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key elements that might contribute to the educational
process. This indication is aligned to the results by
Cheong et al. (2014), although their work considered
another “class” of (potential) users – i.e., university
students. On the other hand, the study here yielded
evidence that the leader board component appears to
be less effective. This research might serve as a basis
for other works on the evolution of gamified m-
Learning applications.
As future work, one could consider other user
profiles for the evaluation of the game elements. One
could also consider a qualitative research through
semi-structured interviews. It is of further interest to
explore gamification in the process of pedagogic
evaluation of students. Since false information is
likely to be produced by cheating users for
underserved gains, one will need intervention to
detect and root out cheaters. Conventional manual
evaluation approaches (by teachers, tutors or
specially appointed agents, etc.) to catch false
information lack scalability. That is, as the quantity
of users/students rises, the number of evaluators may
not increase proportionally. Therefore, interventions
are necessary to meet such increase and motivate
users towards this type of activity – which is typical
of a trust evaluation system. Gamification of such
systems may prove efficient. One would need,
however, to identify which game elements would be
of most assistance in this case and thus set
development priorities.
ACKNOWLEDGEMENTS
This work is being carried out with support from the
Brazilian Agency for the Improvement of Higher
Education Personnel (CAPES).
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