The term artificial intelligence refers to the field of computer science that deals with the design and implementation of computer systems that mimic elements of human behavior that imply basic intelligence: learning, adaptability, inference, contextual understanding, and problem solving among others. Artificial intelligence is a point of intersection between multiple sciences such as computer science, psychology, philosophy, neurology, linguistics and engineering science, with the aim of synthesizing intelligent behavior, with elements of reasoning, learning and adaptation to the environment, while it is usually applied to specially made machines or computers.

Gamification is the use of game mechanics in non-game situations. It is a solution to which businesses are turning more and more, since, among other things, it also responds to the individual's need for fun. What are the prevailing trends and to what extent can it be exploited in the period we are going through? This paper tries to contribute to a better understanding of gamification with main aim to help employees in their work, and businesses to achieve goals and be more competitive.

Engineering Education needs to be approached in different, innovative ways to meet the needs of society, learners, and education providers. This ranges from new educational programs and innovative pedagogies in individual classrooms, to online and immersive learning, to micro-credentials and modularity along with how to enable rapid adaptation for reskilling and upskilling, to entirely new pathways of restructuring education. Gamification is the application of game elements and digital game design techniques to non-game problems, such as learning challenges. It is about using game-based mechanics, aesthetics, and game thinking to enhance users’ engagement, motivate action, and support learning. At first view, the concept of gamification does not contain game design elements, but with the addition of additional elements such as the video game component that is applied in different contexts, the users are encouraged to participate in learning activities and complete learning challenges successfully. The first step in the process of designing a gamification activity is to think like a game designer. According to Cook (2013), any process can be gamified when the following requirements are covered: (i) the gamified activity is easy to learn, (ii) user progress can be measured, (iii) continuous feedback is provided to users.

The world of education has changed. And for all the trials and challenges of managing education during a pandemic, we have also learned a few things that can make our teaching and learning experiences even better in the future.The pandemic imposed constant balance exercises in all aspects of our daily life, including education. Suddenly the living room of the house turned into a work space, the kitchen replaced the canteen, the children's office became a student seat. There was a new area of unknown, irregular and unpredictable forced experimentation. Now what is right, beneficial and effective is an unanswerable question in the absence of previous experience, and the only way to answer it is by trial and error.Universities, in the context of "emergency" remote teaching, also had to experiment. Professors and students found themselves inside virtual classrooms, facing digital boards, closed cameras and microphones.How could a professor not be frustrated by low levels of interaction during the lesson, and how could a student understand a problem without disrupting the fragile digital teaching flow? What was the learning outcome after each two-hour e-teaching? Was the learner's attention maintained, the learning objective achieved, knowledge transferred, new skills acquired? The answers had to be given through experimentation, creativity and innovation.To stop digital teaching from being monotonous and boring, we tried to turn it into a game in order to engage students and lead to better learning outcomes. Gamification is the use of game mechanics in non-game situations. It involves the use of video game elements, such as leaderboards, levels and badges in non-game activities aimed at improving the user experience and increasing user engagement. We find examples of gamification in various fields, e.g. in physical exercise and health (Pereira et al., 2014; Johnson et al., 2016), in the promotion of products and services (Huotari, & Hamari, 2012) and, of course, in education (Triantafyllou & Georgiadis, 2022). For example, airlines enable travelers to earn points with each trip that they can later redeem, or sports equipment companies have developed apps on smart phones and watches so that users can celebrate their performance with digital trophies, compete and challenge their running friends.In the learning process, gamification includes direct feedback mechanisms for learners, point systems, ranking tables, prizes, badges, progress bars and avatars among others, with the main objectives of mobilizing, encouraging and guiding the participant to achieve learning progress. Game-based learning makes the most of these mechanisms with an a priori architecture, which clearly defines the goal of the game, its basic functions and scenario, the rules of progression, competition and interaction with the application and teammates (Triantafyllou & Sapounidis, 2023).The reason why gamification is of particular interest is that research shows an increased degree of involvement and interest of participants when an environment or activity incorporates elements of gamification (Triantafyllou & Georgiadis, 2022). Game-based learning therefore activates not only cognitive functions, such as attention or perception, but also feelings of excitement, surprise, joy, sadness or even anger. This experience results in the achievement of meaningful learning objectives, such as deepening knowledge and developing intrapersonal (e.g. project scheduling) and interpersonal skills (e.g. collaboration).