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Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to individual children's performance into a traditional executive function task (i.e., Flanker Task) with children ages 3–5. The results demonstrated that performance on a gamified version of the Flanker Task was associated with performance on the traditional version of the task and standardized academic achievement outcomes. Furthermore, gamification grounded in learning science and developmental psychology theories applied to a traditional executive function measure increased children's task enjoyment while preserving psychometric properties of the Flanker Task. Overall, this feasibility study indicates that gamification and adaptive machine learning algorithms can be successfully incorporated into executive function assessments with young children to increase enjoyment and reduce data loss with developmentally appropriate and intentional practices. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is increasingly employed in various domains, notably enhancing learning and experiences in cultural heritage (CH). This study examines the effects of gamified and non-gamified VR experiences within virtual museum environments, highlighting the concept of a digital twin and its focus on cultural heritage. It explores how these VR modalities affect visitor motivation, engagement, and learning outcomes. For this purpose, two versions were developed: a gamified virtual reality version incorporating interactive gaming elements like achievements, profiles, leaderboards, and quizzes and a non-gamified virtual reality version devoid of these elements. This study, using an experimental design with 76 participants (38 in each group for the gamified and non-gamified experiences), leverages the Wieng Yong House Museum's digital twin and its fabric collection to assess the educational and experiential quality of virtual museum visits. The findings indicate that while gamification significantly boosts the reward dimension of visitor engagement, its influence is most pronounced in the effort dimension of motivation; however, its impact on learning outcomes is less marked. These insights are instrumental for integrating VR and gamification into museum environments. [ABSTRACT FROM AUTHOR]

The rapid growth in digital technology usage among children and adolescents has highlighted the need for novel approaches to promote their physical and mental health. This paper investigates the viability of gamification—the application of game mechanics to non-gaming contexts—as a potent instrument for health promotion and mental health support. This conceptual systematic review seeks to examine the various published articles promoting children and adolescents' physical and mental health through gamified techniques. These interventions can provide an interactive and engaging platform for encouraging physical activity, promoting healthy nutrition, enhancing emotional regulation, and promoting mental health. The significance of this topic stems from the pervasive use of electronic games, beginning at a young age, which makes them popular educational tools. For the review to be systematic and reproducible, the PsycINFO, Scopus, PubMed, and Elsevier databases were searched and the PRISMA method was utilized for the analysis. After analyzing the research data, empirical studies assessing the use of gamification in promoting adolescents' physical and mental health are discussed. In conclusion, gamification has demonstrated promise for promoting children's and adolescents' physical and mental health. It improves motivation, commitment, and adherence to healthy behaviors. However, additional research is required to evaluate gamification interventions' long-term effectiveness and sustainability in promoting health behaviors among this population. [ABSTRACT FROM AUTHOR]

This study applies bibliometric and network analysis methods to map the literature-based landscape of gamification in online distance learning. Two thousand four hundred and nineteen publications between 2000 and 2023 from the Scopus database were analyzed. Leading journals, influential articles, and the most critical topics on gamification in online training were identified. The co-authors' analysis demonstrates a considerable rise in the number of nations evaluating research subjects, indicating increasing international cooperation. The main contributors are the United States, the United Kingdom, China, Spain, and Canada. The co-occurrence network analysis of keywords revealed six distinct research clusters: (i) the implementation of gamification in various learning contexts, (ii) investigating the application of gamification in student education to promote the use of electronic learning, (iii) utilizing artificial intelligence tools in online learning, (iv) exploring educational technologies, (v) developing strategies for creating a playful learning environment, and (vi) understanding children's learning processes. Finally, an analysis of the most cited articles identified three research themes: (a) gamification-based learning platforms, (b) measurement of users' appreciation and satisfaction, and (c) 3D virtual immersive learning environments. This study contributes to the subject discipline by informing researchers about the latest research trends in online education gamification and identifying promising research directions. [ABSTRACT FROM AUTHOR]

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

In the age of Industry 4.0, competition between companies is becoming increasingly intense, and companies are turning to trends that aim to improve overall performance. Accordingly, the company ITEK decided to create a global gamification mechanism focused on motivating employees and encouraging them to perform their tasks in order to obtain incentives. For the construction and development of this mechanism, design science research and the 6D approach to gamification were used as methodologies, including tools from the aforementioned company that can be adapted to cloud tools in future applications. With this in mind, as a result, a base artifact with potential for future implementation can be shown, having interoperability and integrity for possible changes in companies with similar needs, an architecture related to the matter, and a proof of concept, proving that is possible to implement the solution in a real-world context. This article serves as a beacon to bring practical examples to the scientific and business community that can enrich and give light to new applications related to the themes of gamification, cloud, and human resources. As such, it can be expected that the next steps will include the application of the gamification model in the company ITEK, the documentation of its application, its results for employees, and the overall performance of the company. As a result and as proof of concept, an architecture was developed that allows for the integration of eight tools and 12 rules created for the gamification model. [ABSTRACT FROM AUTHOR]

Definition: Gamification, or gameful design, refers to the strategic application of game design principles, mechanics, and elements into non-game environments. It is often facilitated using digital platforms, aiming to solve problems, increase engagement, and motivate individuals towards their goals. The technique fosters a gameful and interactive experience, enhancing perceived autonomy, competence, and relatedness among users. With roots in fields like education, business, marketing, and services, gamification is a versatile tool that serves to enrich user experience and create value in a multitude of settings. The widespread impact of gamification across various sectors has transformed traditional methods of engagement, notably in education. [ABSTRACT FROM AUTHOR]

Advances in visualisation techniques provide new ways for us to explore how we introduce complex topics like remote sensing to non-specialist audiences. Taking inspiration from the popularity of augmented reality (AR) apps, a free, mobile digital AR app titled SatelliteSkill5, has been developed for both Androids and iPhones in Unity AR. SatelliteSkill5 helps users conceptualise remote sensing (RS) theory and technology by showcasing the potential of datasets such as multispectral images, SAR backscatter, drone orthophotography, and bathymetric LIDAR for tackling real-world challenges, with examples tackling many of the United Nations' Sustainable Development Goals (SDGs) as the focus. Leveraging tried and tested pedagogic practices such as active learning, game-based learning, and targeting cross-curricular topics, SatelliteSkill5 introduces users to many of the fundamental geospatial data themes identified by the UN as essential for meeting the SDGs, imparting users with a familiarity of concepts such as land cover, elevation, land parcels, bathymetry, and soil. The SatelliteSkill5 app was piloted in 12 Irish schools during 2021 and 2022 and with 861 students ranging from 12 to 18 years old. This research shows that both students and teachers value learning in an easy-to-use AR environment and that SDGs help users to better understand complex remote sensing theory. [ABSTRACT FROM AUTHOR]

