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• We investigate the reinforcement learning model of Erev and Roth with additional payoff information on unchosen actions. • We provide conditions under which the learning process almost surely converges to a unique regular quantal response equilibrium in normal form games. • Given some payoff normalisation, the convergence is obtained in any two-player game. • The same convergence results are obtained in an adaptive learning model which nests several other learning models under the linear choice rule of the reinforcement learning model. • Under the logit choice rule, the reinforcement learning model almost surely converges to a strict Nash equilibrium in some games. This paper studies the reinforcement learning of Erev and Roth with foregone payoff information in normal form games: players observe not only the realised payoffs but also foregone payoffs, the ones which they could have obtained if they had chosen the other actions. We provide conditions under which the reinforcement learning process almost surely converges to a regular quantal response equilibrium (Goeree et al. 2005). We also show that the reinforcement learning model and an adaptive learning model which nests experience-weighted attraction learning, payoff assessment learning and stochastic fictitious play learning models share the same asymptotic behaviour under the linear choice rule of the reinforcement learning model. In addition, we provide conditions under which the reinforcement learning process under the logit choice rule almost surely converges to a Nash equilibrium. [ABSTRACT FROM AUTHOR]

The growing game's popularity is caused by their possibilities in decision-making training. Management games allow avoiding potential mistakes related to the business choices, but they require several updates and improvements in terms of context and new trends. The business environment is constantly changing and requires new creative approaches to be trained. One of them is the business greening and realizing the idea of sustainable behavior and engagement in managerial games. This paper aims to propose managerial game improvements to achieve better game engagement and become more interesting for students because of its real business world connection. The object of the research and analysis is the Marketplace®, which is the educational managerial game. In this paper, the game analysis three levels were presented to propose the recommendations for the Marketplace game development. The main finding is that an assessment survey should occur in the game climax, to engage and immerse students in the game. The survey questions should also be reexamined to develop a more dynamic game analysis. Then the game itself has to consist of sustainable development of practical solutions and enable students' creativity to raise their engagement. [ABSTRACT FROM AUTHOR]

Stability skills (e.g., static/dynamic balance) are a precursor for other movement skill development (e.g., jumping, catching). However, young children consistently demonstrate low stability and movement skill ability. There is therefore a need to develop effective strategies to improve stability skills in early childhood. To pilot the effect of a home-based gamified stability skills intervention on 4-5-year-old children's physical skills, self-perceptions and cognitions. One-hundred-and-eleven 4-5-year-old children participated from three schools. Two schools were allocated into the intervention group (n = 66 children, 33 boys) and one to the control group (n = 45 children, 25 boys). Stability, fundamental movement skills, perceived motor competence, and cognition were assessed at baseline and at post-intervention. The intervention group was given a booklet detailing the 12-week gamified stability skill intervention. The control group participated in their usual weekly activities. A series of ANCOVAs controlling for baseline values demonstrated significantly higher stability skills (F (1,93) = 24.79, p < 0.001, partial η2 = 0.212), fundamental movement skills (F (1,94) = 15.5, p = < 0.001, partial η2 = 0.139), perceived motor competence (F (1,96) = 5.48, p = 0.021, partial η2 = 0.054) and cognition (F (1,96) = 15.5, p = < 0.001, partial η2 = 0.139) at post-test for the intervention versus control groups. This study demonstrates that a home-based, gamified, stability skills intervention enhances stability skills, fundamental movement skills, perceived motor competence and cognition in children aged 4-5-years old. • Gamification approach is a relatively new but effective approach for parents/caregivers to use. • Gamification intervention improves children's stability, fundamental movement skills and cognition. • Stability skills and fundamental movement skills are related. [ABSTRACT FROM AUTHOR]

The ubiquity of smartphone and tablet devices, combined with the increasing availability of serious games, has enabled students to learn various abstract concepts in an appealing and convenient manner. While several researchers have explored the use of Augmented Reality (AR) in serious games, many of these games have not been critically explained or evaluated. To that end, we employed game-based learning methodologies and Game Learning Analytics (GLA) to systematize the design and evaluation of an AR-based serious game to teach programming. We evaluated our game for usability and effectiveness by conducting a user study on twenty-seven undergraduate students. The evaluation primarily consisted of a learning test conducted twice – before and after playing the game – along with a usability questionnaire that players completed after playing the game. Our results showed that players made significant progress after playing the game. The game helped players improve their basic programming skills, especially for the group having lower prior programming skills. The results highlighted various ways in which GLA can be used to benefit different stakeholders in the game. Based on players' qualitative responses, we also identified several areas of improvement, most prominently the trade-off between ease of use and game complexity. We provide suggestions and discuss implications for future work. • Design and evaluation procedures for an Augmented Reality-based serious game to teach programming are presented. • An empirical study with twenty-seven undergraduate students is conducted. • Students with lesser prior programming skills show significant improvement after playing the game. • A Game Learning Analytics framework is incorporated in the game for various stakeholder benefits. • Suggestions and implications for future work are presented. [ABSTRACT FROM AUTHOR]

We study one-shot play in the set of all bimatrix games by a large population of agents. The agents never see the same game twice, but they can learn 'across games' by developing solution concepts that tell them how to play new games. Each agent's individual solution concept is represented by a computer program, and natural selection is applied to derive a stochastically stable solution concept. Our aim is to develop a theory predicting how experienced agents would play in one-shot games. To use the theory, visit https://gplab.nhh.no/gamesolver.php. [ABSTRACT FROM AUTHOR]

