Nowadays computer games are applied beyond entertainment. Gamification, the application of game elements in non‐game environments supports behavioural studies in different disciplines including software engineering, the area in which collaborative work has become a fundamental key. The most used gamification elements in software development environments were analysed from two perspectives: (i) team building or reinforcement activities; and (ii) regarding a set of people's interactive styles. Then, interactive styles with software engineering roles were related in order to be able to identify scenarios that conform a model to build highly effective teams. The three analyses together allow identifying proper gamification elements for modelling scenarios to support the creation of highly effective teams in the software development domain.

Motivation is an essential aspect of performance and team productivity as key factors of success in software engineering. Hence, to achieve effective teaching of Software Engineering, it is required to structure an educational environment with new teaching and learning strategies. Classroom gamification has become an alternative strategy to improve the motivation and the commitment required by work teams. This paper presents a software tool to create gamified experiences in the classroom with a methodological structure designed to gamify a software engineering educational environment. The most relevant result of this work is the design of a gamified environment and an experience that, in accordance with the Educational Project of the Universidad Católica del Norte (UCN), is used in the Software Engineering Advanced Topics course where students develop software products for non-profit organizations made up of people with disabilities and their families.

Las metodologías de mejoramiento continuo permean los procesos de los diferentes sectores económicos. Una de las metodologías más relevantes es Lean Manufacturing que se aborda tanto en Ingeniería de Sistemas como en Ingeniería Industrial. Una dificultad de la enseñanza del mejoramiento continuo está asociada con su alto componente teórico y el nivel de abstracción requerido. Pero dado que la gamificación promueve la motivación y el compromiso al incluir elementos de juego en el contexto educativo, se ha identificado que es posible enseñar los principios de Lean Manufacturing a partir de una actividad gamificada. Lean Poker Card es una actividad que se desarrolla durante seis iteraciones en equipos de cuatro integrantes. El objetivo de este trabajo es caracterizar esta actividad identificando los principios de gamificación incorporados en las iteraciones que se llevan a cabo. Como parte de este trabajo se reportan los resultados de aplicar esta actividad en grupos de estudiantes de Ingeniería de Sistemas e Ingeniería Industrial. Se evidencia una disminución en el tiempo de ejecución de cada iteración, determinado a partir de una gráfica de consolidación de tiempos y la buena percepción tanto de los estudiantes como de los profesores frente a la inclusión de este tipo de actividad en el aula de clase. El trabajo futuro está relacionado con la medición de factores como la motivación, la comunicación o el trabajo en equipo utilizando estudios empíricos de investigación.

Gamification is used in several contexts, such as marketing, education, and public health. The authors implement gamification to promote a dynamic environment relative to software process improvement. However, well‐established theoretical guidelines to design gamified experiences are lacking. The authors propose a framework to assess gamified environments, identify and adopt gamification principles, as well as design gamified activities. The proposed framework helps users create gamified experiences that satisfy the purposes, goals, principles, and elements defined as fundamental gamification components. Here, the authors apply the proposed framework to a video scrum simulation to assess the adoption of gamification principles. The case study includes identification of gamification principles incorporated in the video scrum and their relationships to the elements of the mechanics, dynamics, and emotions framework. The results show that the game elements defined in the design layer of the proposed framework were realised in the video scrum simulation.