FALSIFIABILITY AND BEHAVIORAL MODELING: PROPOSAL FOR A SCIENTIFIC FRAMEWORK FOR GAMIFICATION DESIGN

Autori

  • Cláudio Eduardo Marques Lacerda PPG em Ensino de Ciências e Educação Matemática – UEPG, Ponta Grossa, PR, Brasil orcid.org/0009-0003-4557-207X
  • Silvio Luiz Rutz da Silva Departamento de Física, PPG em Ensino de Ciências e Educação Matemática – UEPG, Ponta Grossa, PR, Brasil orcid.org/0000-0003-1859-9018

DOI:

https://doi.org/10.46827/ejes.v13i9.6958

Parole chiave:

gamification, falsifiability, behavioral modeling, educational psychology, instructional design

Abstract

This literature review examines the intersection of falsifiability principles and behavioral modeling approaches in designing gamified processes, synthesizing findings from 271 peer-reviewed publications. This study addresses a critical gap in contemporary research: the need for scientifically rigorous methodologies that go beyond superficial Pointsification to develop effective behavior-change interventions. The proposed framework integrates Karl Popper’s epistemology with B. F. Skinner’s operant conditioning and is structured across four levels of integration: epistemological, theoretical, methodological, and practical. Theoretically, this study articulates Self-Determination Theory, Flow Theory, and Behavioral Economics under the lens of empirical testability. Methodologically, intellectual rigor is operationalized through a three-tiered scoring system (0, 5, and 10 points) that prioritizes “resistance to refutation” over impulsive speed, thereby transforming the assessment into a continuous scientific validation process. The practical application is consolidated into a replicable four-stage didactic sequence: conceptualization, structural mapping, mechanics design, and behavioral calibration. The main conclusions indicate that the success of gamified design requires (1) explicit theoretical grounding that allows the generation of falsifiable hypotheses, (2) behavioral models that consider individual variations and temporal dynamics, and (3) multidimensional metrics that integrate behavioral, psychological, and system data. The study concludes that integrating these principles consolidates gamification as a rigorous design engineering discipline, capable of generating predictable results and enabling deep learning. This study offers an essential methodological roadmap for the field's maturation and for moving beyond intuition-based practices.

Biografie autore

  • Cláudio Eduardo Marques Lacerda, PPG em Ensino de Ciências e Educação Matemática – UEPG, Ponta Grossa, PR, Brasil orcid.org/0009-0003-4557-207X

    Cláudio Eduardo Marques Lacerda holds a degree in Biological Sciences from Universidade Estadual de Ponta Grossa (2018), a degree in Pedagogy from Faculdade Mantenense dos Vales Gerais (2021), and a postgraduate specialization—EAD in Science Teaching—Final Years of Elementary Education from Universidade Estadual de Londrina (2021). Master’s student in the Graduate Program in Science Teaching and Mathematics Education at the State University of Ponta Grossa.

  • Silvio Luiz Rutz da Silva, Departamento de Física, PPG em Ensino de Ciências e Educação Matemática – UEPG, Ponta Grossa, PR, Brasil orcid.org/0000-0003-1859-9018

    Silvio Luiz Rutz da Silva graduated in Chemical Sciences from the State University of Ponta Grossa, Brazil. Completed a Master’s in Materials Engineering at the Federal University of São Carlos and a PhD in Materials Science at the Federal University of Rio Grande do Sul. Professor in the Department of Physics at the State University of Ponta Grossa, Brazil. I am a permanent faculty member in the Graduate Program in Physics Teaching and in the Graduate Program in Science Teaching and Mathematics Education at UEPG.

    ORCID: https://orcid.org/0000-0003-1859-9018

Riferimenti bibliografici

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Pubblicato

2026-08-24

Fascicolo

V. 13 N. 9 (2026)

Sezione

Articles

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