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• Improving traffic knowledge and skills is crucial in reducing adolescent traffic crashes. • A pretest-posttest control group design with a large sample of 700 adolescents was used for effect evaluations. • The gamified e-learning platform significantly improved traffic knowledge and skills among adolescents in Vietnam. • Traffic crashes require comprehensive countermeasures that cover traffic rules, signs, situations, and riding skills. Introduction: Traffic crashes caused by adolescents are being assessed as particularly serious and a common concern of society as a whole. Improving traffic knowledge and skills is crucial in reducing adolescent traffic crashes. Objectives: This study aimed to investigate the effects of a gamified e-learning platform on traffic knowledge and skills among adolescents (aged 15–18) in Vietnam. Method: Using a pretest–posttest design, this quasi-experimental study, included 350 participants within the intervention group and 350 participants within the control group. All participants were selected from three high schools in Ho Chi Minh City in Vietnam. Intervention group participants got a gamified traffic safety learning experience with a gamified e-learning platform, while control group participants received general traffic safety education through conventional methods using short videos. The effect was measured via tests focusing on traffic knowledge and skills. Data were subsequently collected from both groups before (i.e., pretest) and immediately after (i.e., posttest 1) following the education. In addition, within the intervention group also a second posttest (i.e., posttest 2) was conducted six months after following the education. Results: A significant increase in scores on posttest 1 compared to the pretest was found in the intervention group but not in the control group. Also, among the intervention group, the scores in posttest 2 were significantly better than those in the pretest, however, there was no difference in scores between posttest 1 and posttest 2. Conclusion : The results of this study indicated that the gamified e-learning platform cannot only improve participants' knowledge of traffic safety but also help participants retain such knowledge for at least six months. Practical implications: The study findings can reinforce the important role of traffic safety education in improving adolescent traffic knowledge and skills. [ABSTRACT FROM AUTHOR]

Branching path simulation (BPS) is an active learning pedagogy incorporating gaming principles in a low-stakes, safe environment. No study has explored the use of BPS in advanced practice nursing education. This study measured pediatric nurse practitioner students' perception of the integration of BPS in one graduate-level course. This study used a one group, post-test only quasi-experimental design with a convenience sample of 22 pediatric nurse practitioner students over 2 years enrolled in a university in the Pacific Northwest United States. Responses to BPS were positive: design (M = 4.8; SD ± 0.4), usability (M = 4.3; SD ± 1.0), self-confidence (M = 4.2; SD ± 0.8) and satisfaction (M = 4.8; SD ± 0.4). BPS was well received by learners. It not only provides immediate feedback and encourages students to identify their clinical management weaknesses and strengths but it also can be customized to needs in a course at a significant cost saving. [ABSTRACT FROM AUTHOR]

In recent years, many organizations have undertaken efforts to introduce gaming incentives in order to enhance employee effort and user engagement. However, these incentives are not well understood, and subsequently there is a dearth of systematically controlled empirical evidence on their effects, as well as their interaction with other forms of motivation. We present the first comprehensive test of gaming incentives using a real effort lab experiment with a standard lab task adapted to allow the inclusion of gaming incentives. We test the effect of these incentives under two types of extrinsic incentives, an unconditional wage, and a piece rate. In addition, we also measure subject task motivation and explore interaction with intrinsic (task based) incentives. We report three main findings: first, gaming incentives increase effort when extrinsic incentives to exert effort are weak. When extrinsic incentives are strong, gaming incentives have no additional impact on effort, showcasing diminishing returns to multiple forms of incentives. Finally, some forms of gaming incentives are successful in increasing effort among the least task motivated, a property that is similar to extrinsic incentives. Implications for organizations seeking to implement gaming incentives are discussed. [ABSTRACT FROM AUTHOR]

This paper presents a support tool designed for instructors in technical education within engineering programs, focusing specifically on power electronics and laboratory procedures related to the three-phase half-wave rectifier. The Augmented Reality (AR) application was developed for Android devices using Unity+Vuforia, employing a gamification-based approach. The application allows students to evaluate their knowledge and skills in real-time and offers an interactive learning environment. It provides learning diagnostics and sends each student's evaluation to a database stored on Google-Forms that is accessible by the instructor or assessor in question. It's important to note that this APP is freely accessible through the Android APP store. The learning strategy is around a game that tests players on their knowledge of measuring devices and theoretical concepts. Additionally, there is a puzzle task that encourages learners to correctly arrange the waveforms in a rectifier. Students can also connect the half-wave rectifier's essential connections and the transformer's delta-star connections through touch interaction. A comparison study between traditional teaching methods and the innovative AR-based approach has been conducted. This educational proposal itself is an innovative solution that will be especially helpful for laboratories lacking useful equipment in Mexican colleges. To test the effect of AR application on student success, an experimental study was conducted on two groups of students (a control group [non-using AR] and a test group [using AR]). To determine significant difference in acquired learning, an ANOVA statistical analysis was conducted using independent sample tests. According to tests result, there is a significant difference in the acquired knowledge for those who used the designed tool. The probability value (p = 1e-5 <0.05) for the use of AR is found. They increase their initial average grade from 27.08% to 72.3%, in contrast to the control group with no significant increasing learning, reporting an initial average grade of 28.75–43.33%. These results show that the use of AR in electronic practice makes a significant difference in student success. [ABSTRACT FROM AUTHOR]

• Gamification is used for diverse purposes such as safety, eco-friendliness or health. • Game mechanics are various but reward points and leaderboards are the most used. • The rationale for the studies is often not supported by specific theoretical frameworks. • Empirical evidence of the effect of gamification is still lacking in the field of transport. Gamification is an emerging concept that is often used and cited for its known motivational and engagement qualities. Although gamification is studied and applied in a variety of fields, to our knowledge no overview exists in the field of transport and mobility. There is thus a need for a comprehensive understanding of the research conducted, the empirical evidence it yields and the type of research that could still be lacking. These findings could contribute to more effective and better-accepted transport interventions, whether they aim to improve safety, mobility or eco-friendliness. Our review provides an overview of the literature on gamification in relation to mobility and transport and offers suggestions for future research and interventions. A PRISMA-compliant systematic literature review was conducted on SCOPUS, Web of Science and Pubmed, resulting in 49 eligible papers. The results of the analysis of these papers indicated heterogeneity in multiple areas: objectives of the intervention (e.g., safe or eco-friendly driving), methodologies (i.e., different sample sizes, different experimental designs), types of experiments (e.g., questionnaires, simulation or fleet studies) and gamification processes (e.g., with leaderboards, rewards, narratives), but also and more importantly, in the observed empirical evidence. No consensus seems to have been reached on the effects of gamification nor on the underlying mechanisms in the field of transport. There is a lack of knowledge on the most effective ways to propose a gamified intervention in the field of mobility and transport, whether it aims to change behaviours or attitudes. Further research should rely more on specific theoretical frameworks to justify their approach and assess the effect of gamification more methodologically and empirically in order to build applicable and reliable knowledge. The acquired knowledge could increase road safety or help nudge people towards more eco-friendly modes of transport. [ABSTRACT FROM AUTHOR]

