- To use the AduLeT platform (cop.adulet.eu) to collect information about technologies, methods and usage experience. To test game-based or similar interactive learning technologies. To register the tools and experiences of using these technologies on the AduLeT platform. To produce learning objects in 4 technologies for 4 sessions of a discipline. To do a case study and register the experiences of using these technologies on the AduLeT platform. To map and verify the applicability of these tools in this COVID-19 Pandemic scenario.

1. A case study on the use of
gamification in the flipped classroom
Leticia Morais, CEFET-MG, Brazil
Vitor Gonçalves, CIEB, IPB, Portugal
Lilian Bambirra, CEFET-MG, Brazil

2. Objectives
1. To use the AduLeT platform (cop.adulet.eu) to collect information about
technologies, methods and usage experience.
2. To test game-based or similar interactive learning technologies.
3. To register the tools and experiences of using these technologies on the
AduLeT platform.
4. To produce learning objects in 4 technologies for 4 sessions of a
discipline.
5. To do a case study and register the experiences of using these
technologies on the AduLeT platform.
6. To map and verify the applicability of these tools in this COVID-19
Pandemic scenario.

3. Methodology
214 records identified due to the
research in the bibliometric data
from the Web of Science.
132 articles selected
69 articles selected
46 completed articles evaluated by
their eligibility.
Z studies included in the qualitative
synthesis.
X studies included in the qualitative
synthesis ( meta analysis).
83 articles deleted.
63 articles deleted.
17 articles deleted.
46 records evaluated
1 article selected from the Scopus.
Case study:
Data processing according
to Bardin (2006):
1. Pre-analysis;
2. Material exploration;
3. Treatment of results,
inference and
interpretation.
Systematic Literature Review (SLR)

4. Pre-analysis: class profile
● Management Course (ESTiG-IPB)
● 35 students;
● Third year.
How many students have
already had gamification
applied in the classroom:
No Yes

5. Exploration of the material: carrying out the sessions
1st session 2nd session
3rd session 4th session
Platform: Kahoot!
Mode: Synchronous
Platform: Quizizz
Mode: Synchronous
Platform: Nearpod
Mode: Synchronous
Platform: Socrative
Mode: Asynchronous
Kahoot! Quizizz
nearpod

6. Treatment of
results, inference
and interpretation
1. Motivation and
engagement
2. Educational perception
of students and teachers
3. Functional and technical
factors

7. 1. Motivation and engagement
Student A
“I found it very interesting that we can learn in a different way but
more fun”
Teacher
"I didn't know this tools but I thought they are good applications to
captivate students in class"

8. 2. Educational perception of students and teachers
What is your perception about the use of the tools/platforms for the criteria below:
Terrible Bad Not satisfactory Satisfactory Very Good Excellent
Good
Evaluate method Contribution to the
learning process
Means of learning the
dynamiccontent and
class strategy
Dynamic

9. 1. interactivity
2. easy handling
3. visual resources
4. pedagogical potentiality
5. learning intuitiveness
6. dynamism
7. funniest learning
Comparing the criteria in the different platforms by students
2. Educational perception of students and teachers
None

10. 3. Functional and technical factors
Tools or platforms

11. • Results were very satisfied (students and teacher perspetive)
• Classes became more interesting and dynamic.
• Possibility to enhance the academic community.
Why?
• Because one of the biggest challenges is centered in the students’
engagement difficulty during the classes.
• It is really inevitable the reinvention of the conventional
teaching-learning methods.
Conclusion

12. Vitor Gonçalves
Polytechnic Institute of Bragança
School of Education
www.vgportal.ipb.pt
pt.linkedin.com/in/vgportal
facebook.com/vgportal
twitter.com/vgportal
vg@ipb.pt
Thank you
Leticia Morais
Centro Federal de Educação Tecnológica de
Minas Gerais, Belo Horizonte, Brasil
leticiamorais7@yahoo.com.br
Lilian Bambirra de Assis
Centro Federal de Educação Tecnológica de
Minas Gerais, Belo Horizonte, Brasil
lilian@cefetmg.br