**4. Gamification and motivation**

Identifying Motivation-Related Strategies for the linked elements (performance significance, mastery orientation, interest, self-respect, among others) for creating adequate recommendations will significantly contribute to scaffolding students' self-regulation as well as their motivation to learn [30]. In the context of the CoVid-19 Pandemic, the use of strategies for raising motivation responded to an intuitive attempt to improves learning conditions. The theoretical support for such measures comes with the recommendations of increasing students' satisfaction with online classes and preserving their mental health [31].

Some related studies show how games use themselves is not a solution for increasing motivation. Cultural and situational factors play a role in games' effectiveness [32] along with voluntary participation, which significantly increases motivation although the use of games is appreciated even if participation is not voluntary [33] although other studies mention a correlation with improved academic performance even when participation is not voluntary [34]. Anyway, the inclusion of games would have a positive effect on intrinsic need satisfaction [35].

Significant increase in motivation when using gamification has been found (specifically, when using the Kahoot application), even with some limitations with regard to the sample profile and the course topic, something observed in more than half the population [36]. Students have also reported strengthening in the interactive nature of the classes and even faster knowledge absorption due to game inclusion [37].

Similarly, to the use of these applications, the implementation of points, badges, and leaderboards, used to include gamification in the classroom, is reported to increase motivation and active participation by means of positive competition. For instance, Quiz games and similar techniques as mentioned as a usual component of learning settings [38]. An additional advantage is the acknowledgment of individual achievements. Hence, the use of gamification elements in a traditional class would strengthen students' motivation and for increasing their participation consequently improving the quality of the learning and the productivity of the entire process [39].

As proof of the efficiency of electronic video games, it is reported their impact is even a complement to physical pain relief. In this sense, the findings are associated with a psychosocial model of pain in patients undergoing cancer treatment [40].

### **5. Serious game and learning**

The ability of video games to raise engagement, motivation, and challenge has entailed both teachers and psychologists to search to design games for entertainment, of course, but also for educating [41]. Pursuing such a goal, several different models have been developed.

Among these models is Digital Games-Based Learning (DGBL) where a conscious selection of the game will be done for further completion of the lacking content. This selection should consider breadth in content but also depth. Additionally, it is important to analyze who would provide this additional content and why. A final consideration is mentioned: Even with the advantages of Digital Games for raising motivation, commitment, and participation, is it worth the huge amount of work for analyzing the suitable game, designing a complete framework, and completing its content for providing an effective learning tool [42]?

Furthermore, related research argues that serious games have exploited a limited set of game elements (e.g., badges, points, and leaderboards), suggests going deeper, and exploring the use of arcade features, reporting to be more engaging than traditional approaches. The use of arcade game elements significantly increased knowledge about correct behaviors [43].

In the same way, serious games have been proven to be an efficient mechanism for making technology users more aware of their vulnerability to cyber-attacks with an increase in understanding and knowledge [44]. This aspect might not be directly related to learning outcomes but is definitely important for improving technology-related behavior.

Finally, serious games' more complex nature comes from their aim to plan instructional elements for a fun, engaging, and educational experience besides maintaining control of the several elements for a fun game as any other entertainment game. Therefore, this complex learning tool can indeed contribute to increasing self-efficacy by showing players their ability to succeed [45].

### **6. Cooperation, emotional competencies, and gamification**

The challenges of current society need people to develop specific skills in order to be functional individuals. Current scientific evidence partially explains mental

#### *Perspective Chapter: Gamification – Pros and Cons DOI: http://dx.doi.org/10.5772/intechopen.109262*

disorders in terms of a lack of cooperation-related skills and the inability to be aware of the position of others [46]. At the same time, current social challenges become important stressors and can eventually trigger anxiety disorders, obsessive-compulsive disorders, and trauma and stressor-related disorders, which could eventually benefit from better thought processing and/or improved human interpersonal relationships according to [47]. In order to get such interpersonal improvement, relationships of self-awareness, self-regulation empathy, and social skills might play a role as they actually do on academic performance in the context of cooperative learning [48].

Video games are reported to foster highly necessary skills related to both collaborative learning and strategic thinking. The feature of video games' design requiring players to collaborate and communicate with each other for progressing is a powerful exercise to strengthen collaborative skills and problem-solving even when there is no educational aim [49]. In the same way, when dealing with professional development in a wider context, gamification inclusion in training has been reported to have an impact on cooperation, autonomy, and personalization [50].

As another example of the usefulness of games in education, Game Object Model (GOM) has been developed and, even if the challenging technical conception and complexity of design are admitted, so are their ability to facilitate conceptualization and assessment [51].