The objective of this review was to characterize the methods of delivery and assessment of Choose Your Own Adventure (CYOA)-style activities in pharmacy education. A secondary objective was to utilize available data to determine best practices for educators interested in developing similar activities. A meta-narrative approach according to the guidance of the RAMESES standards was used for this review. A broad literature search was conducted using PubMed and Embase. Studies published on the use of a CYOA-style patient case format in pharmacy education were identified and appraised individually for their relevance. Thirteen studies from the pharmacy education literature were included in the review. Activities were delivered for 25 unique topics, largely in small groups during class via patient simulation or interactive data collection software. Overall, students have a positive perception of CYOA-style activities, with positive results regarding knowledge development and student engagement. The most commonly reported challenge to implementing CYOA-style patient case activities was the up-front time commitment to develop activities. This review provides a snapshot of the small but expanding body of literature on CYOA-style patient case activities in pharmacy education. CYOA-style activities are recommended for expanded use in pharmacy education as the preponderance of studies that assessed knowledge development showed significant improvement in knowledge after participation in CYOA-style activities. Additionally, students have a positive perception of CYOA-style activities and reported that they were enjoyable, improved their confidence, and helped them learn course material. [ABSTRACT FROM AUTHOR]

The purpose of this study was to use the first three levels of the Kirkpatrick Model to evaluate the effectiveness of a simulation center-based escape room activity designed to positively influence student learning. In this simulation, learners solve puzzles related to care of a critically ill patient. This activity was assessed via an assessment questionnaire (Kirkpatrick level 1), a pre/post learner knowledge quiz and learner self-assessment of skills and attitudes (Kirkpatrick level 2), and unstructured observation of learners upon return to the clinical environment (Kirkpatrick level 3). Average learner knowledge assessment scores (Kirkpatrick level 2) improved from 80% (pre-) to 90.5% (post-) and learners identified an increased confidence in disease state diagnosis and expression of recommendations (Kirkpatrick level 2). Learner perception of the activity (Kirkpatrick level 1) was positive but also included areas for improvement. Anecdotal reporting supports learners transfer of the knowledge and skills reviewed in the session to practice (Kirkpatrick level 3), but no formal data collection or analysis was completed. This study provides quantitative and qualitative evidence to support effectiveness of the activity according to Kirkpatrick's Levels 1 and 2, and anecdotal evidence to support effectiveness according to Kirkpatrick's Level 3. Learners had positive perspectives of this activity and demonstrated evidence of increased knowledge and self-reported confidence in skills and attitudes, suggesting this activity has a positive impact on learners in the short-term; however, the data is not robust enough to support conclusions that this activity influences learner practice. [ABSTRACT FROM AUTHOR]

The capacity to speak in public requires personal skills that not everyone has. Anxiety and nervousness, many times easily classified as phobia, can represent serious handicaps and committing the expected speaking performance. Being a subject rather explored by contemporaneous literature, this research wants to contribute to exploring Virtual Reality and Gamification strategies for mitigating those difficulties. During this project a VR application for Google Cardboards was developed, to allow speakers to immersively face simulated 3D scenarios. With the aim of representing real-life scenarios as closely as possible, after each speaking session, the assessment process allows the user to find his limitations and reorient future experiences. Speakers are assessed on four indicators, namely voice tone, audience visual contact, head movements, and speech duration. Scenarios and speeches can be created dynamically by specialists, and classified into different difficulty levels, allowing each participant to define his own learning path. Experimentations were done with two distinct groups of students and the main results outcomes are described and analyzed. This research constitutes part of an ERASMUS+ funding project. [ABSTRACT FROM AUTHOR]

Mobile apps have become a go-to solution for interventions in many health areas that aim to influence user behavior, such as physical activity or nutrition. However, many apps still fail to bind users long-term. Although research has been conducted on individual mechanisms aiming to improve long-term user adoption, such as gamification, we lack an understanding of different approaches at the time of this research. Thus, in this research, we investigate different approaches and persuasive technology that aim to keep the users' engagement with the app in use. Therefore, this study reviews existing literature and tries to identify how motivational mechanisms can be successfully implemented. In the course of this, identify 14 major motivational mechanisms to increase long-term user adoption of mobile apps. Based on these insights, we want to give advice on how to improve their impact through combination as well as give advice on future implementation. [ABSTRACT FROM AUTHOR]

In the realm of knowledge transmission, organizations face the challenge of finding effective strategies to engage individuals and facilitate knowledge transfer. Traditional methods often fall short, failing to capture individuals' attention and ignite their motivation to actively participate in the knowledge transmission process. This article introduces Colearnis, a novel knowledge transmission platform, which allows peers to transfer knowledge in a gamified manner by using videos and quizzes which are directly created by the employees. This article also presents a long-term field study investigating the use of Colearnis with 130 employees in a worldwide metallurgy and tooling company. A multi-dimensional evaluation approach makes use of user surveys and behavior-tracking data to explore prospective avenues which might benefit knowledge transmission. Users have been profiled under demographical and managerial aspects, however also under their gamification user types according to the Hexad framework for gamification design. This study explores the connections between user profiles and engagement behaviors within Colearnis. The findings suggest that factors such as; age influence the achiever and philanthropist user types, however also that individuals with greater managerial duties are more likely to be classified as socializer, free-spirit, or philanthropist user types. Additionally, this study suggests that socializer or disruptor user types are more likely to consume or react to peers' self-created knowledge. On the other hand, achiever user profiles are less likely to react or start quizzes. These findings equip organizations with valuable insights to further design and implement engaging ad-hoc knowledge transmission systems. These systems could be further tailored to align with individuals' managerial profiles and gamification user types, optimizing engagement and increasing the likelihood of successful knowledge transmission. [ABSTRACT FROM AUTHOR]

Cybersecurity has a major impact on the healthcare sector, mainly due to the sensitive data and vital medical devices that, when an attack occurs, may compromise the life, safety, and well-being of the patients. However, those institutions fail on implementing correct system protection policies and providing adequate programs for cybersecurity training and raising cybersecurity awareness. Healthcare professionals develop their academic courses focusing on providing the best care for the patients, studying guidelines, treatment protocols, and diagnostic criteria. However, there are insufficient subjects dedicated to the development of digital literacy to match the requisites of the daily challenges of those professionals, with human error being the main cause of data breaches worldwide. So, developing training programs to face the cybersecurity day-to-day threats is mandatory. Broadly speaking, traditional training programs seem to fail on retaining students' motivation, engagement, and long-term knowledge acquisition, being time-consuming and challenging in scheduling and planning. To face this situation, new techniques, such as gamification, have emerged, with promising results on motivation and engagement, allowing the users to be the center of the training programs, matching the strategy to their levels of knowledge and preferences. This paper aims to identify the existing gamified approaches available, review the state-of-the-art related to gamification and cybersecurity training, and elaborates on how they can be successfully applied to training programs for healthcare professionals. [ABSTRACT FROM AUTHOR]

Prenatal care and health promotion play a fundamental role in assisting pregnant women in dealing with fear, anxiety, and insecurity. To address this need, the mobile application Higia Way was developed, providing content on prenatal care, childbirth, and postpartum period, while utilizing gamification as a strategy to facilitate information absorption. The application underwent validation by public health nurses who work with pregnant and postpartum women, utilizing the Technology Acceptance Model (TAM) methodology, which assesses aspects such as usability, usefulness, and interaction. The application was deemed an appropriate educational resource to improve pregnant women's adherence. The study demonstrated that Higia Way offers reliable and relevant information and functionalities for care during the prenatal and postpartum period. However, to establish a more conclusive understanding of its effectiveness, further testing with pregnant women as the target audience is necessary. [ABSTRACT FROM AUTHOR]

