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Abundant research has tried to understand how games can be designed and used effectively to improve the learning process and to examine the correlations between digital learning games and student motivation, engagement, and knowledge retention. The current study examined the correlation between learning through digital game-based learning (DGBL) and students' achievements, their sense of involvement, and motivation for learning. Using a quantitative approach, data was drawn from questionnaires and exams in two subjects: literature and language. Participants were 320 male and female students aged 12–14 attending a single middle school participated in the study. The students were randomly divided into three groups, each group was given a unique teaching and learning method. Group 1 studied and practiced using the traditional method (a teacher who teaches in the classroom and worksheets for practice), Group 2 studied with the traditional method but practiced with a digital game and Group 3 learned and practiced using a digital game. The findings showed that the students' attained significantly higher achievements in the group that was taught traditionally but practiced with a digital game. It was also found that when digital learning games are integrated into teaching and learning, the students' motivation and involvement in the class increased. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD. [ABSTRACT FROM AUTHOR]

Student's motivation towards physical education (PE) classes is a key factor for increasing physical activity (PA) levels in children. In order to increase motivation in PE, new teaching techniques are needed, such as gamification. This study examines the potential influence of gamification in PE classes on motivation-related variables such as basic psychological needs (BPNs) and positive behaviours in primary school students, considering the perceptions of students and teachers. A total of nine teachers and 506 primary students participated in this study: 250 from a gamified group and 256 from a control group. The students filled in the BPNs in the Classroom Scale in order to measure three BPNs (autonomy, competence and relatedness). In addition, the perceptions, feelings, and behaviours of the students and teachers were analysed and classified through drawings, teacher's diaries, and focus groups. An improvement in the three BPNs, namely autonomy (p < 0.001), competence (p < 0.001) and relatedness (p < 0.001), was observed for the gamified group compared to the control group. The qualitative findings showed a perceived increase in student motivation, participation, and cooperation behaviours. Students also reported values such as respect, and rejection of contempt and harassment. In short, gamification was associated with an increase in all BPNs and positive behaviours in primary school students in gamified PE classes compared to non-gamified classes. [ABSTRACT FROM AUTHOR]

Introduction: The aim of the study was to evaluate undergraduate medical students' knowledge and self-confidence to perform abscess incision after virtual reality-simulation or video lecture. Pre and post-knowledge assessment was conducted. Materials and Methods: This was a multicentre randomised controlled trial from October 2021 to January 2022. The study was carried out at two universities providing medical education. Undergraduate medical students were randomized into either fully immersive head mounted display virtual reality-simulation (VR) or video lecture. Pre- and post-learning surveys probed self-confidence and student's own assessment of competence. Participants were third-, fourth- and fifth-year medical students from the University of Eastern Finland and the University of Helsinki. All students were sent an email informing them of the opportunity to participate in this voluntary study. All willing students were included in the study. Results: 42 medical students participated in the study. Most were fourth year medical students, 52% of the participants had previously used VR in some context and the mean age of participants was around 25 years. Both methods increased knowledge and self-confidence equally. In VR subgroup, those with technical support available experienced greater learning than those without. Conclusions: Interestingly, in the present study, both VR and video lecture increased knowledge and professional self-confidence equally. [ABSTRACT FROM AUTHOR]

Background: Gamification research and practice have gained popularity, but there is a lack of experimental and field evidence regarding the effectiveness of specific design elements and their use contexts especially in developing countries. Aim: This research aimed to measure the effect of gamifying digital learning environments and compare the effects of badges and leaderboards on the development of cognitive and achievement motivation of elementary school students. Method: A gamified environment focused on the circulatory system and employing interactive storytelling was developed. It was tested through an in-field experiment at an elementary school in Egypt. The research sample was of 30 students in the 5th grade, divided into two equal experimental groups (badges - leaderboard). Results: The results indicated an increase in cognitive and achievement motivation among students in both experimental groups. However, there were no significant differences in the effects of badges and leaderboards on the cognitive and achievement motivations of the participants in the two experimental groups. Conclusions: These findings suggest that the effects of gamification are more likely due to the holistic design and novelty, rather than the specific use of a specific game element. [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]

Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students' learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses. [ABSTRACT FROM AUTHOR]

