A Methodology to Motivate Students to Develop Transversal Competencies in Academic Courses Based on the Theory of Planned Behavior by using Gamification and ANNs The next generation of students are not getting well prepared to deal with the world of work, not because of a defective education but rather because of the new ways they learn and the availability of the information. Teaching methodologies, specific in mathematics for undergrads, requires to be updated for the new generations to send new stimulus in the learning process. These methods and educational tools need to allow the students to have customized learning so they can study outside the classroom. Gamification in education field offers a new way to teach, engage and motivate students to study. On the other hand, the challenges that a professoru0027s faces up when they teach are related to students who possess a wide range of different skills, previous experiences and motivations that are present when the students take the class. Thus, Tecnologico de Monterrey, through the Tec21 Model, is developing disciplinaries and transversals competences in students through collaborative work and learning based on challenges to attend the actual educative needs. This paper proposes a tailored methodological process that takes advantage of the gamification through an Artificial Neural Network using a competencebased teaching method supported by the theory of planned behavior (TPB) to motivate students to develop the required skills specified on the Tec21 model

Gamification and ProjectBased Learning as Software Quality Teaching Methodologies Approaches such as Gamification and ProjectBased Learning have been employed in a variety of opportunities to provoke students to build and develop knowledge. Such strategies help both the motivation to perform the activity and the cognitive performance of students and are crucial to undergraduate education. Thus, the objectives of this work are to present and execute a methodology of software quality teaching through gamification and ProjectBased Learning and to detail a view from an experiment with undergraduate students. The research was divided into (a) Macrovision: the application of the PBL for the experimentu0027s structure, and (b) Microvision: the use of gamification through the development and practice of quality learning games. This process resulted in the implementation of three games about software quality, which forest student learning once the discipline was evaluated as meaningful and positive. Still, some lessons learned from this methodology mark the results of this work.