Learning based on serious games is an emerging field in education, product of the proliferation of technological aids in the educational field and the necessary opening to new didactic methods that support the educator in the complexity of joining the transmission of knowledge and in the training in competences that comprise the learning process. In recent years, there has been a remarkable set of experiences in applying game-based learning to formal training scenarios, particularly in the higher education environment, which have encouraged the attempt to develop a working tool designed for the development of one of the most complex competences of the learning process and, at the same time, contradictory to individualism: teamwork. In this study, a serious game has been designed, with the aim of promoting and analyzing the development of teamwork skills. In this serious game, students have to solve a problem whose solution depends mainly on the ability to negotiate among group members. [ABSTRACT FROM AUTHOR]

A growing body of literature suggests that adding game elements to learning tasks indirectly influences the learning process by increasing engagement with the tasks. The present study aims to advance learning engagement research by examining an often neglected subcomponent of behavioral engagement, attrition. Implementing two equivalent versions of a learning task, differing solely in the presence of game elements, allowed unequivocal attribution of any effect on the presence of game elements. Conducting the study in an online learning environment allowed further a highly unconstrained examination of the effects of game elements on attrition. We found that game elements affected both participant attrition and engagement of participants who completed the learning task. Participants with low self-efficacy were particularly prone to drop out in the non-game condition. Game elements also affected both learning efficacy and efficiency. We further found task attractivity to partially mediate the effect of game elements on learning outcomes. The results suggest that by facilitating engagement via task attractivity game elements can compensate to some extent for the increased cognitive demand that the game elements induce. We finally discuss the importance of considering the interrelations between learner characteristics, game elements, and engagement for interpreting results on learning performance measures. • Relations between game elements, engagement, and learning outcomes are examined • Use of game elements mitigates participant dropout early in an online learning task • Learning outcomes are affected by game elements indirectly via task engagement • Participants with lower self-efficacy may benefit more from game elements • Performance gain mediated by task attractivity balances cognitive cost [ABSTRACT FROM AUTHOR]

Using digital learning to assist in-service employees in promoting language skills has become an efficient way that can save training costs and profits. However, the employees' language learning performance often is not as expected due to low learning motivation, willingness, and persistence. Therefore, this study developed a game-based Japanese learning system based on the Octalysis gamification framework proposed by Chou (2016) to facilitate enterprise employees' learning effectiveness of Japanese as a second language (L2). All the eight core drives of the Octalysis gamification framework were adopted in the design of the learning functions and gamification mechanisms, including "epic meaning and calling," "development and accomplishment," "empowerment of creativity and feedback," "ownership and possession," "social influence and relatedness," "scarcity and impatience," "unpredictability and curiosity," and "loss and avoidance." This study used a true experimental design and recruited 54 Taiwanese employees from a Taiwan branch of an international Japanese business company to conduct a two-week experiment. The research participants were randomly assigned as the experimental and control groups respectively, using a Japanese learning system with or without a game-based design to support their Japanese learning. This study confirmed that the game-based Japanese learning system could significantly enhance the learners' engagement in learning behaviors, learning performance, learning motivation, and immersion experience. In addition, for most learning functions designed by applying the core drives regarded as intrinsic motivators in the Octalysis gamification framework, the more frequently the learners used the functions, the better they performed in learning performance. Moreover, several learning functions designed by employing positive or negative motivators also had significant positive correlations between the number of use and learning performance. This study contributes to the digital game-based language learning field by applying the Octalysis gamification framework to design an effective game-based Japanese learning system for company employees and examine the correlations between the use of the learning functions and learning performance. • A game-based Japanese learning system (GJLS) based on Octalysis gamification framework is proposed. • The GJLS could significantly enhance learning behavior and learning performance. • The GJLS could significantly enhance learning motivation and immersion experience. • Both positive and negative game learning functions are positively correlated with learning performance. • This study broadens the research horizon of game-based language learning. [ABSTRACT FROM AUTHOR]

The difficulty of designing intrinsically integrated game-based learning systems has led to alternative design strategies based on extrinsic integration. This study extends prior work on extrinsic integration design by examining the effectiveness of alternative reward structures in integrating learning and game. Specifically, a performance-contingent reward is proposed as a new integration mechanism and its effects on learning, motivation, engagement, and system perception are assessed, vis-à-vis a completion-contingent reward. A group of university students (N = 64) were involved in an empirical experiment designed to determine the effectiveness of the new reward structure in the context of English vocabulary learning and arrow-shooting gaming. The results from the experiment show that the proposed reward structure produces a statistically significant increase in the level of learning, motivation, and engagement. The results are highly encouraging for game-based learning research as the proposed approach is easily extendable, with design implications that are widely applicable. • We examine the effectiveness of alternative reward structures in integrating learning and game for game-based learning. • Performance-contingent rewards produce higher levels of learning and motivation relative to completion-contingent rewards. • Our proposed integration strategy is easily extendable to many other learning domains. [ABSTRACT FROM AUTHOR]