Purpose: To evaluate the effectiveness of gamified versus nongamified health promotion interventions on cardiometabolic health and fitness parameters in healthcare worker women. Design: Randomized parallel group trial. Setting: A public outpatient health center in Brazil. Subjects: Women employees (included: n = 29; lost to follow-up: n = 1; analyzed: n = 28). Interventions: 8 weeks of gamified (n = 15) or nongamified (n = 13) interventions, consisting of health lectures, nutritional counseling, and supervised exercise training. The gamified group was divided into teams that received points based on completion of health goals/tasks. Measures: Anthropometric, cardiometabolic and physical fitness parameters. Analysis: Two-way ANOVA with repeated measures (group vs. time), and Bonferroni post hoc tests. Results: Body mass (-1.5 ± 1.5 kg), waist circumference (-1.6 ± 3.0 cm), HbA1C (-.2 ±.3%), triglycerides (-21.5 ± 48.2 mg/dl), systolic (-11.1 ± 7.9 mmHg) and diastolic (-7.1 ± 5.8 mmHg) blood pressure, as well as sit and reach (3.9 ± 3.0 cm) and six-minute walking (56 ± 37 m) performance improved (P <.05) only after the gamified intervention. Sit-to-stand performance improved after both the gamified (-1.18 ± 1.24 s) and nongamified (-1.49 ± 1.87 s) interventions. Conclusion: The gamified intervention was more effective than the nongamified intervention for improving cardiometabolic and physical fitness parameters, suggesting that gamification may be an effective tool for promoting health in healthcare worker women. [ABSTRACT FROM AUTHOR]

Most studies on gamified learning have neglected gamification depth, which has motivated the current study to identify the impact of gamified depth on students' intrinsic motivation and performance levels. A quasi-experimental approach was employed, which involved a total of 117 undergraduate students divided into control (n = 57) and experimental (n = 60) groups. The students were exposed to two gamified platforms, namely Kahoot! for shallow gamification and Classcraft for deep gamification, over four weeks. The Intrinsic Motivation Inventory (IMI) served to measure changes that occurred in students' intrinsic motivation levels and the achievement test in the final lesson. Paired t-tests, an independent t-test and regression analysis were conducted to test the study hypothesis. Deep gamification significantly increased learners' intrinsic motivation level (+0.1845), while shallow gamification decreased it (−0.6439). Contrarily, students in the shallow gamified learning environment achieved a higher performance with a mean value of 73.42 compared to the counterparts in a deep gamified environment (50.83). Students' language mastery, interest, attitude and familiarity with technology were postulated to impact the study outcomes. Distinct subjects, age groups and a suitable experiment period are recommended for future studies to develop a proper gamified depth framework in the educational sector. [ABSTRACT FROM AUTHOR]

The increasing ubiquity of gamification in everyday life normalizes it as a motivational tool. While much scholarship supports gamification, labor sociologists have long problematized the phenomenon. In this mixed-methods action research study, we explore the results of gamifying a lesson on gamification in a sociology of work course. We designed two gamified activities with varying degrees of consent that followed a lesson on gamification and consent. Students rated how problematic a series of gamified work scenarios were before and after the intervention. Our quantitative data did not show a significant increase in students' ability to identify consent after the intervention, but we did discover that students took either an employee or employer's perspective in their rating justifications. Furthermore, these findings were gendered. This article highlights the need for a more critical take on gamification in the classroom. We conclude by suggesting ways practitioners can teach about gamification in other contexts. [ABSTRACT FROM AUTHOR]

Introduction: In 2015, our university hospital pharmacy acquired the PharmaHelp robot system to automate part of its chemotherapy production. Complex technical use, downtime periods, and insufficient training caused a drop in motivation and disparities in operators' knowledge. We created a short, playful, standardized, gamed-based training program to address this, and evaluated its impact. Methods: Operators were classified as trainers or trainees according to their knowledge about Information and Communication Technologies. Before, after the training, and at 6 months (6M), their robot knowledge was assessed on a 0-24-scale, motivation and self-efficacy in using it on 0-to-100 scales. Pairwise comparison t -test with Bonferroni adjustment was used (p < 0.05 considered significant). Satisfaction was measured using a six-point Likert scale. Trainer/trainee teams participated in 2-hour training sessions with three games and a debriefing. For "Knowing the manufacturing steps," cards with the steps were placed in the correct order. For "Knowing the criteria for using the robot," teams guessed whether certain compounds could be used with the robot. For "Knowing how to handle production errors," the answer to each error (taken from real-life issues) was selected from four options. Results: Participants (n = 14) were very satisfied about sessions' interactivity and playfulness. Knowledge improved from 57% pretraining to 77% (p < 0.005) to 76.6% (6M) (p < 0.05 compared to pretraining). Motivation and self-efficacy, respectively, improved from 57.6% to 86.6% (p < 0.05) to 70.4% (6M) and from 48.5% to 75.6% (p < 0.05) to 60.2% (6M) (p > 0.1 compared to pretraining) (t -test). Conclusions: This highly appreciated training program efficiently improved knowledge retention out to six months. [ABSTRACT FROM AUTHOR]

