**4. Design thinking as a model for building the gamification process**

According to [17], "the evolution from *design* to *design thinking* is the story of the evolution of the creation of products to the analysis of the relationship between people and products and, finally, between people and people".

*The Role of Gamification in Software Development Lifecycle*

steps of design thinking with the method.

*Layers of the artifact development process: Adapted from [8].*

**3. Gamification and accessible LMS**

Thus, artifacts are built to seek a solution in a given class of problems. According to [8], before starting the design or development of an artifact, it is necessary to consult what exists about this artifact in the scientific bases as well as its application in real environments. With this, it is possible to ensure greater assertiveness of the researcher when proposing the artifacts that can solve a given problem situation. Once a possible artifact solution is chosen, the researcher must take care of the development of the artifact itself. From the DSR, this research presents the DSR as a basis for the research, development and testing of the artifact, also associating the

Gamification is presented in this research as a tool to enhance learning in accessible LMS, as well as to stimulate the development of accessibility tools by developers. For [9], the resource can help in the enrichment of educational experiences, as a way in which the student recognizes and responds through a differentiated use experience, very close to the experience he has in the simple act of playing. The term gamification was used for the first time in the early 2000s, but it was not noticed as something that deserved the attention of the industry. As of 2010, its use began to be observed in a series of conferences and events of great public in the world [10]. According to [9], the use of game design elements outside the context of games is called gamification. [11] see in gamification a possibility of creating "learning spaces mediated by challenge, pleasure, and entertainment". [12] defend the use of gamification in education, suggesting that the use of game mechanics in the learning process increases the commitment of users, making activities more attractive and captivating. Based on the authors, it is pointed out that in addition to the proven benefits to the target audience, also proposing that the development of software with game elements can bring benefits to the final product, as the developers are also experiencing the user experience process by following a gamified

Gamification appears as a possibility of education in which the barriers of time and space can be broken with the use of appropriate technologies. However,

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dynamic.

**Figure 1.**

Analyzing the use of the Design Thinking approach to education and the gamification process, we can see the possibility of applying some of the concepts proposed by [18] such as empathy, prototyping, and design of experiences. In this perspective, the gamification process based on design thinking must work with the construction of a platform and its contents using steps like discovery, interpretation, ideation, experimentation, and evolution.

As [19] point out, this type of development must be collaborative and integrated, with group-oriented actions, collective participation in decision-making, self-regulating coordination, systemically organized thinking, and by building relationships through empathy.

Design thinking associated with gamification seeks to optimize products by matching human needs with available technical resources and considering the practical constraints of the projects. Thus, in the development of gamified platforms under the precepts of design thinking, the teacher and the team of developers carry out an intense investigation of how the platform and its contents meet the needs of students, as well as how to create added value for students who use it. To [20] the design thinking process is essentially centered on the human being who emphasizes observation, collaboration, rapid learning, visualization of ideas, rapid construction of prototypes, learning from failures, allowing a project to be validated more effectively and with public feedback.

This project model used in gamification in education contributes to the development of platforms closer to the needs of students, since, according to [21], agents are organized based on behaviors derived from mental models, focused on insights, observation and empathy, linked to other concepts of design thinking such as collaboration, creation, experimentation, and prototyping. From the initial ideas, one can use premises and hypotheses developed from the students' experiences, bringing to their content the insights; the "collaboration" process with the multidisciplinary team; the creation of prototypes in a simplistic and objective way, and experimentation of prototypes with students to collect feedback on inconsistencies and errors, redefining the product.