Games are not only used as a means of entertainment but also can be used as a learning tool. Attractive learning tools can increase the interest of young people or millennial generations, especially for learning conceptual or too theoretical. Pancasila as the basis of the Indonesian nation's life view needs to be understood by the Indonesian people, especially the younger generation. But the way of learning about the Pancasila is currently too theoretical and does not attract young people. Therefore, by making the game that is liked and favorited by young people today is used to study the Pancasila. Through this research the author wants to analyze the factors that can affect learning experience using game-based learning. Researchers use multiple linear regression methods to analyze these factors. The game prototype developed in this study uses the visual novel genre which has an interesting story. There are 101 respondents as samples. The analysis showed that there are two factors that influence game-based learning, namely the gameplay factor and the story of the game. So, it can be concluded that for developing game based learning we need to pay attention to these two factors and through this visual novel prototype game, it can be concluded that the prototype of this game has an interesting game play and a story that is easy to understand. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Assess the impact of a web-based gamification program on nutrition literacy of families and explore differences in impact by socioeconomic status. Design Quasi-experimental. Setting Thirty-seven kindergartens from Portugal. Participants Eight hundred seventy-seven families. Intervention Web-based social network of participants' interactions, educational materials, apps and nutritional challenges, focused on fruit, vegetables, sugar, and salt. Main Outcome Measures Parental nutrition literacy (self-reported survey – 4 dimensions: Nutrients, Food portions, Portuguese food wheel groups, Food labeling). Analysis General linear model – Repeated measures was used to analyze the effect on the nutrition literacy score. Results Families uploaded 1267 items (recipes, photographs of challenges) and educators uploaded 327 items (photographs, videos) onto the interactive platform. For the intervention group (n = 106), the final mean (SD) score of nutrition literacy was significantly higher than the baseline: 78.8% (15.6) vs 72.7% (16.2); P <.001, regardless of parental education and perceived income status. No significant differences in the scores of the control group (n = 83) were observed (final 67.8% [16.1] vs initial 66.4% [15.6]; P =.364). Conclusions and Implications Gamified digital interactive platform seems to be a useful, easily adapted educational tool for the healthy eating learning process. Future implementations of the program will benefit from longer time intervention and assessment of the eating habits of families before and after intervention. [ABSTRACT FROM AUTHOR]

Gamification uses principles extracted from games to elicit a unique game-like experience for users in various settings, including learning, healthcare, and business. The 'gameful experience,' considered by researchers to be the essence of gamification, plays a significant role in positively affecting behavior in organizations and society as a whole. While attempts have been made to conceptualize the idea of gameful experience , those attempts lack empirical insights from gamification designers. Thus, this paper aims to understand gamification from the designer's perspective. Towards this objective, interviews were conducted with experienced gamification designers from different industries and parts of the world. The interviews were analyzed using thematic analysis. Inductive reasoning resulted in eleven themes, which were mapped to four overarching theoretical categories: nudge experience, flow experience, alternate reality experience, and hedonic experience. The evidence indicates that gamification is influenced by positive psychology and the metaverse. The findings provide theoretical insights concerning the construct of gameful experience and practical inputs on the experience to target when implementing gamification. [Display omitted] • Comprehending gameful experience from the gamification designer's perspective • Thematic analysis of interviews with experienced gamification designers globally • Eleven themes under four overarching categories on gameful experience • Overarching categories: Nudge, flow, alternate reality, and hedonic experience • Gamification beyond game elements: influence by positive psychology and metaverse [ABSTRACT FROM AUTHOR]

The ubiquitous presence of technology in classrooms has inspired a shift from traditional classroom lectures to integrated digital learning environments. These interactive learning environments present the opportunity to evolve the teaching process through the incorporation of game elements that have been shown to capture user attention, motivate towards goals, and promote competition, effective teamwork, and communication. Gamification and game-based learning systems aim to bring these benefits into the learning and teaching process. This paper presents a systematic literature review of game-based learning systems, frameworks that integrate game design elements, and various implementations of gamification in higher education. A systematic search of databases was conducted to select articles related to gamification in education for this review. The objective is to identify how gamified learning systems can be used and categorize its usefulness in higher education. The findings of this literature review allow higher education universities to employ and explore efficient gamified learning and teaching systems to improve student engagement, motivation, and performance. [ABSTRACT FROM AUTHOR]

Gamification is widely intended as the mobilisation and implementation of game elements in extra-ludic situations, including the management of social problems and issues. By mobilising virtual rewards and playful elements, mobile apps, websites, social initiatives and even urban policies are getting more and more gamified. The aim of this viewpoint paper is to stimulate a critical discussion on the potential relationships between gamification processes and cities, particularly by reflecting on the cultures of gamification and by discussing potential lines of research for urban studies. [ABSTRACT FROM AUTHOR]

There are already evidences of Serious Games (SG) effectiveness in teaching-learning processes for some areas of knowledge. Some studies analyzed the influence of different interaction modes, with focus on competitive and collaborative SG modes separately. New research studies however, suggest that SG with collaboration and competition altogether, could also provide benefits. A review on Collaborative-Competitive SG (CCSG) was performed, but no methodology was found to design such games. Instead, different research studies claim that specific design features should require attention in the design phase since they may compromise the success of a CCSG in terms of usage and learning. Once the outcome is said to be sensitive to those features, we hypothesized that a CCSG with such concerns altogether still promote learning. Thus, a new CCSG was designed considering all of these features, implemented, put to use and tested. Learning evaluations on a pre-experimental research design showed an increase in knowledge acquisition and level of confidence on students that played the resulting game. Data show that joining all design concerns regarding a CCSG did not compromise game capability to promote learning. Based on the feedback of game use, more features arose and we advocate that they should be considered as design concerns as well. Game design features identified in this work have been proved effective and can be used as guidelines for future educational CCSG. [ABSTRACT FROM AUTHOR]