The resource consumption of products and production processes, regarding energy and material, is the most important parameter in assessing economic and ecological sustainability. Existing approaches for measuring resource consumption calculate key performance indicators, such as the carbon footprint, from which actions can be derived. The data acquisition, processing, and visualization are usually complex and individually adapted to the products and production machines. This paper presents a method to capture the resource consumption of a product and production machine with low effort and in a targeted manner to calculate the carbon footprint subsequently. The approach's novelty lies in linking any sensor technology with a cross-platform application, integrating existing data sets, and incorporating gamification techniques. Gamifying the process, users engage more with the data, leading to higher awareness and deeper insights. The application offers an intuitive user interface displaying resource consumption by calculating the environmental impact of the production. The live data integration allows for immediate monitoring of the effect of adaptions to the production process, that helps to create a better understanding of contributions to resource consumption. The use of the application is highlighted in a case study of industrial complexity. [ABSTRACT FROM AUTHOR]

Chatbots have revolutionized human-computer interactions in various fields, driven by advancements in Artificial Intelligence. Similarly, gamification techniques have emerged as innovative methods to engage users and enhance experiences. This paper presents an analysis of the trends, applications, methods, and challenges associated with chatbots, with a particular emphasis on their capability to generate customized gamification solutions for industrial 5.0 environments. These environments are characterized by the increased use of technologies - such as Virtual and Augmented Reality - driven by the digital transformation of Industry 4.0 (I4.0). As Industry 5.0 (I5.0) builds upon I4.0, emphasizing human-technology collaborations and coexistence of humans and advanced technologies, the role of chatbots and gamification in this context becomes even more compelling. Within this research, various gamification applications and chatbot architectures, ranging from rule-based to generative models, are identified to assess their suitability for the specific needs of industrial 5.0 environments. The primary objective of this study is to explore the potential of leveraging chatbot assistance to enhance gamification experiences by considering employee specific characteristics, workplace technologies, and other relevant factors. By examining the advancements and obstacles in this field, this study aims to explore the potential of chatbots for increasing the effectiveness of gamification strategies. This integration is anticipated to lead to more immersive and personalized experiences, increased employee satisfaction, positive work environment, and enhanced skill development and performance. However, several challenges such as security, user acceptance and the need for continuous adaptation must be addressed to ensure the successful implementation of chatbot-driven gamification in I5.0 environments. The navigation through these challenges holds the key to unlocking the full potential of these transformative technologies and methods, paving the way for a more engaging and enriching work environment. [ABSTRACT FROM AUTHOR]

Gamification increases user interaction in many industries, including on-demand services. Gamification's effects on on-demand service platforms need further study. This study explores gamification elements' influence on user buying intention on an on- demand service platform. This research extends the theoretical model of the Technology Acceptance Model by incorporating gamification elements, satisfaction, and engagement. Data were collected by survey and analyzed with SEM GSCA. This study found that points and rewards positively and significantly indirectly impact user buying intention. This study expands gamification research to the on-demand service platform sector, needing more scientific research. [ABSTRACT FROM AUTHOR]

The rapid advancement of technology in Industry 4.0 (I4.0) led to the widespread use of cutting-edge technologies like Virtual Reality (VR) and Augmented Reality (AR). However, with Industry 5.0 (I5.0), comes a paradigm shift that emphasizes the importance of human well-being to establish a stronger sense of connection and purpose for employees. In this endeavour, gamification has emerged as a powerful tool, showing great potential in engaging, motivating, and empowering employees. This research paper aims to investigate the potential of gamification within the workplace and addresses three main research questions. Firstly, the study explores the prevalent equipment or devices used by organizations that implement gamification, and the relationship with the success of gamification strategies. Secondly, it examines how employees' age influences their perceptions of gamification's potential and their willingness to embrace its implementation. Lastly, this research investigates the relationship between employee satisfaction - with the implemented gamification strategy - and their participation in the design process. The study adopts a survey-based methodology, gathering data from 23 participants through a convenient sampling approach. Quantitative data analysis is conducted using Microsoft Excel , while qualitative data analysis is performed using NVivo. The findings explore the interrelationships between gamification, technology usage, age, employee satisfaction, and participation in the design process, highlighting the prevalence of computers, tablets, and mobile devices as the primary tools in gamification experiences. Moreover, the study emphasizes how employees' age influences their perceptions of gamification and reveals a positive relationship between employee satisfaction and participation in the design process. These findings underscore the potential of gamification in enhancing collaboration, learning, and employee well-being, and ultimately driving organizational success in the I5.0 era. [ABSTRACT FROM AUTHOR]

The era of digitization is radically transforming the manufacturing sector. The advancement of sensors, communication networks, and internet-based systems enables the collection of vast amounts of data, acquired at a high speed that can be used to support managerial decision making. However, the full use of this technological potential often encounters barriers in missing resources and competences, especially in small and medium-sized enterprises that do not have sufficient funds for the acquisition of tailor-made solutions and the systematic training of employees in Data-Driven Decision Making. We are trying to address this deficiency through a newly designed learning path that allows employees of SMEs to acquire competencies that will enable them to create their own low-cost tools to support managerial decision-making in their companies. In this article, we want to present both the structure and content of the newly designed learning path, but also the expected educational and evaluation strategy. [ABSTRACT FROM AUTHOR]

To investigate the efficacy of the augmented reality (AR) app "Negami" as an active exploration training for the treatment of spatial neglect. Improvements of the ipsilesional attention and orientation bias (and resulting contralesional neglect) will be examined in stroke patients with spatial neglect and compared with a control group. Randomized controlled trial with an experimental Negami group, consisting of patients with spatial neglect, and a group of neglect patients receiving standard neglect therapy. Three rehabilitation hospitals. Twenty right hemispheric stroke patients with spatial neglect (N=20). Over a period of 2 weeks, both groups received 5 training sessions per week (à 25 minutes). Neglect behavior was assessed weekly over a 5-week period, with the Negami therapy group receiving a second follow-up assessment at 1-to-2-month intervals after completion of training. Letter Cancellation, Bells Test, Copying Task, Line Bisection Task, and a self-developed "Exploration Test". Both groups improved significantly. While the Negami therapy group improved in 4 of 5 neglect tests used, the standard therapy group improved in only 1 of these tests. We observed significantly better improvement in the Negami group already after the first week of training. This difference was also significant after the end of the training as well as 1 week after the end of training and remained stable 1-2 months after the end of treatment. Negami can be used as an effective alternative or addition to current standard neglect therapy, and may even be superior to it. [ABSTRACT FROM AUTHOR]

Creating meaningful and engaging learning opportunities can be challenged by budgets, time, and learning management systems with limited methods of interaction. An innovative method was necessary to meet competency evaluation and continuing education needs for emergency department staff. Gamification and simulation techniques were combined to offer an interactive learning opportunity through an escape room format to improve engagement and knowledge retention. This educational offering was designed to enhance staff learning of trauma care and processes at emergency departments that are not designated trauma centers. Emergency department team members completed the trauma escape room challenge, and postsurvey results demonstrated favorable ratings of new knowledge acquisition, skill competency, teamwork, and confidence when providing care for a trauma patient. Nurse educators can "escape" the monotony of passive learning by using active learning strategies including the fun of gamification to improve clinical skills and confidence. [ABSTRACT FROM AUTHOR]

