, existe a necessidade de desenvolvimento de estudos mais aprofundados buscando investigar como as mecânicas de jogos podem ser relacionadas com a educação. Esta pesquisa tem objetivo de investigar de que modo um Ambiente Gamificado, para apoio a ABPr, pode contribuir com os processos colaborativos no desenvolvimento dos projetos dos alunos. Na pesquisa elaborou-se um modelo de atividade de ABPr, que serviu de base para concepção do Ambiente Gamificado. A estrutura deste ambiente é composta por mecânicas de jogos como desafios, pontos, níveis, ranking e o quadro de experiência colaborativa dentro do Ambiente Virtual de Aprendizagem MOODLE. Foi realizado um experimento com duas turmas no curso superior de Administração da Universidade Federal do Maranhão. A pesquisa foi estruturada com abordagem quantitativa e qualitativa. Como análise realizou-se os cruzamentos dos dados a partir dos registros no ambiente, questionário aplicado aos alunos, entrevistas com os professores e análise dos projetos desenvolvidos. Como resultados é possível afirmar que a Gamificação na atividade de ABPr promoveu a colaboração entre os alunos no Ambiente Gamificado e as suas colaborações contribuíram para o desenvolvimento dos projetos dos alunos. / The use of active methods in education is one of the major current challenges. The Project-based Learning - PjBL is one of the approaches that guide students in active inquiry through a central question, solving a real world problem and it generally requires a practical outcome. Despite the existence of new pedagogical approaches, it is not always simple task to engage students in activities proposed by the teachers. A perspective that promotes student engagement is the Gamification, briefly defined as the use of game elements in non-gaming environments. It has been used in several studies in the educational field, however, there is a need to develop further studies seeking to investigate how game mechanics can be related to education. This research aims to investigate why a Gamified Environment, to support PjBL, can contribute with collaborative processes in the development of student projects. In the research elaborated a PjBL activity model, which served as the basis for creation of Gamified Environment. The structure of this environment consists of game mechanics as challenges, points, levels, rankings and collaborative experience board in the MOODLE Learning Management System. An experiment was conducted with two groups in the higher education course in Business Administration at Federal University of Maranhão. The research was structured with quantitative and qualitative approach. As analysis was realized the crossing data from the logs in the environment, questionnaire deployed to the students, interviews with teachers and analysis of projects developed. As a result we can say that the Gamification in PjBL activity promoted the collaboration among students in Gamified Environment and his collaborations contributed to the development of student projects.

I denna studie har ett konstruktionsarbete utförts där ett projektledningsverktyg tagits fram. Projektledningsverktyget ämnar till att öka de värdeskapande processer som sker i användandet av verktyget. Syftet med studien är därmed att undersöka hur motivationen och engagemanget i användandet kan höjas genom att implementera gamification-principer i verktygets gränssnitt och funktionalitet. Studien bygger på en förstudie från tidigare forskning inom projektledning och planering samt tjänsteinnovation som blir den bakomliggande strukturen i studien. Detta kombineras med teorier och principer inom interaktionsdesign, UX/UI-design och gamification, vilket själva konstruktionsarbetet grundar sig på. Under arbetet med studien har Action Design Research tillämpats som övergripande forskningsmetod men har även kombinerats med Arvolas designprocess för att ge ytterligare stöd till konstruktionsarbetet av verktyget. Genom denna process har arbetet utförts i ett nära samarbete med digitalbyrån Samuraj, där idén om ett nytt projektledningsverktyg vuxit fram. Företaget har även varit ett stort stöd genom processen där flera möten och dialoger har ägt rum för att samla in värdefull information och utvärdera koncept kring projektledningsverktyget. Studien ämnar därmed till att presentera ett designförslag som genomgått flera iterationer vilket i sin tur resulterat i en interaktivprototyp.

