This study aims to examine the influence of gamification in students’ learning outcomes and academic performance. A longitudinal study was conducted to compare students’ academic performance in online learning (2020–2021), traditional learning (2021–2022), and gamified learning (2022–2023). The longitudinal study lasted 3 years and a total of 1001 higher education students were involved. Three research questions were set to be explored and students’ viewpoints and experiences were also examined through a questionnaire of 20 questions. This study follows a quantitative research approach. The data refers to students’ academic performance, success rate, excellence rate, withdrawal rate, engagement, motivation, and perspectives. In the laboratory part of the course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (39% and 13%), excellence rate (130% and 23%), average grade (24% and 11%), and retention rate (42% and 36%) respectively. In the theoretical part of the course, gamified learning resulted in better outcomes over online learning and traditional learning in success rate (19% and 14%), in excellence rate (125% and 79%), and in average grade (25% and 12%) respectively. In the overall course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (14% and 14%), in excellence rate (122% and 70%), and in average grade (25% and 17%) respectively. The highest increase was observed in students’ excellence rate. Students highly regarded gamification as an effective educational approach that can increase their learning outcomes, engagement, productivity, and motivation and trigger both their both intrinsic and extrinsic motivation. The learning experience become more enjoyable and students’ basic needs in terms of autonomy, competence and sufficiency, and relatedness and sense of belonging were met. Traditional learning also resulted in better learning outcomes when compared to online learning. Gamification emerged as an effective learning approach which leads to improved learning outcomes and academic performance, learning motivation, engagement, and retention rate over online learning and traditional learning in both theoretical and applied course settings.

Citation analysis is performed to evaluate the impact of scientific collections (journals and conferences), publications and scholar authors. In this paper we investigate alternative methods to provide a generalized approach to rank scientific publications. We use the SCEAS system [12] as a base platform to introduce new methods that can be used for ranking scientific publications. Moreover, we tune our approach along the reasoning of the prizes 'VLDB 10 Year Award' and 'SIGMOD Test of Time Award' , which have been awarded in the course of the top two database conferences. Our approach can be used to objectively suggest the publications and the respective authors the are more likely to be awarded in the near future at these conferences.

Content distribution networks (CDNs) have gained considerable attention in the past few years. Hence there is need for developing frameworks for carrying out CDN simulations. In this article we present a modeling and simulation framework for CDNs, called CDNsim. CDNsim has been designated to provide a realistic simulation for CDNs, simulating the surrogate servers, the TCP/IP protocol, and the main CDN functions. The main advantages of this tool are its high performance, its extensibility, and its user interface, which is used to configure its parameters. CDNsim provides an automated environment for conducting experiments and extracting client, server, and network statistics. The purpose of CDNsim is to be used as a testbed for CDN evaluation and experimentation. This is quite useful to both the research community (to experiment with new CDN data management techniques), and for CDN developers (to evaluate profits on prior certain CDN installations).