Objectives: This study aimed to evaluate the effectiveness of the digital and gamified WellWe intervention on parental self-efficacy for healthy behaviours and mindfulness in parenting at the comprehensive health checks of 4-year-old children. Methods: Two-arm cluster, randomised, controlled trial with a 4-month follow-up.The data were collected from parents of 4-year-old children. Cluster randomisation was done at the municipality level. Fifteen child health clinics within 4 municipalities located in Southwest Finland were randomly allocated to either an intervention (WellWe intervention) or a control group (usual care). The outcome measures included the Parental Self-Efficacy for Healthy Behaviours (PDAP) and Mindfulness in Parenting (MIPQ) questionnaires. Data were collected at baseline, after the intervention and at the 4-month follow-up. Results: Initially a total of 110 parents (50 in the intervention and 60 in the control group) participated in the study. At the end of the study, there were 33 parents involved, with 12 in the intervention group and 21 in the control group. Parental self-efficacy and mindfulness in parenting showed no statistically significant difference between the groups or within the groups at the different time points. Conclusions: The results of the study showed no difference between the intervention and the usual care. The commitment of the subjects was lower than expected. The intervention could be improved by placing a greater focus on engaging and motivating both families and public health nurses (PHNs). Therefore, when refining the intervention further, it's important to involve the target group more actively in the design of both content and delivery. [ABSTRACT FROM AUTHOR]

Gamification, the integration of game design elements into various processes, has found application in promoting sustainability. The field of simulation and gaming has a history of using games to teach and raise awareness about sustainability issues, covering all areas addressed by the United Nations Sustainable Development Goals. Gamification has emerged as a solution to bridge the gap between knowledge and action in sustainable development. It can motivate individuals to improve sustainability, create networks to solve complex problems, and has been successful in interventions such as reducing energy consumption and promoting sustainable food choices. There are different design approaches to gamification, including instrumental design that nudges behavior and humanistic design that involves users in co-defining problems and solutions. This issue of the Simulation & Gaming journal explores the success factors of gamified interventions in sustainable development, including business models, contextual factors, and skill-building interventions. The issue includes articles on gamified sustainable consumption apps, promoting virtuous water usage practices, and teaching road safety to school children using virtual reality. [Extracted from the article]

Background: Although gamified sustainable consumption apps (SCAs) have been on the rise, only a few have survived longer than two years. While most existing research focuses on how gamification contributes to engagement and the formation of more sustainable consumption habits, there is little about how their survival is secured. Intervention's Purpose: Twenty-one SCA creators shared their considerations and experiences managing SCAs, providing valuable insights into the field of gamified sustainable consumption and practical insights for their stakeholders. Methods: Ideal-type and narrative analyses of the interviews unraveled some relevant survival strategies and lessons learned. Results: The creators' motivation and background play a role in the app's survival. Their experiences exposed several aspects affecting their gamification strategies and their relevance for the apps, highlighting traps to avoid and opportunities to improve their standing in an increasingly competitive market. Discussion: Most creators shared stories of "learn as you go," presenting how the flexibility to adjust the apps' business models rather than the creators' professional background is a critical success factor. Since their apps represent their understanding of sustainability, SCA creators should find practical and emotional ways to engage their users while considering the objectives of their apps. Conclusion: Awareness of the risks and pitfalls when creating an SCA may not be enough for successfully undertaking this enterprise. The creators should be capable of strategically plan for all the activities that creating and managing an SCA convey even before the app is conceptualized. [ABSTRACT FROM AUTHOR]

Background: In a world increasingly stressed by climate change and scarcity of natural resources, the prosocial behaviors of new generations become increasingly essential, especially when aimed at sustainability. This study aims to investigate the gamified system applied to the game-based educational program BLUTUBE, designed to promote better practices regarding virtuous water usage in the primary schools of the Municipality of Lucca. Methods: We analyze the self-reported sustainable behaviors of almost 800 students of the 2nd, 3rd, and 4th grades, using a survey about water consumption and awareness of related topics. We examine the association between the increase in the self-reported prosocial behaviors, which occurs after the end of the educational program, and participation in different activities - measured by the number of accumulated points - stimulated through gamification. Results: We find that higher participation in gamified activities corresponds more likely to a higher increase in reported sustainable behaviors. Moreover, we observe that this result is led by specific activities - playing the board game Blutube at school, playing the urban game, and taking pictures of virtuous actions - rather than others - playing the board game at home. Lastly, given the difference between genders in the perceived benefits from gamification, we find that males increase more their awareness about sustainable behaviors by playing more the board game than females. In contrast, females raise their awareness when playing the urban game more. Discussion: We suggest that playing the board game in a broader social context, such as school, can enhance the perception of children's behaviors' impacts on the external environment. Also, to effectively promote sustainable behaviors, educators should consider using game-based learning materials that incorporate rewards mechanisms into the activities. Conclusions: This work sheds light on the relationship between gamification and pro-environmental behaviors, laying the ground for future research. [ABSTRACT FROM AUTHOR]