Gamification is a novel educational method that adopts elements of games to motivate students using participatory learning. The objective of this study was to measure the effect of participation in an Instagram-based educational game on learning outcomes. Experimental design with 291 university students in a first-year course of the Bachelor of Nursing during the 2020–21 academic year. After ruling out pretest sensitization, we identified a positive effect of participation in the educational game. An average improvement of 0.62 points was observed in the final grade of the students belonging to the experimental groups. Nursing undergraduate students participating an Instagram-based educational game had better learning outcomes than their counterparts who did not participate in the game. [ABSTRACT FROM AUTHOR]

Boredom and low levels of task engagement while driving can pose road safety risks, e.g., inattention during low traffic, routine trips, or semi-automated driving. Digital technology interventions that increase task engagement, e.g., through performance feedback, increased challenge, and incentives (often referred to as ‘gamification’), could therefore offer safety benefits. To explore the impact of such interventions, we conducted experiments in a high-fidelity driving simulator with thirty-two participants. In two counterbalanced conditions ( control and intervention ), we compared driving behaviour, physiological arousal, and subjective experience. Results indicate that the gamified boredom intervention reduced unsafe coping mechanisms such as speeding while promoting anticipatory driving. We can further infer that the intervention not only increased one's attention and arousal during the intermittent gamification challenges, but that these intermittent stimuli may also help sustain one's attention and arousal in between challenges and throughout a drive. At the same time, the gamified condition led to slower hazard reactions and short off-road glances. Our contributions deepen our understanding of driver boredom and pave the way for engaging interventions for safety critical tasks. [ABSTRACT FROM AUTHOR]

Sustained engagement of participants is essential for the success of a citizen science project. However, the motivations of why people engage with such activities can be idiosyncratic, varied, and evolving. In this article we examine player participation in Eyewire, a citizen science game. We undertake an investigation of why Eyewire players take part in the game based on responses from a large-scale survey. Our analysis identifies 4 groups of features which impact participation and long-term engagement. We draw on theories of motivation and consider the 4 categories with respect to the intrinsic and extrinsic motivations of engagement. We assimilate our findings into a framework of volunteer participation for gamified citizen science, which draws on existing design frameworks, in order to support the design of future crowdsourced science projects. [ABSTRACT FROM AUTHOR]

The development of multiple applications with features of games has brought about a new trend – gamification. Gamification has become a fast-emerging practice in the business world, with a growing number of organizations adopting gaming techniques and game-style rewards in order to increase customer engagement. Despite this growing trend and the potential role played by gamification, the marketing literature lacks models that explain the use of gamification in the marketing context, customers' perceptions of gamification and its effects on their attitudes towards the brand. This study addresses this omission by adopting the TAM framework in a gamification context. Similar to TAM, gamification finds its roots in the technology and information systems literature. Drawing on TAM, this study presents a model that examines the effects of gamification on customers' intention to engage in the gamification process and their attitudes toward the brand. Using a quantitative methodology, the results provide empirical support for perceived usefulness and perceived enjoyment as predictors to intention of engagement and brand attitude. However, perceived ease of use was surprisingly found not to be significantly related to people's intention of engagement with the gamification process and their brand attitude. In addition, perceived social influence was found not to be related to people's intention of engagement, but was related to their brand attitude. The findings of this research have theory and practical implications. [ABSTRACT FROM AUTHOR]

Background Online behavior-change programs may increase physical activity in adolescents, but their effects on subjective health and wellbeing are not well known. Purpose We investigated the effects of a mobile physical activity intervention on life satisfaction and self-rated health among young adolescent men. Methods In this population-based study, 496 men (17.8y, SD 0.6y) participated in a 6-month trial. They were randomized into an intervention (n = 250) and a control group (n = 246). Only the intervention group had access to a tailored mobile service. Life satisfaction and self-rated health were inquired about at baseline and at the end of the trial. Results Life satisfaction improved in the intervention (p < 0.001) and control group (p = 0.01). Life satisfaction was most likely to improve among men with low baseline satisfaction (OR 13.8; 95% CI 3.7–51.8) and mood-related exercise motive (2.5 (1.1–5.6)). There were no statistically significant changes in self-rated health, but those who reported poor health at baseline (OR 9.6; 95% CI 3.7–24.9) and improved self-rated fitness during the trial (4.2 (1.5–11.9)) were more likely to gain improvements in self-rated health. Conclusion In this mobile physical activity intervention, improvements in self-rated health and life satisfaction were associated with low life satisfaction and poor self-rated health at baseline within the intervention group. Trial registration This randomized controlled trial is registered to the clinical trials register NCT01376986 . [ABSTRACT FROM AUTHOR]