This study compares the influence of a gamified and a non-gamified virtual reality (VR) environment on wheelchair skills training. In specific, the study explores the integration of gamification elements and their influence on wheelchair driving performance in VR-based training. Twenty-two non-disabled participants volunteered for the study, of whom eleven undertook the gamified VR training, and eleven engaged in the non-gamified VR training. To measure the efficacy of the VR-based wheelchair skills training, we captured the heart rate (HR), number of joystick movements, completion time, and number of collisions. In addition, an adapted version of the Wheelchair Skills Training Program Questionnaire (WSTP-Q), the Igroup Presence Questionnaire (IPQ), and the Simulator Sickness Questionnaire (SSQ) questionnaires were administered after the VR training. The results showed no differences in wheelchair driving performance, the level of involvement, or the ratings of presence between the two environments. In contrast, the perceived cybersickness was statistically higher for the group of participants who trained in the non-gamified VR environment. Remarkably, heightened cybersickness symptoms aligned with increased HR, suggesting physiological connections. As such, while direct gamification effects on the efficacy of VR-based wheelchair skills training were not statistically significant, its potential to amplify user engagement and reduce cybersickness is evident. [ABSTRACT FROM AUTHOR]

Despite the importance of Earth sciences in addressing the global challenges that humanity is presently facing, attention toward related disciplines has been witnessed to be globally declining at various levels, including education and university teaching. To increase students' engagement and explore alternative teaching activities, a didactical experiment was carried out at the University of Florence (Italy); the teaching course, "basic elements of geomorphology", was reorganized to include relevant elements of gamification. Parallel to the frontal lessons, a competition based on a recurring quiz game was conducted. This activity was called "Who wants to be a Geomorphologist?", clearly paraphrasing a notorious TV show. During every lesson, a moment was included where the students used their mobile devices to access a series of quizzes that were previously prepared by the teacher to test the reasoning skills of the students and their abilities to make connections between distinct topics. A commercial educational app was used to organize the activity, run the quiz sessions, assign points, and update the leaderboard in real time. A quantitative evaluation procedure assessed the positive impacts in terms of supporting the learning process, improving the engagement in the teaching course, and fostering the liking for geomorphology. [ABSTRACT FROM AUTHOR]

We propose a system for self-supported martial arts training using an IoT sensing platform and Serious Game that can also be extended for general sports training. In martial arts, it is important that the practitioner is correctly performing each technique to accurately learn and prevent injury. A common stance in all martial arts, but especially in Shaolin Kung Fu, is the horse stance or Mabu. With the pandemic, many more people adopted remote training without the presence of a professional trainer to give advice. Our developed LifeMat system, which is a novel IoT pressure-sensitive training mat, uses pressure maps and pattern recognition to accurately classify key martial arts postures, provide feedback on form, and detect when the user performs the technique incorrectly. This is presented in the form of a Serious Game we have developed named Kung Future that focuses on the Mabu stance as a case study. We tested 14 participants with three different feedback conditions and demonstrated that, on average, participants had higher performance, duration, engagement, and motivation when game feedback was active. Furthermore, user responses from the surveys suggested positive feedback for real-world and long-term use and scalability. [ABSTRACT FROM AUTHOR]

Definition: Active learning strategies are increasingly implemented in chemical engineering education, yet challenges persist in stimulating student participation and motivation. The rigorous demands placed on students in this field, from complex practical requirements to extensive programming and computational skills, underscore the need for innovative educational tools. Gamification emerges as a pivotal instrument in this context, fostering active student engagement, enhancing practical application of knowledge, increasing motivation, and providing a more precise assessment of student comprehension. These educational games serve as a powerful adjunct to traditional teaching strategies, equipping students with necessary skills for their future careers in the field. These games include laboratory course games, process simulators, games used in foundational courses, and those centered around reaction kinetics. This entry primarily investigates the various games employed to bolster student learning during chemical engineering laboratory courses. A thorough analysis is conducted on the survey of existing games used specifically in chemical engineering labs. The gamut of games discussed includes escape games, along with Virtual Reality (VR) and Augmented Reality (AR) games, all aiming to enhance laboratory experiences in areas such as fluid mechanics, organic reactions, and process control. This entry concludes by examining the prospective trajectory of gamification in chemical engineering labs, offering insights into future potential and advancements in this innovative educational approach. [ABSTRACT FROM AUTHOR]

Game-based learning is an educational approach aimed at acquiring knowledge through the use of play. There are various studies that note the effectiveness of playing as an educational tool and the use of digital platforms as a tool that can increase its effectiveness. We wanted to investigate whether a game-based learning approach may determine an improvement in Italian as a foreign language in terms of vocabulary expansion. The sample consists of 48 Ukrainian children between 6 and 7 years old. There were 24 female children and 24 male children in the sample, divided into two groups: the control group (Gr1) learnt Italian through frontal lessons (traditional approach), the experimental group (Gr2) learnt Italian through games and activities (game-based learning). The results have shown that the experimental group had a major increase in Italian vocabulary. However, both groups had an increase in this sense. Game-based learning remains an effective and promising educational approach, but other variables must be taken into account. Furthermore, the scarcity of literature on foreign language learning through game-based learning creates the need for more studies. [ABSTRACT FROM AUTHOR]

Formal education in high school focuses primarily on knowledge acquisition via traditional classroom teaching. Younger generations of students tend to lose interest and to disengage from the process. Gamification, the use of gaming elements in the training process to stimulate interest, has been used lately to battle this phenomenon. The use of an interactive environment and the employment of tools familiar to today's students aim to bring the student closer to the learning process. Even though there have been several attempts to integrate gaming elements in the teaching process, few applications in the student assessment procedure have been reported so far. In this article, a new approach to student assessment is implemented using a gamified quiz as opposed to standard exam formats, where students are asked to answer questions on the material already taught, using various gaming elements (leaderboards, rewards at different levels, etc.). The results show that students are much more interested in this interactive process and would like to see this kind of performance assessment more often in their everyday activity in school. The participants are also motivated to learn more about the subject of the course and are generally satisfied with this novel approach compared to standard forms of exams. [ABSTRACT FROM AUTHOR]

