The gamification of education can enhance levels of students' engagement similar to what games can do, to improve their particular skills and optimize their learning. On the other hand, scientific studies have shown adverse outcomes based on the user's preferences. The link among the user's characteristics, executed actions, and the game elements is still an open question. Aiming to find some insights for this issue, we have investigated the effects of gamification on students' learning, behavior, and engagement based on their personality traits in a web-based programming learning environment. We have conducted an experiment for four months with 40 undergraduate students of first-year courses on programming. Students were randomly assigned to one of the two versions of the programming learning environment: a gamified version composed of ranking, points, and badges and the original non-gamified version. We have found evidence that gamification affected users in distinct ways based on their personality traits. Our results indicate that the effect of gamification depends on the specific characteristics of users. First part title: Studying the impact of gamification on learning and engagement based on the personality traits of students

Infographic is a type of information visualization that uses graphic design to enhance human ability to identify patterns and trends. It is popularly used to support spread of information. Yet, there are few studies that investigate how infographics affect learning and how individual factors, such as learning styles and enjoyment of the information affect infographics perception. In this sense, this paper describes a case study performed in an online platform where 27 undergraduate students were randomly assigned to view infographics (n=14) and graphics+text (n=13) as learning materials about the same content. They also responded to questionnaires of enjoyment and learning styles. Our findings indicate that there is no correlation between learning styles and post-test scores. Furthermore, we did not find any difference regarding learning between students using graphics or infographics. Nevertheless, for learners using infographics, we found a significant and positive correlation between correct answers and the positive self-assessment of enjoyment/ pleasure. We also identified that students who used infographics keep their acquired information longer than students who only used graphics+text, indicating that infographics can better support robust learning.

Abstract. The integration of Information and Communication Technology in IntroduçãoA informação e a comunicação representam papéis relevantes no processo de transformação política, econômica e social vivido pela sociedade atual. Nesse sentido, novas orientações quanto aos currículos e programas escolares são necessárias para que a educação formal possa contribuir para o desenvolvimento das habilidades cognitivas, sociais e profissionais exigidas (GATTI, 2000). Essas orientações envolvem, por exemplo, a integração das Tecnologias de Informação e Comunicação (TIC), e toda a mudança trazida por estas à rotina escolar. É o que postula o documento Sociedade da Informação no Brasil (MCT, 2000), quando evidencia a necessidade de se adotar metodologias mais adequadas para a integração das TIC na escola, considerando que:A educação é o elemento-chave na construção de uma sociedade baseada na informação, no conhecimento e no aprendizado (...) educar em uma sociedade da informação significa muito mais que treinar as

Flow Theory has been increasingly applied to Computers and Education to address several topics within this field (e.g., motivation, engagement, learning performance and so on). At the same time, in comparison with other recent theories related to Computers and Education, (e.g., Self-Determination Theory, S-Curve Theory, Intrinsic motivation, etc.), is a young topic, with different open research questions. Additionally, the Computers and Education community still lacks a comprehensive understanding of how Flow Theory is used in the area. Thus, this paper presents a Systematic Literature Review aiming to identify how students' flow state are measured during learning activities, how such activities are designed, which are the flow models used in Computers and Education and which are the main benefits of being in the flow state for the students. The main findings of this work are: (1) there is positive evidence about the benefits of applying Flow Theory in Computers and Education, especially, for increasing students’ learning, to generate students’ satisfaction, and to enable exploratory behavior; (2) the majority of studies use questionnaires to manual identify students’ flow state; (3)  a great diversity of flow state scales have been used; (4) the majority of studies are not designing activities for leading students to the flow state, and (5) the Csikszentmihalyi’ flow model is more used. Finally, we conclude this work by showing some promising and interesting research opportunities that are underexplored in current research and practice.

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