Gamification is considered as an approach to motivate and engage students in their learning process. An empirical study is carried out here on the use of gamification techniques in two engineering courses, in the field of Thermal Engineering, taught in two Spanish universities during several academic years. Both courses have similar syllabuses, and require the understanding and application of relatively complex concepts, related to Thermodynamics and Heat Transfer. The aim of this work was to increase students´ motivation and to help them in the process of assimilating and establishing key concepts related to these courses. Students´ satisfaction with the activity was assessed by means of surveys designed and proposed according to the Student Evaluation of Educational Quality (SEEQ) model, using a statistical package. The students were quite satisfied with the participation in the activity, the teamwork, the organization, and the grades. However, they considered that the learning of concepts was stronger in traditional classes. No significant differences were found between degrees or group size. Incorporating gamification techniques has proved to have a motivating effect on students, getting them involved in learning and in the development of the course. • Gamification helped students in the process of assimilation of key concepts. • This activity has increased student´s interest in learning the subject. • Enthusiasm and interaction with the group were the most highly rated. • No significant differences were found between the degrees or the size of the groups. [ABSTRACT FROM AUTHOR]

To improve the achievement and motivation of the students of the subject Mechanical Design of Equipment in the Chemical Engineering Degree, a teaching innovation project is carried out based on gamification and immediate feedback, specifically through the use of the Wooclap software. After the project design and implementation, it was evaluated using two main instruments: the institutional questionnaires of the own university and a specific questionnaire designed by the teaching team. The results suggested that the use of Wooclap in the classroom had a positive impact on students, allowing, on the one hand, to increase students' motivation and, on the other hand, to improve their academic achievement. Likewise, the constructive comments from the students promoted the teaching team the opportunity to develop and deepen future changes and updates. [Display omitted] • Wooclap is used as a training tool in a Chemical Engineering course. • The tool manages to capture the attention and improve the interest of the students towards the contents of the subject. • Reinforcement of teacher-student feedback for a better teaching-learning process. [ABSTRACT FROM AUTHOR]

Drawing up weight-based doses of epinephrine is a vital skill for pediatric nurses; however, non-intensive care unit (ICU) nurses may not routinely perform this skill and may not be as efficient or comfortable doing so during pediatric resuscitations. This study aimed to evaluate the impact of a gamification program on non-ICU pediatric nurses' knowledge and skills regarding epinephrine for pediatric cardiac arrest. Comfort and time to draw up three doses of epinephrine during out-of-ICU in-hospital pediatric cardiac arrest were measured pre- and post- a gamification-centered educational intervention. Nursing comfort improved from 2.93 ± 1.90 to 6.68 ± 1.46 out of 10 (mean difference 3.6 +/− 2.1, p < 0.001). Overall time to draw up three doses of epinephrine decreased after the intervention by an average of 27.1 s (p = 0.019). The number of nurses who could complete the task in under 2 min improved from 23% to 59% (p = 0.031). At baseline few non-ICU nurses could draw up multiple weight-based doses of epinephrine in under two minutes. A gamification simulation-based educational intervention improved pediatric non-ICU nurses' comfort and speed drawing up epinephrine. Wide-spread implementation of gamification-centered educational initiatives could result in faster epinephrine administration and improved mortality rates from in-hospital pediatric cardiac arrest. • Pediatric nurses are uncomfortable drawing up weight-based doses of epinephrine. • Gamification increased pediatric nurses' ability to draw up epinephrine within 2 min. • Educational intervention increased nurses' comfort with weight-based epinephrine. [ABSTRACT FROM AUTHOR]

Although various typologies of gamification components (also called elements or mechanics) have been proposed, so far none of them used the point of implementation of the respective components as their categorization key, despite its obvious meaningfulness for the developers of gamification systems. In this paper, we propose such a typology, intended for both practical (gamification design) and research (gamification analysis) purposes. We show the usability of the proposed typology by categorizing 30 primary gamification components. Before that, we present a short critical review of seven existing typologies of gamification components. [ABSTRACT FROM AUTHOR]

Focused lung ultrasound (FLUS) has high diagnostic accuracy in many common conditions seen in a variety of emergency settings. Competencies are essential for diagnostic success and patient safety but can be challenging to acquire in clinical environments. Immersive virtual reality (IVR) offers an interactive risk-free learning environment and is progressing as an educational tool. First, this study explored the educational impact of novice FLUS users participating in a gamified or non-gamified IVR training module in FLUS by comparing test scores using a test with proven validity evidence. Second, the learning effect was assessed by comparing scores of each group with known test scores of novices, intermediates and experienced users in FLUS. A total of 48 participants were included: 24 received gamified and 24 received non-gamified IVR training. No significant difference was found between gamified (mean = 15.5 points) and non-gamified (mean = 15.2 points), indicating that chosen gamification elements for our setup did not affect learning outcome (p = 0.66). The mean scores of both groups did not significantly differ from those of known intermediate users in FLUS (gamified p = 0.63, non-gamified p = 0.24), indicating that both IVR modules could be used as unsupervised out-of-hospital training for novice trainees in FLUS. [ABSTRACT FROM AUTHOR]

The objective of this educational activity was to evaluate the impact of a virtually simulated Choose Your Own Adventure (CYOA) activity on pharmacy student knowledge and confidence of insulin management. An online CYOA activity was created using TypeForm, version 2 (TypeForm SL) for a third-year pharmacy school diabetes elective with 16 enrollees over two course offerings. Through use of interactive storytelling, students used critical thinking skills to make decisions in six simulated patient's care including initiation, counseling, conversions, and titration of multiple types of insulin. Instructor-created surveys were administered to students before and after the activity to assess satisfaction, confidence, and knowledge. Ten students (62.5%) completed the activity and both pre- and post-surveys. Average total scores on the five-question insulin knowledge quiz improved significantly from 46% to 68% (P =.02). High satisfaction scores were recorded for each item in the post-survey. Student confidence improved in all aspects related to insulin management (P <.001). No differences in knowledge, confidence, or satisfaction were found between students who completed the activity in an in-person vs. virtual classroom. CYOA activities can be successfully implemented in an in-person and virtual pharmacy classroom using a digital platform. Students viewed the CYOA activity as an enjoyable, low-stakes learning tool to increase confidence in their decision making. This small study did find knowledge improvements, but further research is needed to fully establish the validity of the knowledge assessments and ensure knowledge gains are sustainable. [ABSTRACT FROM AUTHOR]

• Sensory stimuli influence the interaction with real-time gamification. • We analyze the variation of visual and auditory stimuli in gamified driving. • We employ a field experiment with a gamified mobile application and an electric car. • Results show that participants expose different levels of energy consumption. • Participants also show different levels of enjoyment and intention to use. Gamification can create meaningful engagement for users and foster desired behaviors. In gamification research, however, the importance of sensory stimuli often has been overlooked. We examine and discuss how the variation of visual and auditory stimuli in gamified driving influences users' eco-driving behavior. We conducted a field experiment where eco-driving is the field of application and energy consumption the dependent variable. Participants performed test drives with a battery electric car whilst using a mobile application that supports participants to drive more eco-friendly. We varied the extent to which the application employs visual and auditory stimuli. Our results of an analysis of covariance (ANCOVA) and multivariate analysis of variance (MANOVA) show that, depending on the stimuli configuration, participants expose different levels of energy consumption and experience different levels of enjoyment as well as different intentions to actually use this mobile application. More specifically, through the ANCOVA, we find significant differences of the energy consumption between the control group, who drove without the gamified application, and the visual-auditory group, as well as between the visual-only and the visual-auditory group, both at a p-value of 0.02. Further, the MANOVA reveals significant differences between the visual-only and visual-auditory group at a p-value of 0.01 for both perceived enjoyment and intention to use. Due to the significant impact of the varied sensory stimuli on the outcomes, we conclude that the choice and design of sensory stimuli play an increasingly important role in real-time gamification in safety critical situations. [ABSTRACT FROM AUTHOR]