Computational thinking (CT), as a new future-oriented literacy, has gained attention at the basic education level. Graphical programming is the common way to develop CT in primary students, but this drag-and-drop programming may weaken students' understanding of programming's abstract concepts and code logic. Text-based programming approaches can solve the problems faced by graphical programming, but few studies have explored the impact of text-based programming on CT. Therefore, we conducted a quasi-experimental study with 98 6th graders to explore the impact of gamified Python programming on CT. The findings showed that CT skills, as well as abstraction and decomposition, pattern recognition and evaluation in CT sub-skills, were significantly higher with students in the experimental group than in the control group. Furthermore, we found that gamified Python programming enabled boys and girls to reach the same level of CT skills. However, in terms of CT sub-skills, we found that gamified Python programming was more beneficial to the development of pattern recognition and evaluation skills for boys and abstraction and decomposition skills for girls. This demonstrated the effectiveness of gamified Python programming to improve primary students' CT skills while clarifying the impact of gender and enriching research in the field of text-based programming. [ABSTRACT FROM AUTHOR]

In higher education, it is challenging to cultivate non-computer science majors' programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates' self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group (n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group (n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students' learning outcomes for the quantitative data. In the qualitative analysis, students' responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates' self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study. [ABSTRACT FROM AUTHOR]

Novel community-wide approaches that gamify physical activity through challenges and competition have become increasingly popular in recent years. However, little is known about the factors that help or hinder their implementation. This qualitative study aimed to address this gap in the literature by systematically investigating the facilitators (organizational and experiential) and barriers to successful implementation of a community-wide intervention delivered in Gloucester, the United Kingdom. A two-phased process evaluation was conducted. Phase 1 involved the thematical analysis of open question feedback from n = 289 adults. Phase 2 included three focus groups conducted with n = 12 participants. This research showed that promoting the initiative through primary education settings was fundamental to enhancing awareness and participation. Social elements of the intervention were identified as a motivating factor for, and a consequential outcome of, participation. A lack of promotion to wider-reaching proportions of the community was perceived to be a significant barrier to implementation, potentially limiting inclusivity and participation in the activity. Game dynamics, timing, and fears regarding sustainability represented further difficulties to implementation. [ABSTRACT FROM AUTHOR]

This study examined the impact of group composition of a 6-week group-based employee Fitbit intervention on daily physical activity steps. Group composition comprised heterogenous and homogeneous groupings based on variations in baseline high, medium, and low steppers. The intervention included weekly step leaderboard information, motivational and informative messages, and the ability to participate in group step challenges. Repeated measures analysis of variance (ANOVA) examined differences in change of steps across time, step-level groups (low, medium, and high), and group composition (low/high, similar, and mixed), and replicated with a subgroup of participants who participated in group step challenges. While group and step level did not emerge as significant interactions in the overall sample, when focused within the group step challenge subsample, relationships among time, the group composition, and participant step-level categories emerged. Overall, the greatest increases in steps occurred at the mid-point time period, among lower steppers, and within the low/high comparison group. This study provides evidence of the importance of group composition in physical activity interventions as well as the fidelity of intervention design in facilitating group comparisons. [ABSTRACT FROM AUTHOR]

Child sex trafficking (CST) is the exchange of something of value for any sexual act with a minor. Public child welfare agencies are responsible for serving CST victims. In response to the critical need for training child welfare workers on engaging survivors of CST, we describe an innovative game-based training model used to train over 1000 workers in Maryland. The "Case-By-Case" game uses case studies to shape small group discussions, role playing, skill drills for child welfare workers to build their capacity to identify and engage survivors. Initial evaluations indicate a significant increase in knowledge and self-efficacy for training participants. The model may hold promise for social work education in this critical area, as well as for other types of professional training for social workers. [ABSTRACT FROM AUTHOR]

