Part I Fundamentals Gamification for Education -- Armando Toda, Alexandra I. Cristea, Seiji Isotani -- 1 Games and Gamification -- 2 Gamification in Education -- 3 For Practitioners -- References -- Gamification and Motivation -- Paula T. Palomino, Luiz Rodrigues, Armando Toda -- 1 Introduction -- 2 Self-determination theory -- 2.1 Dissecting Self-Determination Theory -- 2.2 Application -- 2.3 Summary -- 21 3 Flow Theory -- 3.1 Dissecting Flow Theory -- 3.2 Application -- 3.3 Summary -- 4 Cognitive load theory -- 4.1 Dissecting Cognitive Load Theory -- 4.2 Application -- 4.3 Summary -- 5 Goal-setting Theory -- 5.1 Dissecting Goal-setting Theory -- 5.2 Applications -- 5.3 Summary -- 6 Theory of Gamified Learning -- 6.1 Dissecting the Theory -- 6.2 Applications -- 6.3 Summary -- 7 Gamification Science -- 7.1 Dissecting Gamification Science -- 7.2 Applications -- 7.3 Summary -- 8 Concluding Remarks -- References -- Ethical challenges in gamified education research and development: An umbrella review and potential directions -- Ana Carolina Tomé Klock, Brenda Salenave Santana, and Juho Hamari -- 1 Introduction -- 2 Background -- 3 Methodology -- 3.1 Research questions -- 3.2 Inclusion criteria -- 3.3 Search process -- 3.4 Screening procedure -- 3.5 Data extraction plan -- 4 Results -- 4.1 How to make ethical gamification? (RQ1) -- 4.2 How to make gamification ethical? (RQ2) -- 5 Final remarks -- Acknowledgements -- References -- Theories around Gamification in Education -- Paula T. Palomino -- 1 Introduction -- 2 Gamification Theories for Education -- 2.1 Human-Computer Interaction and User Experience -- 2.2 Gameful Experiences, Gameful Systems, Gameful Design -- 2.3 Gamification Frameworks -- 2.4 Learning Objectives and Learning Activities Types (LATs) -- 2.5 ADDIE Instructional Design Framework -- 2.6 Narrative Concepts -- 3 Gamification Frameworks and Guidelines for Education -- 4 Gamification as User Experience (UX) -- 5 Concluding Remarks -- References -- Part II Methods and Tools -- TGEEE: Analysis and suggestions for use.-Armando Toda, Alexandra Cristea -- 1 Introduction -- 2 Taxonomy of Gamification Elements for Educational Environments -- 2.1 Performance / Measurement Dimension -- 2.2 Ecological Dimension -- 2.3 Social Dimension -- 2.4 Personal Dimension -- 2.5 Fictional Dimension -- 3 Discussions Limitations of our TGEEE -- 4 Concluding Remarks -- References -- Using Participatory Design to design Gamified interventions in educational environments -- Armando Toda, Elad Yacobson, Giora Alexandron, Paula Palomino, Mauricio Souza, Elian Santos, Alinne Corrêa, Rodrigo Lisboa, Thiago Damasceno Corrêa, and Alexandra Cristea -- 1 Introduction -- 2 Methods -- 3 Case Studies -- 3.1 Gamification of PeTeL -- 3.2 Gamification of a Higher Education virtual course -- 4 Concluding Remarks -- References -- Data Mining in Gamified Learning -- Luiz Rodrigues and Armando Toda -- 1 Introduction -- 2 Data Mining Project -- 2.1 Planning and Reporting -- 2.2 Executing -- 3 EDM Tools -- 3.1 Weka -- 3.2 Orange -- 3.3 R -- 3.4 Python -- 4 Hands-on Data-driven Gamification -- 4.1 GARFIELD: A Regression-based Recommender System -- 4.2 Adaptive Gamification based on Player Type Classification -- 5 Practical Recommendations -- 6 Future Directions -- 7 Final Considerations -- References -- Part III Miscellaneous -- The Dark Aspects of Gamification in Education -- Armando Toda -- 1. Introduction -- 2 Barriers when adopting gamification in educational contexts -- 3 Negative effects on students -- 4 Design principles for gamified interventions -- 5 Concluding remarks -- References -- Evaluation of TGEEE by education professionals -- Armando Toda, Marcia Almeida, Luis Salinas -- 1 Introduction -- 2 Methods -- 2.1 First survey study -- 2.2 Second survey study -- 3 Results -- 3.1 Results from first study -- 3.2 Results from second study -- 4 Discussions -- 5 Concluding Remarks -- References.