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This article presents a study on the implementation of a virtual escape-room game as a novel teaching methodology in biochemistry education. The game aimed to engage students in producing monoclonal antibodies against SARS-CoV-2 while reinforcing theoretical concepts and fostering teamwork. Three versions of the game were tested, incorporating modifications to address student feedback on and improve the overall experience. The study employed a satisfaction survey to gather insights from students regarding their perception of the game. Results showed that the implementation of answer flexibility using RegEx had a significant positive impact on student satisfaction and motivation. The introduction of RegEx allowed for a more realistic and immersive gaming experience, as students could provide varied answers while still being evaluated correctly. Overall, the findings highlight the effectiveness of the game's design, the suitability of the Google Forms platform for distance learning, and the importance of incorporating answer flexibility through RegEx. These results provide valuable guidance for educators seeking to enhance student engagement and satisfaction through the use of escape-room games in biochemistry education.

Gamification is a controversial topic in the field of education, with both proponents and opponents. However, what exactly gamification is and why it has become popular are worth exploring. This academic article first defines the terms "game" and "gamification" in order to differentiate them. Next, the article provides core features of gamification in an educational context as explained by previous studies and pinpoints the disparity between the concept of gamification and game-based learning in practice. Additionally, the positive impact of gamification in language learning and gamification and game-based research activities that bridge the concept of gamified information systems are discussed. The article concludes with future research directions for gamification in language teaching and learning.

The study presents the authors' research for the purpose of designing ImGame, a virtual environment inviting users to playfully learn about the concept of immersion and its historical antecedents. The authors describe ImGame's current pre-production stage and examine the basic characteristics of the feeling of immersion. They intend to deepen the current understanding of the immersive experience in art, taking into account its broad cultural connotations. The article suggests that the aesthetics of immersion can be classified into two psychological modes that have not been explicitly defined in the discourse of immersivity: a calm reflection and one of awe. From the technical standpoint, the project offers a simple handling of triggering animations and events of the game as well as storing of their state in order to create gamification elements, interactions for quizzes and other activities for ImGame or any other game using the a-frame framework to create WebXR experiences.

Given the crucial role of writing in both academic and workplace settings, teachers should constantly seek effective ways to improve their students' writing skills. The use of games or their elements to support the teaching and learning of writing has gained much attention in language education studies. Despite the increasing number of empirical studies in the field, there has been no systematic investigation of what games, or their elements, have been applied in the writing classroom. The aim of this study was to summarize the empirical evidence on using game-related approaches, including game-based learning and gamification, to teach writing. Twenty-two studies were analyzed, revealing the following findings: (1) various types of games were used for writing instruction, including digital educational games, non-digital educational games, and digital non-educational games; (2) digital educational games were the most common game type reported in the literature, and such games were used to create authentic and interactive learning environments, provide writing practice opportunities, and evaluate students' writing skills; (3) various game elements, such as points, leaderboards, storylines, and role-playing, were incorporated to develop gamified activities; and (4) students participated in such gamified activities in online and hybrid modes. Taken as a whole, the findings show how games and their elements are used for teaching and learning writing. Suggestions and implications are provided for practitioners and researchers in the field.

Building a more comprehensive understanding of gaming literacies, this article explores the kinds of literacy practices that emerge through participation and play within escape rooms. Based on a dataset of video recordings of participant interactions within an escape room, we perform side-by-side analyses of play based on two theoretical perspectives. In so doing, we propose alternative apparatuses for analyzing the gaming literacy practices and indeed the hidden and intended curriculum of escape rooms. This polyphonic rendering and reading are done not to argue that these are discrete phenomena within the flurry of the activity space of an escape room. Instead, it illustrates how these practices are interwoven with one another as well as with the tacit and collaborative knowledge of team-based cooperation, personal histories, and felt resources of play. Not simply noting how literacies mediate interaction in these gaming spaces, findings emphasize how learning, affect, interaction, and analog play are purposefully designed, entangled, felt, and understood.

In the library environment, games and gamification can be used to improve various services and activities. Although many successful gamification projects have already been implemented, some librarians still lack knowledge and are sceptical about the use of games in libraries. This is also the case in Slovenia, where library gamification projects are rarely formalised and publicised. Moreover, not much is known about whether Slovenian librarians obtain any knowledge about these approaches during their formal education. For this purpose, interviews were conducted with ten main compulsory course holders at the Department of Library and Information Science and Book Studies at the Faculty of Arts, University of Ljubljana. The main objective of the study, which was carried out in January 2021, was to investigate the attitudes of Slovenian Library and Information Science (LIS) educators towards the inclusion of games and gamification in their courses and in academic library services. The results showed that they rarely cover games and gamification-related topics in their lectures, nor do they use them for knowledge transfer. They especially see the potential to design games and gamification activities that would promote departmental library, its services and activities, motivate students for independent research and support the educational process.

The 3D game development process is significant in improving knowledge and skills, such as literacy of information technologies, computational, analytical, and algorithmic thinking, programming, and spatial abilities. Besides, the 3D game development is a difficult and complex learning process. Within this context, it was decided that teaching should be restructured to support the metacognitive strategies' use skills of students. SOLO taxonomy was used as a framework for restructuring the content of teaching. In the literature, SOLO is preferred as a solution for teaching contents, which is complex and challenging to learn. The aim of this study is to improve problem-solving skills (PSS), cognitive flexibility, meta-cognitive strategies use skills and spatial anxiety in teaching the 3D game development, supported with metacognitive strategies and restructured with SOLO. An embedded pattern is used in this study. This study showed that experimental intervention influences change in students' PSS and metacognitive strategies use skills. It is necessary to include SOLO taxonomy in content planning to increase the learning performance. It is supposed that the study results will provide an insight for implementers to design and execute difficult and complex teaching in computer science education and will assist them in developing different perspectives.

