 Είναι ευκαιρία να αγγένουμε ότι, as teachers, we always try to find ways to make learning more engaging. This pursuit of improved student engagement was the catalyst for the gamification movement, meaning the concept of incorporating game-based elements into everyday tasks and activities to teach, persuade and motivate. At school level, gamification allows us to turn seemingly boring study tours into exciting new challenges. Recent discussions revolve around the potential of gamification and its impact on learning. Let's say, Parón, view on that now and discover a gamified session together. I decided to gamify my robotic workshop because at the beginning, to be honest, I didn't have the same constraints that my technology courses, which is in the curriculum. Robotic is in the curriculum, but I had more freedom. So I was just asking myself how to engage my students in this robotic workshop and assessment is not the way to be sure that they will fulfill all my goals. I tried to find something and so I gave some levels, like in a video game, for instance, level 1 to 10 they have to achieve and each level must be achieved because they managed to fulfill a challenge. So it's a color system from white to green or red. The second system, I gave them a diploma each time they fulfill certain steps. In fact, it's very powerful because they love to get a diploma in robotics. The third step is that I set challenges with something fun that could be connected sometimes to reality or with something artistic, you know, something that surprised them. What helped me to gamify these lessons is because it wasn't only technology, though I didn't feel the same constraints, but in fact, the constraints are in our heads, for sure. So if you think out of the box, it can be easily done and the objective is only to empower students to design the levels, not difficult, not too easy to help students to achieve it and keep a motivation and you must take into account the fact that failure is OK during a game because a game, when you lose at the first mistake you do, it's not really a game. So it's important to have that process where students want during the game to do it again until they achieve it, but not 10 times. I have the right to fail too. So if we want to gamify and to say, OK, it's OK to fail, also as teachers, we must be OK with themselves. Also to fail. So we try the first year, OK, that's not good, but it's not a problem. We can improve it. And so it's almost 10 years I teach robotics now. So something that works and I know I have some tips I developed for myself, but it's an experiment ongoing, ongoing and ongoing. So to gamify, there is several levels. Rewards first, reward for each step. And this is the most powerful. Even more powerful than my other hints, because students love to have the teacher's signature that on that day you achieve that and that is the proof. And they love it. They're running for it. The second step is competition. I decided to organize competition within the school itself. So for instance, we have at the end of all the robotic workshops at the end of seventh grade, Sumo workshop. And for a Sumo competition, Sumo fight. And so the robots must be powerful, the program must be really good, and they have to modify the robot itself. So we have all the skills for that final fight. And then we can organize a classification and reward them with a 3D print. Oh, they loved it. They loved it because it's connected with many different types of gamifications. So each one can find something that you know answered and their own tastes. And so some love competition, they can have some competition. Some other life, just you know reward and diploma, you know something official. And other, it's just the object I want to 3D print. I don't know, Fortnite character, whatever. So they find something for themselves. I think that students now develop a taste for a different way of learning. And so maybe they connect easily to the games they play and maybe they criticize the game themselves and say, okay, the game agreed because I collaborated and it's connected with the way we collaborate in the classroom maybe. So it make them discover that there are different ways of learning. Yes, because very often in normal courses, we just deliver the same course for all the students at the same, I would say, rhythm, you see. And in that way of teaching, each one is moving at its own speed and it's okay. We program the robots and I like that. Well, it's the function of challenges. I love to get challenges like that. It's the role. So it's up to you now. How do you choose to view your learning material?