Rationale and Objectives: A goal in radiology undergraduate medical education is to improve exposure to the field. In 2022, the Canadian Association of Radiologists' Medical Student Network hosted for the first time "RADGames," an interactive image interpretation contest for medical students across Canada. This program was aimed to spark interest in radiology and improve students' image interpretation skills through gamification with expert guidance.Materials and Methods: Volunteers from Radiology Interest Groups in Canadian medical schools set up a virtual event for the competition using breakout rooms and a quiz platform. Participant recruitment was through social media and advertisement by medical student associations. Participants were surveyed anonymously for feedback following the event. Data about previous exposure to and knowledge of radiology, and an evaluation of the event including self-perceived impact on participants' understanding of the field were collected.Results: Eighty seven medical students from 15 of Canada's 17 medical schools competed against one another virtually. Forty seven (54%) responded to the post-event evaluation survey. All responses about the event itself were favourable. Respondents overwhelmingly indicated that RADGames increased their interest in radiology (38, 81%), their understanding of the work of a radiologist (31, 66%) and their knowledge about medical imaging (46, 98%), and improved their confidence in basic imaging interpretation (36, 77%).Conclusion: The Canadian Association of Radiologists' Medical Student Network hosted Canada's first national image interpretation competition for medical students, RADGames. Feedback was overwhelmingly positive, with perceived benefits to participants on their understanding of and interest in radiology. [ABSTRACT FROM AUTHOR]

Despite the common misperception of playing games as wasteful activity, studies found that some of its components may contribute to users' knowledge generation, soft skill improvement, and foreign language learning. This article reports the development of an application for reading and the initial impacts of the gamification-based application on students' reading comprehension in English. The application was aimed to support generation Z's university students who are well exposed to gadgets with the ability in comprehending challenging texts. In addition to the sociocultural theory of learning and second language acquisition theories, we considered factors like university students as users, texts' complexity offered at the university level, and gamification features in designing the application. The study resulted in a prototype of a gaming activity called" ReadOn". Surveys, interviews, and experiments were carried out on a small group of participants during, and after designing processes. The Survey data was used as a foundation to design the app while the interview and the experiments provided data to explore the usability of the newly built prototype. The data of students' experience in using the prototype was used as feedback for future development of the platform. [ABSTRACT FROM AUTHOR]

The problem we face today is that many people think that playing games only has a negative impact on a person's brain and behavior. but the fact is that playing games has a positive impact in many ways. The aim of this document is to prove whether video games can really influence human behavior on their decision-making skills. We will test 22 respondents directly who are teenagers and adults around 17 - 25 years old, and we will score them after they have finished playing games with the genre that we decided. The results proved that competitive First-person shooter (FPS) games increase human ability to make decisions quickly and correctly. Many of our participants agree that after playing competitive FPS games, they feel a positive impact on their cognitive skills. Our participants said that they can quickly compare the impact of the decisions they make and choose exactly which is the best course of action. [ABSTRACT FROM AUTHOR]

Mental health conditions in children and adolescents have wide-ranging effects, limiting opportunities for future productive lives. While there has been an upsurge of interest in using games for learning, gamification to optimize health outcomes is worth reviewing when this approach to address mental health conditions is in its infancy. A literature search was conducted with two hundred and fifteen articles involving participants up to 19 years of age with diagnosable mental health conditions, involving the concept of game design elements to motivate health in the context of comparing gamification and non-gamification approaches were retrieved after employing Boolean operators and pre-determined search strategies. Literature of participants with addiction to alcohol or substance use and organic brain issues were excluded as their mental health recovery differed regardless of gamification impact. Findings, extracted from 8 included articles following rigorous screening and critical appraisal, showed that gamification to relieve mental health symptoms were conducted via mobile devices or computers. Key features of the games involved applications or video where players with mental health conditions took on roles in a virtual world with narratives. Real-life knowledge and skills to manage the symptoms of mental health conditions were learned in the process as players leveled up in the game. Only one study utilized gamification platforms that could detect breathing changes but it was shown to be only helpful towards relief of anxiety symptoms. Nevertheless, the potential for gamification for mental health outcomes remains promising. [ABSTRACT FROM AUTHOR]

[Display omitted] • This study applied the algorithm for adaptive tourism recommendation on applications. • Tourists can make decisions under local business standards and current information. • Gamification was use in offline and online activities to promote goal achievement. • Gamification-based activities promoted sustainable development in the tourism industry. This research aims to develop community tourism in emerging cities by applying the gamification approach to improve the standard of products and services in tourism for offline and online operations. The mobile and web application development concentrates on promoting and advertising tourist attractions, accommodations, restaurants, hotels, and standardized local businesses. The established application also displays the recommended travel routes applied with the adaptive tourism recommendation algorithm for suggesting high-quality travel routes. This algorithm was developed based on the data collected by tourists, tourist attraction staff, and local entrepreneurs altogether. The selected local entrepreneurs, which met the application standards, were demonstrated by the pin reward icons shown in Google Maps. The pin reward icons representing the standardized businesses provide valuable information to tourists when they make decisions. The result shows that the sensitivity was 98.63%, and the accuracy was 97.06% of the recommended location for the tourists, entrepreneurs, and tourism development agencies while using the applications. Ultimately, this will directly benefit the emerging cities if the public sector encourages mobile application utilization training and practices. [ABSTRACT FROM AUTHOR]

• Structured active learning more efficacious than standard flipped classroom approach. • Elements of gamification incentivise engagement, and participation. • Grade profiles improved under the structured active learning approach. Flipped learning with the incorporation of certain elements of gamification aims to improve student engagement, motivation and attainment. In this study we present an analysis of two approaches used in consecutive years on two modules. A traditional flipped learning approach "standard learning" where material is released weekly online and there are supporting tutorials and an end of term assessment; and a "structured active learning" strategy where a more scaffolded approach is applied, requiring participation to progress. In this approach students' work on the virtual learning environment and in tutorials could be used to contribute towards their end of term assessment (no more than 10% of the module credit), connected to a learning outcome on the breadth or range of topics. Students received feedback in rubric form throughout the topic, to see their progression. It was found that for module 1, over 90% of the students had accessed the pre-released material by week 2 in the structured active learning approach while this level of engagement was only reached in week 5 using the standard approach. Participation in learning events was far better using the structured active learning approach when compared to the standard approach, for example rising from 40% to 78% in week 2. The second module, with a different cohort of students, followed similar trends with the active learning approach attracting higher levels of engagement and participation far earlier in the term. Following the increased engagement, the structured active learning approach was beneficial in assessment with improved grade profiles. [ABSTRACT FROM AUTHOR]

