Template-Type: ReDIF-Article 1.0 Handle: RePEc:bco:semaaa::v:19:y:2026:p:1-16 Title: Gamification and Multimodality: A New Path for Education Author-Name: Tomas Orlandi Author-Workplace-Name: Universidade de Brasília - UNB, Brazil Author-Email: tomasroberto@gmail.com Author-Name: Maria Tereza de Andrade Lima Orlandi Author-Workplace-Name: University Catholic of Brasilia - UCB, Brasil Author-Email: mte.orlandi@gmail.com Author-Name: Claudio Gottschalg Duque Author-Workplace-Name: University of Brasília – UNB, Brazil Author-Email: klaussherzog@gmail.com Abstract: This study explores the concept of gamification as a multimodal educational strategy, acknowledging its relatively recent emergence and the need for broader academic discussion. While it proposes an innovative approach to learning and various other domains of contemporary knowledge, its adoption in higher education remains incipient, largely due to ongoing academic controversy. However, gamification aligns with other progressive proposals by effectively addressing common learning deficiencies, primarily by fostering student engagement and motivation in the educational environment. Fundamentally, this approach is not presented as a revolutionary replacement for established concepts and procedures, but rather as a complementary tool. It seeks to leverage technological advances to make the learning process more intuitive and natural for individuals. The successful integration of gamification requires overcoming significant obstacles, including technological, financial, procedural, educational, and structural ones. More research, rigorous evaluations, and consistent results are essential to determine the long-term viability and consistency of this initiative. Keywords: Scientific Production Crowdfunding; Financing; Access to Capital; Innovation Journal: Studies in Educational Management Volume: 19 Year: 2026 Pages: 1-16 DOI: 10.32038/sem.2026.19.01 File-URL: https://api.eurokd.com/Uploads/Article/2011/sem.2026.19.01.pdf File-Format: application/pdf Template-Type: ReDIF-Article 1.0 Handle: RePEc:bco:semaaa::v:19:y:2026:p:17-34 Title: Artificial Intelligence Applied in Problem-Oriented Learning for Information Retrieval in a Gamified Environment Author-Name: Antonio Fernandes Soares Netto Author-Workplace-Name: University of Brasília - UNB, Brasil Author-Email: netto@unb.br Author-Name: Claudio Gottschalg Duque Author-Workplace-Name: University of Brasília – UNB, Brazil Author-Email: klaussherzog@gmail.com Author-Name: Tomas Orlandi Author-Workplace-Name: Universidade de Brasília - UNB, Brazil Author-Email: tomasroberto@gmail.com Abstract: This study investigates the application of Artificial Intelligence (AI) in a Problem-Based Learning (PBL) environment, with emphasis on information retrieval in the field of public technology procurement, from the perspective of risk management and the use of gamified strategies. The research followed a qualitative/quantitative approach in five stages: development of a case study supported by AI; creation of an original board game to simulate real decision-making situations; identification and categorization of perceived risks; application of a structured Likert-scale questionnaire to measure perception; and critical discussion of the results. This research involved professionals directly engaged in ICT acquisition processes and demonstrated that the use of games adapted to the organizational reality (serious game) enhanced engagement, supported knowledge retention, and broadened awareness of relevant risks. Among the main findings were concerns with supplier lock-in and cost underestimation, as well as the high acceptance rate (93.8%) of the gamified experience compared to the traditional expository model. It is concluded that the integration of AI, gamification, and risk management constitutes an innovative and replicable methodology, capable of strengthening training in complex governmental environments, while fostering effective communication and more informed decision-making. Keywords: Information Retrieval; Technology Procurement; Gamification; Risk Management; Problem-Based Learning Journal: Studies in Educational Management Volume: 19 Year: 2026 Pages: 17-34 DOI: 10.32038/sem.2026.19.02 File-URL: https://api.eurokd.com/Uploads/Article/2020/sem.2026.19.02.pdf File-Format: application/pdf Template-Type: ReDIF-Article 1.0 Handle: