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Modernizing classrooms can empower educators and spark engagement to better prepare students for the digital age. This Spotlight will help you leverage technology to meet students' individual needs; learn how one district is using AI to heighten instruction and optimize teachers' time; review the tech skills students need for the digital age; investigate how ed tech can be an invaluable tool for teachers; and more. Articles in this Spotlight include: (1) National Ed-Tech Plan Outlines How Schools Can Tackle 3 Big Digital Inequities (Alyson Klein); (2) This Husband-and-Wife Team Created a Chatbot Just for Teachers (Madeline Will); (3) 8 Tech Skills Every Student Should Have, According to Educators (Lauraine Langreo and Vanessa Solis); (4) Thinking About 'Gamifying' Your Classroom? Teachers Use These Tools (Lauraine Langreo); (5) How 3 Districts Are Integrating Tech Into Math Instruction and What They've Learned (Alyson Klein); (6) What Podcasts Did for Student Engagement in These Schools (Arianna Prothero); (7) Ed Tech Can Be an Invaluable Tool For Teachers. Here's How to Use It Best (Larry Ferlazzo); and (8) AI Is Helping Us With Our Instructional Practice. Here's How (Larry Ferlazzo). [This Spotlight was sponsored by LG.]

The article presents a study on the effectiveness of gamification of corporate training programs. In the study, client-facing employees and leaders at the professional services firm KPMG engaged in a gamified training tool, called KPMG Globerunner. The training program was designed to enrich employees' knowledge and understanding of the company's products and services by answering questions while traveling around the globe. Researchers analyzed five measures, including fees collected and number of clients served, over 29 months. Analysis proved the success of the program, and the researchers offer recommendations for using gamified training.

The article discusses the concept of play-based learning and its effectiveness in human education. It argues that humans, like animals, are naturally inclined to learn through play. The article explores different types of play, such as social play, locomotive play, object play, make-believe play, and gameplay, and how they can be incorporated into learning programs. It emphasizes the importance of creating a safe and engaging learning environment through game mechanics and encourages educators to embrace play-based learning to enhance the learning experience. [Extracted from the article]

This article discusses the use of gamification to boost employee engagement in the workplace. Traditional approaches to increasing engagement, such as autonomy and growth opportunities, have not been effective, as employee disengagement is at a nine-year high. Gamification, which applies game elements to non-game contexts, can enhance engagement by activating three core elements of motivation: autonomy, competence, and relatedness. The article provides examples of successful gamified compensation programs and highlights the effectiveness of a single lottery program in increasing motivation and performance. Managers looking to implement gamification should carefully design and manage expectations to avoid backlash and build trust. [Extracted from the article]

The article focuses on enhancing customer engagement through gamification in business strategies. Topics discussed include the utilization of game design elements to achieve strategic objectives such as customer retention, new customer acquisition, and transforming user perceptions. It highlights key design features like virtualization, social comparison, and tangible rewards, offering pathways for businesses to achieve their goals effectively. INSETS: AI AND GAMIFICATION: A VIRTUOUS CIRCLE;GAMIFICATION WINS FROM CHINA AND THE US.

Leveraging precisely designed alternate realities as therapeutic tools. [ABSTRACT FROM AUTHOR]

The article offers information on the past, present and future of video games, with a particular emphasis on how predictions made in the past have panned out. Topics discussed include past predictions by luminaries like Arthur C. Clarke and Peter Gabriel; the evolution of video games over the last three decades; and future possibilities driven by artificial intelligence (AI), AI integration and the potential for gamification in everyday life.

The article focuses on the integration of gamification into educational settings, particularly in coding and medical education. It highlights the positive effects of gamification on student motivation and academic performance, emphasizing its use in creating engaging learning environments through interactive elements like simulations and rewards. It discusses key elements for successful gamification and notes challenge such as the need for technology updates.

The article reports on the research of Ryan Wright, C. Coleman McGehee Professor of Commerce at the University of Virginia, and Matthew Jensen, Presidential Associate Professor of Management Information Systems at the University of Oklahoma, on the problem of phishing. It mentions their suggestions for improving security training including mindfulness in replying to email, fostering a sense of teamwork, and gamification of training. INSET: "Making the Lessons Personal Means They're More Likely to Stick".