Objective: To determine whether a musculoskeletal curriculum involving gamification via Kahoot! (an online classroom response system) was acceptable and more effective at teaching pediatric residents musculoskeletal knowledge and skills than a nongamified curriculum. Methods: A prospective, randomized controlled trial was conducted at an urban, academic pediatric clinic. All participants received a curriculum that included brief didactics and knowledge questions. The knowledge questions were delivered via Kahoot! to the intervention group and administered via paper to the control group. The primary outcome was knowledge and skill acquisition following curriculum participation. Results: A total of 73 of 85 (86%) residents completed the study (intervention group: 46; control group: 27). Following participation in the curriculum, intervention and control residents demonstrated an improvement in musculoskeletal knowledge (P < .05) measured via questionnaire, as well as an improvement in physical exam skills during a standardized patient encounter (P < .05). There was no difference in knowledge or skill improvement between groups. Intervention participants indicated positive attitudes toward Kahoot!. Conclusions: Our musculoskeletal curriculum demonstrated improvements in knowledge and skills among residents, though inclusion of Kahoot! did not enhance the experimental effect. Further research is needed to identify strategies to optimize gamification for learning. [ABSTRACT FROM AUTHOR]

• We examined gamification in user education for automated driving. • The gamified instruction was evaluated in a driving simulator study (N = 57). • Gamification improved motivation to learn the provided information. • Gamification fostered mental model development and trust during automated driving. Drivers must establish adequate mental models to ensure safe driver-vehicle interaction in combined partial and conditional driving automation. To achieve this, user education is considered crucial. Since gamification has previously shown positive effects on learning motivation and performance, it could serve as a measure to enhance user education on automated vehicles. We developed a tablet-based instruction involving gamified elements and compared it to instruction without gamification and a control group receiving a user manual. After instruction, participants (N = 57) experienced a 30-minute automated drive on a motorway in a fixed-base driving simulator. Participants who received the gamified instruction reported a higher level of intrinsic motivation to learn the provided content. The results also indicate that gamification promotes mental model formation and trust during the automated drive. Taken together, including gamification in user education for automated driving is a promising approach to enhance safe driver-vehicle interaction. [ABSTRACT FROM AUTHOR]

• The article proposes a teaching methodology to promote gender-affirming care. • The method encourages engagement with LGBTQ2+ to reduce health disparities. • Serious game vignettes reinforced the use of chosen names and pronouns. LGTBQ2+ individuals face notable health disparities. Nurses are essential to improving care for this vulnerable population by providing inclusive, non-judgmental, gender-affirming care. This article proposes a teaching methodology using a combination of didactic content and serious gaming vignettes to promote gender-affirming care. 84 senior undergraduate Bachelor of Science in Nursing students. The 110-minute session included prebrief preparation activities, followed by a didactic presentation, facilitated gaming vignettes, and a debriefing session. Students completed an anonymous pre- and post-survey. Qualitative survey data was analyzed by MAXQDA. About a third of the students stated that the school did not create a safe and inclusive learning environment. The most prevalent "takeaway" terms were pronoun and name use, health care, respect, visual, and gender bear. Findings from this teaching intervention suggest that multiple approaches, experiential, and repeated practice opportunities in a safe environment are fundamental to learning key concepts (e.g., Gender Bear) of gender-affirming care. [ABSTRACT FROM AUTHOR]

Residential water demands vary with a diurnal pattern, and peak hour demands lead to inefficiencies in the operation and management of urban water distribution systems. Peak hourly demands generate significant costs due to the energy requirements of producing and pumping large volumes of potable water. High peak demands also require large investments in infrastructure expansion to support urban growth and economic development. This research develops an agent-based model to assess a demand-side management strategy that shifts high hourly demands. This research envisions a gamification system that rewards players through a leaderboard for shifting water end uses for laundry, irrigation, and bathing from on-peak to off-peak periods. Gamification of demand shifting behaviors is enabled through advanced metering infrastructure, which measures hourly or sub-hourly demands at the account level, and can be analyzed to assess water use behaviors. This research develops an Agent-based Modeling approach based on the Opinion Dynamics theory to calculate the changing opinion of household agents toward shifting water demands, based on utility broadcasts, observations of neighbor water use, social media, and participation in a leaderboard. The model is applied for eight months of hourly demand data collected through smart meters at a participating utility. Results show that a high level of participation in the leaderboard increases the adoption rate of customers shifting the time of specific end uses and may account for up to a 37 % reduction of the peak volume. The diurnal curve is flattened as consumers shift water use from on-peak to off-peak hours. The Agent-Based Model - Opinion Dynamics approach can assist water utilities in designing and evaluating gamification approaches that mitigate peak demands to support water infrastructure management. [ABSTRACT FROM AUTHOR]

Measurement of the efficacy of the networks of attention is a frequent component of research in cognitive and clinical neuroscience. Developed in 2002, the Attention Network Test (ANT), has become the most widely used tool for this purpose. In 2017 a more engaging, game-like tool based on the ANT, called the AttentionTrip was described. The network scores from five studies which used AttentionTrip are shown to be robust. That version of AttentionTrip required a steering wheel and desk-top computer. Here we describe a new, portable version of the AttentionTrip that is administered using a hand-held tablet (iPad) Three samples of participants (total = 44) completed the portable version of AttentionTrip. The network scores generated using the portable AttentionTrip were also robust. Effect sizes compare favourably with those generated by the ANT and the desktop version. The findings support the use of the portable AttentionTrip as an alternative to the ANT when user engagement is important, such as when participants are prone to boredom, and when repeated administrations are required. • Measurement of the networks of attention is important in the clinic & the laboratory. • The AttentionTrip is more engaging than the ANT on which it is modelled. • A portable version of the AttentionTrip generates robust attention network scores. • The portable AttentionTrip is recommended when user engagement is important. [ABSTRACT FROM AUTHOR]

• Triage is a complex decision-making process, which can be subject to several constraints. • Errors in triage can produce delayed emergency care or overcrowding emergency. • Factors influencing triage accuracy vary across distractors (e.g. noise), work experience, and workload. • Serious games can reproduce triage process with fidelity and be used as a research and training tool. Emergency triage, which involves complex decision-making under stress and time constraints, may suffer from inaccuracies due to workplace distractions. A serious game was developed to simulate the triage process and environment. A pilot study was undertaken to collect preliminary data on the effects of distractors on emergency nurse triage accuracy. A 2 × 2 factorial randomized controlled trial (RCT) was designed for the study. A sample of 70 emergency room nurses was randomly assigned to three experimental groups exposed to different distractors (noise, task interruptions, and both) and one control group. Nurses had two hours to complete a series of 20 clinical vignettes, in which they had to establish a chief complaint and assign an emergency level. Fifty-five nurses completed approximately 15 vignettes each during the allotted time. No intergroup differences emerged in terms of triage performance. Nurses had a very favorable appreciation of the serious game focusing on triage. The results show that both the structure of our study and the serious game can be used to carry out a future RCT on a larger scale. The lack of a distractor effect raises questions about the frequency and intensity required to find a significant impact on triage performance. [ABSTRACT FROM AUTHOR]