VALÉRIO, Julian Rodrigues. Um Ambiente para o Auxílio à Aprendizagem de Habilidades Laparoscópicas usando Realidade Aumentada e Gamificação. 2016. 106 f. Dissertação (mestrado em ciência da computação)- Universidade Federal do Ceará, Fortaleza-CE, 2016. / Submitted by Elineudson Ribeiro (elineudsonr@gmail.com) on 2016-03-22T19:29:23Z No. of bitstreams: 1 2016_dis_jrvalerio.pdf: 12759096 bytes, checksum: 128c2eceaf7b3a9e8996a4d46d06293a (MD5) / Approved for entry into archive by Rocilda Sales (rocilda@ufc.br) on 2016-04-25T12:33:35Z (GMT) No. of bitstreams: 1 2016_dis_jrvalerio.pdf: 12759096 bytes, checksum: 128c2eceaf7b3a9e8996a4d46d06293a (MD5) / Made available in DSpace on 2016-04-25T12:33:35Z (GMT). No. of bitstreams: 1 2016_dis_jrvalerio.pdf: 12759096 bytes, checksum: 128c2eceaf7b3a9e8996a4d46d06293a (MD5) Previous issue date: 2016 / Minimally Invasive Surgeries (MIS) require learning and training unconventional skills of surgeons (e.g., hand-eye coordination, manual dexterity). The teaching and learning processes usually involve the use of simulating box-trainers, which allow the training of such skills with navigation activities and simple coordination. In this paper, we propose to extend laparoscopic box-trainers with Augmented Reality (AR) and gamification techniques. The proposal uses an additional camera and object tracking to monitor the movement of handled objects. Our boxtrainer simulator is able to assess the performance of students during the training activity (e.g., time to complete the activity, errors). The main part of the simulator is the LARG framework, which is developed and used to implement the gamified activities. The framework integrates the OpenCV and Ogre3D libraries. It offers mechanisms that enable rendering of 3D images in activities, tracking of objects, detecting patterns and inserting gamified components. We designed and developed two activities for the training of navigation skills. A usability evaluation of the proposal was implemented with a group of eighteen members who performed two activities. Results indicate a good usability acceptance of the box-trainer. We also observed a significant difference in performance between surgeons and students of the first year of residency, thus indicating the simulator can be successfully used in learning MIS skills. / Cirurgias minimamente invasivas requerem aprendizagem e treinamento de habilidades não convencionais de cirurgiões (por exemplo, coordenação mão-olho, destreza manual e precisão). Os processos de ensino e aprendizagem envolvem, em geral, o uso de caixas-pretas simuladoras para o treinamento dessas habilidades que podem ser praticadas com atividades de navegação com as pinças laparoscópicas e de coordenação de movimentos simples. Neste trabalho, propõe-se estender caixas-pretas de treinamento laparoscópico com Realidade Aumentada (RA) e técnicas de gamificação. O ambiente proposto apresenta uma câmera adicional e utiliza algoritmos de rastreamento de objetos a fim de controlar os movimentos dos objetos manipulados. O ambiente proposto é uma caixa laparoscópica simuladora capaz de observar o desempenho do aprendiz durante a atividade de formação (por exemplo, tempo para terminar a atividade, erros). O framework LARG é a parte de software principal do simulador. Ele foi desenvolvido para implementar as atividades e integrar as bibliotecas OpenCV e Ogre3D. O framework possui mecanismos que possibilitam renderizar imagens 3D nas atividades, rastrear objetos, detectar padrões e inserir componentes gamificados. Foram projetadas e desenvolvidas duas atividades para o treinamento de habilidades de navegação. Uma avaliação de usabilidade do simulador foi realizada com um grupo de dezoito médicos que executou as duas atividades. Os resultados indicam uma boa aceitação de usabilidade do ambiente proposto. Observou-se também uma diferença significativa no desempenho entre os cirurgiões e os alunos do primeiro ano de residência, um indicativo positivo para a utilização do simulador no processo de ensino e aprendizagem de habilidades em MIS.