Despite the popularity of gamification to improve the quality of experience in a variety of services, there is a lack of evidence on its effective integration into service design and the long-term impact of repeated gamified activities on customer experience. Using 10 studies, including behavioral data, survey, field, and laboratory experiments, this research investigates the effects of repeated gamified activities on customer experience quality and behavioral engagement. We examine the phenomenon through the lens of satiation theory, which explains the declining enjoyment for initially pleasurable activities. Supported by this theory, our results show evidence for a negative impact of gamified services that are highly repeated on experience quality and behavioral engagement. Further, we demonstrate strategies to compensate for such satiation by introducing mechanism and reward variety, a recovery period, and a sense of being near-to-winning. This research makes theoretical and managerial contributions by showing the potential backfire effects of gamification when gamified activities are repeated. Furthermore, this paper feeds the ongoing debate on standardization and personalization of service experiences. This paper demonstrates how high exposure to the same service experience can become counterproductive and increase risks of satiation. [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]

Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results' transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions' effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g =.54) and cognitive learning outcomes (g =.67). Also found were a small effect for affective-motivational learning outcomes (g =.32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications. [ABSTRACT FROM AUTHOR]

Introduction: Psycholinguistics presents a challenge to teaching and learning because of the many abstract models in the field. Language-related games provide a vehicle for students to ground and demonstrate their understanding of these models. Statement of the problem: Models in psycholinguistics are challenging to teach and learn because they represent mental phenomena that have no physical counterpart. Literature Review: Research on the teaching of models in other fields demonstrates that students have difficulty with models even when they represent physical phenomena. Little research has examined the teaching of cognitive models such as those in psycholinguistics. Objective: This article demonstrates how using party games and board games is an active-learning approach that helps students ground their understanding of models in a concrete experience of producing and understanding language. Students learn through analyzing and reflecting on game play. Teaching Implications: Using games helps make abstract models concrete and is a motivating tool. Written assignments using games clearly demonstrate students' understanding of models. Conclusion: Many popular party/board games have a language focus. These can easily be incorporated into existing courses to promote understanding of models in the field. [ABSTRACT FROM AUTHOR]

New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners' motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in Türkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamifiedWeb 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants' motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group. [ABSTRACT FROM AUTHOR]

Gamification, which involves incorporating game-like elements in non-game contexts, has quickly become one of the most popular persuasive technologies. Its goal is to encourage users to change their behavior for the better. However, it still has empirical and theoretical challenges to overcome to show the benefits of its use and solidify the guiding principles for effective gamification designs. The goal of the current study is to synthesize and intellectualize, through a systematic literature review (SLR), the current state of gamification knowledge in human resource management, providing a road map for future research recommendations for both academician and practitioners The review examines the most influential writing on the application of gamification to association settings, portrays the fundamental concepts of gamification, and develops based on an effective writing survey of insightful articles available in the Scopus and Web of Science information bases. The study uses a systematic quantitative approach to review the evidence for the use of gamification in Human Resources management, focusing on the pertinent literature on gamification in organizations. The authors examined 244 papers published between 2013 and 2022 using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) technique. One of the major goals of the study's findings is to illustrate the value of gamification in the human resources field in relation to the analysis of employee performance, employee engagement, and training and development. These results suggest that there is more opportunity for research into the elements of gamification, which may be relate to knowledge retention, learning outcomes, learning motivation, employee efficacy, and employee productivity. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education. Research Objectives: Our study investigated market investors' perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education. Methodology: We conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game. Results: From market investors' perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions. Conclusion: From our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions. [ABSTRACT FROM AUTHOR]

Background: Serious games (SGs) have emerged as promising tools for life science education, providing interactive learning experiences that bolster accessibility and engagement. In the context of genetics education, which emphasizes hands-on problem-solving, SGs offer a potential platform to augment learning. Aim: This article presents the detailed design of a new educational SG, titled Punnett Farms, along with a pilot evaluation of the game. Designed to help students learn the fundamentals of Mendelian/molecular genetics, the game offers a colorful virtual world with embedded educational content aimed at cultivating interactive learning and engagement. Methods: Development of Punnett Farms was guided by principles of educational game design models. The game was implemented in Unity and C#. A pilot study was conducted with community college students (n = 22) to assess the game's strengths and areas for improvement. Pre-/post-intervention knowledge assessments, along with questionnaires inspired by the GEM and MEEGA+ frameworks, were used to obtain insights into participants' interest, enjoyment, and short-term learning outcomes. Results: Participants exhibited possible short-term knowledge gains after playing Punnett Farms, as reflected by improved quiz scores. In questionnaire responses, participants also reported improved content understanding, interest towards the subject, and overall enjoyment in learning genetics. Additionally, players rated the game highly for presentation and educational utility. Conclusion: By integrating educational game design principles, Punnett Farms aims to provide an immersive environment that supports learning of essential Mendelian genetics topics. Results from the pilot study were positive, suggesting the game has potential to be a helpful resource for genetics learners. Future efforts will focus on continuing to improve and evaluate the game across different contexts. [ABSTRACT FROM AUTHOR]