Because of the possibilities that it opens for a variety of fields and practices, gamification has increasingly garnered significant attention. This has put it at the forefront of many significant debates around its applicability and implications. In the case of its application to cultural heritage, although there is much trailblazing to do, the body of work has been growing and the field is gaining its maturity. As such, this paper aims to take stock of the directions the field has been moving towards—to provide orientation for future work and projects that are yet to be developed. To do this, the paper aims to map out the publications in the field of gamified cultural heritage, by conducting a broader and systematic literature review. The study has found that, with regards to who the main actors with publications in the field are, a prominence of European institutions and networks, namely from Italy, Greece and the United Kingdom, can be observed. Regarding what heritage is being gamified and for what purpose, the study found a prominence of focus on historical, architectural and archeological heritage values and a very significant focus on gamification being used for motivation/engagement and for creativity enhancement. When looking at the gamification design dimensions that are given prevalence, intrinsic motivation seems to be prioritized, and, with regards to the observed target publics, tourists and visitors and seem to prevail in gamified heritage projects, with children as a specific group coming in second. Regarding technologies and tools being used, Mobile Applications, Augmented Reality (AR) and Virtual Reality (VR) are particularly prevalent. Regarding mentioned future orientations, the study found that a vast majority of papers are self-contained, both in scope of work and discussion, with most of those that do mention future directions indicating continuation and/or expansion of their specific project. [ABSTRACT FROM AUTHOR]

Gamification features to motivate individuals to exercise have become a trend in the fitness sector that is gaining popularity. It is based on the idea that adding fun and competitive components to workout routines will inspire people to achieve their fitness objectives and maintain a healthy lifestyle. This research study attempts to analyze the literature that explores this concept of gamification in detail, and create a picture of how its implementation has changed fitness and healthy habits. This research incorporated the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach as its research methodology. Search strategy used a set of inclusion-exclusion criteria that helped us examine through hundreds of articles identified in the Web of Science and SCOPUS databases. After exclusive and inclusion criteria, 48 articles were selected to be reviewed in detail. Results have indicated that gamification strategy is a supporting factor to overcome the difficulties of executing exercises. Also, to improve the willingness towards fitness regimens. [ABSTRACT FROM AUTHOR]

Managing passenger information during disruption (PIDD) is a significant factor in running effective and quick-to-recover rail operations. Disruptions are unpredictable, and their timely resolution is ultimately dependent on the expert knowledge of experienced frontline staff. The development of frontline employees by their employers usually takes the form of practice reviews and 'on-the-job' learning, while academic education majors on theoretical approaches and classroom-based teaching. This paper reports on a novel industry-funded project that has developed a serious game (the 'Rail Disruption Game') that combines theory and practice to better manage PIDD for frontline staff in a UK train operating company (TOC). It defines challenges and the development method for the Rail Disruption Game; it also incorporates developer and user feedback. This paper provides insight into how to design, make and deploy a serious game as part of a gamified management process. [ABSTRACT FROM AUTHOR]

This article presents a systematic review on autism care, diagnosis, and intervention based on mobile apps running on smartphones and tablets. Here, the term "intervention" means a carefully planned set of activities with the objective of improving autism symptoms. We guide our review on related studies using five research questions. First, who benefits the most from these mobile apps? Second, what are the primary purposes of these mobile apps? Third, what mechanisms have been incorporated in these mobiles apps to improve usability? Fourth, what guidelines have been used in the design and implementation of these mobile apps? Fifth, what theories and frameworks have been used as the foundation for these mobile apps to ensure the intervention effectiveness? As can be seen from these research questions, we focus on the usability and software development of the mobile apps. Informed by the findings of these research questions, we propose a taxonomy for the mobile apps and their users. The mobile apps can be categorized into autism support apps, educational apps, teacher training apps, parental support apps, and data collection apps. The individuals with autism spectrum disorder (ASD) are the primary users of the first two categories of apps. Teachers of children with ASD are the primary users of the teacher training apps. Parents are the primary users of the parental support apps, while individuals with ASD are usually the primary users of the data collection apps and clinicians and autism researchers are the beneficiaries. Gamification, virtual reality, and autism-specific mechanisms have been used to improve the usability of the apps. User-centered design is the most popular approach for mobile app development. Augmentative and alternative communication, video modeling, and various behavior change practices have been used as the theoretical foundation for intervention efficacy. [ABSTRACT FROM AUTHOR]

Virtual power plants (VPPs) are an effective platform for attracting private investment and customer engagement to speed up the integration of green renewable resources. In this paper, a robust bidding strategy to participate in both energy and ancillary service markets in the wholesale electricity market is proposed for a realistic VPP in Western Australia. The strategy is accurate and fast, so the VPP can bid in a very short time period. To engage customers in the demand management schemes of the VPP, the gamified approach is utilized to make the exercise enjoyable while not compromising their comfort levels. The modelling of revenue, expenses, and profit for the load-following ancillary service (LFAS) is provided, and the effective bidding strategy is developed. The simulation results show a significant improvement in the financial indicators of the VPP when participating in both the LFAS and energy markets. The payback period can be improved by 3 years to the payback period of 6 years and the internal rate of return (IRR) by 7.5% to the IRR of 18% by participating in both markets. The accuracy and speed of the proposed bidding strategy method is evident when compared with a mathematical method. [ABSTRACT FROM AUTHOR]

Gamification has emerged as a promising approach for foreign language learning (FLL), which refers to the use of game design elements to engage learners or improve academic performance. However, the features of gamification studies in FLL and their effectiveness are unclear. Additionally, how previous studies measured the effectiveness of gamified FLL tools is not well understood. In this systematic review, this author addressed these questions based on 21 empirical studies. The findings revealed that the effectiveness of gamified tools in FLL was mixed, with some bringing positive changes, others negative changes, and some showing no differences. The factors that influenced the effectiveness include methodological limitations, biases in the experiment setting, technical limitations, individual differences, failure to achieve meaningful gamification, a mixture of element selection, sub-optimal measurement, and data interpretation biases. This study identified research gaps in previous studies and offers suggestions for future research in this area. [ABSTRACT FROM AUTHOR]