Atomic orbitals represent an essential construct used to develop chemical bonding models, upon which other more advanced chemistry topics are built. In this article, we share a series of active-learning activities and a gamified approach to develop students' representational competence about atomic orbitals and to engage students in learning the properties of atomic orbitals. These properties are essential for understanding an array of fundamental concepts such as penetration and shielding, relationships such as periodic trends, and models used to describe chemical bonding. The activities employ an inquiry-based approach to engage students in exploring the relationship between atomic orbitals' spatial properties and quantum numbers. The activities guide students to collect data to verify periodic trends and construct electronic configurations. The activities utilize Orbital Explorer Web site for visualization, comparison, and analysis of atomic orbitals. The Orbital Explorer Web site is described in a related Technology Report. The activities and the game are suitable to be conducted in both in-person and remote-teaching settings.

Background: Serious games and game-based learning are widely used in education. Gaming in logistics education relies on serious gaming with no or less consideration on enjoyment. Intervention: This study examines in a first step whether and if so, how (serious) games are used as part of logistics majors' curricula at German universities. Based on the findings, an entertainment game about warehousing is developed and validated. Methods: Warehousing is an application-based discipline in which the operation of different picking techniques has an impact on the order picking. To help students understand the impact of such techniques, the 2D game WareMover was developed. The open-access game combines education and entertainment with different gamification objects and can be played in singleplayer or multiplayer mode. In this competitive 2D game, the objective is to pick orders by navigating around the warehouse towards the right shelf and to click on the correct storage compartment. The player has to achieve the highest score, which is determined by the fastest and least erroneous delivery. Four different picking techniques can be used in two game modes. Results: The results of a 14-player game session are presented. All players played both game variants with all picking techniques and completed a questionnaire. The players rated the game as user-friendly, entertaining, didactically useful, suitable for teaching and education, and engaging. In addition, the majority of players would play the game again and recommend it to others. Conclusion: The open-source game WareMover can contribute to studies in the field of warehousing by teaching students about picking techniques and the differences between these techniques. The novel game approach of interpreting a serious game as an entertainment game can increase the enjoyment and motivation of the players. [ABSTRACT FROM AUTHOR]

Malware remains a major cybersecurity threat, often evading traditional detection methods. This study builds on our previous research with Tetris to present a more efficient covert channel attack using a Trojanized version of the rhythm game "Guitar Hero". This new method delivers and executes malicious payloads in under 2.5 min, significantly faster than our previous Tetris-based approach. The engaging and musical nature of the rhythm game makes it more appealing to users, increasing the likelihood of attracting potential victims compared to the more monotonous Tetris. The attack encodes payloads into game levels, compelling users to make specific moves that unknowingly assemble malware on their devices, thereby evading detection. This study is the second to introduce gamification in malware transmission and the first to "force" user actions to achieve the objectives of the attacker. We provide a detailed analysis of this attack and suggest countermeasures, highlighting the necessity of human-based dynamic malware analysis and enhanced user awareness. Our findings underscore the evolving nature of cyber threats and the urgent need for innovative defensive strategies to address such sophisticated covert channel attacks. [ABSTRACT FROM AUTHOR]

Transmedia skill, derived from the process of converting films into educational games using augmented reality and artificial intelligence, involves employing various languages and mediums to adapt an original narrative to another format. This transmedia practice presents an opportunity to cultivate diverse skills in teacher training by transforming film narratives into educational games with Augmented Reality (AR) and Artificial Intelligence (AI). Moreover, these educational games enable student engagement in missions or challenges, enhancing their engagement with educational activities. Thus, this research stems from an Innovation project implemented in the Degree in Early Childhood Education (N=77) with two groups of university students who developed 24 educational games in physical and digital formats. The objectives are: 1) to compare the transmedia process adopted by both groups when converting children's animation films into games, some in digital format and others combining physical and digital resources; and 2) to analyze their transmedia skill reflected in the games developed. The methodology adopted is non-experimental empirical, with a descriptive and comparative nature. Two instruments were designed and validated, one to analyze the transmedia process followed in each case and another to ascertain the level of transmedia skill of the university students. The results reveal that both groups chose different creative approaches to gamify the films, expanding their stories by leveraging the potential of AR and AI to create interactive characters and settings. From this, their transmedia capability could be inferred. Thus, the use of digital applications to collaboratively design games—utilizing film narratives—represented an innovation in their training, holistically enhancing various skills. In conclusion, this experience presents an opportunity to increase the transmedia skills of future educators. [ABSTRACT FROM AUTHOR]