Students frequently struggled with the mathematizing process – forging connections between implicit and explicit mathematical thinking – when solving a context-rich applied problem. The current research investigated how students interact with and leverage purposively designed 'mathematizing' supports when solving applied math problems in a game-based, inquiry-oriented math learning environment. We conducted a naturalistic observation case study and a mixed-method study to investigate middle school students' usage of mathematizing supports in relation to their math problem-solving performance. The findings indicated a positive and predictive impact of using mathematizing supports on the logged and observed practice of mathematization as well as the performance of applied math problem solving by the students during and after gaming. However, not all students leverage in-game mathematizing supports or engage in problem mathematizing processes. The grounds of students' constructive interaction with a mathematizing support include their productive persistence in problem solving, their exercise of agency in gauging the utility of mathematizing, and their engagement with deductive reasoning from concrete to abstract. We also observed an interplay between internal and external mathematizing supports, which is moderated by the modality of learning settings. [ABSTRACT FROM AUTHOR]

Physical activity is known to contribute to good health, but most adults in the United States do not meet recommended physical activity guidelines. Social incentive interventions that leverage insights from behavioral economics have increased physical activity in short-term trials, but there is limited evidence of their effectiveness in community settings or their long-term effectiveness. The STEP Together study is a Hybrid Type 1 effectiveness-implementation study to address these evidence and implementation gaps. This paper describes the process of adapting study procedures prior to the effectiveness trial using Community Engagement (CE) Studios, facilitated meetings during which community members provide feedback on research projects. Six CE Studios were held with community members from the priority population. They were conducted remotely because of the COVID-19 pandemic. Fifteen liaisons representing 13 community organizations and 21 community members from different neighborhoods in Philadelphia participated. Three elements of the study design were modified based on feedback from the CE Studios: lowering the age requirement for an 'older adult', clarifying the definition of family members to include second-degree relatives, and adding a 6-month survey. These adaptations will improve the fit of the effectiveness trial to the local context and improve participant engagement and retention. CE Studios can be used to adapt intervention strategies and other aspects of study design during hybrid implementation-effectiveness trials. This approach was successfully used with remote online participation due to the COVID-19 pandemic and serves as a model for future community-engaged implementation research. [ABSTRACT FROM AUTHOR]

Background: Advance care planning can be challenging because discussing end-of-life care often has negative connotations. Gamification is a novel approach to encourage advance care planning conversations in Western culture. Aim: To co-design a game with multiple stakeholders to promote advance care planning in Chinese communities. Design: A two-phase design guided by the Medical Research Council framework for developing complex interventions was adopted between May 2019 and August 2020. In phase I, a game prototype was developed based on literature review, expert consultation and end-user consultation. In Phase II, the game prototype was tested among end-users and refined according to their feedback and expertise of a multi-disciplinary team through an iterative process. Setting/participants: Experts in the field of aged care, palliative care, life education and game development and Chinese community-dwelling adults aged 60 years or older. Results: A board game called ' The Five Tastes Found in a Grocery Store ' was developed. The game design was shaped by Bandura's Self-efficacy theory and feedback from experts and end-users. The participants generally found the gaming experience enjoyable and appreciated the opportunity to discuss end-of-life care openly. Conclusions: This study is the first to develop an evidence-informed, theory-based, culturally sensitive game for promoting advance care planning in the Chinese community using a co-design approach. [ABSTRACT FROM AUTHOR]

Play has been crucial in the evolution of our species, and has held a most important role in the development of our electronic scions as well. As the boundaries between human and machine become increasingly blurred, so do those between work and play and between life and games. The imminent advent of virtual reality as the favoured landscape for human interaction and the zest with which gamification has inherited the aims and strategies of prescriptive psychology are examples of how games will become a ferocious shaping force for our culture. Current trends lead us to believe that intelligent programs, reared in the playing of games like chess and checkers in their distant infancy, may now themselves become architects and providers of the games that will assuage an infantilized humankind. [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]

While studies of contextualized game-based language learning (CGBLL) have to date gained a growing scholarly interest, there is still a lack of systematic review synthesizing its research trends regarding theoretical foundations, learning contexts, research foci and findings. To address the gap, this study collected data from the Web of Science (WoS) and reviewed a total of 82 Social Science Citation Index (SSCI) articles pertaining to CGBLL based on the proposed inclusion and exclusion criteria. The results revealed that most CGBLL studies were based on social frameworks, including situated learning and socio-cultural theory. Most learning activities were carried out in a local community. Language skills and learner perceptions were the two main research foci. The results also revealed that CGBLL not only improved students' language performance and perceptions, but also promoted interaction and collaboration, knowledge transfer, autonomy and self-regulation, and higher-order thinking skills. In addition, technical issues, high cognitive load, difficult game tasks, the lack of user guide and explicit game instruction were the major challenges. Based on the results, implications have been made for teachers, designers, and researchers. [ABSTRACT FROM AUTHOR]

