![]() ![]() It can be helpful to those interested in applying or adapting it in other disciplines. This study fills the need for planning strategies to help improve student motivation in online classes and proposes an instrument to measure the results. The results indicated that gamification increased student motivation and engagement, improved attitudes, promoted actions such as keeping the camera on during lectures and regular attendance, and improved student grades. In addition, pre-and post-knowledge tests were applied to determine whether there were changes in the learning outcomes. We also present the quantitative results of a questionnaire applied to 48 engineering students to identify their perceptions of how gamification could increase motivation and engagement in learning the subject of chemistry. This proposal details the short-, medium-, and long-term bonuses which stimulated and motivated students and achieved specific objectives. This study was carried out for a chemistry course at a university in central Mexico. This research proposes improving these aspects by developing a gamification strategy that can be easily replicated in other environments. The literature shows that student participation in these contexts should be increased when applying this methodology, where teachers can also provide greater support. One of these methodolo-gies is gamification, implemented in school environments more frequently due to the pandemic and whose impact on student motivation and engagement needs to be explored. For this reason, it has been necessary to develop educational strategies that accompany the use of new technologies to maintain student interest. ![]() In the last year, educational experiences have become increasingly challenging due to teaching classes remotely. These findings may be useful for practical applications such as formulating products containing fruit and proteins to obtain desirable sensory attributes. SPI and PPI appeared to have higher propensities for PP interactions and exhibited more extensive shifts in physical properties than WPI formulations. PP addition altered physical characteristics differently depending on the protein isolate used, with changes attributed to protein-PP interactions. Concentrated liquid dispersions of varied ratios of protein to sucrose contents, containing different protein isolates (WPI, SPI, and PPI), and varied Aronia PP concentrations were formulated, and physical properties were evaluated to elucidate the effects of PP addition. We hypothesized that formulations containing PPI (comprised of larger proteins) and hydrolyzed SPI (containing more carboxyl groups) may exhibit increased viscosities and decreased aggregate sizes due to enhanced protein-PP interactions. In this study we aimed to investigate whether Aronia PP would interact with soy and pea protein isolates (SPI and PPI, respectively) to a similar extent as with WPI in liquid protein-sucrose-PP mixtures. Previously, addition of Aronia berry PP to liquid dispersions containing whey protein isolate (WPI) and sucrose was found to alter characteristics including viscosity, surface tension, and particle sizes, with changes being attributed to protein-PP interactions. Bioactive compounds including polyphenols (PP) have been observed to naturally form non-covalent complexation interactions with proteins under mild pH and temperature conditions, affecting protein structures and functionality.
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