Submitted by FERNANDO CHADE DE GRANDE (tiensdesenhos@hotmail.com) on 2016-02-12T15:15:06Z No. of bitstreams: 1 Fernando_chade_dissertacao.pdf: 8050462 bytes, checksum: 97220a87a2ee6ca25b9cbf61125db454 (MD5) / Approved for entry into archive by Sandra Manzano de Almeida (smanzano@marilia.unesp.br) on 2016-02-12T18:16:21Z (GMT) No. of bitstreams: 1 degrande_fc_me_bauru.pdf: 8050462 bytes, checksum: 97220a87a2ee6ca25b9cbf61125db454 (MD5) / Made available in DSpace on 2016-02-12T18:16:21Z (GMT). No. of bitstreams: 1 degrande_fc_me_bauru.pdf: 8050462 bytes, checksum: 97220a87a2ee6ca25b9cbf61125db454 (MD5) Previous issue date: 2016-01-22 / O presente trabalho tem como objetivo apresentar uma proposta de Objeto de Aprendizagem (OA) gamificado para servir de apoio ao Ensino de Ciências, especificamente ao ensino da Física Mecânica. A dinâmica de uma ação no futebol foi utilizada para exemplificar conceitos da Física Mecânica, onde o aprendiz poderá interagir com o OA, interferindo nas variáveis da Física e alterando a trajetória da bola. O recurso da gamificação implementado nesse OA, por meio de mecânica, estética e pensamento de games, tem como intuito engajar o aprendiz, motivar a ação e promover consequentemente a aprendizagem da Física Mecânica. A simulação da realidade produzida em animação digital e distribuída pelas mídias digitais nos processos de ensino-aprendizagem torna-se um suporte ao aluno na formação do seu desenvolvimento cognitivo. O propósito do trabalho é propor uma solução de aprendizagem por meio do edutretenimento, aproximando conceitos e fórmulas da realidade cotidiana do aluno. Dessa forma, aproximando o Ensino de Ciências da realidade do aluno, espera-se formar cidadãos mais críticos e reflexivos diante das implicações sociais e éticas, onde a importância do trabalho científico juntamente com aspectos tecnológicos poderão contribuir para melhoria de vida da sociedade. / This study aims to present a proposal for a Learning Object using gamification to provide support to Science Education, specifically teaching classical mechanics. The dynamics of an action in football was used to illustrate concepts of Mechanical Physics, where students can interact with the Learning Object, interfering with physics variables and therefore changing the trajectory of the ball. The use of gamification implemented in the Learning Object through mechanics, aesthetics and game-thinking, has the intention to engage students, motivate and consequently promote the learning of Mechanical Physics. The simulation of reality produced in digital animation and distributed on digital media in the process of learning and teaching becomes a support in students’ cognitive development. The purpose of this work is to create an effective learning solution through edutertainment, associating concepts and formulas to students’ everyday life. Thus, approaching the teaching of science to student’s reality, is expected to form more critical and reflective citizens on social and ethical implications, where the importance of scientific work and technological aspects can contribute to improve the quality of life in society.

Submitted by NICHOLAS BRUGGNER GRASSI null (nicobgrassi@gmail.com) on 2016-03-26T22:57:09Z No. of bitstreams: 1 A GAMIFICACAO COMO RECURSO ESTRATEGICO PARA INTERATIVIDADE ENTRE MIDIAS DIGITAIS E USUARIOS.pdf: 3137460 bytes, checksum: 28fb1144550bd5e0c0cdad725235b38b (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-28T17:09:27Z (GMT) No. of bitstreams: 1 grassi_nb_me_bauru.pdf: 3137460 bytes, checksum: 28fb1144550bd5e0c0cdad725235b38b (MD5) / Made available in DSpace on 2016-03-28T17:09:27Z (GMT). No. of bitstreams: 1 grassi_nb_me_bauru.pdf: 3137460 bytes, checksum: 28fb1144550bd5e0c0cdad725235b38b (MD5) Previous issue date: 2016-02-18 / A rápida ascensão da tecnologia e a transição para as mídias digitais trazem consigo certas dificuldades de adaptação. Essa “corrida digital” pode criar produtos com design confuso e que muitas vezes não agradam seu público-alvo. Nesse contexto, novas estratégias estão surgindo com o intuito de auxiliar essas mídias a serem mais colaborativas, interativas, intuitivas e divertidas. Um dos recursos que tem ganhado destaque é a gamificação, que propõe o uso de elementos de jogos em contextos não jogos. Esse trabalho tem como objetivo analisar a relevância da gamificação como estratégia para facilitar a interatividade entre os usuários e as mídias digitais, observando aplicações e fazendo uma pesquisa exploratória para identificar se os usuários de mídias digitais podem se beneficiar com o uso da gamificação. Para isso são apresentados os conceitos desse método: como aplicar, quando aplicar, além de sua história e origem nas mídias digitais e educação. Por último, este trabalho estuda alguns casos para identificar as técnicas de game design utilizadas com o intuito de facilitar a aplicação da gamificação nas mídias digitais, para que designers, professores ou qualquer desenvolvedor que opte pela gamificação como estratégia, entenda como aplicá-la de forma eficiente. / The fast rise of technology and the transition to digital media brings with it several adaptation difficulties. This "digital rush" generally creates products with confusing design which usually do not please the general public. So, new strategies are emerging in order to assist these media to be more collaborative, interactive, intuitive and fun. One of the features that have gained prominence is gamification, which suggests the use of game elements in non-gaming circumstances. This work aims to analyze the relevance of gamification as a strategy to facilitate interactivity between users and digital media, noting applications and making an exploratory study to identify whether users of digital media can take advantage of gamification or not. Therefore, the general concepts of this method are: how to apply, when to apply, as well as its history and origin in digital media and education. Finally, this paper studies some cases to identify game design techniques used in order to facilitate the application of gamification in digital media so that designers , teachers or any developer who opt for gamification as a strategy, understand how to apply it efficiently.

