EU trainers' perceptions of adult GBL and gamification, according to an article (Bento, Marco & Lencastre, José, 2019) produced as a report from the Erasmus+ Gaming in Action project, are as follows in GBL: ● using digital games bring more than just motivation and can be very powerful learning tools; ● games help doing, make decisions, solving problems and interacting; ● gamers must learn things and even master them (if they don’t, they don’t leave the first level of a game); ● digital games, when adequately planned, can serve as mobilising elements in the teaching and learning processes. The following facts demonstrate the innovative nature of gamification: ● the mechanisms used to "gamify" an activity defined with the intention of evoking certain emotions in the student/player; ● the game dynamics are the motivations that lead the player to these emotions; ● It is possible to set multiple ways to successfully achieve an objective, allowing learners to overcome intermediate goals; ● a task can be completed successfully after several failed attempts without penalising the student, providing feed-back or an immediate reward that allows progress to a new task, usually with a higher degree of difficulty; ● allows to promote valuable behaviours. Application to learning environments Gamification may involve the trainer gamifying an activity or teaching a concept by including mechanics, such as missions, milestones, points, levels, and feedback (Lencastre, Bento, & Magalhães, 2016), increasing student engagement without linking to any particular game. Gamification activities should be combined with teaching methods, for example storytelling or explaining the correct answers. Before or after the question-results trainer can teach and explain like normal face to face lessons. Strategies in gamification for learning:
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