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Managing passenger information during disruption (PIDD) is a significant factor in running effective and quick-to-recover rail operations. Disruptions are unpredictable, and their timely resolution is ultimately dependent on the expert knowledge of experienced frontline staff. The development of frontline employees by their employers usually takes the form of practice reviews and 'on-the-job' learning, while academic education majors on theoretical approaches and classroom-based teaching. This paper reports on a novel industry-funded project that has developed a serious game (the 'Rail Disruption Game') that combines theory and practice to better manage PIDD for frontline staff in a UK train operating company (TOC). It defines challenges and the development method for the Rail Disruption Game; it also incorporates developer and user feedback. This paper provides insight into how to design, make and deploy a serious game as part of a gamified management process. [ABSTRACT FROM AUTHOR]

The introduction of game-based learning techniques has significantly swayed learning, motivation, and information processing in both traditional and digital learning environments. This paper studies the footprint that the implementation of ten short-duration digital escape rooms has had on the creation of an environment of positive emotions in the educational field. The digital escape rooms were created by employing the Genial.ly platform and RPG Maker MZ software. A feelings/satisfaction questionnaire has been conducted to study what emotions students have experienced, as well as the students' opinions about essential elements of digital escape rooms, to study whether positive feelings predominate in the performance of these activities. Results show a high incidence of positive emotions, and a very favorable opinion on the tools employed and the positive feelings on the acquisition of knowledge and skills. [ABSTRACT FROM AUTHOR]

The number of damaging cyberattacks is increasing exponentially due in part to lack of user awareness of risky online practices, such as visiting unsafe websites, ignoring warning messages, and communicating with unauthenticated entities. Although research has established the role that game-based learning can play in cognitive development and conceptual learning, relatively few serious mobile games have been developed to educate users about different forms of cyberattack and ways of avoiding them. This paper reports the development of an effective augmented reality (AR) game designed to increase cybersecurity awareness and knowledge in an active and entertaining way. The Cybersecurity Awareness using Augmented Reality (CybAR) game is an AR mobile application that teaches not only cybersecurity concepts, but also demonstrates the consequences of actual cybersecurity attacks through feedback. The design and evaluation of the application are described in detail. A survey was conducted to verify the effectiveness of the game received positive responses from 91 participants. The results indicate that CybAR is useful for players to develop an understanding of cybersecurity attacks and vulnerabilities. [ABSTRACT FROM AUTHOR]