Gamification aims to implement game features in non-game contexts, with the goal of increasing the motivation of individuals performing a specific task or set of tasks. The tasks themselves, can focus on cognitive behavior change (e.g., overcoming anxiety) or physical behavior change (e.g., overcoming a shoulder injury). Current gamification methods primarily serve as guidelines and principles for the design of gamified applications. Moreover, these methods often overlook the complexity of actually implementing the game features and do not consider the effects that game features have on individuals' ability to perform a target task . A knowledge gap exists in understanding the tradeoffs between the complexity of implementing a game feature and the impact it has on increasing individuals' motivation and performance on a particular task or set of tasks. This paper presents a method for evaluating the complexity of implementing game features and the physical effort required to perform the tasks of the application, with a specific focus on physically-interactive gamified applications. Designers will gain a fundamental understanding of how the implementation of specific game features, contributes toward the objective of the application. A case study is presented that focuses on physically-interactive gamified applications in a virtual environment. Empirical results measuring the effects of game features on participants' performance are presented, which provide evidence in support of the metrics proposed in this study. Knowledge gained from this work will inform designers on how to manage their resources more efficiently and predict possible design issues (e.g., not meeting the objective of the application) while creating gamification applications. [ABSTRACT FROM AUTHOR]

Background Gamification, the use of game elements in non-game contexts, has become a popular technique to improve instructional outcomes in both organizational and educational contexts. In the organizational context, the Technology-Enhanced Training Effectiveness Model [TETEM] provides a framework to understand how technologies, like gamification, can effect change in various instructional outcomes. Specifically, application of TETEM suggests that gamification may not effect change in instructional outcomes when learner attitudes towards game-based learning and experience with video games are low. Method In this study, we test this model in the gamification context by assigning potential learners to read scenarios describing gamified instruction or traditional, PowerPoint instruction in a random order and assessing their training valence. Results On average, participants anticipated greater value from gamified instruction, but as predicted by TETEM, this effect was moderated by both video game experience and attitudes towards game-based learning. Among potential learners with high experience and attitudes, gamification produces better outcomes than PowerPoint, but among potential learners with low experience and attitudes, gamification produces worse outcomes than PowerPoint. Implications We provide empirical support for TETEM and conclude that for gamification to be successful, the attitudes and experience of participants must be assessed and ensured before gamification is implemented. [ABSTRACT FROM AUTHOR]

Driving can be dangerous, especially for young and inexperienced drivers. To help address the issue of inexperience, a gamified logbook smartphone application was designed and developed for learner drivers in Queensland, Australia. The application aims to make it easy for learner drivers to record their mandatory practice sessions while the added gamification aims to encourage learners to undertake a wider range of practice. Previous research reported on a lab-based study of a gamified version and a non-gamified version of this application. This paper presents an updated design of the application and investigates the effect of the application when tested in the field. Results are provided from a within-groups field study undertaken with 25 learner drivers over a four-week period, during which the effect of the gamification on behavior change, perceived motivation and user experience was studied. Although results suggest that the gamified logbook was perceived as more enjoyable and motivating than the non-gamified version, no significant change in behavior was found. This encourages discussion on the effectiveness of gamification to encourage behavior change and the feasibility of using gamification in this particular context. [ABSTRACT FROM AUTHOR]

Two key problems for crowd-sourcing systems are motivating contributions from participants and ensuring the quality of these contributions. Games have been suggested as a motivational approach to encourage contribution, but attracting participation through game play rather than intrinsic interest raises concerns about the quality of the contributions provided. These concerns are particularly important in the context of citizen science projects, when the contributions are data to be used for scientific research. To assess the validity of concerns about the effects of gaming on data quality, we compare the quality of data obtained from two citizen science games, one a “gamified” version of a species classification task and one a fantasy game that used the classification task only as a way to advance in the game play. Surprisingly, though we did observe cheating in the fantasy game, data quality (i.e., classification accuracy) from participants in the two games was not significantly different. As well, data from short-time contributors was also at a usable level of accuracy. Finally, learning did not seem to affect data quality in our context. These findings suggest that various approaches to gamification can be useful for motivating contributions to citizen science projects. [ABSTRACT FROM AUTHOR]

• Digital training can help improving occupational safety in agriculture. • Gender differences in digital games preferences were investigated. • Females 'need to have help messages always available' on game interface. • Males prefer the crafting game more than females. • Females prefer a Simplified 2D, Stylized 3D and Realistic graphic more than males. Digital games have been effectively used in different working sectors as an occupational safety training method but they are still overlooked in agriculture, despite the high hazardousness of this industry. At the same time, the gender issue is becoming more and more relevant both in the digital game and agricultural fields because of an increasing number of females, both among the agricultural operators and the game players. Based on these considerations, our study aimed at investigating gender differences in the preference for different game characteristics to point out which aspects of a new game for safety training purposes in agriculture may appeal to both male and female operators and which aspects need instead a careful design and high levels of customization, to be equally appreciated by both genders. An online questionnaire was administered to a group of Italian Agricultural Science university students (N = 137, 65% males and 35% females) to investigate their game preferences, in terms of game characteristics, genre and graphic style. Some clear differences (in tasks, quests, rules, and goals, colors and variety), and similarities (in graphics, drama, better rewards and game genre) emerged in males' and females' preferences. Based on these results, some practical guidelines are provided for the design of a gamified safety training tool which can appeal to and be considered engaging by both genders. [ABSTRACT FROM AUTHOR]