RePEc:bco:semaaa::v:19:y:2026:p:35-55 Title: Effect of Integrated Teaching Method on Elementary Students’ Academic Self-Efficacy, Academic Engagement, and Academic Performance Author-Name: Ali Sheykholeslami Author-Workplace-Name: Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran. Author-Email: a_sheikholslamy@yahoo.com Author-Name: Maryam Ghadimi Author-Workplace-Name: Ph.D. Student of Educational Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Author-Email: maryam.ghadimi7817@gmail.com Author-Name: Komeil Parsa Author-Workplace-Name: Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran Author-Email: Komeil.parsa8@gmail.com Abstract: Although the findings of teaching method studies conducted to date have offered insights into the positive influence of novel teaching strategies on improving students’ academic performance, there is no conclusive evidence addressing the effect of integrated teaching methods on pupil’s academic self-efficacy, academic engagement, and academic performance. This study compares the differential effects of employing an integrated teaching method on enhancing primary school students’ academic attitudes. To set the scene, 40 6th-grade students were randomly assigned to two groups: an experimental group trained using the integrated teaching method (n = 20) and a control group that stuck to the traditional teaching method (n = 20). The participating groups took Jinks and Morgan’s academic self-efficacy, Fredricks and Blumenfield’s academic engagement, and teacher-made academic performance pretests. Having completed 8 sessions of integrated teaching, students took the aforementioned tests as posttests. The data analysis demonstrated the effectiveness of the integrated teaching method in increasing the variables, as the participants in the control group outperformed them. The findings of the study act as a driving force for potential educational implications which are discussed in detail. Keywords: Integrated Teaching Method; Academic Self-Efficacy; Academic Engagement; Academic Performance; Elementary Students Journal: Studies in Educational Management Volume: 19 Year: 2026 Pages: 35-55 DOI: 10.32038/sem.2026.19.03 File-URL: https://api.eurokd.com/Uploads/Article/2084/sem.2026.19.03.pdf File-Format: application/pdf Template-Type: ReDIF-Article 1.0 Handle: RePEc:bco:semaaa::v:19:y:2026:p:56-77 Title: An Empirical Study of UTAUT Model on the Adoption of AI Technologies in Vietnamese Higher Education Author-Name: Minh Nguyen-Dong Author-Workplace-Name: WESTERN SYDNEY UNIVERSITY, Australia Author-Email: Kyle.n18112000@gmail.com Abstract: In recent years, the development of AI-powered applications has sparked a wave of innovation across multiple disciplines, including education. In addition, Vietnam's education has been oriented to promote the development and study of AI applications towards specific targets for the year 2030, as set out in Decision No. 127/QD-TTg dated January 26, 2021, and Resolution 57-NQ/TW. However, this integration progress has stumbled over multiple challenges in the past few years due to many external and internal elements. In particular, Vo and Nguyen (2024) noted that although the reliability of answers from AI models like ChatGPT remains questionable, most surveyed Vietnamese university students found them approachable and easy to use. Another study by Maheshwari (2023) asserted that assessment methods, test instructions, and educators’ approaches also need appropriate adjustments to align with these technological advancements. Therefore, this paper aims to investigate the factors influencing the introduction of AI technologies into universities in Vietnam using an integrated model proposed by Sharma and Singh (2024). Built on renowned theories such as the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and Perceived Organizational Support (POS), this model provided more comprehensive insights into the adoption of AI technologies in Vietnam. The results support the suggested hypotheses and recommend appropriate strategies for university students, academic staff, and policy makers for future use. Keywords: TAM; UTAUT; POS; Higher Education in Vietnam Journal: Studies in Educational Management Volume: 19 Year: 2026 Pages: 56-77 DOI: 10.32038/sem.2026.19.04 File-URL: https://api.eurokd.com/Uploads/Article/2145/sem.2026.19.04.pdf File-Format: application/pdf