COVID-19 has come to change societal organization. Due to lockdowns, work typologies have been rethought and telework has gained strength. However, the impact of the constant use of information and communication technologies on the mental health of workers needs to be considered. We aimed to investigate the impact of different work conditions on mental health, to which end we disseminated an online questionnaire during lockdowns to assess imagined surveillance, mobile maintenance expectation, communication overload, feelings of entrapment, depression, anxiety, stress, and flourishing in four groups (employed in telework, employed on-site, employed in layoff, and unemployed). We computed mean comparisons and serial mediations. We show that depression and anxiety were more prevalent in women; parents flourished more than people without children; and people with a higher level of education feel more entrapment. Crucially, we show that telework was associated with imagined surveillance and communication overload, which mediated the association with mobile maintenance expectations and entrapment (which was exacerbated by parenthood), impacting mental health and the quality of life. However, this was also partially observed in the remaining work conditions. Finally, flourishing worked as a protector against mental health issues in all work conditions. We discuss this given the massification of digital migration.

This study examines the impact of gamification on education using a novel gamified digital learning platform and a randomized controlled trial (RCT) protocol. Following established research guidelines (CONSORT, Cochrane Collaboration, EVAT©), we assessed the individual and combined effects of points, badges, and challenges against a control group without gamification. The RCT evaluated participant characteristics (sociodemographics, game habits, player traits) and outcomes in cognition (learning, engagement, webcam-based eye-tracking for visual attention, cognitive load), emotions (affective states, webcam-based facial emotion recognition), and motivation (intrinsic motivation). Results showed significantly higher learning for participants using all game elements versus the control group, while badges alone increased cognitive load compared to the other gamification groups. These findings suggest that gamification is more effective when thoughtfully integrating game elements rather than applying elements in isolation, aligning goal-setting with feedback, and combining intrinsic and extrinsic motivational cues. The absence of significant results in other variables may reflect the novelty effect, emphasizing the importance of aligning gamification with pedagogical goals, considering individual and contextual factors, and designing systems that address usability and long-term impact. Educational implications and design recommendations are provided.

Gamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gaps, this study introduces a Systemic Gamification Theory (SGT)—a comprehensive, human-centered model for designing and evaluating inclusive and effective gamified educational environments. Sustained in Education, Human–Computer Interaction, and Psychology, SGT is structured around four core principles, emphasizing the importance of integrating game elements (1—Integration) into cohesive systems that generate emergent outcomes (2—Emergence) aligned synergistically (3—Synergy) with contextual needs (4—Context). The theory supports inclusivity by accounting for individual traits, situational dynamics, spatial settings, and cultural diversity. To operationalize SGT, we developed two tools: i. a set of 10 Heuristics to guide and analyze effective and inclusive gamification; and ii. a Framework for designing and evaluating gamified systems, as well as comparing research methods and outcomes across different contexts. These tools demonstrated how SGT enables robust, adaptive, and equitable gamified learning experiences. By advancing theoretical and practical development, SGT fosters a transformative approach to gamification, enriching multimedia learning through thoughtful system design and reflective evaluation practices.

Gamification use in educational contexts impacts learning performance, engagement, motivation, cognition, and emotions. However, limited theoretical support, heterogeneous results, and lack of objective measures or validated questionnaires hinder gamification research. Via descriptive statistics and qualitative analysis, this pilot study aimed to assess the usability and functionality of the gamified digital learning platform, validate the study protocol through platform usage, gauge the presence of promising evidence regarding its effectiveness, and gain insights into hypotheses. A digital course was nested within different versions of a gamified digital learning platform with embedded game elements alongside a version without game elements. Eight students completed the course (6 participated in the embedded versions and 2 participated in the version without game elements), watching video lectures and doing exercises, while we measured affective states, motivation, user experience, and feedback through questionnaires. Furthermore, we assessed learning performance by analyzing the exercises and gathered webcam-based eye-tracking and facial emotion recognition data to gauge student attention and emotional states. Participants adeptly executed the established protocol, and the gamified digital learning platform (coupled with both webcam applications for eye-tracking and facial emotion recognition) functioned properly, capturing all requisite data. Due to the small sample size and limited statistical power in this pilot study, the other results across all measurements were further discussed to derive insights, formulate hypotheses, and identify potential enhancements for the forthcoming randomized control trial, which will involve a larger sample size. Our results will allow us to refine the experimental design to further evaluate the influence of gamification in a digital learning setting and thoroughly investigate, via scientific inquiry, how it can significantly enrich the field of education. Moreover, the platform's potential for controlled experimental research augments its usefulness for diverse other studies, delving into the impact of game elements on educational outcomes.