abstract: Game design and product design are natural partners. They use similar tools. They reach the same users. They even share the same goal: to provide great user experiences. This thesis asks, "Can game design build better product learning experiences, and if so, how?" It examines the learning situations created by and necessary for product design. It examines the principles of game learning. Then it looks for opportunities to apply game learning principles to product learning situations. The goal is to create engaging and successful product learning experiences, without turning products into games. This study uses an auto-ethnographic evaluation of a gameplay session as well as participant observation and interviews with gamers to gather qualitative data. That data is sorted with an A(x4) framework and used to create user experience profiles. The final outcome is a toolkit that identifies areas where game design could improve the design of product user experiences, especially for product learning. / Dissertation/Thesis / Masters Thesis Design 2016

abstract: The purpose of this study was to investigate the effects of static pedagogical agents (included and excluded) and gamification practice (included and excluded) on vocabulary acquisition and perceptions of cognitive load by junior high students who studied Navajo language via computer-based instructional program. A total of 153 students attending a junior high school in the southwestern United States were the participants for this study. Prior to the beginning of the study, students were randomly assigned to one of four treatment groups who used a Navajo language computer-based program that contained a combination of static pedagogical agent (included and excluded) and gamification practice (included and excluded). There were two criterion measures in this study, a vocabulary acquisition posttest and a survey designed both to measure students’ attitudes toward the program and to measure cognitive load. Anecdotal observations of students’ interactions were also examined. Results indicated that there were no significant differences in posttest scores among treatment conditions; students were, however, generally successful in learning the Navajo vocabulary terms. Participants also reported positive attitudes toward the Navajo language content and gamification practice and expressed a desire to see additional content and games during activities of this type. These findings provide evidence of the impact that computer-based training may have in teaching students an indigenous second language. Furthermore, students seem to enjoy this type of language learning program. Many also indicated that, while static agent was not mentioned, gamification practice may enhance students’ attitudes in such instruction and is an area for future research. Language learning programs could include a variety of gamification practice activities to assist student to learn new vocabulary. Further research is needed to study motivation and cognitive load in Navajo language computer-based training. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2018

With technology continuing to advance, a lot of everyday tasks are becoming easier to perform and less physically demanding. However, as a result of this, peoples lives are also becoming more sedentary. There is a need for motivating people to be more active. The project's solution to this problem was to develop a mobile game application which made use of Augmented Reality (AR) technology together with GPS to be able to set the outdoor world as the playing field. Along with using the science of gamification, we strove to create a gameplay that encourages players to continue to play. The resulting game makes the player move outdoors to be able to progress within the game. This feature of the game counteracts sedentary behavior. The results suggest that the use of gamification is an important aspect of making a game that players find fun and motivating. The AR technology was less important and needs more functions than just being able to view 3D-models. / Med fortsatta avancemang inom teknologi, blir vardagliga uppgifter lättare att utföra och mindre fysiskt ansträngande. Dock som ett resultat av detta blir människors vardag mer stillasittande. Det finns ett behov av att motivera människor till att bli mer aktiva. Projektets lösning till detta problem var att utveckla ett spel till mobiltelefoner som använde sig av Augmented Reality teknologi ihop med GPS för att sätta upp världen utomhus som spelplan. Tillsammans med vetenskapen om spelifiering, strävade vi efter att skapa en spelupplevelse som uppmuntrar spelare att fortsätta att spela. Det resulterande spelet kräver att spelare rör på sig utomhus för att kunna nå framsteg inom spelet. Denna aspekt av spelet motverkar stillasittande beteende. Resultaten föreslår att användningen av spelifiering är en viktig aspekt i skapandet av ett spel som spelare finner roligt och motiverande. Användningen av AR-teknologi var mindre viktig och behöver fler funktioner än att bara kunna visa 3D-modeller.