The article discusses the benefits of gamification in online learning to make it more engaging and persuasive. It highlights the potential demerits of excessive competition, cheating, difficulties in assessment, etc., in gamification. It further concludes by highlighting the exciting methodologies by which gamification can benefit learning platforms.

The goal of this study is to assess the potential of game-based experiential learning in raising awareness and stimulating discussions about groundwater resource systems, the social dilemma in groundwater management, and the need for institutional arrangements (rules) governing this shared resource, as well as whether such awareness and community discussions lead to actual change in groundwater governance in Ethiopia. Groundwater management is highly complex, with many users sharing the same resource often without realizing their interconnectedness. Behavioral experiments (games) that simulate real-life common-pool resource use have shown promise as an experiential learning tool for improving resource governance. This study pilots an experiential learning intervention in Ethiopia using a groundwater game to help raise awareness of groundwater over-extraction and improve understanding of the importance of collective action in governance. The Meki River catchment in rural Ethiopia is a unique context where small-scale irrigation is expanding, but overextraction and competition over groundwater have not yet reached alarming levels. The groundwater game, adapted from Meinzen-Dick et al. (2016 and 2018), was played in 15 villages, accompanied by community-wide debriefing discussions in each village after the game to reflect on the process and lessons learned, and to stimulate discussions around groundwater governance. We carried out participant surveys to capture individual mental models regarding groundwater use and management, as well as any immediate learning effects. Focus group discussions were held in each village prior to the intervention to establish a baseline and again six months after the intervention to assess possible lasting effects. The findings indicate cognitive, normative and relational learning, including increased understanding of groundwater dynamics (such as the joint effect of diverse water uses and users), the importance of collective action in resource management, and the benefits of communication. We find gendered differences in decision-making about resource extraction in the game and evolvement of group-level resource management across no-communication, communication, and rule-making rounds of the game. We discuss community-wide learning and institutions-building, and considerations for future intervention designs. We recommend embedding experiential learning, facilitated by local extension officers or other community engagement practitioners, in intervention packages that include both technical assistance on water-conserving technologies and management approaches and support in building communities' institutional capacity. [ABSTRACT FROM AUTHOR]

The article presents a profile of the language learning company Duolingo and its founder Luis Von Ahn. It mentions the application software that makes learning a large variety of languages easy through the use of gamification, how the courses were created, and the question of whether the Duolingo English test can match the results of the Test of English as a Foreign Language.

Proving that learning can be great fun, the digital game-based learning platform Minecraft Education has been shown to help learners to improve their skills in coding and robotics, which can stand them in good stead when they enter the workplace of the future. [ABSTRACT FROM AUTHOR]

A recent study conducted by researchers at Purdue University explored the effectiveness of game-based learning in improving long-term knowledge retention, specifically in the field of construction safety. The study found that participants who underwent game-based training retained their safety knowledge even after one year, with no significant decline in performance. The researchers emphasized the potential of game-based learning in enhancing safety awareness across various industries and improving workplace safety protocols. The study was published in the Proceedings of the Human Factors and Ergonomics Society Annual Meeting. [Extracted from the article]

The article presents new research from Tampere University on multimodal technologies and interaction, focusing on audio feedback and gamification for remote boom operation. Topics include the effectiveness of different audio feedback designs in enhancing situational awareness and avoiding collisions, the impact of gamification elements on operator performance and motivation, and the recommendation to combine audio designs for optimal remote operation performance.

A clinical trial, NCT06543238, is currently underway to investigate the impact of breastfeeding education using a card game method on the success of breastfeeding and the self-confidence of first-time mothers. Breastfeeding is recommended by the World Health Organization due to its positive effects on the health of both mothers and infants. The card game method is an innovative and interactive educational approach that can be utilized to promote breastfeeding. This study aims to enhance correct breastfeeding practices and self-reliance in mothers through the use of specialized breastfeeding cards and a gamification-based educational model. The study involves 60 pregnant women who are having their first child, with 30 participants in the control group and 30 in the experimental group. The intervention group will receive breastfeeding education using the card game method twice, with a two-week interval between sessions. The study's objective is to facilitate the breastfeeding process through this game-based educational model. At present, the study is not recruiting participants and is projected to conclude by June 2025. [Extracted from the article]

