This research-to-practice full paper explores a new method for defining motivational profiles to a scientific and technology dissemination portal, leveraging the Octalysis framework and Self-determination-theory. Our research included 581 participants from various age groups across Brazil. The aim was to develop a science outreach portal. We investigated the variation of motivational profiles across ages and their impact on gamification strategies. By developing age-specific interactive dynamics based on identified motivational profiles, we propose a way to personalize the portal to better meet users' intrinsic motivations. Our findings provide practical strategies to tailor educational content based on these profiles, greatly improving the effectiveness of educational interventions.

This research-to-practice full paper describes the intersection between gamification and neuroscientific indicators of learning in an introductory software development course. We implemented an action research approach, using weekly questionnaires and concept maps to assess the acquisition of new concepts and the enrichment of students' neural connection networks. The gamification was structured with the Octalysis framework, promoting an interactive and engaging learning experience. The results indicated improvements in academic performance and student engagement. Gamification increased motivation and facilitated the assimilation of new knowledge. Neuroscientific indicators showed that students were able to integrate new knowledge with pre-existing information, enriching their neural networks. Gamification activated the brain's motivation and reward mechanisms, promoting deeper and more interconnected learning. Real-time data analysis allowed for continuous adjustments in pedagogical strategies, improving the methodology's effectiveness. We concluded that the combination of gamification and neuroscience can transform the learning experience, making it more engaging and effective. Educators can adopt these strategies to create curricula that not only transmit technical knowledge but also continuously motivate and engage students. Future research will explore the application of this approach in different educational contexts and more diverse populations.

Contribution: The main contribution presented by this work was proposing a method for building gamification projects that can be replicated in teaching applied computing, developing new software solutions, or creating gamification projects for other areas. The exposed methodology not only proposes a solution to engage people in favor of learning objectives effectively but also presents two distinct gamification approaches using the same framework that can be used separately or together depending on the complexity of the application scenario. The implementation of this methodology can contribute to the advancement of knowledge in the field of gamification and motivation, enabling future studies to analyze the effectiveness of the proposed techniques and improve engagement strategies. Background: There are various contexts in which spontaneous user action is necessary or desirable, such as exercising the right to vote in a democracy or attending an algebra class. In both cases, motivation can be crucial in how an individual engages in these activities. Self-determination theory suggests that both extrinsic and intrinsic motivation can promote such engagement. Gamification, through motivational elements known as game techniques, allows for creating an immersive environment for specific activities. The focus is on adapting the approach to achieve a goal that is aligned with the motivational and behavioral profile of the participants. Intended outcomes: This approach was employed in a real-life case to propose a gamification solution that motivates participating lawyers in trial sessions of a Brazilian higher court to provide spontaneous, contextualized, neutral, and frequent feedback. Application design: This work proposes the development of a gamification project by merging two assessments based on the Octalysis gamification framework: one to identify motivation techniques based on expert opinions in the field of study and another to identify motivation techniques by mapping the motivational factors of the participant persona using self-determination theory. The final gamification project is the proposal of Octalysis techniques for each core driver resulting from the merging of the assessments. Findings: The proposed gamification project resulted in 16 techniques distributed among 7 core drivers of the Octalysis framework. At the end of the project, the techniques to be used in the gamification design are presented. The proposed approach, based on merging assessments and applying the Octalysis framework, can be applied in different contexts and activities, always to increase engagement and motivation among the individuals involved.

This paper presents a practice developed for elementary education students (3rd grade).. We used gamification to build a game based on the students' profile (players) in math classes. Gamification is the use of game elements and game principles in non-game contexts [1]. The use of gamification in the educational context is a practice that brings the playfulness of the gaming world to the classroom and promotes the engagement and motivation of newer generations [2]. We used the Octalysis structure proposed by Yu Kai-Chou [3] to model and project the students' profile and the gamification itself. We observed and measured students' experiences as players on the game: the achievement of icons to advance in the levels, their strategies to achieve the goals and their involvement on the learning process. Players interact collaboratively and develop skills and competences interacting in the same shared space. The results show that use of the game, as an initiative to empower students, creates meaningful relationships on the students' learning process.