The nation's education-related information reform is making slow progress in light of the recent significant advancements in information technology. Early childhood education informatization has become a crucial part of the national education informatization building, serving as the first link in the chain of lifelong learning. This paper analyzes the significance of using children's games in the classroom and the significance of incorporating new media resources into children's course games by fusing the benefits of new media resources for teaching in a real-world educational setting. The goal is to realize the gamification of early childhood education courses and strengthen the management and deepening of course resources. The study also shows that customer involvement serves as a mediator between a better brand experience and a consumer's desire to make another purchase from the business. Subsequent interviews demonstrated that the following factors accounted for users' motivations for using the app: rewards, competition, feeling of accomplishment, and knowledge acquisition; engagement and identity clarified how using the gamified application affected users' attitude and loyalty towards the main service. In summary, our contribution advances the understanding of how gamified affordances can enhance consumer experiences by adding value to the focus brand that is facilitated by a third-party app as well as the gamified consuming experiences themselves. [ABSTRACT FROM AUTHOR]

This systematic review examines the role and efficacy of gamification in leadership education, addressing a significant void in contemporary literature. Recognizing the universally acknowledged significance of leadership in diverse sectors, this study highlights the pervasive challenges in post-secondary leadership curricula, such as unclear objectives, student motivation, lack of access and practical applications. This review dissects gamification's effectiveness, identifies key outcome determinants, and discusses the hurdles to classroom implementation, suggesting potential solutions or interventions by examining 23 peer-reviewed journal articles that are published in various locations and disciplines from 2012–2022. The results cover the roles of digital tools in facilitating gamification, recurring obstacles such as resource limitations, evaluation difficulties, and identifies the challenges in formulating a consensus of an operational definition between scholars. The paper suggests the need for future research focusing on refining gamification's definition, extending its scope, and crafting robust evaluation strategies, thereby catalyzing a transformation in pedagogical practices and should prioritize the development and implementation of robust evaluation strategies for gamified leadership training programs. [ABSTRACT FROM AUTHOR]

Trojan droppers consistently emerge as challenging malware threats, particularly within the Android ecosystem. Traditional malware detection approaches focus on identifying payloads upon execution or intercepting malicious downloads from compromised sources. Despite efforts to harden network defenses against such droppers, malicious threat actors keep exploring unconventional infiltration approaches. This study expands on covert channel attacks, proposing the use of gaming platforms, like the classic Tetris arcade game, as a novel vector for malicious payload delivery. Our methodology diverges from conventional network-based attacks by embedding malicious payloads within the game's Tetromino pieces. Through a custom-made application that masquerades as a benign Tetris variant, we deliver and execute malicious payloads on target devices within 3 to 7 min. This is achieved by combining the Shikata-Ga-Nai polymorphic encoder, an autosuggestion algorithm, and mapping Tetromino blocks to a Meterpreter payload to innovatively deliver malicious payloads via gameplay suggestions. Our work provides a novel covert channel attack which merges gamification with malicious payload delivery. To the best of our knowledge, this is the first study that introduces gamification and autosuggestion mechanisms for payload delivery. We present an in-depth analysis of the proposed attack, along with a number of countermeasures to mitigate such threats, emphasizing the importance of enhanced user awareness and human oversight during dynamic malware analysis. [ABSTRACT FROM AUTHOR]

Background: In recent years, serious games have been used as an educational method in various fields such as economy, marketing, military, education, and health as a training method. Pressure injuries (PIs) are a significant health problem and clinical quality improvement issue throughout the world. Implementation of prevention strategies has gained importance in all healthcare settings due to the negative effects of PIs. Educating patient relatives on PI prevention is essential. Aims: This study aimed to develop a serious game for the training of patient relatives on PI prevention and evaluate the game in terms of knowledge acquisition and its features. Methods: The study was carried out as a single-group quasi-experimental pre-test and post-test design in three stages between August 1, 2020-April 30, 2022. In the first stage educational content, knowledge assessment test, and game evaluation questionnaire were prepared. A web-based serious game (PreSore: Pressure Injury Prevention Game) was developed in the second stage. The participants played the game in the third stage, and data was collected. The study sample consisted of patient relatives (n=55). A knowledge assessment test (pre-test, post-test, and re-test) and a game evaluation questionnaire were administered for the data collection. Results: It was determined that there was a significant increase in knowledge scores after the PreSore game implementation (p <.001). Most of the participants indicated that the information in the game was easy to understand (98.2%), they wanted to share their educational experience with others with the digital game method (96.4%), and they found the game was authentic (94.5%). Conclusions: The study revealed that the PreSore game is a method that could be used to train patient relatives on PI prevention. Integrating the PreSore into daily practice in healthcare institutions and conducting prospective studies are recommended. [ABSTRACT FROM AUTHOR]

Abstract Transmedia skill, derived from the process of converting films into educational games using augmented reality and artificial intelligence, involves employing various languages and mediums to adapt an original narrative to another format. This transmedia practice presents an opportunity to cultivate diverse skills in teacher training by transforming film narratives into educational games with Augmented Reality (AR) and Artificial Intelligence (AI). Moreover, these educational games enable student engagement in missions or challenges, enhancing their engagement with educational activities. Thus, this research stems from an Innovation project implemented in the Degree in Early Childhood Education (N=77) with two groups of university students who developed 24 educational games in physical and digital formats. The objectives are: 1) to compare the transmedia process adopted by both groups when converting children's animation films into games, some in digital format and others combining physical and digital resources; and 2) to analyze their transmedia skill reflected in the games developed. The methodology adopted is non-experimental empirical, with a descriptive and comparative nature. Two instruments were designed and validated, one to analyze the transmedia process followed in each case and another to ascertain the level of transmedia skill of the university students. The results reveal that both groups chose different creative approaches to gamify the films, expanding their stories by leveraging the potential of AR and AI to create interactive characters and settings. From this, their transmedia capability could be inferred. Thus, the use of digital applications to collaboratively design games—utilizing film narratives—represented an innovation in their training, holistically enhancing various skills. In conclusion, this experience presents an opportunity to increase the transmedia skills of future educators.