A study conducted by European University Cyprus explores pedagogical approaches to attract more female students to STEM fields. The study focused on using role models and game-based learning to improve adolescent girls' perceptions of their abilities in STEM. The research found that girls in the experimental group, who learned about the lives and accomplishments of STEM role models through a game-based learning approach, showed improved STEM ability perceptions compared to the control group. The study suggests that using role models and learning games can be effective tools to attract more female students to STEM. [Extracted from the article]

A recent study conducted at the University Sains Malaysia aimed to enhance the motivation of secondary school students in learning chemistry, particularly in the post-pandemic era. The researchers developed a game-based learning approach called STEM-PT Traveler, which incorporated enjoyable learning and play, to teach the periodic table. The effectiveness of this approach was compared to a non-game-based approach, and the results showed significant differences in overall motivation and specific subscales. Students reported that the game facilitated engagement with the periodic table elements and provided a career perspective. The study suggests that a game-based approach can be an effective alternative to traditional teaching methods and advocates for the integration of interdisciplinary perspectives in chemistry lessons. [Extracted from the article]

A recent study conducted at Islamic Azad University in Tehran, Iran, explored the impact of gamification and different types of rewards on the learning outcomes of sixth-grade students. The study used a quasi-experimental design with two experimental groups and a control group. The results showed that gamification significantly improved learning outcomes for all groups, regardless of the type of reward used. The researchers suggest that educators and e-learning designers should consider implementing gamification strategies, including elements of uncertainty and chance, to enhance learning experiences in elementary schools. [Extracted from the article]

This document provides an overview of an ongoing clinical trial that is investigating the use of mobile applications and behavioral interventions to improve outcomes for patients with knee osteoarthritis (KOA). The trial aims to determine if personalized behavioral interventions and remote health coaching can help sustain the improvements achieved through physical therapy. The study will assess the impact of these interventions on patient-reported symptoms and adherence to knee-related exercises. The trial is expected to be completed by June 2029 and involves investigators from across the country. [Extracted from the article]

A study conducted by researchers at Iran University of Medical Sciences examined the impact of gamification-based educational software on students' learning and motivation in the surgical technology field. The study involved 40 undergraduate students majoring in surgical technology and utilized a quasi-experimental design. The results showed that the use of gamification-based software led to improved learning and increased motivation among the students. This research provides valuable insights into the potential benefits of incorporating gamification into surgical education. [Extracted from the article]

A pre-registered study was conducted to test a psychological intervention aimed at improving the ability to discern the veracity of news. The intervention involved inductive learning (IL) training with or without gamification. Participants were randomly assigned to different groups, including a gamified IL intervention, a non-gamified version, a no-treatment control group, or a web-based game called Bad News. After the intervention, participants rated the veracity of news headlines. The results showed no significant differences between the groups, contradicting prior research that supported the efficacy of Bad News. Age, gender, and political leaning were found to predict news veracity discernment. [Extracted from the article]

A study conducted by the University of Glasgow and the Singapore Institute of Technology (SIT) explored the use of Game-Based Learning (GBL) to enhance the teaching and learning of evidence-based practice (EBP) in nursing education. The study involved a cohort of 100 nursing students, with one group using the GBL intervention alongside the EBP module and the other group using the EBP module alone. The results showed high levels of engagement and satisfaction with the GBL intervention, but no significant difference in the Continuous Assessment (CA) scores between the two groups. The researchers suggest that further improvements to the GBL intervention could potentially have a positive impact on student learning outcomes. [Extracted from the article]

A study conducted by researchers at Tsinghua University in China has found that a gamified health application can effectively manage chronic non-specific neck pain (CNNP). The application uses motion capture technology and smartphone sensors to simulate accurate somatic interactions, resulting in increased daily activity and compliance with cervical spine exercises. The study showed that the gamified approach significantly reduced the Neck Disability Index (NDI) score, indicating a decrease in neck pain and improved user compliance. This research provides valuable insights into the potential of gamification in addressing the health and economic burden of CNNP. [Extracted from the article]

In this article, Eric Gantwerker, a practicing pediatric otolaryngologist and medical director for Level Ex, explains how healthcare organizations can use video games and gamification as an educational tool for clinicians. It mentions the drawbacks or challenges to using video games for continuing medical education.