O problema que norteia esta pesquisa é investigar quais as potencialidades que a gamificação pode desencadear quando aplicada em processos de ensino e aprendizagem. A partir dessa investigação são pensados alguns indicadores para estratégias pedagógicas que possam atender algumas demandas da cultura digital em ambientes de aprendizagem. Para cumprir com essa proposta, optou-se por conduzir uma pesquisa bibliográfica, a fim de realizar um diálogo entre as referências consultadas e os argumentos deste pesquisador, pois trata-se de um fenômeno bastante recente, que ainda não possui bases acadêmicas. Primeiramente, foi necessário conceituar e definir o fenômeno emergente da gamificação a partir de publicações recentes, e ainda escassas, disponíveis. Para isso, analisou-se os games como sistemas complexos, decompostos em elementos inter-relacionados. Após, foi descrita e analisada uma experiência de utilização da gamificação em um ambiente de aprendizagem a partir de um relato elaborado e documentado por um professor norte-americano. Para analisar esse relato, e também o fenômeno da gamificação, foram utilizados pressupostos da perspectiva sócio-histórica e dos estudos de Vygotsky sobre o processo de ensino e aprendizagem relacionados ao conceito da Zona de Desenvolvimento Proximal. Depois, foram construídos argumentos para explicar o surgimento da gamificação e justificar a possibilidade de sua utilização no contexto dos indivíduos inseridos na cultura digital. Por fim, foram elencados alguns indicadores para orientar possíveis estratégias pedagógicas a partir de proposições da gamificação, com o intuito de potencializar processos de ensino e aprendizagem envolvidos nessas estratégias. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-05-30T11:18:18Z No. of bitstreams: 1 Dissertacao Marcelo Luis Fardo.pdf: 1199255 bytes, checksum: e9807e8d3cd1ffb37d071be29b7bdb68 (MD5) / Made available in DSpace on 2014-05-30T11:18:18Z (GMT). No. of bitstreams: 1 Dissertacao Marcelo Luis Fardo.pdf: 1199255 bytes, checksum: e9807e8d3cd1ffb37d071be29b7bdb68 (MD5) / The problem that guides this research is to investigate the potentialities that gamification can unleash when applied to teaching and learning processes. Based on this research, some pointers on pedagogical strategies that can meet some demands of digital learning environments are thought. To meet this proposal, it was decided to conduct a literature research in order to conduct a dialogue between the consulted references and this researcher’s arguments, because gamification is a fairly recent phenomenon, which does not have any academic foundations yet. First, it was necessary to conceptualize and define the emerging phenomenon of gamification from recent, and still scarce, publications available. For this, the games phenomenon was analyzed as complex systems, broken down into interrelated elements. After, it was described and analyzed an experience of use of gamification in a learning environment from a report written and documented by an American professor. To analyze this report, and also the phenomenon of gamification, it was used assumptions of socio-historical perspective and Vygotsky’s studies about the process of teaching and learning related to the concept of the Zone of Proximal Development. Then, arguments were constructed to explain the emergence of gamification and to justify its possible uses in the context of individuals of the digital culture. Finally, it was listed some possible indicators to guide teaching strategies from gamification propositions, in order to enhance teaching and learning processes involved in these strategies.