Learning history is vital for students' intellectual, spiritual, emotional, and physical development. Students perceive history subject as difficult and boring because they must memorize facts and understandthose facts, concepts, time, and historical events. Interactive multimedia can increase students' enthusiasm and make the teaching and learning process more interesting to make the history "alive." Game-based learning uses game elements and principles to effectively deliver teaching and learning process in the classrooms. Yamashita's Treasure: A Quest to Find the Treasure is a game-based instructional material designed for grade 7 students of the Philippine K-12 curriculum that aims to teach significant lessons and events occurred in the Philippines over the last century. In this paper, we present findings from an assessment of an instructional material in teaching Philippine history. A System Usability Scale (SUS) was used to test the system's usability which generated a positive score. Respondents were highly satisfied with the game's usability scoring 87.5 on the SUS. Future work includes developing a programmed system, conducting quasi-experimental research design, and consultations with the experts for further enhancement. [ABSTRACT FROM AUTHOR]

The review explored how serious games are utilized for preventing adolescents' social exclusion. Four original articles were retrieved using six databases. The use of serious games to prevent adolescents' social exclusion was rare, but there are potential areas where serious games could be utilized. Serious games may be a promising new intervention to use in adolescents' social rehabilitation and social work, preventing social exclusion, reducing the risk of unemployment, lack of education and training. These early findings suggest using serious games as a part of adolescents' social work and social rehabilitation to prevent social exclusion among adolescents, along with other methods. [ABSTRACT FROM AUTHOR]

In search of a way to bring back the positive aspects of an internship into the curriculum, TU Delft identified serious games as a potential solution. The literature studied showed that games could increase motivation and understanding, leading to improve knowledge retention. This paper has brought these insights together in a framework identifying the benefits that contribute to knowledge retention but also the requirements and risks for the application of serious games to be addressed. These insights were used to explain the success of a longstanding business game course for advanced students first. Next was the development of a virtual reality practice in a first-year course to replace the lost internship. In this case, knowledge retention was improved significantly, albeit only by 5%. Furthermore, in light of the developed framework, the VR simulation is a more balanced approach with fewer risks compared to the more extensive master course. [ABSTRACT FROM AUTHOR]

This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and Scielo. According to the inclusion, exclusion, and quality criteria, it was determined to include 9 SLR articles on gamification that address at least one of the two key variables: student motivation or academic performance. The articles were published between 2016 and 2022, available in open access, written in English or Spanish, and with content that is directly related to the research questions. The results reveal that gamification significantly influences motivation by facilitating the assimilation of knowledge, the improvement of skills and academic competencies of students, and specifically refers to a wide range of capabilities that are essential for success in the educational environment and that can be enhanced through playful and interactive learning experiences. These skills can be cognitive, self-learning, social, or collaborative, among others. It is concluded that creativity and adaptability are key to successfully implementing gamification in the classroom. [ABSTRACT FROM AUTHOR]

AbstractThis research delves into the dynamics of active school transport (AST) by utilizing a two-stage co-design process and leveraging persuasive technology within a game for promoting AST called Battleship-AST. The primary aim of this research is to thoroughly investigate the two-stage game co-design process employed in creating a Battleship-AST game. Moreover, our research aims to evaluate participants’ perceptions regarding the motivating and engaging potential of the persuasive technology and gamification features embedded within the final iteration of the game. This evaluation aims to understand how these features influence participants’ motivation to increase their usage of AST through gameplay. In pursuit of these objectives, the research builds upon the existing Battleship-AST prototype and actively engages school children in a collaborative two-stage co-design process. Their valuable insights and preferences were harnessed in refining the game, which was subsequently tested during a tech event in Skellefteå, Sweden. The findings shed light on various aspects of the game’s impact, from its reception to the gamification features integrated within. Notably, the research highlights the positive impact of the co-design process, with increased motivation and engagement observed among the participants. Their involvement in shaping the game’s design resulted in a more engaging and enjoyable experience. The persuasive technology features, encompassing competition, collaboration, auditory cues, a virtual reward system, and an emphasis on similarity, played a pivotal role in sustaining engagement and motivating players. Elements such as rewards, leaderboard progression, and badges proved highly effective in encouraging continued participation and fostering a positive feedback loop. However, the study also identifies areas for potential improvement, including the need to measure real-life progress and refine the game’s levelling system. The research indicates that refining feedback mechanisms and tailoring game content to individual preferences could create an even more engaging experience. Additionally, long-term playtesting is proposed to assess the game’s extended impact. The findings offer promising avenues for enhancing motivation and engagement in AST, which can contribute to the promotion of healthier and more sustainable transportation choices among school children. [ABSTRACT FROM AUTHOR]