Social networks and gamification are having an important and growing role in education. Social networks provide unknown communication and connection possibilities while games have the potential to engage students. This paper analyzes the structure of the social network resulting from a gamified social undergraduate course as well as the influence that student's position has on learning achievement. In a semester long experiment, a social networking site was delivered to students providing gamified activities and enabling social interaction and collaboration. Social network analysis was used to build the network graph and to compute four measures of the overall network and nine measures for each participant. Individual measures were then assessed as predictors of students' achievement using three different methods: correlation, principal component analysis and multiple linear regressions. The resulting social network has 167 actors and 2505 links, and it can be characterized as a small-world. All analyses agreed on the potential of structural metrics as predictors of learning achievement but they differ in the measures considered as significant. A moderate correlation was found between most centrality measures and learning achievement. [ABSTRACT FROM AUTHOR]

This research aims to evaluate the effectiveness of gamification platforms as a strategy for the engagement of students from the 8th year of elementary school in Brazil. We chose two badging platforms – ClassDojo and ClassBadges – to be evaluated based on 7 different criteria. The main objectives were to generate involvement among individual and particular situations, increasing the interest, engagement and efficiency while performing a specific task. We observed the behavior of 61 students from an elementary public school in Brazil as part of our field research. Data were collected using observation, semi-structured interviews and questionnaires. Quantitative data were statistically analyzed using a multivariate technique known as cluster analysis. The results allowed us to classify students in 4 distinct groups and showed that students who received more rewards from the teacher got significantly better average performances. [ABSTRACT FROM AUTHOR]

Enterprise Resource Planning Systems (ERP) facilitate the flow of information within a company by storing data in common databases. These systems offer a holistic view of the organization because they reduce information redundancy, offer information in real time, help with process standardization, and improve information flow and communication among employees. Nevertheless, the benefits attributed to an ERP implementation can be lost without an effective user training. Previous studies have observed that common training mechanisms don't provide meaningful learning to users, and that user satisfaction rates range from neutral to low. Therefore, in this paper we study the effects that gamification has on ERP training concerning user learning and user satisfaction. Gamification is the use of game elements and game design techniques in non-gaming environments. Several applications prove that gamified systems increase user engagement and performance. Our hypotheses were that a gamified system for ERP training improve user learning and user satisfaction levels during the training period. To test our hypotheses, we designed and evaluated a gamified system. The results showed that users trained using a gamified system performed better than those trained using a conventional, non-gamified, training mechanism. [ABSTRACT FROM AUTHOR]

All segments of stakeholders in society need to understand economic, environmental and social connections and implications in order to facilitate sustainable development. Currently many people - especially in emerging countries - are not aware of the challenges associated with sustainability. In addition new technology has to be developed to find solutions for providing growth without exceeding the resource boundaries of our planet. This demands a drastically increased learning and teaching productivity and thus new approaches for education. Exemplarily for engineering education, the authors present a concept in which simulation-games are applied in order to support training for assembly processes on manual workplaces. The Assembly Game and the Gaming System are introduced. The first game is played on portable devices. Learners acquire knowledge of the assembly sequence of a bicycle e-motor. The second game is played on a manual assembly workplace. It encourages practice based learning by combining gaming software with a manual assembly workplace. Both games are implemented in education oriented software with strong visual features. Motion capture technology is used in order to support the immediate response to the user's actions. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the impact of flow (operationalized as heightened challenge and skill), engagement, and immersion on learning in game-based learning environments. The data was gathered through a survey from players ( N = 173) of two learning games ( Quantum Spectre : N = 134 and Spumone : N = 40). The results show that engagement in the game has a clear positive effect on learning, however, we did not find a significant effect between immersion in the game and learning. Challenge of the game had a positive effect on learning both directly and via the increased engagement. Being skilled in the game did not affect learning directly but by increasing engagement in the game. Both the challenge of the game and being skilled in the game had a positive effect on both being engaged and immersed in the game. The challenge in the game was an especially strong predictor of learning outcomes. For the design of educational games, the results suggest that the challenge of the game should be able to keep up with the learners growing abilities and learning in order to endorse continued learning in game-based learning environments. [ABSTRACT FROM AUTHOR]

The paper deals with the hot issue of entrepreneurship education and describes the rationale behind the gamified and collaborative courses for university students conceived, developed and deployed in the framework of the eSG (stimulating entrepreneurship through Serious Games) project, funded under the EU lifelong learning (LLP) Programme. The project aims to help students becoming familiar, mainly through practice, with basic concepts of entrepreneurship and company management and to stimulate the emergence of their entrepreneurial attitudes. In the framework of the project specific courses mainly grounded on the concepts of gamification and collaboration were designed and carried out in three different partner countries: Italy, Spain and the Netherlands. The main objectives of the courses are presented in this paper and a theoretical model supporting the choice of Serious Games is shown which keeps into account usability, pedagogy and the entrepreneurship skills expressed by state of the art models. [ABSTRACT FROM AUTHOR]