The article offers the suggestions for health fitness technologies including goggles from District Vision and sneakers from Nike.

The article discusses the role of physical therapy in helping pickleball players maintain and regain their physical strength during the game. Topics mentioned include some misconceptions about pickleball, the risk that amateur players can get while playing the game, the common injuries of pickleball players, the importance of integrating strength and power training, and some safety precautions for seniors.

This article highlights the various ways in which libraries are using gamification as motivation tools for acquiring research skills, replete with micro-credentials such as badges for completion of modules or levels. With the tools available, why not gamify the library experience and Having students participate in hands-on activities gives them a basic understanding of how the library works, making it easier for students to use library resources as assignment deadlines approach.

The article explores how libraries can leverage the learning potential of Augmented reality. Topics include augmented reality discovery layer for the library that will make it easier to find electronic resources when in the library; and helps students learn about library resources interactively as they assist a cartoon detective gathering data to perfect his coffee-brewing skills.

A recent study conducted by the Guangzhou College of Commerce in Guangdong, China, explored the impact of gamification on language learning achievement among Chinese students. The study found that integrating gamification into language learning had a significant and positive effect on students' motivation and learning outcomes. Additionally, the study introduced digital literacy as a critical factor in personalized language learning experiences. These findings contribute to our understanding of language learning and validate the effectiveness of gamification as a motivational tool. For more information, the study can be found in the journal Frontiers in Psychology. [Extracted from the article]

A recent report from the National Institute of Fashion Technology in Navi Mumbai, India explores the use of gamification in primary education to promote sustainable learning practices. The research highlights the shift towards digital and virtual play in today's digitized world and the need to adapt traditional education systems to the digital era. The study examines the impact of prolonged exposure to digital and virtual worlds on child psychology and emphasizes the importance of bridging the rural-urban divide in education. While gamification shows promise in enhancing learning outcomes, the research also cautions against potential negative effects on child psychology and addiction. The report provides a valuable framework for educators and policymakers navigating the evolving landscape of digital education. [Extracted from the article]

A recent study conducted by researchers at Chang Gung University in Taiwan focused on the development of an educational chatbot to promote oral self-care in school-aged children. The study aimed to address barriers to children's engagement in oral self-care by incorporating gamification features and following the behavior change wheel model. The chatbot was evaluated for usability and likability and received high scores in both areas. The researchers concluded that the chatbot shows promise in promoting oral self-care behavior in children. [Extracted from the article]

A study conducted by the Central University of Finance and Economics in Beijing, China, explored the effectiveness of gamification in enhancing learning outcomes in Environmental, Social, and Governance (ESG) education. The study involved 22 classes from four universities, with participants divided into gamified and traditional teaching groups. The results showed that students in the gamified group performed significantly better in ESG exams compared to the control group, indicating the effectiveness of gamification in improving academic achievement. The study suggests that incorporating gamification in ESG education can effectively engage students and deepen their understanding of complex sustainability issues. [Extracted from the article]

A report from the University of Jaen in Spain discusses the use of gamification in the classroom and its effects on attention, concentration, creativity, and generic capabilities for university students in a physiotherapy program. The study used an experimental design with three groups exposed to different amounts of game time per week. The results showed that using the Kahoot! online platform for longer periods of time, more than 60 minutes per day, improved skills such as attention, creativity, critical thinking, self-managed learning, adaptability, problem-solving, and computer literacy. The researchers suggest that the use of Kahoot! should be balanced with other educational activities for comprehensive development. [Extracted from the article]

A study conducted by researchers at the National Taiwan University of Science and Technology explores the use of remote blended game-based learning in the context of the COVID-19 pandemic. The study developed a learning activity that combines digital game-based learning with online synchronous and asynchronous learning. The research found that this approach significantly improved students' learning performance in both synchronous and asynchronous learning activities. The study also noted that students' discussion messages were primarily focused on the learning tasks and topic. This research has been peer-reviewed and provides valuable insights into innovative approaches to education during the pandemic. [Extracted from the article]

The article focuses on how McHenry County Conservation District in Illinois, U.S., utilized gamification through a digital scavenger hunt to increase visitor engagement with outdoor spaces, resulting in significant participation and positive feedback. It states that through the "Find Your Wild" game, participants earned points by exploring conservation areas, engaging in outdoor activities, and answering trivia questions, leading to increased awareness and community interaction.