Persuasive gamified systems are effective tools for motivating behaviour change using various persuasive strategies. In line with the reinforcement theory, some persuasive gamified systems employ reward and punishment in their design to achieve the intended behavioural outcome. Research has argued both in favour and against using these strategies in behaviour change applications due to mixed results with respect to their effectiveness. However, there is a lack knowledge about how interventions using these strategies could motivate or demotivate behaviours. Therefore, this paper explores the mechanism through which Reward and Punishment motivate or demotivate behaviours with respect to their strengths and weaknesses. The results of large-scale exploratory studies (N = 1768) uncover important strengths and weaknesses that could facilitate or hinder the effectiveness of Reward and Punishment at motivating behaviour change. These include their ability to engage users and make behaviour fun, reinforce commitments to goals, and reveal some consequences of bad behaviour. We also compared the perceived effectiveness of reward and punishment quantitatively. [ABSTRACT FROM AUTHOR]

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

This short paper explores the gamification of an online academic conference. At the conference, digital gamification was meant to stimulate increased levels of participation among attendees. Instead, it resulted in a series of unintended consequences. Precisely because it was all too easy to score points and ascend the virtual leaderboard by means of machine-like grinding, the "Conference Challenge" posed a moral dilemma for its players: each participant had to determine for themselves where the border lay between playing the game and gaming the system. We use this case to raise questions about the ethics of game-playing in an academic context. In particular, we suggest that the Conference Challenge is a distorted reflection of what's already happening in the broader "publication game" in the university. [ABSTRACT FROM AUTHOR]

In recent years, gamification has been increasingly mentioned as an innovative methodology to achieve meaningful and dynamic learning. Role-playing game-based strategies fall into this category. The aim of this work is to explore the benefits, possible uses and problems that they present, in order to have a more precise perspective on their use. Toward achieving this objective, qualitative research has been carried out based on in-depth interviews with two educators who use this methodology. The results confirm both the feasibility and the potential benefits of this didactic approach. The influence of the context and the additional time and workload involved in carrying out this type of project were also highlighted.

This article contends that gamification is a longstanding means of making knowledge, not just a twenty-first-century design technique. People have applied games to non-entertainment domains for millennia, especially to perform functions that we now associate with computational media, but their status as "epistemic mediators" comes to the fore in recent history. Stark examines two twentieth-century uses of games as models for systems that, contrasted, evidence distinct approaches to formalizing phenomena in the human sciences. First, Oskar Morgenstern and John von Neumann's Theory of Games and Economic Behavior (1944) illustrates the propensity game models have to reduce complexity, mechanize judgment, and promote capitalist values. Then, Gregory Bateson's cybernetic game models serve as counterexamples that, along with his critiques of game theory, the conclusion brings to bear on current debates about gamification. [ABSTRACT FROM AUTHOR]

The teaching of structural analysis is essential in the training of undergraduate students who will be qualified in structural calculations. The use of games in learning can motivate students and improve their performances in evaluations. To this end, H5P-based matching games have been adopted in Moodle for a structural analysis course as an optional assignment to train graphs of internal forces (GIFs). Although the students knew that participating in the games would positively impact their grades, they were not informed of the exact number of extra points they would receive based on their performances. The engagement, motivation and performance of the students were analyzed using various statistics. Furthermore, the effectiveness of the game in facilitating knowledge acquisition was evaluated by comparing the students' performances in the games to their performances in the GIF exercises during face-to-face examinations. The study found that the students who participated in the games exhibited high levels of motivation and engagement. In addition, the results indicate that the participants had a moderately improved understanding of GIFs when taking the course examinations. [ABSTRACT FROM AUTHOR]

In the post-pandemic era, distance education and training modes without space constraints are gradually becoming a new trend in training. Game-based training combined with situational simulations is a potential approach. This study used a simulation company scenario and a decision-making analysis task of promotion assessment as the game context, and proposed an innovative game mechanism integrating the simulation situation scenario and the interactive contextual clue scaffolding as a guide to enhance learning effectiveness. This study used the Gather Town platform to design a simulation office scenario, and Google Forms to design interactive contextual clue scaffolding. This study conducted empirical research to evaluate this mechanism, with a total of 60 participants divided into an experimental group that conducted game activities and a control group that was only provided with document files as scaffolding for comparative analysis. The results of the study revealed that the proposed exploration guidance mechanism of integrating immersive scenes and interactive contextual clue scaffolding could allow learners to experience a high level of game fidelity and increase the discovery rate and usefulness of the scaffolding. It also reduced learning anxiety, maintained learning motivation and high flow, and resulted in significantly higher learning effectiveness than the control group approach. [ABSTRACT FROM AUTHOR]

In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students' reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions. [ABSTRACT FROM AUTHOR]

The Journal of Gaming & Virtual Worlds presents a collection of diverse contributions in its latest issue. The articles cover topics such as the aesthetic forms of video games, gameplay dynamics in specific game titles, ludic pedagogy, Fortnite content creators, branded experiences in Battle Royale games, game-based learning, and the gameplay loop methodology. The issue also includes an essay on video games and the Anthropocene, as well as book reviews on gameplay optimization and posthuman gaming. The articles provide valuable insights into various aspects of game studies and offer a range of perspectives for researchers and library patrons interested in these topics. [Extracted from the article]

