realçam que a Gamification não se pode restringir à mera aplicação destes mecanismos de jogo a contextos que se pretendem gamificados. É necessário conhecer os interesses do público, assim como as suas necessidades e motivações, planificando atividades gamificadas que respondam às suas expetativas. É por tudo isto necessário desenvolver estudos que permitam compreender como este processo poderá ser implementado de forma mais eficaz em contextos educacionais, possibilitando o desenvolvimento de ferramentas adequadas e criando linhas orientadoras que possam guiar os que quiserem incluir a Gamification na sua prática letiva. Este artigo apresenta uma revisão de literatura sobre o conceito de Gamification, descrevendo alguns exemplos relevantes que facilitam compreender como pode ser implementado, propondo questões a refletir no momento de aplicar esta nova metodologia a contextos educacionais.

In the scope of the school activities of the GamiLearning project, badges were issued to students, aiming to engage them in the online community created in the SAPO Campus platform. Analyzing the use of badges in the platform, it was possible to identify that only a few communities actually used the badges tool. In order to promote the use of Badges by the members of these schools a MOOC was designed and implemented. The MOOC was named "Badges: how to use?" and started on the 20th of April of 2017. This paper presents the assumptions underlying the creation of this MOOC, explaining how it was organized. It characterizes its participants and remarks are given on how to continue working with the participants through a community of practice about badges.

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Although there is ample evidence that gamification can engage students in learning, it is less used than one would expect. This raises the question of the difficulties teachers face in planning and implementing gamification in their classes. What enables teachers’ implementation of gamification? These questions were addressed through a case study, and data were collected along the four phases of a teachers’ training course. The first phase approached the gamification concept, the Octalysis Framework, the types of gamification, and digital tools. The second phase focused on planning the gamification activity, the third one on implementing it with their students in school, and the fourth phase on sharing and reflecting on their experience. It was possible to identify enablers and difficulties that influenced the planning, such as personal background, time available, and technical conditions in the classroom. Most teachers opted for a platform with digital tools that allowed them to apply all the desired features to their gamified activities. The most complex gamified activities were related to the teacher’s gaming experience, use of digital tools, and risk-taking.