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1. Gamified mobile/online learning for personal care givers for people with disabilities Presented by 1. 2. 3. Guided by,

2. Abstract The paper examines how a gamification approach can enhance and enrich the learning experience of personal care givers (PCGs) for people with disabilities and older people (potential or in active employment). Using game elements that pervade the M-Care mobile PCG training application, users are given the opportunity to self-assess their newly acquired knowledge and through a rewards system they are motivated to follow further training courses. The gamified experience is embedded in a broader educational logic including an extensive training curriculum and innovative online and mobile training platforms.

3. Literature Survey Game-Based Learning (GBL) uses game concepts and technology to teach a particular target audience and to motivate the audience to learn. GBL is becoming increasingly common in the area of education and some of the contributing factors for that are, as Shih, Squire and Lau ( 2023) claim, the fact that there are no limitations of subject or course to the use of this practice and that, with the development of pervasive communications technology, students have been allowed to play and learn in a social community, so that, when well applied, the students’ motivation is higher and the learning performance can be improved. Gamification of educational apps just like GBL makes good use of these factors.

4. Literature Survey The literature on the use of gamification in education in general was surveyed by Caponetto et al. ( 2023) who argued that interest in gamification is due to its capacity to support learning, promoting desirable attitudes, activities and behaviors through participatory approaches; collaboration and friendly competition; self-guided study; facilitation and effectiveness of assessments; integration of exploratory approaches to learning; and the strengthening of creativity and student retention. However, there are still few gamified approaches for teaching audiences with special needs, with DS in particular.

5. Literature Survey Among the few reports on gamified approaches for teaching audiences with special needs, one may cite: Colpani and Homem ( 2022) propose a new educational framework with the use of virtual reality and gamification to aid in the learning by children with intellectual disabilities. The limitation of the set of requirements for the framework and it its pioneering approach require new research and experiments to verify the effectiveness of this framework in practice.

6. Literature Survey Moviletrando ( Farias et al., 2022) to stimulate the motor and cognitive functions of DS children, while assisting in literacy teaching: children move around in a virtual reality game to learn the letters of the alphabet. Although this game teaches fundamentals of literacy (the alphabet), it does not consider the process of acquisition of oral and written language by its players.

7. Literature Survey Jecripe 2 ( Brandão and Joselli , 2021) that attempt to stimulate the cognitive process, the memory, the phonological awareness in DS children and Torrente’s ( 2021) “My First Day at Work” that was design to train a specific set of social and self-autonomy skills and concepts in adults with DS adults and “The Big Party” that work on the inclusion of individuals with DS in the job market. However, they do not focus on literacy acquisition.

8. Drawbacks in Existing System People with disabilities (especially those with mobility impairments) and older people depend heavily on personal care givers (PCGs ). According to the results of the research conducted in Bulgaria, Flanders (Belgium), Germany and Turkey under the framework of the M-Care project. The challenges for both the PCGs and their beneficiaries are important and diverse. As indicated by the respondents, most PCGs have completed basic education. There were also cases of PCGs that work as volunteers, without having completed mandatory education. 51,4 % of the respondents stated that they have not received any training related to providing assistance to people with disabilities and older people.

9. Explanation about Proposed System Gamification according to recent academic publications can be a powerful human motivator. It refers to the use of game design elements in non-game contexts such as “ reward based gamification ” techniques centred on points, levels, badges, achievements and leaderboards , to motivate, educate, change behaviours and solve problems. As a response to the rise of gamification in education, and the rapid rate of technological changes in e-learning, gamification in e-learning environments provides opportunities for deeper understanding, enhancing and enriching of the learning experience.

10. Advantages of Proposed System The application of gamification in a mobile learning tool for PCGs (working or potential), as presented in this project, attempts to enrich the educational experience of mainly low skilled people, providing both a self-assessment tool and a motivation to successfully complete the courses