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Educational researchers have recognized Augmented Reality (AR) as a technology with great potential to impact affective and cognitive learning outcomes. However, very little work has been carried out to substantiate these claims. The purpose of this study was to assess to which extent an AR learning application affects learners' level of enjoyment and learning effectiveness. The study followed an experimental/control group design using the type of the application (AR-based, web-based) as inde-pendent variable. 64 high school students were randomly assigned to the experimental or control group to learn the basic principles of electromagnetism. The participants' knowledge acquisition was evaluated by comparing pre-and post-tests. The participants' level overall-state perception on flow was measured with the Flow State Scale and their flow states were monitored throughout the learning activity. Finally, participants' perceptions of benefits and difficulties of using the augmented reality application in this study were qualitatively identified. The results showed that the augmented reality approach was more effective in promoting students' knowledge of electromagnetic concepts and phenomena. The analysis also indicated that the augmented reality application led participants to reach higher flow experience levels than those achieved by users of the web-based application. However, not all the factors seem to have influence on learners' flow state, this study found that they were limited to: concentration, dis-torted sense of time, sense of control, clearer direct feedback, and autotelic experience. A deeper analysis of the flow process showed that neither of the groups reported being in flow in those tasks that were very easy or too difficult. However, for those tasks that were not perceived as difficult and included visualization clues, the experimental group showed higher levels of flow that the control group. The study suggests that augmented reality can be exploited as an effective learning environment for learning the basic principles of electromagnetism at high school provided that learning designers strike a careful balance between AR support and task difficulty.

Gamification is the use of game design elements in non-game settings to engage participants and encourage desired behaviors. It has been identified as a promising technique to improve students' engagement which could have a positive impact on learning. This study evaluated the learning effectiveness and engagement appeal of a gamified learning activity targeted at the learning of C-programming language. Furthermore, the study inquired into which gamified learning activities were more appealing to students. The study was conducted using the mixed-method sequential explanatory protocol. The data collected and analysed included logs, questionnaires, and pre-and post-tests. The results of the evaluation show positive effects on the engagement of students toward the gamified learning activities and a moderate improvement in learning outcomes. Students reported different motivations for continuing and stopping activities once they completed the mandatory assignment. The preferences for different gamified activities were also conditioned by academic milestones.

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Since threatened species are generally incapable of surviving in their natural environments, ex situ conservation programs are required to preserve them from total extinction. Captive breeding provides the tool to rear sustained populations. Knowledge about biology of such species is critical for managing such breeding programmes. In this paper we look at the sex variation in calves surviving to 30 days in captive populations of two endangered polygynous gazelles, Gazella cuvieri and Gazella dama mhorr. We examined which of the following mother traits may affect sex allocation: her age, experience and inbreeding coefficient. Because twins are quite common in Cuvier's gazelle, we also analyze whether offspring sex is mediated by litter size in this gazelle.In both species the overall sex ratio did not differ from unity at the age of 30 days.These results support the suggestion that for a given population to be in equilibrium, a 1:1 calf sex ratio is to be expected, with females in good condition producing sons and females in poor condition producing daughters. We also found that offspring sex is not significantly related to the same mother traits in the two gazelles studied. Cuvier's gazelle findings showed that only maternal inbreeding influenced offspring sex, the less inbred the mother the higher the probability of producing sons. In contrast, none of the maternal traits studied were related to offspring sex in Mohor gazelle. Two non exclusive explanations are given to justify differences observed between these two species; one relate to a probable differential cost of producing either sex; the other refers to the actual homozygosis level in captive populations of each species. For Cuvier's gazelle litter size has no effect on offspring sex when the sex of the littermate is taken into account. This result fit predictions derived from Trivers-Willard model: mother in good conditions (less inbred) produce the sex with higher fitness returns (i.e., male), no matter if born at single or twins brood. Many variables are likely to affect progeny sex ratio. We have presently examined only a few. But our results might be of interest in management decisions and conservation programs such as reintroductions.

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