Online retail shops increasingly implement gamified marketing strategies to enrich consumers' online experience and increase engagement. This study aims to evaluate the ludic experience of consumers in online retail stores and the role of gamification and game mechanics in changing the online shopping experience. It seeks to assess, through a qualitative methodology, based on an exploratory study approach obtained through 30 interviews with Portuguese consumers, whether consumers have playful experiences when shopping in online retail shops and whether the introduction of game mechanics changes this experience by generating co-creation. The results show that online shopping can be playful and generate positive emotional benefits. However, gamification in online retail shops is not guided by a co-creation process, nor do game mechanics create greater online consumer engagement. There is a need to review how gamification is introduced in online retail shops, and strategies should be designed to co-create experience value and brand co-creation. This study is original, as it contributes to developing knowledge about gamification in the context of the online retail experience. Studies on this topic are scarce, and this study contributes to filling that gap. [ABSTRACT FROM AUTHOR]

Parallel corpora have been widely used in the fields of natural language processing and translation as they provide crucial multilingual information. They are used to train machine translation systems, compile dictionaries, or generate inter-language word embeddings. There are many corpora available publicly; however, support for some languages is still limited. In this paper, the authors present a framework for collecting, organizing, and storing corpora. The solution was originally designed to obtain data for less-resourced languages, but it proved to work very well for the collection of high-value domain-specific corpora. The scenario is based on the collective work of a group of people who are motivated by the means of gamification. The rules of the game motivate the participants to submit large resources, and a peer-review process ensures quality. More than four million translated segments have been collected so far. [ABSTRACT FROM AUTHOR]

Physical inactivity is a plague for public health, especially in Western Countries. Among the countermeasures, mobile applications promoting physical activity seem particularly promising, thanks to the spread and adoption of mobile devices. However, the dropout rates of users are high, thereby calling for strategies to increase retention rates. Moreover, user testing can be problematic, because it is typically conducted in a laboratory, leading to a limited ecological validity. In the present research, we developed a custom mobile app to promote physical activity. Three versions of the app were implemented, each featuring a different pattern of gamification elements. Moreover, the app was designed to work as a self-managed experimental platform. A remote field study was conducted to investigate the effectiveness of the different versions of the app. Behavioral log data of physical activity and interaction with the app were collected. Our results show the feasibility of using a mobile app running on personal devices as an independently managed experimental platform. Moreover, we found that gamification elements per se do not ensure higher retention rates, rather it emerged that the richer combination of gamified elements was effective. [ABSTRACT FROM AUTHOR]

Various human activities emit greenhouse gasses (GHGs) that contribute to global climate change. These include the burning of fossil fuels for energy production, transportation, and industrial uses, and the clearing of forests to create farmland and pasture, all for urban and industrial development. As a result, temperatures around the world are rising, extreme weather events are occurring more frequently, and human health is suffering because of these changes. As a result of massive traffic, agriculture, and urbanization, the natural environment is being destroyed, negatively affecting humans and other living things. Humanity plans to live in smart cities within this ecosystem as the world evolves around these mutations. A smart city uses technology and data to improve the quality of life of its citizens and the efficiency of its urban systems. Smart cities have the potential to be more sustainable because they use technology and data to improve the efficiency of urban systems and reduce the negative impact of human activities on the environment. Smart cities can also use technology to improve green transportation and waste management and reduce water consumption, which can help conserve natural resources and protect the environment. Smart cities can create livable, efficient, and sustainable urban environments using technology and data. This paper presents a new Enterprise Architecture Framework for reducing carbon emissions for environmental sustainability that combines gamification and green behavior with blockchain architecture to ensure a system that is trustworthy, secure, and scalable for shareholders, citizens, service providers, and technology vendors. In order to achieve this, the hyper-integrated framework approach explains a roadmap for how sustainability for reducing carbon emissions from transportation is based on an optimized MaaS approach improved by gamification. As part of this study, a computational model and a formulation are proposed to calculate the activity exchange values in the MaaS ecosystem for swapping, changing, and bartering for assets within the integrated system. This paper aims to propose the framework and a module interoperability approach, so numerical values for computation parameters are not included as they may belong to other research studies. In spite of this, a case study section has been provided as an example of a calculation approach. [ABSTRACT FROM AUTHOR]

In today's world where virtual interaction is becoming more and more important, remote collaborative problem solving has become a promising teaching strategy. The motivation to promote collaborative science learning and the depth of group discussions are key research issues. The use of gamification strategies has the potential to facilitate remote synchronous science instruction. In order to promote learners' collaborative science problem-solving skills, it is critical to design appropriate scaffolds and provide a guiding framework for teachers to integrate cloud-based interactive tools to design remote synchronous gamification activities. Based on years of research on scaffold-based gamified teaching, this study proposes a framework for gamified teaching activities that integrates a cloud-based toolset and a three-dimensional scaffolding (cognitive scaffolding, peer scaffolding, and metacognitive scaffolding). The framework can be used as a reference for science teachers to combine cloud tools for remote gamified teaching and for researchers in this field. [ABSTRACT FROM AUTHOR]

Dysgraphia is a learning disability that causes handwritten production below expectations. Its diagnosis is delayed until the completion of handwriting development. To allow a preventive training program, abilities not directly related to handwriting should be evaluated, and one of them is visual perception. To investigate the role of visual perception in handwriting skills, we gamified standard clinical visual perception tests to be played while wearing an eye tracker at three difficulty levels. Then, we identified children at risk of dysgraphia through the means of a handwriting speed test. Five machine learning models were constructed to predict if the child was at risk, using the CatBoost algorithm with Nested Cross-Validation, with combinations of game performance, eye-tracking, and drawing data as predictors. A total of 53 children participated in the study. The machine learning models obtained good results, particularly with game performances as predictors (F1 score: 0.77 train, 0.71 test). SHAP explainer was used to identify the most impactful features. The game reached an excellent usability score (89.4 ± 9.6). These results are promising to suggest a new tool for dysgraphia early screening based on visual perception skills. [ABSTRACT FROM AUTHOR]

