Gamification has become a significant direction in designing technologies, services, products, organizational structures, and any human activities towards being more game-like and consequently being more engaging and motivating. Albeit its success, research indicates that personal differences exist with regards to susceptibility to gamification at large as well as to different types of gamification designs. As a response, models and measurement instruments of user types when it comes to gamification have been developed. One of the most discussed related instruments is the Hexad user types scale. However, there has been paucity of research related to the validity and reliability of the Hexad instrument in general but also of its different formulations and language versions. To face this gap, our study focused on analyzing the psychometric properties of the Hexad scale in Brazilian Portuguese by conducting two confirmatory factor analyses and two multi-group confirmatory factor analyses. The survey was answered by 421 Brazilian respondents (52% self-reported women, 47% self-reported men, 0.5% preferred not to provide their gender, and 0.5% checked the option “other”), from the five Brazilian regions (23 different states and the Federal District), and aged between 10 and 60 years old. Findings support the structural validity of the scale as an oblique model and indicate opportunities for small improvements. Further research, both at academy and practice, may use this study as the source of measurement of user types related to gamification (in Brazilian Portuguese), as well as, as a theoretical and practical source for further studies discussing personalized gamification.

Gamification has been discussed as a standout approach to improve user experience, with different studies showing that users can have different preferences over game elements according to their user types. However, relatively less is known how different kinds of users may react to different types of gamification. Therefore, in this study ($$N=331$$ N = 331 ) we investigate how user orientation (Achiever, Disruptor, Free Spirit, Philanthropist, Player, and Socializer) is associated with the preference for and perceived sense of accomplishment from different gamification designs. Beyond singular associations between the user orientation and the gamification designs, the findings indicate no comprehensive and consistent patterns of associations. From the six user orientations, five presented significant associations: Socializer orientation was positively associated with Social, Fictional, and Personal designs, while negatively associated with Performance design; Player orientation was positively associated with Social (Accomplishment), Personal, and Ecological designs, while negatively associated with the Social design (Preference); Disruptor orientation was positively associated with Social design; Achiever orientation was positively associated with Performance and Social designs; and Free Spirit orientation was negatively associated with Social design. Based on the results, we provide recommendations on how to personalize gamified systems and set further research trajectories on personalized gamification.

O ensino de Ciências Exatas, em especial a Ciência da Computação, pode ser um processo desafiador, sobretudo quando na Educação Básica. Tal desafio fez com que ao longo dos últimos anos, diferentes estudos tenham buscado alternativas para melhorar o ensino de Computação, com destaque para as abordagens lúdicas (e.g., jogos, gamificação, e realidade aumentada). Apesar de avanços, ainda se faz necessário uma discussão a cerca de novas abordagens lúdicas que possam melhorar a experiência dos estudantes. Diante disso, esse painel tem por objetivo discutir o uso de gamificação como abordagem lúdica contemporânea para auxiliar no ensino de Computação. O painel contribui com a comunidade de Educação em Computação (especialmente professores da Educação Básica e Superior) por meio de uma discussão sobre como usar abordagens lúdicas para melhorar a experiência de estudantes de Computação.

A Base Nacional Comum Curricular (BNCC), é um documento de referência nacional que define as aprendizagens essenciais que todos os estudantes devem desenvolver ao longo da Educação Básica. Apesar de o documento prever que os estudantes devem durante a etapa de escolarização básica utilizar e compreender tecnologias digitais de informação e comunicação, o ensino da Computação só foi estabelecido recentemente com a aprovação de um documento complementar. A partir de 2023, estados e municípios devem reorganizar seus currículos de forma a atender o estabelecido na BNCC de Computação e apesar dos avanços que tal documento pode proporcionar, muito ainda precisa ser discutido sobre como sua implementação deve ocorrer. Diante disso, esse painel tem por objetivo discutir as possibilidades e desafios da implementação da BNCC Computação, contribuindo especialmente com a comunidades de Educação em Computação e professores da Educação básica em geral.

The tutorial aims to demonstrate the possibility of creating personalized gamified courses for hybrid teaching. Furthermore, the tutorial has the following specific objectives: i) to introduce and discuss the importance of gamified learning in hybrid teaching; ii) present possibilities of technologies for gamified learning in hybrid teaching, and iii) to demonstrate the creation of a gamified (personalized) course in hybrid teaching through the Eagle-edu system.