Gamification is the usage of game mechanics, dynamics, aesthetics and game thinking in non-game systems. Its main objective is to increase user's motivation, experience and engagement. For the same reason, it has started to penetrate in e-learning systems. However, when using gamified design elements in e-learning, we must consider various types of learners. In the phases of analysis and design of such elements, the cooperation of education, technology, pedagogy, design and finance experts is required. This paper discusses the development phases of introducing gamification into e-learning systems, various gamification design elements and their suitability for usage in e-learning systems. Several gamified design elements are found suited for e-learning (including points, badges, trophies, customization, leader boards, levels, progress tracking, challenges, feedback, social engagement loops and the freedom to fail). Advices for the usage of each of those elements in e-learning systems are also provided in this study. Based on those advises and the identified phases of introducing gamification info e-learning systems, we conducted an experimental study to investigate the effectiveness of gamification of an informatics online course. Results showed that students enrolled in the gamified version of the online module achieved greater learning success. Positive results encourage us to investigate the gamification of online learning content for other topics and courses. We also encourage more research on the influence of specific gamified design elements on learner's motivation and engagement.

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Verificator is an educational tool meant for learning syntax and semantics of the C++ programming language at the introductory programming courses. With an objective to explore quality of Verificator from students' perspective, a pilot study was carried out. Data were collected by means of an online post-use questionnaire. The analysis of collected data uncovered pros and cons of Verificator perceived by novice programmers. Empirical findings are presented and discussed.

One of the main goals of the Software Engineering discipline is to find higher abstraction levels and ways to reuse software in order to increase its productivity and quality. Ontologies, which are typically considered as a technique or an artifact used in one or more software lifecycle phases, may be used to help achieve that goal. This paper provides a systematic literature review of the proposed solutions for applying ontologies in automatic and generative programming. The paper aims to identify ontologies and software development tools, frameworks, prototypes, design patterns and methodologies that use them as development artifacts for source code generation or product derivation. The review provides researchers with the state of the art, while also identifying challenges and gaps that require further exploration and development.

The term gamification is used to describe the implementation of computer game elements into non-game-based systems. We have expended our previous research and in this article we've introduced new concept model for comprehensive gamified approach based on literature findings. Next, we empirically tested two hypotheses regarding the learning achievement in specific topics of online university courses "3D Modeling" and "Programming II". These hypotheses were: H1-an online course designed with the use of computer game elements enables better learning achievement in comparison to traditional non-gamified e-learning and H2an online course designed with the use of computer game elements positively influences the frequency of use of the learning material. Both hypotheses were confirmed, based on which final conclusions were drawn regarding the use of gamification in computer science hybrid courses.