Obesity is a growing health challenge. Serious game interventions can increase awareness of health and obesity, especially among children, and the effectiveness of these interventions depends on specific game elements. This review aimed to identify the most common game elements in serious game interventions for raising awareness about obesity in children. We conducted a literature search in the ACM digital library, IEEE Xplore, and Scopus databases for serious games designed and developed for obesity or health awareness. The extracted game elements are based on a pyramid with three categories: components, mechanics, and dynamics, according to Werbach and Hunter (2012). Each dimension, or category, consisted of various game elements. 1349 articles were identified. We found 27 game elements distributed across the 17 selected studies. The most common game elements were ‘Points,’ ‘Quests,’ ‘Challenges,’ ‘Feedbacks,’ ‘Constraints,’ ‘Progression,’ ‘Avatar,’ ‘Win States,’ ‘Achievement,’ and ‘Rewards.’ Serious game interventions for health promotion in children include multiple game elements that are crucial in designing and developing a game. The inclusion of these game elements depends on the learning outcomes and the purpose of the game. [ABSTRACT FROM AUTHOR]

Background: For learning activities that commence and continue with the effect of motivation, novel and entertaining learning methods are developed by considering needs. As a result of the student-centered learning approach gaining importance, gamification has emerged that transfer game components to subjects. Gamification in education health professions improves students' knowledge levels and clinical skills. Therefore, gamification techniques are integrated into physiotherapy education. This review aims to examine the effects of gamification techniques in physiotherapy and rehabilitation education. Summary: Educational escape rooms reinforce academic achievement by enabling students to use their problem-solving skills in subjects; it provides the evaluation of practical skills by reducing anxiety and stress levels of physiotherapy students in exams. Educational board games motivate physiotherapy students, facilitate recall of information, and increase academic achievement. Online quizzes encourage physiotherapy students to study day to day in their subjects, increasing their achievement and participation in subjects. Gamified websites and gamified physiotherapy case studies motivate students, while virtual reality-based games used in practice subjects facilitate the learning process. Key messages: Educational escape rooms, board games, and online quizzes are commonly used within the context of gamification in physiotherapy education. With the contribution of gamification, physiotherapy students learn their subjects with fun and improve their clinical skills and academic achievement. In the future, there is a need for interventions revealing the potential and long-term effects of gamification, and comparing it with traditional education. [ABSTRACT FROM AUTHOR]

So as to effectively personalize a game design and gamified experiences in a learning context, the psychological characteristics of the students must be inexorably considered. A rigorous search using scientific search engines was conducted in order to explore game user classification theories that can contribute to tailor game content. On the one hand, research revealed that personality traits can be highly predictive of the players' degree of enjoyment of a wide range of game design elements (levels, points, leaderboards, etc.). On the other hand, research also showed that motivation to play is strongly dependent on context and, therefore, tailored player typologies can help predict playing styles more precisely than generic taxonomies of personality traits. Several models for classifying users were found, based on four approaches: personality traits, player types, player motivations, and gamification user types. The overview created and the diagram proposed by the researcher shows great connectivity between these models. Parallels were identified, evincing how Vandenberghe's ([2012]. The 5 domains of play. Applying psychology's big 5 domains to games. Proceedings of the 2012GameDevelopers Conference, pp. 25–29) 5 Domains of Play model comprises the concepts of all the others. Consequently, with the purpose of tailoring an efficient gamified classroom experience, this model might be helpful when exploring the relationship between game content and learners' personality. [ABSTRACT FROM AUTHOR]

This document, titled "Making a Better Future Using Simulation and Gaming," discusses the potential benefits of using gamification and simulation in various fields. The authors highlight the positive impact that games and gaming technology can have on skills, cognition, and well-being. They also emphasize the importance of reliable simulations and gaming scenarios in preparing for and dealing with crises such as natural disasters and global conflicts. The authors express optimism and encourage readers to embrace insights and tools derived from gaming and simulation to address the challenges of today and the future. [Extracted from the article]

Purpose: The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals. Design/methodology/approach: Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK). Findings: The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the "active-learner-centred" approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities. Originality/value: To the best of the authors' knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings. [ABSTRACT FROM AUTHOR]

Game-based learning (GBL) is widely utilised in various domains and continues to receive interest and attention from researchers and practitioners alike. However, there is still a lack of empirical evidence concerning its effectiveness, making GBL evaluation a critical undertaking. This paper proposes an integrated approach for planning and executing GBL evaluation studies and presents its application by evaluating the effectiveness of a GBL approach to improve the Arabic reading skills of migrant refugee children in an informal learning setup. The study focuses on how children's age group, learning modality preference, and prior mobile experience affect their learning, usability, and gameplay performance. A quasi-experiment with a one-group pretest-posttest design was conducted with 30 children (5–10 years old) from migrant refugee backgrounds. The results show a statistically significant improvement in their reading assessment score. The results also outline a clear impact of children's age groups on their learning gain, usability score, and total levels played. Moreover, learning modality preference and prior mobile experience both had a statistically significant effect related to usability and gameplay performance parameters. However, no effect was found on learning gain. Based on the findings, some design recommendations are suggested for more inclusive design focusing on user characteristics. [ABSTRACT FROM AUTHOR]

In recent years, gamification has been increasingly mentioned as an innovative methodology to achieve meaningful and dynamic learning. Role-playing game-based strategies fall into this category. The aim of this work is to explore the benefits, possible uses and problems that they present, in order to have a more precise perspective on their use. Toward achieving this objective, qualitative research has been carried out based on in-depth interviews with two educators who use this methodology. The results confirm both the feasibility and the potential benefits of this didactic approach. The influence of the context and the additional time and workload involved in carrying out this type of project were also highlighted. [ABSTRACT FROM AUTHOR]