• Gamification along with PBL has a positive impact on the educational experience of mathematics students compared to traditional instruction. • Most students consider games make the learning environment more appealing and motivating, encouraging them to attend classes with greater enthusiasm. • Findings suggest that students perceive gamification as a valuable learning tool, finding it exciting, motivating, and useful for enhancing their educational experience. • The results demonstrate that the combination of PBL with gamification significantly increases students' average grades, indicating an improvement in academic performance. • The combination of learning techniques is effective in stimulating creativity and enhancing mathematics learning. This study aims to determine whether the combination of techniques such as gamification along with problem-based learning (PBL) can significantly enhance the problem-solving abilities of university students and their academic performance compared to those who do not receive this educational approach. An experimental design was employed, incorporating the administration of tests, data collection, non-participant observation directed at teachers, and a survey administered to students. The study was conducted with 42 students in the treatment group and 37 students in the control group. As a result of the analysis, it was identified that the combination of gamification and PBL significantly improves the problem-solving capabilities of the treatment group, as well as the average grades. This suggests that these techniques can increase the engagement, motivation, and academic performance of university students in the context of mathematics. This holds significant implications for the design of educational programs and underscores the importance of integrating innovative approaches in teaching to foster holistic student development. It is recommended that educational programs and teachers consider the implementation of techniques that promote active student participation and the integration of technological resources to enhance the teaching and learning process of mathematics in university students. [ABSTRACT FROM AUTHOR]

This Educational Perspective explores the challenges and opportunities in Radiologic Technology education, focusing on the impact of active learning strategies and technological tools in enhancing asynchronous learning experiences. Radiologic Technology, a field reliant on hands-on experience and practical application, faced significant disruptions during the COVID-19 pandemic, necessitating a shift towards remote learning modalities. The Educational Perspective synthesizes the literature on the self-relevance effect, scaffolding, active learning, and metacognitive strategies to elucidate their role in promoting student engagement and success. The article offers recommendations to address the observed challenges, including creating scenario-based eLearning modules, providing immediate feedback and reflection opportunities, and incorporating gamification elements. These strategies aim to enrich asynchronous learning experiences, empowering radiology students to effectively adapt to changing educational landscapes and achieve optimal learning outcomes. [ABSTRACT FROM AUTHOR]

• The new intelligent technology represented by 5G and XR is the core driving force of the fourth industrial revolution. • The integrated application of 5G and XR in education promotes the continuous transformation of teaching to gamification. • A gamified education model is proposed based on XR + 5G fusion technology, including optimization design, D2D communication, and resource allocation framework. • Experiments show that the proposed XR + 5G fusion technology improves training speed and learning accuracy compared to individual learning algorithms in different scenarios. The new intelligent technology represented by 5G and XR has become the core driving force of the fourth industrial revolution, and the integrated application of the two in the field of education is also promoting the continuous transformation of teaching to gamification. Based on XR + 5G fusion technology, this paper proposes the optimization design of a gamified education model. Firstly, the problem of how to improve the network performance through D2D communication in a full-load 5G network is studied, and a D2D communication resource allocation framework based on cross-layer optimization design is proposed. In D2D user access control, a D2D user access criterion based on the distance between the CU user and D2D user receiver is designed according to the QoS requirement, maximum transmit power limit, and user channel information. XR simulation platform was designed based on a 5G network with optimized communication resource allocation. UMa and InH simulation scenarios were set according to XR business model working scenarios, and Wrap Around algorithm was used to model two circles of interference for users, ensuring the reliability of results while improving simulation efficiency. Finally, the platform channel was modeled strictly according to the channel modeling method in technical document 38.901, and the channel was calibrated with the channel provided by 3GPP. Based on the simulation platform, gamified education design is optimized. Including class platform and class platform gamification design, system demand analysis, and database design. In the gamification design, a relatively novel classroom interaction mode is introduced to increase students' enthusiasm in class. In the demand analysis of the system, the main problems in class are listed, based on which the business and functional requirements of the gamification platform are determined. Experiments show that in the IID scenario, the proposed XR + 5G fusion technology can achieve 1.09 times the training speed and obtain 0.83 % learning accuracy gain compared with the individual learning algorithm. In the Non-IID scenario, the training speed of the proposed fusion technique is 1.03 times that of the individual learning algorithm, and there is a learning accuracy gain of 2.27 %. [ABSTRACT FROM AUTHOR]

• An innovative teaching project in 3 subjects with 114 active students. • A gamification strategy based on awarding points for several predefined tasks. • Up to 1 extra point in the final grade for students with highest number of points. • Students learned beyond than mandatory content due to contributions in the forum. Gallifantes and motivation' is a teaching innovation project intended to foster students to participate in the university online campus of UNIR, a fully online university. Although students at UNIR are used to studying in an online independent way, it is well known that having a learning community and a confident-based relationship with mates enhance learning results. Intended to promote a lively interaction between students, both in the forums and in synchronous lessons, this teaching innovation project proposes gallifantes-rewarded actions during the semester in a competitive run. The 4 students with the highest numbers of gallifantes obtain 0.25, 0.5, 0.75 and 1 additional points in the final grade. In this paper, we present the different approaches followed in 3 subjects in the areas of technology and design, having a total number of 114 active students and 1164 gallifantes rewarded. The students answered a survey at the end of the process. As a conclusion, most of them supports the initiative, obtaining good results in satisfaction, motivation and engagement, while also suggesting improvement opportunities. [ABSTRACT FROM AUTHOR]

• A gamified classroom system based on deep learning model is proposed. • Compared with the existing models, the recognition accuracy of the model in this paper increases by 3.25% accuracy on average, and the recognition speed is also effectively improved. In gamified learning, user engagement has always been an important concern in the field of education. For mass learning, the integration of classroom learning and gamification can make users well-stimulated and help them to improve and cultivate their comprehensive abilities. With the characteristics of efficiency, fairness, and objectivity, online assessment systems (OJ systems) have become an important tool for learning. However, the following limitations still exist in current OJ systems: First, most OJ systems cannot perceive and quantify the user's learning level at the knowledge point level. This can lead to a mismatch between the difficulty of study questions adapted by the system to the user and the user's learning ability; second, most OJ systems lack research and design of motivation methods. These limitations can negatively affect the enhancement of students' motivation and the consolidation and improvement of their learning ability. Given this, the article designs and implements a gamified online assessment system (Game_OJ) based on user participation and the game chemistry process. The online assessment system uses a modified Bayesian knowledge tracking model (CC-BKT). The application of the Bayesian knowledge tracking model can accurately perceive and quantify students' learning of each knowledge point. The online assessment system introduces the gamification idea to design the motivation methods in the OJ system, including the design of gamification elements and the design of the challenge process of gamified learning, aiming to enhance students' motivation to learn. It promotes students' deep learning in the classroom and outside the classroom. The CC-KPT model proposed in this paper has an average increase of 2.15 % in AUG value and an average increase of 3.25 % in accuracy compared to the same type of model, and the speed of response and the median speed of processing demand of this system is within 1 s when 500 users use the system at the same time, which meets the needs of on-campus teaching scenarios. [ABSTRACT FROM AUTHOR]

