This paper investigates the relationship between the perception of usefulness and perceived game elements, and their subsequent influence on learning performance. Un experiment was conducted with fifty-six undergraduate students who have used a gamified learning environment to learn for one semester. After that students’ data regarding perception and learning performance were collected and analyzed using PLS software. The results showed that students' perceptions of usefulness in a gamified environment are linked to specific game elements. Notably, the study reveals that students who perceive the gamified environment as highly useful also tend to hold positive perceptions of certain game elements, such as the progress bar and chat features. Moreover, results showed that students' perception of game elements can significantly impact their learning performance. These insights not only advance our understanding of human-computer interaction but also offer valuable guidance for both researchers and practitioners in designing effective gamified learning environments. By recognizing the interplay between perceived usefulness, game elements, and learning outcomes, educators and developers can tailor interventions and experiences that optimize engagement and learning outcomes.

Blockchain is becoming a core technology in all application domains as it brings several advantages, such as immutability, transparency, high availability, strong data consistency, and interoperability. Despite these advantages, blockchain systems still have several concerns that might significantly reduce their effectiveness, including motivational, human concerns and miners’ involvement and participation. Gamification, on the other hand, was proposed as a solution for these concerns, among others. However, little is known in the literature on the use of gamification for blockchain systems, calling for more investigation in this regard. Therefore, this study conducts a systematic literature review to investigate why and how gamification is used in blockchain systems. Specifically, 41 studies were included and analyzed in this systematic review. The obtained results highlighted that gamification is integrated into blockchain systems to achieve different purposes, including motivating users/miners and increasing data validation and trust. Additionally, the findings revealed that Ethereum is the most used blockchain platform, where points and challenges are the most used game elements in blockchain systems. Furthermore, when using gamification as an incentive mechanic in blockchain, there is no difference in the effect of the consensus algorithm on miners’ motivation. The findings of this study provide insights into the ways of integrating gamification to enhance blockchain systems, as well as reveal future research directions to consider before deploying the next generation of gamified blockchain systems.

Promoting intrinsic motivation in classrooms is the central focus of many researchers. Particularly, several studies found that students' individual differences might affect their level of intrinsic motivation. Since personality is considered as one of the most important indicators of individual differences, this study investigates the effect of personality on students' level of intrinsic motivation in a gamified and self-determined online environment. The obtained results showed that only extraversion, conscientiousness and openness personality traits significantly affect students' level of intrinsic motivation to learn. These findings can be considered by designers of gamified learning environments to provide more game design elements in order to enhance students' intrinsic motivation based on their personalities.

Designing an educational game can be a difficult task for individuals who do not have appropriate background towards game developments. Several game genres exist in the literature which can make beginners confused about which are the appropriate or required game elements and functionalities for a particular game genre. At the same time, many studies highlighted the effectiveness of mind-mapping techniques in enhancing learning and thinking task. Therefore, this study deploys the powerful graphical representation of Unified Modeling Language (UML) class diagram to present a mind-mapping guide for people who are developing educational role-playing games. A total of 1 13 students used the developed mind-mapping guide in a public Tunisian University, and the obtained results showed that the guide can: (1) significantly enhance beginner students’ level of knowledge regarding developing role-playing educational games; and, (2) promote the creative thinking when it comes to imagining educational role-playing game scenarios. Also, these results showed that students have a favorable attitude towards using the mind-mapping guide to learn and design their games.

While gamification has gained considerable scholarly and practitioner attention, less concern is paid regarding individual differences in gamified learning environments. Personality in particular is considered as the source of individual differences even within students. Therefore, this study investigates how personality can affect students' perceived preferences for eight game elements in a gamified Modular Object-Oriented Dynamic Learning Environment (Moodle). One hundred and five students, from a public Tunisian university, used this gamified Moodle during two years to learn "Object Oriented Design Methodology", "Basic Software" and "Information Monitoring Methodology" courses. The obtained results showed that only extraversion, conscientiousness and openness personality traits may affect students' perceived preferences for particular game elements. These findings can be exploited by researchers and practitioners to design personalized and gamified learning environments based on personality.

Gamification in education is gaining an increasing attention, since it enhances the learner's engagement and motivation. While carrying a big promise, prior research offers little guidance regarding how learners with different personalities may react to game elements in a gamified learning environment. Therefore, this study investigates the relationship between the learner's personality to be distinguished on an introvert/extrovert dimension and the attitude of preferring to use game elements. In this context, a gamified online Moodle Learning Management System was developed where fifty seven learners used it to learn "Object Oriented Design Methodology" course. These learners then answered two questionnaires about preferences on game elements and personality. Data gathered from the instruments was analyzed using the statistical ChiSquare test. The obtained results highlighted that the learner's personality can affect the attitude of preferring to use a particular game element. These findings can be exploited by researchers and practitioners to provide personalized and gamified learning experiences based on personality. They also can be used by designers by providing design guidelines for targeting specific learners based on personality.