Visual challenges for learners who are blind may lead to decreased learning effectiveness, motivation, and engagement in learning science-related courses due to accessibility issues. Therefore, the purpose of the study was to integrate the multi-sensory scaffolding gamification teaching model using mobile technology and card games to develop an accessible biology learning activity for totally blind students. The mobile technology provides cognitive scaffolding through the auditory sense. Moreover, the card games emphasize learners' collaboration process, which leads to more in-depth peer interaction. With the integration of mobile technology and card games, the researchers systematically investigated students' learning effectiveness, motivation, flow state, game acceptance, and behavioral patterns in the proposed gamification science course unit. Thirty-two middle school students with total blindness participated in this study. The findings indicated that the learning effectiveness of the learners within both groups (multi-sensory scaffolding teaching materials were applied) showed a significant increase. The results also showed that the design of the multi-sensory scaffolding met the learning needs of learners with total blindness in science education. These findings can contribute to the future development of designing and teaching science-related courses by integrating an accessible multi-sensory scaffolding approach that enriches and increases the understanding of abstract science concepts of students who are totally blind. • A multi-sensory scaffolding gamified activity with mobile technology and card games for learners with total blindness. • Learners' learning effectiveness, motivation, flow state, game acceptance and behavioral patterns were investigated. • Learners' learning effectiveness and motivation significantly increased. • Learners had high flow and positive behavioral patterns of peer interaction and collaborative discussions. [ABSTRACT FROM AUTHOR]

In recent years, there has been an upsurge in the number of mini-games on mobile commerce platforms. The emerging gamification phenomenon of e-commerce still requires theory and investigation in order to supplement its explanation. This study aims to explore the intention of users to play games on mobile commerce platforms, as well as the influence of gamification mechanisms on users' purchase intentions on these platforms. From the perspective of perceived value theory, data from 1586 mobile commerce shoppers in China were collected and analyzed using a structural equation model. The results of the study found that utilitarian value, hedonic value, and social value are positively correlated with game use intention, while spending less time/energy also positively affects game use intention. These games are more attractive to women. The usage rate of games and the average monthly spending amount on a mobile commerce platform are both positively correlated with users' purchase intentions on the platform. • Mobile commerce users play mini-games because they gain fun with less time spending. • Gamification has a positive impact on the purchase intentions of users who access mobile commerce platforms. • Utilitarian, hedonic, and social value positively influence users to play games on mobile commerce platforms. • Mini-games on mobile commerce platforms are more attractive to women. [ABSTRACT FROM AUTHOR]

To systematically summarize research employing serious games in nurse education, to examine their effectiveness, to provide recommendations and implementation strategies, and to suggest future directions for the development and application of serious games in nurse education. A systematic review. An online search of the CINAHL, Medline, PubMed, EMBASE, PsycINFO, SCOPUS, and Web of Science databases, and a manual search of the reference lists of selected studies or review articles published in English and Korean between 1990 and July 2020. Review methods. This systematic review was conducted in accordance with the Cochrane Handbook for Systematic Reviews of Interventions. Articles that employed a serious game approach in nurse education were included. Two authors independently screened and reviewed the articles and assessed the methodological quality using the Cochrane risk-of-bias tools. A total of seven studies met the inclusion criteria: three randomized controlled trials and four quasi-experimental studies. Heterogeneity was found across all studies regarding the application of serious games, platforms, and gamification elements. Most of the studies evaluated the effectiveness of serious games using knowledge tests, while two studies evaluated skills performance. Two randomized controlled trials and two one group before and after studies reported that the use of serious games improved nursing students' and nurses' knowledge and performance. This systematic review does not provide comprehensive insights into the effectiveness of serious games in nurse education. However, based on the evidence reviewed, we provide suggestions for developing and implementing serious games in nurse education to enhance students' knowledge and performance. [ABSTRACT FROM AUTHOR]

Despite increasing scientific interest in explaining how gamification supports positive affect and motivation, behavior change and learning, there is still a lack of an overview of the current theoretical understanding of the psychological mechanisms of gamification. Previous research has adopted several different angles and remains fragmented. Taking both an observational and explanatory perspective, we examined the theoretical foundations used in research on gamification, serious games and game-based learning through a systematic literature review and then discussed the commonalities of their core assumptions. The overview shows that scientists have used a variety of 118 different theories. Most of them share explicitly formulated or conceptual connections. From their interrelations, we derived basic principles that help explain how gamification works: Gamification can illustrate goals and their relevance, nudge users through guided paths, give users immediate feedback, reinforce good performance and simplify content to manageable tasks. Gamification mechanics can allow users to pursue individual goals and choose between different progress paths, while the system can adapt complexity to the user's abilities. Social gamification elements may enable social comparison and connect users to support each other and work towards a common goal. • We performed a systematic meta-review of theoretical foundations in gamification, serious games and GBL research. • We identified 118 theories in the areas of motivation and affect, behavior, and learning used to explain gamification. • Self-determination theory, flow theory, experiential learning theory and constructivist learning theory are most popular. • The theories can be connected and interrelated in a theoretical landscape. • We derived ten theoretical principles that help explain how gamification works. [ABSTRACT FROM AUTHOR]

In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments. • Summary of existing research about game concepts in digital learning considering more than 10.000 studies. • State-of-the-art analysis of how game concepts in relation to digital learning have developed from 2000 to 2019. • Detailed research agenda about how and what we can research about game concepts in digital learning. • Clarification of what is relevant and important when we consider game concepts in digital education. [ABSTRACT FROM AUTHOR]