Students are becoming less motivated towards current education. For this reason, teachers are investigating several innovative methodologies to learn how they affect student motivation, such as gamification. The purpose of this study was to analyze the effects of gamification on the motivation of elementary physical education students. A total of 72 elementary school students from two different Spanish elementary schools participated (38 boys and 34 girls), separated into a gamified group (n = 35) and a control group (n = 37). Ten gamification sessions were performed using a technological app called ClassDojo. The gamified proposal was based on both a PBL model and an MDA model. A questionnaire, "Motivation Questionnaire in Physical Education" (CMEF-EP) was used to measure the motivation of the students before and after the intervention. An increase was observed in all the variables for the gamified group: intrinsic motivation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.001), and external regulation (p = 0.002), except for the amotivation (p = 0.120). No changes were observed in the control group. A significant interaction effect over time was seen only for intrinsic motivation for the gamified group versus the control group (F(1) = 5.263; p = 0.025; η2 = 0.070). The results show the efficacy of gamification to increase the motivation of elementary physical education students. However, it does not decrease amotivation. This will enable the subject to contribute to achieving the United Nations' proposed Sustainable Development Goal 4, which is to 'Improve Quality Education'. [ABSTRACT FROM AUTHOR]

As gamification spreads to new areas, new applications are being developed and the interest in evaluating gamified systems continues to grow. To date, however, no one has comprehensively approached this topic: multiple evaluation dimensions and measures have been proposed and applied without any effort to organize them into a full gamut of tools for the multi-dimensional evaluation of gamified systems. This paper addresses this gap by proposing GATUGU, a set of six perspectives of evaluation of gamified systems: General effects of gamification, Area-specific effects of gamification, Technical quality of gamified systems, Use of gamified systems, Gamefulness of gamified systems, and User experience of gamified systems. For each perspective, GATUGU indicates the relevant dimensions of evaluation, and, for each dimension, one measure is suggested. GATUGU does not introduce any new measurement tools but merely recommends one of the available tools for each dimension, considering their popularity and ease of use. GATUGU can guide researchers in selecting gamification system evaluation perspectives and dimensions and in finding adequate measurement tools. Thanks to conforming to GATUGU, the published gamification system evaluation results will become easier to compare and to perform various kinds of meta-analyses on them. [ABSTRACT FROM AUTHOR]

A serious game is a type of game that is designed for a primary purpose other than entertainment. Instead, serious games are intended to achieve specific goals, such as education, training, or health promotion. The goal of serious games is to engage players in a way that is both enjoyable and effective in achieving the intended learning or behavior change outcomes. Recently, several systematic reviews on the development and application of serious games and on the application of gamification techniques have been published, which indicate high activity and ongoing progress in this area of research. Such an extensive body of review papers raises the need to analyze and extract the current state and the prevailing trends of the serious games and gamification (SGG) domain by analyzing and summarizing the systematic review articles. This study presents a systematic meta-review, i.e., a review of the 53 survey papers on the domain of serious games and gamification. The systematic review follows the PRISMA guidelines, while constructive and cross-sectional methods are used to analyze and present the results. Finally, this study identifies the future trends and challenges for the domain. As a result, the meta-review helps the reader to quickly assess the present status of SGG and serves as a reference for finding further information on each technology utilized in SGG. Using the criterion of the citations, the meta-review analysis provides insight into the quantity and academic relevance of the published SGG articles. Moreover, 53 articles published in journals were selected as important surveys in the research field. The study found that serious games and gamification techniques are increasingly being used for a wide range of health conditions and the focus is shifting towards the use of mobile and digital platforms, virtual reality, and machine learning to personalize and adapt interventions. The existing research gaps include the lack of standardization in development and evaluation, insufficient understanding of underlying mechanisms of action, limited understanding of integration into existing healthcare systems, limited understanding of specific game mechanics and design elements for promoting health behaviors, and limited research on scalability, adoption, and long-term effects. These research gaps highlight the need for further research to fully understand the potential and limitations of serious games and gamification for health and how to effectively apply them. [ABSTRACT FROM AUTHOR]

Feedback is a critical aspect of optimised learning design, but there are few, if any, feedback models that map different types of feedback and how they may assist students to increase performance and enhance their learning experience. This research paper outlines a feedback model as an extension of the four-dimensional framework which includes a consideration of the type, the content, the format, and the frequency of feedback, as well as the agent which delivers it. This model is based upon an understanding of learning in the context of designing learning experiences and utilises a game-based model of learning to understand the importance of motivation and autonomy in learners to enhance and accelerate learning. The framework is developed and reflected upon by analysing two cases: a medical triage case in which the timing and frequency of feedback proved critical, and a business simulation which illuminated the need for a range of types of feedback and to be aware of the possibility of different agents (instructor peer and game) that can deliver feedback. The extended model may help game and learning designers alike to discern different types of feedback, both in games and more generally, in more explicit and nuanced ways. [ABSTRACT FROM AUTHOR]

A key factor for successfully implementing gamified learning platforms is making students interact with the system from multiple digital platforms. Learning platforms that try to accomplish all their objectives by concentrating all the interactions from users with them are less effective than initially believed. Conversational bots are ideal solutions for cross-platform user interaction. In this paper, an open student–player model is presented. The model includes the use of machine learning techniques for online adaptation. Then, an architecture for the solution is described, including the open model. Finally, the chatbot design is addressed. The chatbot architecture ensures that its reactive nature fits into our defined architecture. The approach's implementation and validation aim to create a tool to encourage kids to practice multiplication tables playfully. [ABSTRACT FROM AUTHOR]

The ability to finely control hand grip forces can be compromised by neuromuscular or musculoskeletal disorders. Therefore, it is recommended to include the training and assessment of grip force control in rehabilitation therapy. The benefits of robot-mediated therapy have been widely reported in the literature, and its combination with virtual reality and biofeedback can improve rehabilitation outcomes. However, the existing systems for hand rehabilitation do not allow both monitoring/training forces exerted by single fingers and providing biofeedback. This paper describes the development of a system for the assessment and recovery of grip force control. An exoskeleton for hand rehabilitation was instrumented to sense grip forces at the fingertips, and two operation modalities are proposed: (i) an active-assisted training to assist the user in reaching target force values and (ii) virtual reality games, in the form of tracking tasks, to train and assess the user's grip force control. For the active-assisted modality, the control of the exoskeleton motors allowed generating additional grip force at the fingertips, confirming the feasibility of this modality. The developed virtual reality games were positively accepted by the volunteers and allowed evaluating the performance of healthy and pathological users. [ABSTRACT FROM AUTHOR]

