The cell wall integrity (CWI) pathway of the model organism Saccharomyces cerevisiae has been thoroughly studied as a paradigm of the mitogen-activated protein kinase (MAPK) pathway. It consists of a classic MAPK module comprising the Bck1 MAPK kinase kinase, two redundant MAPK kinases (Mkk1 and Mkk2), and the Slt2 MAPK. This module is activated under a variety of stimuli related to cell wall homeostasis by Pkc1, the only member of the protein kinase C family in budding yeast. Quantitative phosphoproteomics based on stable isotope labeling of amino acids in cell culture is a powerful tool for globally studying protein phosphorylation. Here we report an analysis of the yeast phosphoproteome upon overexpression of a PKC1 hyperactive allele that specifically activates CWI MAPK signaling in the absence of external stimuli. We found 82 phosphopeptides originating from 43 proteins that showed enhanced phosphorylation in these conditions. The MAPK S/T-P target motif was significantly overrepresented in these phosphopeptides. Hyperphosphorylated proteins provide putative novel targets of the Pkc1-cell wall integrity pathway involved in diverse functions such as the control of gene expression, protein synthesis, cytoskeleton maintenance, DNA repair, and metabolism. Remarkably, five components of the plasmamembrane-associated protein complex known as eisosomes were found among the up-regulated proteins. We show here that Pkc1-induced phosphorylation of the eisosome core components Pil1 and Lsp1 was not exerted directly by Pkc1, but involved signaling through the Slt2

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During the last years, gamification has been regarded as a powerful tool to transform the EFL classroom into an engaging and entertaining learning context. The present paper aims to give insight into how gamification affects students’ intrinsic and extrinsic motivation. With a sample of 51 students of a state school located in Almazora (Castellón, Spain), an experimental group and a control group were created in order to compare digital to traditional methodologies, respectively. With the implementation of a Motivation’s Questionnaire and an Attitude’s Questionnaire, the obtained results indicated that the use of Quizizz motivates students both intrinsically and extrinsically and that students hold a favorable attitude towards the introduction of gamification in the EFL classroom. Finally, gamification seems to offer favourable results in the students’ learning process. Further research in this field should focus on other individual variables such as age, gender and background.

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