In recent years, digital game-based learning models with suitable teaching strategies have proved to be of great educational benefit. Two-tier tests are an effective diagnostic tool and can be used to diagnose misconceptions of students. This study therefore designed an educational game with two-tier testing mechanism to detect the misconceptions of students in the game and provide different kinds of feedback for the misconceptions. In addition, we used lag sequence analysis to analyze the behavioral patterns of students exhibited during gameplay to understand the influence of different types of feedback content and reading time on learning effectiveness. The results indicate that digital game-based learning with two-tier testing and general digital game-based learning exert no significant effects on learning effectiveness. However, we did find out from the results of the lag sequence analysis that students who are willing to spend time reading feedback for the misconceptions are likely to achieve better learning effectiveness. Furthermore, incorporating two-tier testing into digital games can effectively reduce mathematics anxiety and help learners learn well. • A digital-game-based learning with two-tier testing approach was proposed. • Two-tier tests can detect the misconceptions and provide feedback. • The approach has been applied to a mathematics courses. • A lag sequential analysis is applied to analyze the results. • The proposed approach can effectively reduce mathematical anxiety. [ABSTRACT FROM AUTHOR]

Serious games and gamification are useful tools for learning and sustaining long-term engagement in the activities that are not meant to be entertaining. However, the application of game design in the participatory modeling context remains fragmented and mostly limited to user-friendly interfaces, storytelling, and visualization for better representation of the simulation models. This paper suggests possible extensions of game design use for each stage of the participatory modeling process, aiming at better learning, communication among stakeholders, and overall engagement. The proposed extensions are based on the effects that different types of game-like applications bring to the aspects of social learning and the contribution of gamification to engagement, motivation, and enjoyment of some activities. We conclude that serious games and gamification have a high potential for improving the quality of the participatory modeling process, while also highlighting additional research that is needed for designing particular practical gamified applications in this context. • Game-like applications contribute to different aspects of social learning. • Gamification increases engagement, motivation, and enjoyment of an activity. • Participatory modeling has been gamified mostly through interactive interfaces and role-play. • There is no ready-to-go solution for gamification of participatory modeling. • Gamified interventions should be customized to the context of participatory modeling stages. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the design characteristics of game-based learning environments in the research literature through a content analysis. Article text was coded in 194 sampled publications on six primary characteristics and 14 secondary characteristics from 2007 to 2017. The results revealed associations between four groups of primary characteristics for a framework including leveled games, problem solving games, open-world multiplayer games, and immersive multiplayer games. The framework of secondary characteristics included paired positive and negative game mechanics, immediate feedback with technology, reward mechanisms that track progress, supportive multi-sensory learning, team structures, and teams with personalization. We conclude the article with a discussion of primary and secondary characteristics in game-based learning, suggestions for reporting game-based learning research, and directions for future research. • Game design for game-based learning includes primary and secondary characteristics. • A content analysis of the design within194 research articles from 2007 to 2017. • Results include two frameworks of design characteristics. • We recommend that researchers provide more detail on game design in publications. [ABSTRACT FROM AUTHOR]

Gamification has been a new trend in hiring and staffing influencing companies' selection procedures. To explore applicant reactions to this new trend two studies were conducted. First, following an experimental design, we explored whether applicants perceived a gamified assessment method (i.e., a gamified Situational Judgement Test-SJT) more favorably in terms of satisfaction, predictive validity and fairness, than its traditional version (i.e., text-based SJT), as well as their levels of organizational attractiveness (study 1). Second, to get further insight into the factors that might influence applicant reactions towards a gamified assessment method, we explored the potential impact of personality (i.e., openness to experience) (study 2). Our findings indicated that applicants report higher levels of process satisfaction and in turn, perceived fairness and organizational attractiveness when the gamified assessment method is used compared to its traditional version, whereas the role of openness to experience was not supported. The role of gamification in employee selection as well as the practical implications of enhancing the assessment methods with game elements are discussed. • By applying gamification to assessment, organizational attractiveness is increased. • The element of game fiction increases the satisfaction of employee selection process. • Gamification makes an assessment method look more pleasant and in turn, fair. [ABSTRACT FROM AUTHOR]

• A review of gamification and serious games' effects on children's eating behavior. • 43 studies, incl. physical and video games, were identified and presented across 4 behaviours. • Fruit and vegetable intake increased, and nutrition-related knowledge improved. • Advergames increased intake of both healthy and unhealthy snacks. • Gamification and serious games are promising approaches to healthier eating. Gamification and serious games have increasingly been used in dietary interventions for children. This review evaluates these game-based interventions by examining the following questions: Can game-based approaches change children's eating behaviour (positively or negatively)? If yes, what game elements are characterised among the effective interventions? and, What are the potentials of applying game-based approaches to improve children's eating behaviour? Medline (Ovid), Scopus and PSYCINFO were used to identify experimental studies. Forty-three studies, including video or physical games and gamification, were identified and presented in four topics according to the study aim and eating behaviour target: 1) increase fruit and vegetable intake, 2) modify snacking behaviour, 3) encourage food exploration, and 4) promote healthy eating. Both gamifications and serious games can enhance children's fruit and vegetable intake, and promote healthy eating behaviour by improving their nutritional knowledge and attitudes. They may also encourage children's food exploration to increase novel food acceptance and reduce picky eating behaviour. However, playing snack-promoting games (advergames) significantly increases children's subsequent snack intake, and profound effects were found for unhealthy snacks. As game elements, rewards were repeatedly used across studies to incentivise behaviour change. The combination of narrative context, feedback, progress and challenge was frequently used to motivate and engage children to establish healthy eating behaviour. In conclusion , game-based interventions have potential for increasing fruit and vegetable intake and educating children about healthy eating. Further research is needed to examine long-term effects and the underlying mechanisms for behavioural change. [ABSTRACT FROM AUTHOR]