A recent report from Air University in Islamabad, Pakistan, suggests that virtual reality-based virtual chemistry classrooms can effectively teach basic chemistry concepts, such as chemical bonding and formulas. The researchers developed a game-based learning approach called Virtual Chemistry Classroom for Chemical Bonding (VC3B), which includes two different games for learning chemical bonding and formulas. The study, conducted on 90 middle school students, found that participants found the VC3B to be more interactive than traditional book and online lecture methods, and they were motivated to learn and enhance their knowledge of chemistry. This research has been peer-reviewed and provides valuable insights into the potential of immersive virtual reality for remote education in chemistry. [Extracted from the article]

A recent study conducted by researchers at the University of Pennsylvania aimed to determine the effectiveness of behaviorally-designed gamification, loss-framed financial incentives, or a combination of both in increasing physical activity among patients at high risk of cardiovascular events. The study enrolled 1062 patients and found that all three interventions resulted in significantly greater increases in mean daily steps compared to the control group during the 12-month intervention period. The combination of gamification and financial incentives had the largest effect. These interventions could be valuable in reducing cardiovascular risk in high-risk patients. [Extracted from the article]

A patent application has been submitted for a system, method, and computer program product that aims to improve virtual characters in computer games. The application explores different methods of avatar navigation and interactivity, including brachiated chronology and procedural chronology. It also discusses the challenges of designing avatars for communication purposes and the use of puppetry and robotry techniques to make avatars appear to communicate. The invention aims to alter the behavior of character avatars by using parametric mathematical models to create apparent changes in mood and personality. The methods also enable the triggering of impulsive behaviors by the avatars, which can partially or completely replace a human user's input. The application further discusses the gamification of drama and the use of machine feeling to generate emotive behavior in avatars or robots. [Extracted from the article]

Legends of Learning has been chosen by the U.S. Department of Education to partner with Impact Florida and WestEd in a five-year study to examine the effectiveness of game-based science instruction in Miami-Dade County Public Schools. The $8 million grant from the Education Innovation and Research program will fund the study, which aims to explore how a game-based learning experience will impact student performance on the fifth-grade state standardized science test. Previous studies have shown positive correlations between the Legends of Learning platform and improvements in test scores. The study will involve approximately 280 science teachers and over 6,000 students. [Extracted from the article]

A study conducted by the University of Malta investigated the effects of gamification on physical activity. Participants were randomly assigned to different gamified groups or a control group and provided with wearable physical activity trackers. The study found that while gamification did not have a significant impact on intrinsic motivation or perceived usefulness, it did lead to increased step counts compared to the control group. The researchers concluded that further investigation is needed to understand the mechanisms at play. This research has been peer-reviewed and published in the International Journal of Human-Computer Studies. [Extracted from the article]

The article presents the discussion on gamification can be an effective strategy to meet the competency and continuing education needs of bedside nurses. Topics include nursing professional development (NPD) in the acute care setting is a vital component of quality care and patient safety; and having time, budgetary restrictions, and lack of access to staff nurses for educational activities.

The article presents the discussion on gamification being defined by Oxford Languages as the application of typical elements of game playing. Topics include stripping activities of the intrinsic value, virtually any online activity being transformed into a challenge to win; and user sacrifices individual agency play and the game master being always in control.

We present a systematic literature review of gamification in information retrieval, identifying 32 peer-reviewed articles spanning a period from 2012 to present day. Our study highlights that, with the exception of crowdsourcing relevance judgments, very few studies have investigated the application of gamification to search systems. Moreover, in articles that we would strictly define as being related to gamification (i.e. not games with a purpose or serious games), a majority did not present any real-world systems, user studies or empirical results. In numerous other fields, gamification has been used to successfully increase user engagement and productivity. We argue that the potential of gamification has been overlooked in information retrieval and, in particular, in interactive search settings. We conclude by discussing experimental obstacles and the potential benefits of evaluating gamification strategies in future interactive search systems. [ABSTRACT FROM AUTHOR]