This process should always be guided by the student's needs, raised at the beginning of the project and the premises of knowledge construction through game strategies that, according to [22] mobilizes students to interact with the gamified environment receiving immediate feedback of their actions, being able to interpret their choices according to their goals. When they continuously repeat this cycle (action-feedback-interpretation) it allows players to gradually develop their cognitive abilities. Combined with design thinking, gamification allows developers and users to benefit from these processes, allowing LMS to be thought of since its development with triggers to stimulate immersion and the "Flow State", defined as "an activity carried out without the expectation of any future benefit, but simply because doing it is the reward itself" [22]. **Figure 2** shows the flow path:

The Theory of Flow by Csikszentmihalyi presents how some experiences can take its participant to a Flow state. Mihaly created the autotelic experience model, considered "a self-sufficient activity, carried out without the expectation of any future benefit, but simply because doing it is the reward itself" [22]. With the proposal to develop an accessible LMS with gamification we intend to promote this flow from A1 to A4, promoting students and developers of different profiles to rise from their challenges occurring according to their ability (A1). When starting the path, the Flow state is suggested, but this soon turns into boredom (A2), as the skills have already increased and no longer correspond to the initial challenge. But as soon as a new challenge is proposed, the feeling becomes anxiety (A3), since now the person intends to overcome this new challenge and reach the Flow state (A4) again.

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*Accessible Learning Management System (LMS) for Disabled People: Project Development…*

According to [23] the individual reaches their Flow state in two moments: A1 and A4, which are equally pleasant. What differs these times is the level of skill acquired, because upon reaching the full Flow state the individual realizes that his skill corresponds to the level of the challenge proposed, transforming motivation

*Diagram showing the path for the flow state (source: Adapted from Csikszentmihalyi for authors, p. 74).*

**5. The disabled person and accessibility feature in LMS**

results forged against us, even for our benefit."

In the article "Flow in games (and everything else)", [24] it is pointed out that Csikszentmihalyi's research and personal observations identified eight major components of Flow that can be associated with the gamification process: challenging activity requiring skill; a merging of action and awareness; clear goals; direct, immediate feedback; concentration on the task at hand; a sense of control; loss of self-consciousness; an altered sense of time. In addition to platforms that allow dynamic knowledge, that encourage and mobilize students to learn, exchange experiences, and share knowledge, it is also important to think about the experience of the different users who can use the platforms. In this context, in addition to the development of the platform and its contents and dynamics, the accessibility of disabled people must also be taken into account, following the accessibility guidelines from the beginning of the project to allow any user to have access to the

People with any type of disability have always lived on the margins of society for centuries. According to [23], the history of prejudice has always been present and many people have been placed on the margins of society because they have some type of disability. The search for inclusion begins to occur mainly in the post-1960s period, as a result of the struggle of organizations working to defend the rights of disabled people. Through innumerable guidelines, regulations and norms carried out, actions emerge that mobilize the path of social inclusion. In the search for rights, a very important motto for disabled people arises: "Nothing About Us Without Us". According to [25], the motto communicates the idea that no policy or decision regarding the rights of disabled people without the full and direct participation of the members of the group affected by this policy. The author also points out that in the words of the disabled person, there would be the understanding that "no matter how good the intentions of non-disabled people, public agencies, companies, social institutions or society in general, we no longer accept to receive

*DOI: http://dx.doi.org/10.5772/intechopen.97410*

into stimulus.

**Figure 2.**

available content.

*Accessible Learning Management System (LMS) for Disabled People: Project Development… DOI: http://dx.doi.org/10.5772/intechopen.97410*

**Figure 2.** *Diagram showing the path for the flow state (source: Adapted from Csikszentmihalyi for authors, p. 74).*

According to [23] the individual reaches their Flow state in two moments: A1 and A4, which are equally pleasant. What differs these times is the level of skill acquired, because upon reaching the full Flow state the individual realizes that his skill corresponds to the level of the challenge proposed, transforming motivation into stimulus.

In the article "Flow in games (and everything else)", [24] it is pointed out that Csikszentmihalyi's research and personal observations identified eight major components of Flow that can be associated with the gamification process: challenging activity requiring skill; a merging of action and awareness; clear goals; direct, immediate feedback; concentration on the task at hand; a sense of control; loss of self-consciousness; an altered sense of time. In addition to platforms that allow dynamic knowledge, that encourage and mobilize students to learn, exchange experiences, and share knowledge, it is also important to think about the experience of the different users who can use the platforms. In this context, in addition to the development of the platform and its contents and dynamics, the accessibility of disabled people must also be taken into account, following the accessibility guidelines from the beginning of the project to allow any user to have access to the available content.