Game-based learning theory and Google Docs Editors suite were used to develop an online, self-directed neonatal resuscitation refresher training for registered nurses to improve their resuscitation knowledge and skills and enhance their learning motivation and engagement. Results indicated that a self-directed, online game-based refresher training was motivating, engaging, and improved nurses' resuscitation knowledge and skill performance. Nurse professional development practitioners can use similar game-based online materials to enhance learning. [ABSTRACT FROM AUTHOR]

Engaging with digital heritage requires understanding not only to comprehend what is simulated but also the reasons leading to its creation and curation, and how to ensure both the digital media and the significance of the cultural heritage it portrays are passed on effectively, meaningfully, and appropriately. The United Nations Educational, Scientific, and Cultural Organization defines 'digital heritage' to comprise of computer-based materials of enduring value some of which require active preservation strategies to maintain them for years to come. With the proliferation of digital technologies and digital media, computer games have increasingly been seen as not only depicters of cultural heritage and platforms for virtual heritage scholarship and dissemination but also as digital cultural artefacts worthy of preservation. In this chapter, we examine how games (both digital and non-digital) can communicate cultural heritage in a galleries, libraries, archives, and museums [GLAM] setting. We also consider how they can and have been used to explore, communicate, and preserve heritage and, in particular, Indigenous heritage. Despite their apparently transient and ephemeral nature, especially compared to conventional media such as books, we argue computer games can be incorporated into active preservation approaches to digital heritage. Indeed, they may be of value to cultural heritage that needs to be not only viewed but also viscerally experienced or otherwise performed. [ABSTRACT FROM AUTHOR]

Studies highlight researchers' concerns about how science should be taught today. It is recognised that teachers have difficulty involving and motivating students to learn about different complex topics, such as geology. Schools must promote skills development to develop citizens who can be active and informed in society. One way of undertaking this is to use active methodologies such as educational games, in which students play an essential role in developing activities. Games encourage changes in conceptions regarding the relevance of this scientific topic that is often undervalued by students. Games have gained space in recent years in several disciplines, and it is essential that this tool is thought out and planned within a consistent pedagogical proposal. This educational resource is used to increase motivation for learning, as well as enhance and strengthen the effects of learning. An intervention plan can be framed within game-based teaching. Teachers have been underrepresented in the game-based learning literature, with more emphasis on games' effects. However, the pedagogical issue of games has been particularly relevant in recent decades. The current investigation used a survey given to geology teachers (n = 112) from public and private middle and secondary schools in Portugal. Its purpose was to assess teachers' perceptions regarding game-based teaching and its potential to promote active learning. Our sample ages ranged from 24 to 64 years (average of 48.9 years old); 81.3% were women and 18.8% were men. The analysis of the results seems to confirm that although they do not always use games to promote learning in geology, most teachers still recognise their potential to motivate, enhance, and reinforce the learning of geological content, with digital games being the preferred option. They emphasise the importance of teacher training in this area and the inclusion of game applications in school textbooks to approach different geology-related themes. Our results seem to indicate some lack of consistency in teachers' opinions on the impact of games on student learning. [ABSTRACT FROM AUTHOR]

Gaming the system is a persistent problem in Computer-Based Learning Platforms. While substantial progress has been made in identifying and understanding such behaviors, effective interventions remain scarce. This study uses a method of causal moderation known as Fully Latent Principal Stratification to explore the impact of two types of interventions - gamification and manipulation of assistance access - on the learning outcomes of students who tend to game the system. The results indicate that gamification does not consistently mitigate these negative behaviors. One gamified condition had a consistently positive effect on learning regardless of students' propensity to game the system, whereas the other had a negative effect on gamers. However, delaying access to hints and feedback may have a positive effect on the learning outcomes of those gaming the system. This paper also illustrates the potential for integrating detection and causal methodologies within educational data mining to evaluate effective responses to detected behaviors. [ABSTRACT FROM AUTHOR]

This study investigated pre-service teachers' perceptions of technological pedagogical content knowledge of digital games (TPACK-G), the correlation of TPACK-G constructs, and the relation of TPACK-G to personal factors and levels of motivation and self-efficacy. Participants were 96 pre-service teachers from a university in the northeastern United States. Data were collected using online surveys. Quantitative approaches were performed to analyze the data. Results indicated that game content knowledge (GCK) and game pedagogical knowledge (GPK) significantly predicted pre-service teachers' game pedagogical content knowledge (GPCK), with GPK being the strongest predictor. Pre-service teachers with high levels of motivation or self-efficacy for digital game integration had significantly better TPACK-G than those with low levels. Personal factors, including gender and prior experiences with digital games, were found to be influential to pre-service teachers' TPACK-G. This study adds to the understanding of the application of the TPACK model in the context of digital game use for pre-service teachers. [ABSTRACT FROM AUTHOR]

