Knowledge as an organizational asset is of great importance in the decision-making process, which needs to be managed properly in order to achieve, from this, a competitive differential in the respective segment of the labor market where the organization is inserted. Thus, managing knowledge and making it an exploitable asset within the organization is of great importance. Therefore, generating new ideas, solutions and innovations and making them available to members of the organization, whether from an organizational database or even from the process of socialization among employees, is necessary for the maintenance of knowledge. Based on this, this work presents the evaluation of an experience report that consisted of the application of a gamification to support the teaching and learning of the knowledge management assets and process in a research laboratory context. The data collected, both during the application of gamification, and at the end of the experiment in the feedback and evaluation meeting, were analyzed qualitatively from the application of Affective Computing and also through the SWOT (Strengths, Weaknesses, Opportunities, Threats) matrix. After analyzing these data, the effectiveness of this gamified proposal was proven in order to stimulate the teaching and learning process of knowledge management.

This Research to Practice Full Paper presents that the use of gamification - the adoption of game elements in non- game contexts - is a recurring theme in software engineering education literature in the last decade. Gamification has been largely used to increase the engagement and motivation of students and professionals in their organizations, with a variety of models/frameworks for developing gamified approaches. Studies report positive and negative outcomes from the adoption of gamification. However, generalization is difficult because: (i) the evaluation data are heavily coupled to context and individual characteristics of participants, (ii) there are often insufficient detail on the design of evaluation procedures, hampering replication, (iii) there is lack of significant statistical data and imprecision of qualitative data, and (iv) there are no standard models in use to support the evaluation of gamification, hence there are no standardization in design, data analysis and report of gamification evaluation. The empirical data published so far are not sufficient to elucidate the phenomena resulting from the use of gamification, as there is no standardization in the specification of evaluation strategies, methods of analysis and reporting of results. Therefore, the objective of this study is to present and discuss the use of a framework for the evaluation of gamification in the context of software engineering education and training. For this, we executed a case study, in which the framework was used to support the design of an evaluation study for a gamification case in a knowledge management research group in a public university. Our main findings are: the framework helped streamlining the design of the evaluation study, considering the consistency between data to be collected, evaluation questions, and the goals of the evaluation study, that different rounds of analysis are supported, and that analysis of data relating to one evaluation question can complement analysis of other questions.

This Research to Practice Full Paper presents that the number of alternative teaching methods that are being explored in Information Technology teaching is increasing in an attempt to address contemporary pedagogical challenges. Thus, this work aims to adapt a gamification to meet the aspects of the main pedagogical approaches, selected in a previous work, aiming to improve the gamified approach to solve problems within the scope of the Information Technology course. To this, an adaptation was made in the flow of a gamification whose main features are to stimulate the process of generation, dissemination, capture, absorption and socialization of knowledge along different stages of a gamification flow, contemplating the main characters of the Knowledge Management process, such as knowledge generators and the expert. In this way, each stage was detailed based on the following criteria: “meeting the aspects of the pedagogical approaches”, where the reason for adopting this item is presented, the changes made in the stages and additions to the gamification flow, in addition to pointing out the problems and how they are addressed in this approach; “How will this stage be performed?”, where the execution of the gamification is detailed, with the roles of each participant and their assignments, and the rules of each stage of the flow, and the practical actions taken to meet the aspects of the pedagogical approaches used in that stage; and, “The instruments to be used”, where we describe the work products used in the dynamics and the guide for their use. At the end of these steps, the gamification execution plan was elaborated, which was submitted to the evaluation of other experts on knowledge management and gamification, from the peer review technique. Thus, this work contributes by presenting a gamified approach to the teaching and learning of knowledge management based on the adoption of different features included in pedagogical approaches.

This paper presents the application of Gamification, proposed by Alcantara and Oliveira (2018), for Teaching and Learning of Knowledge Management in a Software Quality Lab. The proposal is briefly presented, followed by the description of the application in the laboratory. Finally, we present the results obtained by a quantitative evaluation, based on the data collected during the experiment, followed by a qualitative evaluation based on the SWOT (Strength, Weakness, Opportunity and Threats) analysis from the perspective of the participants and, soon after, the final considerations are presented.