Abstract

Abstract
This paper is poised to inform educators, policy makers and software developers about the untapped potential of PWAs in creating engaging, effective, and personalized learning experiences in the field of programming education. We aim to address a significant gap in the current understanding of the potential advantages and underutilisation of Progressive Web Applications (PWAs) within the education sector, specifically for programming education. Despite the evident lack of recognition of PWAs in this arena, we present an innovative approach through the Framework for Gamification in Programming Education (FGPE). This framework takes advantage of the ubiquity and ease of use of PWAs, integrating it with a Pareto optimized gamified programming exercise selection model ensuring personalized adaptive learning experiences by dynamically adjusting the complexity, content, and feedback of gamified exercises in response to the learners' ongoing progress and performance. This study examines the mobile user experience of the FGPE PLE in different countries, namely Poland and Lithuania, providing novel insights into its applicability and efficiency. Our results demonstrate that combining advanced adaptive algorithms with the convenience of mobile technology has the potential to revolutionize programming education. The FGPE+ course group outperformed the Moodle group in terms of the average perceived knowledge (M = 4.11, SD = 0.51).

Abstract
As gamification spreads to new areas, new applications are being developed and the interest in evaluating gamified systems continues to grow. To date, however, no one has comprehensively approached this topic: multiple evaluation dimensions and measures have been proposed and applied without any effort to organize them into a full gamut of tools for the multi-dimensional evaluation of gamified systems. This paper addresses this gap by proposing GATUGU, a set of six perspectives of evaluation of gamified systems: General effects of gamification, Area-specific effects of gamification, Technical quality of gamified systems, Use of gamified systems, Gamefulness of gamified systems, and User experience of gamified systems. For each perspective, GATUGU indicates the relevant dimensions of evaluation, and, for each dimension, one measure is suggested. GATUGU does not introduce any new measurement tools but merely recommends one of the available tools for each dimension, considering their popularity and ease of use. GATUGU can guide researchers in selecting gamification system evaluation perspectives and dimensions and in finding adequate measurement tools. Thanks to conforming to GATUGU, the published gamification system evaluation results will become easier to compare and to perform various kinds of meta-analyses on them.

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Abstract
In this chapter, we describe the design and implementation of a Pedagogical Innovation Center (PIC) at the Polytechnic of Porto. The COVID-19 pandemic disrupted our day to day lives, our businesses, the world trade and movements. Education was not spared. In fact, it was one of the sectors most heavily affected by COVID-19 pandemic. Teachers were forced, from night to day, to adjust a purely face-to-face teaching style, to a 100\% online set. This is known as emergency remote teaching. Several difficulties have arisen both for teachers and students. The first had to structure all their teaching materials from scratch, had to design and apply new assessment methods, and struggled to get their students' motivation. On their side, the students lacked engagement, social interaction with peers and teachers, the ability to have a more autonomous learning style. © 2023, IGI Global. All rights reserved.

Abstract
This paper presents a study on the use of gamified educational escape rooms to foster the teaching-learning process of computer programming, based on an user type taxonomy. The ultimate goal of this work is to identify and validate the most suitable gamification elements and mechanics for each user profile, providing case studies that illustrate their implementation. The main contribution of this work is to guide the design process of educational escape rooms in any domain, by considering the needs, preferences, and motivations of different user types. © Ricardo Queirós, Carla Pinto, Mário Cruz, and Daniela Mascarenhas;