Brain–computer interfaces (BCIs) are successfully used for stroke rehabilitation, but the training is repetitive and patients can lose the motivation to train. Moreover, controlling the BCI may be difficult, which causes frustration and leads to even worse control. Patients might not adhere to the regimen due to frustration and lack of motivation/engagement. The aim of this study was to implement three performance accommodation mechanisms (PAMs) in an online motor imagery-based BCI to aid people and evaluate their perceived control and frustration. Nineteen healthy participants controlled a fishing game with a BCI in four conditions: (1) no help, (2) augmented success (augmented successful BCI-attempt), (3) mitigated failure (turn unsuccessful BCI-attempt into neutral output), and (4) override input (turn unsuccessful BCI-attempt into successful output). Each condition was followed-up and assessed with Likert-scale questionnaires and a post-experiment interview. Perceived control and frustration were best predicted by the amount of positive feedback the participant received. PAM-help increased perceived control for poor BCI-users but decreased it for good BCI-users. The input override PAM frustrated the users the most, and they differed in how they wanted to be helped. By using PAMs, developers have more freedom to create engaging stroke rehabilitation games. [ABSTRACT FROM AUTHOR]

Digital technology is increasingly becoming a part of daily life, including the lives of children. Portable digital devices are omnipresent and integrated into activities that did not previously require them. The related skills are often referred to as 21st-century skills, constituting a new type of literacy: digital literacy. These devices and skills bring unique, innovative elements to the learning experience; yet, we do not know the extent to which behavior, emotion, and socialization are affected by such experience. For preschool-aged children, interactions with digital devices and games for the purposes of learning can lead to a state of confusion and boredom, an emotional driving force that may generate mind-wandering and exploration, which, in turn, may facilitate learning. Our interdisciplinary observational case study examined the behavioral patterns linked to digital game-based learning (DGBL) by observing how a child's mind-wandering contributed to iPad use when they were allowed to freely engage with the device and explore independently during the learning process. Building on a previous case study of a 28-month-old boy, "Ryan", we evaluated the effects of bouts of mind-wandering as he played various DGBL applications (apps) by examining the length of time that Ryan exhibited relevant affective and behavioral states, iPad manipulations, and social interaction during the playtime. Ryan's interactions with the iPad were video recorded for five weeks, and the video footage was coded using a detailed rubric. The results indicated that negative emotions, such as boredom, distraction, and confusion, if coupled with attentiveness and persistence, led to positive mind-wandering and positive learning outcomes. However, when boredom was coupled with frustration, it led to negative mind-wandering and a lack of learning outcomes. In conclusion, our study presents evidence that DGBL apps may improve learning by capitalizing on positive and avoiding negative mind-wandering. [ABSTRACT FROM AUTHOR]

Research on gamification in the cloud has been increasing in recent years. The main objective of this work was to analyse the advances and progress reported in the scientific literature published internationally in cloud gamification from a bibliometric perspective. The scientific production in this field was identified using the Web of Science (WoS) database. The analysis was carried out with the support of the VOSviewer software, version 1.6.18, developed by van Eck and Waltman, for the graphical visualisation of bibliometric networks. The study period covered the time from the first publication on the subject in 2012 to 31 July 2022, with 108 documents detected. The most prolific author was Jacub Swacha from the University of Szczecin, Poland. Forty-seven countries published on Cloud Gamification, with Spain and Italy being the countries with the highest scientific production. The most productive organisations were Bucharest University of Economic Studies, Complutense University of Madrid, Liverpool John Moores University and the University of Szczecin. The journal with the highest output was Information. The groups in the producing countries, the authors, the organisations to which they belonged and the thematic areas of the studies were identified, as well as their evolution over time. [ABSTRACT FROM AUTHOR]

Eye-tracking technologies (ETs) and serious games (SGs) have emerged as new methods promising better support for vision screening and training. Previous research has shown the practicality of eye-tracking technology for vision screening in health care, but there remains a need for studies showing that the effective utilization of SGs and ETs are beneficial for vision training. This study investigates the feasibility of SGs and ETs for vision training by designing, developing, and evaluating a prototype influenced by commercially available games, based on a battery of exercises previously defined by vision experts. Data were collected from five participants, including a vision teacher, through a user experience questionnaire (UEQ) following a mixed method. Data analysis of the UEQ results and interviews highlighted the current challenges and positive attitudes in using SGs and ET for vision training. In conjunction with UEQ indicators such as attractiveness and perspicuity, the stimulation of the vision training battery based on the user experience provided insights into using ETs and further developing SGs to better approach different eye movements for vision training. [ABSTRACT FROM AUTHOR]

Designing computer games to educate students is not a new technique. Not all disciplines, however, embed the same degree of cognitive load, and not all game design approaches are appropriate across contexts. Teaching technical business disciplines, such as finance, using a game imposes specific challenges, especially when the subject is offered online and to students who may not be from relevant technical backgrounds. However, there has only been limited attention concerning the use of game-based learning (GBL) for teaching finance at the higher education level, especially when delivered online. This article explores the potential of GBL to teach finance at an Australian university. We further present the outcomes of a survey of students' experiences concerning the unique business simulation tool. The results reveal that while a game-based intervention can positively affect students' learning in a technical discipline, such as finance, the design also needs to be such that the players can relate the experience to learning goals and practical needs for satisfactory outcomes. A defining aspect of this research is using Bayesian analysis, capable of gaining insights irrespective of sample size, yet not widely used in the higher education research area in favour of the frequentist analysis. Bayesian analysis shows a high probability of the educational game achieving positive or satisfactory ratings. Further, two aspects of a game—functionalities and usability and perception of impact—are particularly noted to influence the game's overall rating. Overall, the outcomes from this research call for careful consideration of the learners' requirements and capability towards ensuring an enjoyable outcome rather than just focusing on a game's content or context. [ABSTRACT FROM AUTHOR]

Our society is immersed in the Fourth Industrial Revolution due to the fast evolution of the new technologies that are modifying the labor market. In the near future, technologies related to Industry 4.0 will produce totally new goods and services. Therefore, the educational systems should adapt their programs to the future needs of an uncertain labor market. In particular, mathematics will play a key role in future jobs and there is a strong need to connect its teaching methodologies to the new technological scene. This work uses the STEAM approach (science, technology, engineering, arts and mathematics) along with active methodologies and educational robotics with the aim of developing a new strategy for the application of mathematics and physics in an engineering degree. In particular, a transportation challenge is posed to tackle the teaching–learning process of the Bézier curves and their applications in physics. A pilot project is developed using a LEGO EV3 robot and an active methodology, where students become the center of the learning process. The experimental results of the pilot study indicate an increase in the motivation due to the use of robots and the realistic context of the challenge. [ABSTRACT FROM AUTHOR]

