Tailored Gamification to Educational Technologies

Prof. Wilk Oliveira holds a masters degree in Computer Science from the Federal University of Alagoas (Brazil), with an exchange program at the University of Saskatchewan (Canada). He completed a bachelors degree in Computer Science and Pedagogy at the University of Pernambuco (Brazil). He is a Ph.D. student at the University of So Paulo (Brazil) and researcher at the Laboratory of Applied Computer Science to Advanced Social Technology and Education (University of So Paulo). Wilk Oliveira was a researcher at the Center of Excellence for Social Technologies (Federal University of Alagoas) and the Multi-Agent Distributed Mobile and Ubiquitous Computing Lab (University of Saskatchewan). He was also an assistant professor in the Postgraduate Program in Management of the Tiradentes University (Brazil), and in the Postgraduate Program in Computer Science and Computational Mathematics of the University of So Paulo (Brazil). Prof. Ig Ibert Bittencourt is an Associate Professor at the Federal University of Alagoas (Brazil) and Co-Director of the Center of Excellence for Social Technologies. He received his Ph.D. in Computer Science from the Federal University of Campina Grande (Brazil) in 2009 and a postdoctoral degree in Computer Science from the University of Campinas (UNICAMP, Brazil) in 2013. During his Ph.D., he proposed a theoretical and computational model to build semantic web-based educational systems. Prof. Ig Bittencourts research career has been devoted to artificial intelligence in education (AIED), working on the design, development, and experimentation of educational technologies. He was the President of the Brazilian Computer Societys Special Committee on Computers and Education (leading around 2500 researchers). Prof. Ig Bittencourt co-founded MeuTutoran innovative company in the field of educational technology in Brazil.

1 IntroductionReferences2 Theoretical Foundations2.1 Educational Theories2.2 Psychological Theories2.3 Educational Technologies2.4 Persuasive Technology Strategies2.5 Tailored GamificationReferences3 Research Advances on Tailored Gamification3.1 Tailored Gamified Educational Technologies3.1.1 Tailored Educational Technologies Based on Students Gamer Types3.1.2 Tailored Educational Technologies Based on Students Gender3.1.3 Tailored Educational Technologies Based on Students AgeReferences4 Tailoring Gamified Educational Technologies4.1 Why to Tailor Gamified Educational Technologies?4.1.1 Psychological Perspectives4.1.2 Educational Perspectives4.1.2 Computational Perspectives4.1.3 Cases4.2 Strategies to Tailor Gamified Educational Technologies4.3 An Approach to Tailor Gamified Educational Technologies Based on Students Gamer Types4.4 An Approach to Tailor Gamified Educational Technologies Based on Students Gender4.5 An Approach to Tailor Gamified Educational Technologies Based on Students AgeReferences5 Selecting the Most Suitable Gamification Elements for each Situation5.1 Gamification elements5.2 Selecting the most suitable gamification elements5.2.1 Guideline to choose the most suitable gamification element for each gamer type5.2.2 Guideline to choose the most suitable gamification element for each gender5.2.3 Guideline to choose the most suitable gamification element for each ageReferences6 MeuTutor: Personalizing an Educational Technology based on Students Gamer Types6.1 Gamification design6.2 System solution6.2.1 Requirements engineering6.2.2 Authoring prototyping6.2.3 Architectural design and implementation6.3 Evaluating the System6.4 Lessons learnedReferences7 Conclusions