Intro
Preface
Contents
Contributors
Acronyms
Part I Fundamentals
Gamification for Education
1 Games and Gamification
2 Gamification in Education
3 For Practitioners
References
Gamification and Motivation
1 Introduction
2 Self-determination Theory
2.1 Dissecting Self-determination Theory
2.2 Application
2.3 Summary
3 Flow Theory
3.1 Dissecting Flow Theory
3.2 Application
3.3 Summary
4 Cognitive Load Theory
4.1 Dissecting Cognitive Load Theory
4.2 Application
4.3 Summary
5 Goal-Setting Theory
5.1 Dissecting Goal-Setting Theory
5.2 Applications
5.3 Summary
6 Theory of Gamified Learning
6.1 Dissecting the Theory
6.2 Applications
6.3 Summary
7 Gamification Science
7.1 Dissecting Gamification Science
7.2 Applications
7.3 Summary
8 Concluding Remarks
References
Ethical Challenges in Gamified Education Research and Development: An Umbrella Review and Potential Directions
1 Introduction
2 Background
3 Methodology
3.1 Research Questions
3.2 Inclusion Criteria
3.3 Search Process
3.4 Screening Procedure
3.5 Data Extraction Plan
4 Results
4.1 How to Make Ethical Gamification? (RQ1)
4.2 How to Make Gamification Ethical? (RQ2)
5 Final Remarks
References
Theories Around Gamification in Education
1 Introduction
2 Gamification Theories for Education
2.1 Human-Computer Interaction and User Experience
2.2 Gameful Experiences, Gameful Systems, Gameful Design
2.3 Gamification Frameworks
2.4 Learning Objectives and Learning Activities Types (LATs)
2.5 ADDIE Instructional Design Framework
2.6 Narrative Concepts
3 Gamification Frameworks and Guidelines for Education
4 Gamification as User Experience (UX)
5 Concluding Remarks
References
Part II Methods and Tools.

TGEEE: Analysis and Suggestions for Use
1 Introduction
2 Taxonomy of Gamification Elements for Educational Environments
2.1 Performance/Measurement Dimension
2.1.1 Acknowledgment
2.1.2 Level
2.1.3 Progression
2.1.4 Point
2.1.5 Stats
2.2 Ecological Dimension
2.2.1 Chance
2.2.2 Imposed Choice
2.2.3 Economy
2.2.4 Rarity
2.2.5 Time Pressure
2.3 Social Dimension
2.3.1 Competition
2.3.2 Cooperation
2.3.3 Reputation
2.3.4 Social Pressure
2.4 Personal Dimension
2.4.1 Novelty
2.4.2 Objectives
2.4.3 Puzzle
2.4.4 Renovation
2.4.5 Sensation
2.5 Fictional Dimension
2.5.1 Narrative
2.5.2 Storytelling
3 Discussions Limitations of Our TGEEE
4 Concluding Remarks
References
Using Participatory Design to Design Gamified Interventions in Educational Environments
1 Introduction
2 Methods
3 Case Studies
3.1 Gamification of PeTeL
3.2 Gamification of a Higher Education Virtual Course
4 Concluding Remarks
References
Data Mining in Gamified Learning
1 Introduction
2 Data Mining Project
2.1 Planning and Reporting
2.2 Executing
2.2.1 Data Understanding
2.2.2 Data Preparation
2.2.3 Data Modelling
2.2.4 Evaluation
2.2.5 Deploying
3 EDM Tools
3.1 Weka
3.2 Orange
3.3 R
3.4 Python
4 Hands-on Data-Driven Gamification
4.1 GARFIELD: A Regression-Based Recommender System
4.2 Adaptive Gamification Based on Player Type Classification
5 Practical Recommendations
6 Future Directions
7 Final Considerations
References
Part III Miscellaneous
The Dark Aspects of Gamification in Education
1 Introduction
2 Barriers When Adopting Gamification in Educational Contexts
3 Negative Effects on Students
4 Design Principles for Gamified Interventions
5 Concluding Remarks
References.

Evaluation of TGEEE by Education Professionals
1 Introduction
2 Methods
2.1 First Survey Study
2.2 Second Survey Study
3 Results
3.1 Results from First Study
3.2 Results from Second Study
4 Discussions
5 Concluding Remarks
References.