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Outdoor painted sculptures (OPSs) are a regular feature of public spaces and private collections throughout the world. Their painted finishes can appear deceptively simple, but their esthetic is a subtle combination of color, texture, and reflectance, making them challenging to care for and repair. OPSs are exposed to direct sunlight, rain, wind, pollutants, human interactions, and biological debris from plants and animals. Conservation of these artworks is a matter of preserving an artist’s esthetic intent, rather than the original paint system, which will inevitably need to be replaced. This paper discusses the development of the Getty Conservation Institute workshop Treatment Strategies for OPS, to develop skills in this specialized area of conservation. The full repainting of an artwork is expensive, laborious, logistically challenging, and includes the use of chemicals and processes with significant carbon footprints: improving the economic and environmental sustainability of these treatments has become imperative. The workshop teaches participants strategies that help stave off full repainting, such as working with specialized painters for lasting localized repairs, removing graffiti without altering the sculpture’s finish, and creating regular maintenance programs that help prevent deterioration. [ABSTRACT FROM AUTHOR]

The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]