The evolving healthcare landscape necessitates highly qualified nurses equipped with a myriad of soft skills, including decision-making. Traditional teaching models have led to innovative, active methods that prioritise student participation and enhance crucial soft skill development, such as decision- making. Considering the recognised importance of improving clinical decision-making skills and the need for innovative training, a literature gap is present in assessing the effect of real world and game-based learning on decision-making abilities. This study aimed to investigate the effect of real-world and game-based learning, specifically using case-based learning and escape room, on decision-making competence in postgraduate nursing students in academic and clinical settings. A descriptive, cross-sectional, quantitative intervention study was conducted, combining case-based learning and escape room methods sequentially. The study was conducted among postgraduate nursing students at the University of Navarra in Spain. Sixty-six postgraduate nursing students, mostly women, participated in the study. The study integrated case-based learning and escape room sequentially. Data were collected through an ad hoc online questionnaire, recorded escape times from the escape room, and academic scores. The study enrolled 66 participants with an average professional experience of 4.2 years. Academic results showed high scores in case resolution (average: 8.34) and knowledge tests (average: 9.21). Out of 11 groups, 81.8 % successfully escaped the escape room within 30 min, with positive questionnaire responses indicating enthusiasm, enjoyment and perceived effectiveness of the activities. Real-world and game-based learning significantly enhanced decision-making competence in postgraduate nursing students across academic and clinical settings, demonstrating the importance of diverse teaching methods. Further research, including comparative studies and longitudinal analyses, is needed to evaluate the educational benefits of integrating case-based learning and escape room methods in nurse education and to refine assessment tools while monitoring long-term student progress. • There is a recognised importance of enhancing clinical decision-making skills and a need for innovative training in both academic and clinical settings. • The combination of various methodologies for teaching and evaluation yields positive outcomes, recognising that students' posses different skills, abilities,and adaptability to diverse types of tests. • Students perceive the use of Case-Based Learning and Escape Room to enhance decision-making as enjoyable, motivational, and effective for applying knowledge, achieving learning objectives, and enhancing teamwork skills. [ABSTRACT FROM AUTHOR]

We study the short-run effects of a gamified online entrepreneurship training offered to high school students in Rwanda during the COVID-19 pandemic. Using a randomized controlled trial, we estimate sizeable effects of the 6-week training on entrepreneurial activity. One month after the training, participants in schools offered the training were much more likely to own a business than participants in control schools. The training induced students to participate more actively in their school's business club, to undertake more business-oriented actions, to improve their business practices, and to interact more with other youth and family members about their business ideas. We hypothesize that the training motivated treated students to sustain their business activities during the COVID-19 crisis. [ABSTRACT FROM AUTHOR]

We examined the feasibility and preliminary effects of adding gamification to an undergraduate introductory nutrition course. Gamification (the use of game-like mechanics in non-game activities), has been shown to produce motivational benefits in educational settings. Improving nutrition education is important among college students due to known barriers to healthy eating such as reductions in family support. We designed gamification elements in this study based on Self-Determination Theory (SDT), targeting increases in relatedness, autonomy, and competence. Undergraduates, recruited via email. Those who completed post-measures received a $15 incentive. An introductory nutrition course covering foundational nutritional topics augmented with a gamified Award system wherein students could earn badges for completing optional content-related activities such as quizzes and contests. We conducted a pilot quasi-experimental study comparing a traditional course (control) and the same course with gamification (intervention) in two different course sections. We measured engagement using data from the course learning management system (LMS) and acceptability, theoretical mediators, and outcome variables with a pre-post questionnaire. Group x time interactions were examined using repeated measures GLM and non-repeated measures were analyzed using a Mann Whitney U test. Of 51 students enrolled, overall retention was 73% (intervention, n=22; control, n=15). Both median LMS page views (intervention=577.50, control=432.00, [U=107.00, p=.07]) and participations (intervention=36.50, control=25.00, [U=117.50, p=.14]) were greater in the intervention group as well as median agreement for the statement (0-100) "I would highly recommend this course to other students" (intervention=94.00, control=88.50, [U=123.50, p=.43]) although these differences did not reach statistical significance in this small pilot sample. Group x time interactions for outcome measures and theoretical mediators between groups were largely modest in magnitude and not statistically significant. Our results suggest that gamification may encourage more participation and is acceptable to students in an introductory nutrition course. Future studies should focus on improving the educational aspects of the gamification elements themselves and their impact on SDT constructs. None [ABSTRACT FROM AUTHOR]

With increasing use of social networks among university learners, its role in communication channels in connectivists teaching context needs examination. This study investigates the role of communication channels in social networks as learners engage in a negotiation simulation RPG. The current study collects data from 20 groups of learners in a fully online modality where learners are engaged in the negotiation simulation RPG. Set in a fully online class, using a RPG that requires high levels of communication among participants, communication channel use is measured. Behavior data tracks actions between groups in the learning RPG database, allowing social network analysis. Results show social network apps are most often used by learners for both intra and intergroup conversations. Surprisingly, increased inter-group communication does not always improve learner performance in a connectivist setting. Instead, each additional communication quickly improves performance up to a certain point. After that point, more communication does not necessarily lead to better performance. Instructors and administrators need to find ways to welcome technology platforms, like social media, into the classroom. However, social media platforms are in no way designed to fit a specific class and bring their own set of issues that can run counter to the class goals or instructional methods. • Communication facilitates role-playing games (RPG) in online learning settings. • Regression and social networks reveal communication and performance effects in RPGs. • Social media communication is critical to learners. • Learners experience inverted U-curve of performance from increasing communications. • Orthodox communication channel support evolution of social media communication. [ABSTRACT FROM AUTHOR]

This study aims to present the developmental stages of a Mobile App Prototype designed to enhance patient participation in the rehabilitation process after hip replacement. To ensure effective interaction between the system and the end user, a User-Centered Design methodology was followed, encompassing three phases: Requirements gathering, Prototyping, and Evaluation. Usability tests were conducted to assess the usability of the developed system. The RehabApp for mobile devices was created, and the testing results were positive. Users expressed satisfaction with the outcome, deeming it a valuable tool for their recovery. This outcome demonstrates the high receptiveness of these technologies in the healthcare sector, making it a project that can readily be expanded into other areas of rehabilitation. This study demonstrated the potential of the RehabApp in the rehabilitation process after hip replacement surgery. This accomplishment was realized by ensuring the active participation of patients, potential users, and healthcare professionals throughout the app's development. The RehabApp is a mobile application to provide users with all the necessary knowledge, enabling them to undergo a smoother and safer rehabilitation. Feedback from both patients and healthcare professionals played a crucial role in refining the app's features and addressing usability concerns. [ABSTRACT FROM AUTHOR]

The acceptance of new technologies by elderly individuals has been long debated in literature, showing barriers in their adoption. However, recent technology features such as gamification have been promising a great deal of impact on their intention to use new technology-based solutions. Particularly in the healthcare sector, gamification has been suggested to increase elderly individuals' intention to use digital therapeutics. However, in the attempt to incentivize the adoption of these new technological innovations, the importance of socialization has been advanced as a further reinforcement mechanism by improving the social interactions of elderly patients thanks to the connections with young or expert people. In this paper, we aim to investigate whether the use of gamification affects elderly patients' intention to use new digital therapeutics (DTx) trying to shed lights on the importance of socialization as a winning strategy to boost their adoption. Through an explorative research design, we conducted a study among a selected group of 168 elderly participants. Our findings reveal that these patients' perceived ease of use gamification-based digital therapeutics positively affects their intention to use, via the perceived usefulness of such new technological features. More importantly, we find that this effect increases in magnitude as elderly patients' socialization tendency seeking increases, revealing the importance of socialization-oriented strategies in stimulating elderly's positive reactions to technological tools. This results in a higher willingness to adopt new digital healthcare therapeutics. Implications for both theory and practices emerge from this research. • Digital therapeutics (DTx) may improve elderly active aging. • Gamification-based systems enrich DTx opportunity. • Patients' perceived ease of use gamification-based digital therapeutics positively affects their intention to use. • Patients' socialization tendency increases their higher willingness to adopt DTx. [ABSTRACT FROM AUTHOR]