This major problem, which is affecting many TEL stakeholders, is the focus of this book which focuses on developing a more effective and efficient approach based on more than 2500 pilots in European classrooms. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. It focuses on key questions, pedagogically sound ways of introducing ICT, new technical artifacts supporting the approach, the evaluation in a large-scale validator, and future work. This book reports on a novel and comprehensive approach to the uptake of ICT in Schools. Results indicate increases in student motivation, engagement, satisfaction, retention and performance enhancements. In this paper, we consider the work done by three leading groups addressing the impact of gamification in university education, with a specific focus on how data is presented to the learner, that is using elements such as points, levelling up, narrative and progression to scaffold learning. Current literature considers the role of dashboards for student performance and feedback, but few papers consider the efficacy of fast feedback to students or other ways that information can be fed back to learners. Learning analytics on top of this data has introduced greater capabilities for improving student performance through immediate feedback. With the wide use of the Internet and digital data sources, there has been a recent emergence of easy access to student data within learning management systems (LMS), grade data through student information systems (SIS) and broader sector data through benchmarking metrics and standards.
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