Defined as the utilization of game elements in nongame environments, gamification has been frequently used in education in recent years. The aim of the present study is to summarize the studies previously conducted on the use of gamification in education through a systematic literature review. When the studies conducted in 2000–2021 were examined, four main dimensions came to the fore: (i) the aim of gamification studies, (ii) the learning fields where gamification studies were carried out, (iii) the level of education at which gamification studies were carried out, and (iv) how gamification was integrated into the learning environment. The results showed that gamification is used for various educational purposes, at many learning levels in various environments, and in a wide variety of learning fields. In most of the studies, the positive effects of gamification and its potential to solve problems in education were reported. [ABSTRACT FROM AUTHOR]

This paper is interested in representations of mass surveillance in Hunted, Channel 4's reality tv series in which 'ordinary British citizens' roleplay as 'fugitives' that must evade surveillance and capture by 'the state.' Here contentious powers of state surveillance are mitigated by (a) the programme's deployment of a myth of surveillance 'symmetry' and a 'fugitive fantasy' that obfuscate the racial politics of 'being watched' in a post-9/11 climate; (b) personal stories of contestants or 'fugitives' that enable a 'therapeutic self' that situates the mass surveillance experience as productive and transformative; and (c) the 'gamification' of surveillance itself. [ABSTRACT FROM AUTHOR]

OBJECTIVE: Determine if a point-based attendance system combined with longitudinal gamification is feasible and improves didactic session attendance and learner perceptions at our internal medicine residency. METHODS: A prospective before–after cohort study. Weekly attendance was tracked from June 2022 through April 2023 at our university-affiliated internal medicine residency program. We implemented a point-based longitudinal game incentivizing residents to attend didactics with positive reinforcement in July 2022 (C: carrot). We added tiered positive reinforcement and positive punishment to the game in January 2023 (CS: carrot and stick). Attendance during these periods was compared to pre (P) and postintervention (S). Perceptions were assessed during the P, C, and CS periods with Likert scale ratings. RESULTS: CS was associated with higher attendance than other study periods (P =.002). Median attendance was P—51% (IQR 37.5-64.5), C—65% (IQR 50-74), CS—81% (IQR 78-94), and S—66% (IQR 63-71). Perceptions were similar during pre and intervention study periods, including perceptions of camaraderie (P—4.4, C—4.4, CS—4.5; P =.56), interest in attending didactic sessions (P—3.7, C—3.4, CS—3.2; P =.21), and mandate as the primary reason for attending didactics (P—3.1, C—3.1, CS—3.2; P =.96) CONCLUSIONS: A point-based attendance system combined with a longitudinal game that included tiered positive reinforcement and positive punishment was feasible and associated with higher didactic attendance but not associated with changes in resident perceptions. [ABSTRACT FROM AUTHOR]

The interpersonal distance (IPD) theory provides a novel approach to studying autism spectrum disorder (ASD). In this article, we present recent findings on the neurobiological underpinnings of IPD regulation that are distinct in individuals with ASD. We also discuss the potential influence of environmental factors on IPD. We suggest that different IPD regulation may have implications for cognitive performance in experimental and diagnostic settings, may influence the effectiveness of training and therapy, and may play a role in the typical forms of social communication and leisure activities chosen by autistic individuals. We argue that reconsidering the results of ASD research through the lens of IPD would lead to a different interpretation of previous findings. Finally, we propose a methodological approach to study this phenomenon systematically. [ABSTRACT FROM AUTHOR]

Organizations are increasingly incorporating gamification elements into their activities, but research regarding how this affects newcomers is limited. Successful integration of new employees contributes to optimal functioning in the workplace. However, gamification can be associated with mixed work-related impact. The present cross-sectional study evaluates the relationship between gamification and organizational socialization outcomes. The results of this study show that gamification plays a minimal role in the socialization process. Nevertheless, there are some weak relationships between gamification elements and socialization outcomes. Role clarity, social integration, task mastery, and organizational commitment were positively related to employees' interactions with gamification elements. However, no tendencies were observed concerning job motivation, turnover intentions, or perceived organizational insider status. Challenges were the most related to socialization outcomes. It has also been observed that competition can have a relatively negative impact on organizational commitment. The study suggests practical value for managers regarding gamification usage. [ABSTRACT FROM AUTHOR]

