Abstract-This paper discusses the effect of a gamified learning system for students of the master course on Web Design and Programming performed at the Faculty of Organization and Informatics. A new set of usability metrics was derived from web-based learning usability, user experience and instructional design literature and incorporated into the questionnaire which consists of three main categories: Usability, Educational Usability and User Experience. The main contribution of this paper is the development and validation of a questionnaire for measuring the usability of a gamified e-learning course from students' perspective. Usability practitioners can use the developed metrics with confidence when evaluating the design of a gamified e-learning course in order to improve students' engagement and motivation.

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This study aims to evaluate the ways that the actual usage of a platform for digital competence acquisition, evaluation and certification contributes to satisfaction and perceived success of students in primary and secondary schools. A cross-sectional survey was implemented online to collect 1725 students’ answers in six European countries. The analysis of collected data was carried out by employing Pearson correlation, Partial least squares structural equation modelling (PLS-SEM) and Importance-performance map analysis (IPMA). Findings indicated that the usage of such a platform has greater effects on the impacts than on students’ satisfaction. Detailed analysis of correlations revealed that students’ decision on whether they will use the platform in the future greatly depends on how it contributes to the success of their learning processes. Results also suggest that teachers are seen as an inevitable part of such a process and are mandatory to achieve the full potential of the platform.

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