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Abstract. The gamification has the potential to improve the learning quality by enhancing students engagement in learning activities. This work aims at accessing the gamification impact upon digital game courses offered on graduation level at IFRJ, based on three dimensions: enjoyment, learning and engagement. The gamification approach includes elements such as experience points and levels, titles, challenges, achievements and music. A survey for evaluation of students associated to this approach indicated that 82% of students were satistied with the use of challenges and achievements gamification elements. 72% of them also considered these elements as positive to enhance the course learning process.Resumo. A gamificação tem sido vista com o potencial de melhorar a qualidade da aprendizagem através do maior empenho dos alunos nas atividades de aprendizagem. O estudo objetiva avaliar o impacto da gamificação nos cursos de desenvolvimento de jogos digitais oferecidos em nível superior (graduação) no IFRJ, a partir de três dimensões: satisfação, aprendizagem e envolvimento do aluno. A abordagem de gamificação incluiu o uso dos elementos de pontuação, níveis de experiência, títulos, desafios, conquistas e música. Uma pesquisa para avaliação dos alunos em relação à aplicação desta abordagem indicou que 82% dos alunos foram favoráveis ao uso dos elementos de desafios e conquistas, tendo 72% deles considerado que o uso desses elementos contribuiu com o processo de aprendizagem do curso. IntroduçãoOs elementos de jogos e seus mecanismos vêm sendo cada vez mais reconhecidos como elementos significativos no processo educativo. Desta forma, a gamificação está ganhando cada vez mais espaço e já se torna uma parte inerente de vários contextos da aprendizagem. Conforme mencionado por Silva et al (2014), aprender programar tem sido destacado pelos iniciantes como uma tarefa difícil e complexa. Uma abordagem gamificada poderia, então, facilitar esse aprendizado.A gamificação pode ser definida como a adoção de várias técnicas e elementos de jogos em contextos não orientados a jogos com o objetivo de motivar e encorajar os aprendizes a resolver diversos problemas. De acordo com Huotari e Hamari (2012), a gamificação compreende o aprimoramento de serviços, incorporando a estes características ou qualidades que proporcionem experiências lúdicas e significativas (gameful) para os seus usuários, a partir do uso de elementos e técnicas presentes em

Several procedures in medicine (such as anesthesia, injections, biopsies and percutaneous treatments) involve a needle insertion. Such procedures operate without vision of the internal involved areas. Physicians and anesthetists rely on manual (force and tactile) feedback to guide their movements, so a number of medical practice is strongly based on manual skill. In order to be expert in the execution of such procedures the medical students must practice a number of times, but before practice in a real patient they must be trained in some place and a virtual environment, using Virtual Reality (VR) or Augmented Reality (AR) is the best possible solution for such training. In a virtual environment the success of user practices is improved by the addition of force output using haptic device to improve the manual sensations in the interactions between user and computer. Haptic devices enable simulate the physical restriction of the diverse tissues and force reactions to movements of operator hands. The trainees can effectively "feel" the reactions to theirs movements and receive immediate feedback from the actions executed by them in the implemented environment. However, in order to implement such systems, the tissue reaction to penetration and cutting must be modeled. A proper model must emulate the physical sensations of the needle action in the skin, fat, muscle, and so one, as if it really done in a patient that is as they are holding a real needle and feeling each tissue resistance when inserting it through the body. For example an average force value for human skin puncture is 6.0 N, it is 2.0 N for subcutaneous fat tissue and 4.4 N for muscles: this difference of sensations to penetration of each layers trespassed by the needle makes possible to suppose the correct position inside the body. This work presents a model for tissues before and after the cutting that with proper assumptions of proprieties can model any part of human body. It was based on experiments and used in embryonic system for epidural anesthesia having good evaluation as presented in the last section "Preliminary Results".

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eLGORM is a reference model for e-Learning Governance which aims at guiding and optimizing e-learning initiatives and developments in institutions. Our Reference Model conceptual framework encompasses an e-learning information architecture, processes and sub-processes, and, governance rules and metrics which were described in a previous work. But a reference model is not enough to ensure elearning governance. Its processes and activities should be supported by information systems to foster efficiency, accuracy and better results. To this end, we have been working on the development of an e-Learning Governance Support System -the eLGOSS. In this work we report on how eLGOSS system can help in the coordination of e-learning activities in order to foster the achievement of better performance results.