To meet socio-cultural demands imposed by the new millennium and its implications for education, it was necessary for teachers and students to participate actively in the teaching-learning process. In this context, the classes' evaluation by students has been a tool widely used in various universities in different countries. For institutions and teachers, these assessments allow knowing and measuring the results, further analysis of the institutional status, reviewing projects, adjusting goals, diagnosing weaknesses and correcting possible deviations. For the monitoring and improvement of this process, it was necessary to create instruments that aimed to evaluate the performance of the proposed changes. The teaching-learning methodology adopted in the Introduction to Computer Science classes may be a process that makes it difficult to understand the principles of language programming for undergraduate students in Computer Science and related areas, generating high failure and course drop out rates. This paper presents an analysis of the results obtained in the Introduction to Computer Science classes taught in five Engineering courses, of the Faculty of Gama (FGA) at University of Brasília (UnB). It was analyzed the evaluation questionnaire answered by the undergraduate students in 2017, perform validation of the questionnaire, check the level of students satisfaction in relation to the evaluated subject and the association among the level of satisfaction, the percentage of practical activities of the discipline, student performance and the level of absenteeism. 519 responses were studied, 63% of students reported satisfaction with the classes taken, however a significant number of students 37% reported dissatisfaction with assessment practices and the dynamics of the classes.

This paper presents a methodology to identify the students' gamification profiles for educational projects. Gamification is the application of game elements and game principles in non-game contexts. We propose a process to identify profiles in gamification through the use of ludic activities and gamification driven questionnaires. The choice of activities follows some information of the target audience, such as: age range, cell phone use, internet access and other data. The use of questionnaires is necessary to cross-check the activity data, analyze data and identify the resulting gamification profile. The proposed methodology consists of six steps process: making a baseline, defining core drivers, defining activities, preparing a questionnaire, planning data collection, and analyzing data. The purpose of the process is to identify which gamification core drivers (the motivations) may be most effective in attracting students' attention. Gamification is a powerful tool to attract students. Also, a good gamification rise their interest up to learn and caught attention for a long period of time. A good gamification educational project will produce a very attractive educational game. The resulting game will motivate students to do something different: to study in a new way. We used Yu Kai-Chou's Octalysis framework to identify and model the student profile. The final gamification project is also an Octalysis model. The Octalysis framework is based on basic human motivations according to eight core drivers, which are: Epic Meaning & Calling, Development & Accomplishment, Empowerment of Creativity & Feedback, Ownership & Possession, Social Influence & Relatedness, Scarcity & Impatience, Unpredictability & Curiosity and Loss & Avoidance. Finally, in order to test and evaluate the methodology, we applied the whole process on four classes of two different public schools. The 98 students are from different ages and different grades (7th to 10th grades). The results indicate the process is useful to identify the students' gamification profile, the activities and the questionnaires provide a good data set to identify the core drivers and the resulting gamification project clearly depicts the final profile.

In this paper, we describe and test a part of an active learning environment that is being used to engage and empower students' learning in a undergraduate engineering course. We developed a survey system, called Milsa, in order to insert questions and template answers, and to automatically correct the questions based on template answers. In Milsa, the students insert multiple questions and template answers, the questions aleatory distributed to multiple responses. Milsa was used as an assessment in a gamified discipline [1]. After the automatic correction of the questions, the students evaluate the responses. The correction algorithm in Milsa is based on LSA [2], on STASIS [3] and on Michalski's genetic algoritm [4]. The template answer is a tagged text: hyperonymy, hyponymy, meronymy and synonymy are marked. By the end the tests on are showed and evaluated.

In this paper, we describe a learning environment that is being used to engage and empower students' learning in a undergraduate software engineering course. The methodology is a joint of Problem Based Learning (PBL) with Learning by Teaching idea - someone can learn better if he has to teach someone else the same concept. In addition, the students must produce videos and questionnaires present their studies. In the last year and a half, the environment is been used and tested in different classrooms of the same discipline. Finally, we compare the performance of students in this period with the two years before the introduction of the methodology.

One of the most important knowledge area on Software Engineering is Requirements Engineering and know properly related techniques and methods is crucial to a software practitioners. This article aims to present a method adopted to teach Requirements Engineering and Process Modelling on Software Engineering undergraduate course. It was developed a method to integrate two disciplines and improve learning of both. This method was used during two semesters, with 95 students involved. The reaching of teaching method was analyzed in two ways: grades and feedback on technical report analysis, in both were applied some statistical techniques in order to get better conclusions. The teaching methodology using shows good results, but it is important gather more data in order to provide more assured conclusions.

This paper aims to present a students' clustering method based on their backward knowledge of a specific domain. The categorization process uses the tracking information of students' answers in multiple choice questions (MCQ). We used an enhanced MCQ representation in which all the choice items (right or wrong) are linked to an existing conceptual map. We track the students' answers and propose a method to identify each student's profile on a certain subject and then cluster all the students' similar profiles. The resulting grouping map indicates how much the students learned about concepts on the knowledge domain.