Abstract: Courses in virtual learning environments can leave recently enrolled participants in a state of loneliness, confusion and boredom. . What course content is essential in the course, where can more information be found and which assignments are ma ndatory? Research has stated that learner control and motivation are crucial issues for successful online education. This paper presents and discusses visualisation as a channel to improve learners control and understanding of programming concepts and ga mification as a way to increase study motivation in virtual learning environments. Data has been collected by evaluation questionnaires and group discussions in two courses partly given in the Moodle virtual learning environment. One course is on Game bas ed learning for Bachelors programmes, the other is a course on e‑learning for university teachers. Both the courses have used progress bars to visualise students study paths and digital badges for gamification. Results have also been discussed with teac hers and pedagogues at a department for computer and systems sciences. Furthermore, two visualisation prototypes have been designed, developed and evaluated in programming lectures. Findings indicate that visualisation by progress bars is a good way to im prove course participants overview in online environments with rich and multifaceted content. To what degree the visualisation facilitates the course completion is hard to estimate, and like students have different learning styles, they also seem to have different visualisation needs. Gamification by digital badges seems to have various motivational impacts in different study groups and in traditional university programmes the traditional grades seem to be the main carrots. Finally, it seems that softwar e visualisation might be a promising path to enhance programming education in the 21st century.

Abstract: Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours wit hout apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification ⠍ the integration of gaming elements, mechanics, and frameworks into non‑game situations and scenarios ⠍ as a means to increase stude nt engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one‑dimensional approaches such as transposing a trivial reward system onto existing teac hing materials and/or assessments. Nevertheless, a gamified, multi‑dimensional, problem‑based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown i n this paper. The presented quasi‑experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the ⠜Kahoot!⠀ Classroom Respon se System (CRS), the classroom version of the TV game show ⠜Who Wants To Be A Millionaire?⠀, and Codecademy⠒s interactive platform formed the basis for a learning model which was applied to an entry‑level Python programming course. Students were t hus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification⠒s impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning app

Abstract: In 2013 Hedmark University College conducted a research project where students from a game development project/study program developed and tested a Pervasive Game for learning as part of a class in System Thinking. The overall game goal was to t each Sustainability through System Thinking, and to give the students a real world experience with their game;. It was tested on 5th and 7th graders in elementary school, spending one school day in each of the classes. This article focuses on the design o f the project: how the game was developed, how the children played it and how research was designed and data collected.

Pre‑service teachers frequently express negative prejudices towards science and the methodologies traditionally used during their training. Gamification is a booming technology based on combining the psychological aspects, mechanics and dynamics of a game in non‑ludic environments. The use of gamification has shown good outcomes in terms of increasing students´ motivation towards the sciences. In this study, new laboratory practices were developed under the umbrella of gamification methodology for pre‑service teachers. The general objectives were to eliminate negative prejudices, fear and rejection attitudes towards science, to foster the conceptual and procedural learning of science among students and to provide students with real‑life examples and an experience of applying gamification themselves. First, the theoretical basis of the main components and dynamics of gamification in the Education context are summarized. Secondly, their application in a specific subject from the curriculum for the Teaching Training in Primary Education degree (Didactics of Natural Science (DNS), 3rd year) are presented. The methodology was applied twice in laboratory practice in two consecutive academic years: 2017/2018 (5 groups, 150 students ) and 2018/2019 (6 groups, 183 students) . The steps, dynamics, components and the tools used for the gamification experience are described (i.e. Kahoot, Class Dojo). Several pre and post‑tests were carried out to explore: (i) the students’ relationship with games; (ii) their preferred role as players; (iii) their assessment of the different elements involved in the gamification methodology; (iv) their motivation towards science laboratories attitude and (v) their self‑perception with regards to their newly acquired skills to put gamification into practice in their professional future.

Gamification is the use of game design elements in non‑game contexts and it is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers’ main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention‑motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students’ apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere. Managerial recommendations for managers of Higher Education institutions, limitations of the study, and future research lines are also addressed.

Games are a great source of entertainment and are used by people of all ages; they motivate and engage people and affect their behavior. Therefore, games have been widely studied in many non‑game contexts. Education is one of those areas where gamified, and game‑based learning strategies have been implemented and explored. To engage and motivate students to quiz each other, and as a side effect, build a question bank, as well as to study the gaming and learning behavior of students, we used a peer‑quizzing game called "Tower of Questions" (ToQ). The game uses some themes and mechanics found in tower defense (TD) games. The students received points for posing and answering the questions in the game in the form of gems. Students played the game with pseudonyms for one academic term and were told not to disclose their identities to anyone. We conducted a 3‑month long study for two consecutive years in the same first‑year undergraduate computer science course. In this paper, we present the findings from our studies using ToQ, specifically findings related to the students’ self‑monitoring and quizzing activities based on the game logs and two self‑reported surveys from data collected in the second year of the study.