The use of game-related assessments (GRAs) in personnel selection is increasing. However, the type of GRA under investigation should be considered. This study focuses on game-based assessments, which closely resemble leisure-oriented videogames. We specifically examined a serious game that assesses personality traits (assertiveness, sociability, tolerance, and rules). We analyzed its predictive validity, applicant reactions, and the impact of personal and job-related factors on scores. The study included 182 participants who played the GRA and completed a Big Five questionnaire. Findings revealed that the game predicts adaptive performance, offering incremental value over the Big Five (ΔR2 =.107). Additionally, candidates reacted more positively to the GRA in terms of comfort and fit, although the effect size was small (d = -0.1757 and -0.3119, respectively). Relating to personal and job-related characteristics, only job experience significantly affected the assertiveness score, albeit with a small effect size (d = -0.3870). [ABSTRACT FROM AUTHOR]

This paper examines the Bad News series of games, created by the Cambridge University Social Decision Making Lab and DROG Group, as an educational tool. More specifically, it considers Bad News as a persuasive game, within the umbrella of gamification. After considering the history and context of the game, the educational, motivational, and informational theoretical frameworks of the games, research, and criticisms, this paper concludes that the games are not, in themselves, transformative. [ABSTRACT FROM AUTHOR]

Extended Reality (XR) is an emerging technology that enables enhanced interaction between the real world and virtual environments. In this study, we conduct a scoping review of XR engines for developing gamified apps and serious games. Our study revolves around four aspects: (1) existing XR game engines, (2) their primary features, (3) supported serious game attributes, and (4) supported learning activities. We used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model to conduct the scoping review, which included 40 primary studies published between 2019 and 2023. Our findings help us understand how current XR engines support the development of XR-enriched serious games and gamified apps for specific learning activities. Additionally, based on our findings, we suggest a set of pre-established game attributes that could be commonly supported by all XR game engines across the different game categories proposed by Lameras. Hence, this scoping review can help developers (1) select important game attributes for their new games and (2) choose the game engine that provides the most support to these attributes. [ABSTRACT FROM AUTHOR]

In the last years, the promotion of practical, engaging, and enjoyable learning experiences has led to a shift in educational practices in the context of Higher Education. Currently, active learning participative approaches are prioritized involving in these methods the use of technological tools. In response to this shift, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and better knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. The establishment of definitions, especially during the initial stages of development, can prevent rework issues and lead to faster project goal achievement. This article emphasizes the importance and proposes the establishment of a methodology for creating computer games used for purposes beyond entertainment, focusing on learning, training, behavior change, or skill development. This systematic approach increases the likelihood of generating engaging, effective, and learning-friendly games. [ABSTRACT FROM AUTHOR]

Persuasive games are widely implemented in the healthcare domain to promote behaviour change among individuals. Previous research shows that using persuasive games increases motivation and awareness, leading to a positive change in behaviour. However, there is little knowledge on which persuasive strategies will motivate people at different Stages of Behaviour Change and whether tailoring persuasive games to match users' stages of change will increase their effectiveness with respect to their motivational appeal towards promoting disease awareness and prevention using the ARCS motivation scales and their intention to adopt the precautionary measures. To address this gap, using COVID-19 as a case study, we designed two different versions of a persuasive game, called COVID Pacman, using different persuasive strategies. The two versions of the game target the same goal of motivating the adoption of precautionary measures. We conducted a quantitative study (N=127) followed by semi-structured interviews of 18 participants. The results of conducting an ANOVA on the quantitative data and thematic analysis on the qualitative study show that tailoring the persuasive games to individual's stages of change by using appropriate persuasive strategies increased their effectiveness with respect to their ability to motivate people to adopt the precautionary measures towards disease prevention compared to the non-tailored version. [ABSTRACT FROM AUTHOR]

This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and Scielo. According to the inclusion, exclusion, and quality criteria, it was determined to include 9 SLR articles on gamification that address at least one of the two key variables: student motivation or academic performance. The articles were published between 2016 and 2022, available in open access, written in English or Spanish, and with content that is directly related to the research questions. The results reveal that gamification significantly influences motivation by facilitating the assimilation of knowledge, the improvement of skills and academic competencies of students, and specifically refers to a wide range of capabilities that are essential for success in the educational environment and that can be enhanced through playful and interactive learning experiences. These skills can be cognitive, self-learning, social, or collaborative, among others. It is concluded that creativity and adaptability are key to successfully implementing gamification in the classroom.

Introduction The medical subinternship (also known as an acting internship) offers postclerkship medical students an opportunity for significant professional development. However, the skills required of a successful subintern—efficiency, patient triage, and advanced organization—are distinct from skills generally refined during the medicine clerkship. Few published curricula exist to prepare postclerkship students for success in this new role. To address this training gap, we introduced a novel tabletop role-playing game to equip medical subinterns with the necessary skills to deliver safe and efficient patient care. Methods We created an hour-long game-based learning session for rising internal medicine and family medicine subinterns. Led by a single facilitator, students worked together to triage and complete tasks in a gamified simulated environment of a morning on the wards. To assess the session, we surveyed participants (N = 130) immediately after activity completion. Results Eighty-three participants completed the postactivity survey, for a response rate of 64%. A majority of students agreed that TaskMaster: The Subintern Adventure Game met its educational goals of increasing comfort with task prioritization, organization, and patient triage. Ninety-three percent of respondents (77 of 83) either agreed or strongly agreed that they felt more prepared to be a covering provider for patients after the activity. Participants also reported high engagement with the activity. Discussion Leveraging the interactivity, teamwork, and contextualized practice of game-based learning can offer low-cost and adaptable opportunities to teach higher-order clinical skills and increase preparedness for the subinternship.