To integrate Gamification 2.0, the Federal University of Ceará in Brazil devised a systematic strategy that includes gaming aspects to take students through the material while maintaining its integrity.

This revised course content is the most widely suggested method for improving the student experience over a semester or academic year.  It is also more procedural, running parallel to teachers' methods without affecting the material; it merely arranges mechanisms that drive and reward students for meeting learning objectives.

To do this, the university modified some of the mechanics, dynamics, and prizes from Gamification 1.0 and created new ones. Points, coins, and badges were awarded to pupils based on their achievement in the dynamics exercises. Individuals' total points (XP) are ranked and their course grades are specified.

Students completed three knowledge examinations each unit. The examinations had ten multiple-choice questions covering the unit's subject. The exam dates were not published in advance, and students took the tests utilizing the Socrative Student app. They designed this dynamic to encourage pupils to study consistently. In the Top Test, the students scored an average of 4.3 out of a possible 10 points.

Although Gamification 2.0 has only been applied in two small classrooms, which is a drawback of this study, the results encourage them to continue along this route by testing it in the coming semesters. For example, the school aims to try Gamification 1.5, a hybrid gamification method that combines Gamification 1.0 and 2.0. Except for the Top Tests, they will continue to use standard tests and mechanics. In this manner, the students' final grades will be decided by the arithmetic mean of the average of the regular assessments and the grade achieved through the gamification 2.0 procedure.