The introduction of game-based learning techniques has significantly swayed learning, motivation, and information processing in both traditional and digital learning environments. This paper studies the footprint that the implementation of ten short-duration digital escape rooms has had on the creation of an environment of positive emotions in the educational field. The digital escape rooms were created by employing the Genial.ly platform and RPG Maker MZ software. A feelings/satisfaction questionnaire has been conducted to study what emotions students have experienced, as well as the students' opinions about essential elements of digital escape rooms, to study whether positive feelings predominate in the performance of these activities. Results show a high incidence of positive emotions, and a very favorable opinion on the tools employed and the positive feelings on the acquisition of knowledge and skills. [ABSTRACT FROM AUTHOR]

Recent societal changes have meant that education has had to adapt to digital natives of the 21st century. These changes have required a transformation in the current educational paradigm, where active methodologies and ICT have become vehicles for achieving this goal, designing complete teaching sequences with STEM approaches that help students to learn. Under a gamified approach, this document addresses a didactic proposal in geometry focused on STEM disciplines. This proposal combines tools such as AR, VR, manipulative materials, and social networks, with techniques such as m-learning, cooperative-learning, and flipped-learning, which make methodological transformation possible. The research was carried out during two academic years under an action research framework. It departed from a traditional methodology and, in two cycles, methodology was improved with the benefits that gamification brings to STEM proposals in Secondary Education. The data gathered in the experiment were analysed following a mixed method. Learning produced, strategies employed, successes and errors, and results of a questionnaire are presented. Evidence shows an improvement in academic performance from 50% fails to 100% pass, most of the students ended up motivated, participation was of the whole group, more than 80% showed positive emotions, and thanks to the cooperative-learning, group cohesion was improved. [ABSTRACT FROM AUTHOR]

In this manuscript, schoolchild mathematical competencies have been assessed by using educational gamification methodologies; specifically, Educational Escape Rooms (EER). To ease the interpretation of results, Spanish schoolchildren trained by using two different methodologies (ABN and CBC) were selected to participate in the experience. The gamified environment used as assessment tool was co-designed by trainee teachers, on-service teachers, and university researchers. The design was implemented in different educational centers and the results were transcribed to deliver a didactic analysis. Among the findings of this study, we uncovered: (i) the reduction of the math anxiety, (ii) the different performance of the schoolchild involved—ABN students show an additional and positive 10% development of certain mathematical competences—and (iii) a positive didactic-mathematic development of the participant trainee teachers. [ABSTRACT FROM AUTHOR]

In 2021, the residential sector had an electricity consumption of around 39% in México. Householders influence the quantity of energy they manage in a home due to their preferences, culture, and economy. Hence, profiling the householders' behavior in communities allows designers or engineers to build strategies that promote energy reductions. The household socially connected products ease routine tasks and help profile the householder. Furthermore, gamification strategies model householders' habits by enhancing services through ludic experiences. Therefore, a gamified smart community concept emerged during this research as an understanding that this type of community does not need a physical location but has similar characteristics. Thus, this paper proposes a three-step framework to tailor interfaces. During the first step, the householder type and consumption level were analyzed using available online databases for Mexico. Then, two artificial neural networks were built, trained, and deployed during the second step to tailor an interactive interface. Thus, the third step deploys an interactive and tailored dashboard. Moreover, the research analysis reflected the predominant personality traits. Besides, some locations have more electricity consumption than others associated with the relative humidity, the outdoor temperature, or the poverty level. The interactive dashboard provides insights about the game elements needed depending on the personality traits, location, and electricity bill. Therefore, this proposal considers all householders (typical and non-typical users) to deploy tailored interfaces designed for smart communities. Currently, the game elements proposed during this research are reported by the literature, so their adoption is assured. [ABSTRACT FROM AUTHOR]

With the rapid development of information technology and the influence of the COVID-19 pandemic, online learning has become an important supplement to the teaching organization form of basic education and higher education. In order to increase user stickiness and improve learning performance, gamification elements are widely introduced into online learning situations. However, scholars have drawn different conclusions on the impact of game-based competition on online learning performance. This study is based on field theory and constructivist learning theory. Taking the online interaction of the curriculum platform as the situation, psychological capital as the intermediary variable and connected classroom atmosphere as the adjustment variable, this paper constructs an interaction model between game competition and online learning performance and discusses in depth the intermediary effect of psychological capital and the adjustment effect of a connected classroom atmosphere. The results show that game-based competition has a significant positive effect on learning performance, and the effect of direct competition is better than that of indirect competition; the self-efficacy dimension of psychological capital plays an intermediary role between direct competition and learning performance, and the resilience dimension plays an intermediary role between competition and learning performance; and a connected classroom atmosphere plays a regulating role in the dimensions of game competition, knowledge mastery and knowledge innovation. [ABSTRACT FROM AUTHOR]

Simple Summary: To the best of our knowledge, this is the first review aiming to assess the impact of VR on the rehabilitation care of cancer survivors. We conducted a general review of the current evidence on the efficacy of virtual reality rehabilitation (VRR) systems on cancer-related impairments as retrieved through a systematic search of the main research databases. VRR systems may improve adherence to rehabilitation training programs and be better tailored to cancer patients' needs, but more data is needed. Rehabilitation plays a crucial role in cancer care, as the functioning of cancer survivors is frequently compromised by impairments that can result from the disease itself but also from the long-term sequelae of the treatment. Nevertheless, the current literature shows that only a minority of patients receive physical and/or cognitive rehabilitation. This lack of rehabilitative care is a consequence of many factors, one of which includes the transportation issues linked to disability that limit the patient's access to rehabilitation facilities. The recent COVID-19 pandemic has further shown the benefits of improving telemedicine and home-based rehabilitative interventions to facilitate the delivery of rehabilitation programs when attendance at healthcare facilities is an obstacle. In recent years, researchers have been investigating the benefits of the application of virtual reality to rehabilitation. Virtual reality is shown to improve adherence and training intensity through gamification, allow the replication of real-life scenarios, and stimulate patients in a multimodal manner. In our present work, we offer an overview of the present literature on virtual reality-implemented cancer rehabilitation. The existence of wide margins for technological development allows us to expect further improvements, but more randomized controlled trials are needed to confirm the hypothesis that VRR may improve adherence rates and facilitate telerehabilitation. [ABSTRACT FROM AUTHOR]