The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by applying the well-known task-technology fit theory (TTF). TTF is frequently employed to improve fit between tasks to be completed and the technology applied. The findings indicate that achieving gamification fit can reduce the cognitive load of students and result in enhanced learning performance in terms of learning outcomes. Data collected from 266 participants were analyzed using the technique of the partial least squares to validate the developed research model. The findings of this study can aid educators and educational technology designers in identifying the design mechanisms and characteristics that can be used to ensure design fit on gamification platforms. [ABSTRACT FROM AUTHOR]

During the 2019 Christchurch attack, the perpetrator livestreamed footage from a helmet-mounted camera. The aesthetic similarity of the attack footage to first-person shooter (FPS) videogames has led to speculation that this might have somehow 'gamified' the attack. Generally, the argument for this is that the attack footage (1) imitates or resembles FPS games, gamifying attacks (2) increasing the affective appeal of propaganda by presenting it as play and thereby (3) increasing the salience of these attacks within gaming communities. This article challenges these notions. It argues that the FPS genre should not be associated with such footage due to visual similarity and is better considered in relation to film. The idea that such footage was purposefully shot to look like an FPS is unsupported, and more likely the result of practical considerations. While the framework of gamification might be useful, it should rest on interactivity, rather than aesthetic similarity. [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]

Many individuals worldwide retire financially unprepared. The most evident factor for low retirement savings is due to a lack of retirement planning, especially from an early age. Financial literacy is a key element in navigating the current complex financial landscape, as it enables the individual to effectively manage personal finances and make sound financial decisions regarding earning, consuming, saving, investing, debt management, insurance, mitigating risk, identifying suitable financial sources when needed, and also ultimately saving enough for retirement. Financial education provided by employers is usually voluntary and generally designed as a one-size-fits-all solution. The current methods used to teach financial literacy are effective in accessing financial education, but whether they change financial behaviour that results in leaving individuals better prepared for retirement is not evident. Millennials thrive in a digital environment and prefer a trial-and-error approach when learning takes place. To make financial education more practical and appealing to millennials, programme developers should consider the use of gamified applications portraying real-life events where problems need to be solved and active engagement and immediate feedback, which can promote financial literacy and might change the saving behaviour of the younger generations. Gamification is explored as a potential educational tool that can be used in teaching retirement preparedness and financial literacy in the workplace. [ABSTRACT FROM AUTHOR]

The fields of gamification and game-based learning are growing and changing quickly, with researchers investigating the use of gamification in education using various methods and in numerous case studies, however, no research investigates the significance pre-perception of higher education students has in gamification, game-based learning, and serious games studies.We perform a systematic mapping to identify the gaps in our understanding on the effects of pre-perception in gamification, focusing on the under-researched area of gamification and game-based learning applications for higher education.We present three main findings: (1) Current research on the effects of higher education’s students' pre-perception of gamification and game-based learning are limited. (2) The limited available research indicates perception towards gamification and game-based learning in participants may impact on the effectiveness of game-based solutions, but more research is required to better understand the relationship. (3) A significant body of new research work is required to examine how student perception can affect the effectiveness of gamification and game-based learning solutions in higher education.Our understanding of the effect pre-perception may have on the results reported by research on gamification applications for higher education is limited. We encourage more, non-empirical research, to be conducted around pre-perception, and more research that considers gamification and game-based learning applications for higher education. [ABSTRACT FROM AUTHOR]

The editorial titled "Change the Rules!" discusses the concept of bending traditional rules and rituals in order to remain relevant in society. The authors use the example of the Japanese tea ceremony, which has undergone changes over time to adapt to societal changes. They argue that flexibility in changing rules and rituals is necessary to avoid conflicts between different cultures and regions. The authors suggest that researchers in the field of simulation and gaming should have a mindset of exploring and embracing various scenarios and rules, similar to the tea ceremony. [Extracted from the article]

Introduction: As instructors continue to search for innovative and interactive methods, incorporating games and game elements into higher education is increasingly more prominent. Statement of the Problem: While the role of play in cognitive, social, and emotional development is well-understood, there is need for deeper exploration into the practical application of meaningful gamification, especially within psychology courses. Literature Review: Few studies focus on the application of gamification in psychology, and this paper discusses the concept of meaningful gamification and its potential benefits in the classroom. Teaching Implications: This research addresses the real-world advantages and challenges of implementing meaningful gamification, while also outlining potential future directions for educators and researchers in the realm of psychology education. Conclusion: Opportunity exists within psychology courses to implement and advance the study of meaningful gamification via innovative instructional gamification approaches in pedagogy. [ABSTRACT FROM AUTHOR]