The immune system plays a key role in protecting living beings against bacteria, viruses, and fungi, among other pathogens, which may be harmful and represent a threat to our own health. However, for reasons that are not fully understood, in some people this protective mechanism accidentally attacks the organs and tissues, thus causing inflammation and leads to the development of autoimmune diseases. Remote monitoring of human health involves the use of sensor network technology as a means of capturing patient data, and wearable devices, such as smartwatches, have lately been considered good collectors of biofeedback data, owing to their easy connectivity with a mHealth system. Moreover, the use of gamification may encourage the frequent usage of such devices and behavior changes to improve self-care for autoimmune diseases. This study reports on the use of wearable sensors for inflammation surveillance and autoimmune disease management based on a literature search and evaluation of an app prototype with fifteen stakeholders, in which eight participants were diagnosed with autoimmune or inflammatory diseases and four were healthcare professionals. Of these, six were experts in human–computer interaction to assess critical aspects of user experience. The developed prototype allows the monitoring of autoimmune diseases in pre-, during-, and post-inflammatory crises, meeting the personal needs of people with this health condition. The findings suggest that the proposed prototype—iShU—achieves its purpose and the overall experience may serve as a foundation for designing inflammation surveillance and autoimmune disease management monitoring solutions. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) and Internet of Things (IoT) are among the core technological elements of modern information systems and applications in which advanced features for user interactivity and monitoring are required. These technologies are continuously improving and are available nowadays in all popular programming environments and platforms, allowing for their wide adoption in many different business and research applications. In the fields of healthcare and assisted living, AR is extensively applied in the development of exergames, facilitating the implementation of innovative gamification techniques, while IoT can effectively support the users' health monitoring aspects. In this work, we present a prototype platform for exergames that combines AR and IoT on commodity mobile devices for the development of serious games in the healthcare domain. The main objective of the solution was to promote the utilization of gamification techniques to boost the users' physical activities and to assist the regular assessment of their health and cognitive statuses through challenges and quests in the virtual and real world. With the integration of sensors and wearable devices by design, the platform has the capability of real-time monitoring the users' biosignals and activities during the game, collecting data for each session, which can be analyzed afterwards by healthcare professionals. The solution was validated in real world scenarios and the results were analyzed in order to further improve the performance and usability of the prototype. [ABSTRACT FROM AUTHOR]

Ophthalmology is a medical profession with a tradition in teaching that has developed throughout history. Although ophthalmologists are generally considered to only prescribe contact lenses, and they handle more than half of eye-related enhancements, diagnoses, and treatments. The training of qualified ophthalmologists is generally carried out under the traditional settings, where there is a supervisor and a student, and training is based on the use of animal eyes or artificial eye models. These models have significant disadvantages, as they are not immersive and are extremely expensive and difficult to acquire. Therefore, technologies related to Augmented Reality (AR) and Virtual Reality (VR) are rapidly and prominently positioning themselves in the medical sector, and the field of ophthalmology is growing exponentially both in terms of the training of professionals and in the assistance and recovery of patients. At the same time, it is necessary to highlight and analyze the developments that have made use of game technologies for the teaching of ophthalmology and the results that have been obtained. This systematic review aims to investigate software and hardware applications developed exclusively for educational environments related to ophthalmology and provide an analysis of other related tools. In addition, the advantages and disadvantages, limitations, and challenges involved in the use of virtual reality, augmented reality, and game technologies in this field are also presented. [ABSTRACT FROM AUTHOR]

Eating disorders (ED) constitute a serious public health issue affecting predominantly women and appearing typically in adolescence or early adulthood. EDs are extremely difficult to treat, as these disorders are ego-syntonic, and many patients do not seek treatment. It is vital to focus on the development of successful early-intervention programs for individuals presenting at risk and are on a trajectory towards developing EDs. This study is a randomized controlled trial evaluating an innovative digital gamified Acceptance and Commitment early-intervention program (AcceptME) for young females showing signs and symptoms of an ED and at high risk for an ED. Participants (n = 92; Mage = 15.30 years, SD = 2.15) received either AcceptME (n = 62) or a waitlist control (n = 30). Analyses indicated that the AcceptME program effectively reduced weight and shape concerns with large effects when compared to waitlist controls. Most participants scored below the at-risk cut-off (WCS score < 52) in the AcceptME at end-of-intervention (57.1%) compared to controls (7.1%), with odds of falling into the at-risk group being 14.5 times higher for participants in the control group. At follow-up, 72% of completers reported scores below the at-risk cut-off in the AcceptME group. The intervention also resulted in a decrease in ED symptomatology and increased body image flexibility. Overall, results suggest that the AcceptME program holds promise for early-intervention of young women at risk for developing an ED. [ABSTRACT FROM AUTHOR]

Over the years, there has been a significant increase in the adoption of game-based interventions for behaviour change associated with many fields such as health, education, and psychology. This is due to the significance of the players' intrinsic motivation that is naturally generated to play games and the substantial impact they can have on players. Many review papers measure the effectiveness of the use of gaming on changing behaviours; however, these studies neglect the game features involved in the game design process, which have an impact of stimulating behaviour change. Therefore, this paper aimed to identify game design mechanics and features that are reported to commonly influence behaviour change during and/or after the interventions. This paper identified key theories of behaviour change that inform the game design process, providing insights that can be adopted by game designers for informing considerations on the use of game features for moderating behaviour in their own games. [ABSTRACT FROM AUTHOR]

Conserving energy amenable to the activities of occupants in public buildings is a particularly challenging objective that includes associating energy consumption to particular individuals and providing them with incentives to alter their behavior. This paper describes a gamification framework that aims to facilitate achieving greater energy conservation in public buildings. The framework leverages IoT-enabled low-cost devices, to improve energy disaggregation mechanisms that provide energy use and—consequently—wastage information at the device, area and end-user level. The identified wastages are concurrently targeted by a gamified application that motivates respective behavioral changes combining team competition, virtual rewards and life simulation. Our solution is being developed iteratively with the end-users’ engagement during the analysis, design, development and validation phases in public buildings located in three different countries: Luxembourg (Musée National d’Histoire et d’Art), Spain (EcoUrbanBuilding, Institut Català d’Energia headquarters, Barcelona) and Greece (General Secretariat of the Municipality of Athens). [ABSTRACT FROM AUTHOR]