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Prior research offers a minimal amount of direct evidence on the effect of gamification features such as top-donor leaderboards on medical crowdfunding, particularly regarding donor engagement, contributions per donor, and total campaign funds. The study analyzes data from 3,415 distinct medical campaigns, leveraging an unannounced change on GoFundMe. The findings reveal a complex scenario that defies simple expectations. The leaderboard is expected to increase donor engagement, but it appears to discourage larger contributions per donor, a phenomenon termed "crowding out." Despite these mixed outcomes, there is a positive correlation between the leaderboard's presence and the funds raised. These findings highlight the potential of leaderboards to increase engagement and total funds raised in medical crowdfunding campaigns. However, the crowding-out effect raises concerns about the Pareto efficiency of this motivation system. This research contributes insights to both practitioners and theorists, shedding light on the complex interplay between gamification features and crowdfunding outcomes in the medical context. [ABSTRACT FROM AUTHOR]

Assistance systems have been widely adopted in the manufacturing sector to facilitate various processes and tasks in production environments. However, existing systems are mostly equipped with rigid functional logic and do not provide individual user experiences or adapt to their capabilities. This work integrates human factors in assistance systems by adjusting the hardware and instruction presented to the workers' cognitive and physical demands. A modular system architecture is designed accordingly, which allows a flexible component exchange according to the user and the work task. Gamification, the use of game elements in non-gaming contexts, has been further adopted in this work to provide level-based instructions and personalised feedback. The developed framework is validated by applying it to a manual workstation for industrial assembly routines. [ABSTRACT FROM AUTHOR]

AbstractAppearance-based gaze estimation, which uses only a regular camera to estimate human gaze, is important in various application fields. While the technique faces data bias issues, data collection protocol is often demanding, and collecting data from a wide range of participants is difficult. It is an important challenge to design opportunities that allow a diverse range of people to participate while ensuring the quality of the training data. To tackle this challenge, we introduce a novel gamified approach for collecting training data. In this game, two players communicate words via eye gaze through a transparent letter board. Images captured during gameplay serve as valuable training data for gaze estimation models. The game is designed as a physical installation that involves communication between players, and it is expected to attract the interest of diverse participants. We assess the game’s significance on data quality and user experience through a comparative user study. [ABSTRACT FROM AUTHOR]

It is important that educators understand how to adapt their health education lessons to ensure they are inclusive of all students. This article provides six strategies for teaching health education to students with intellectual disabilities, both in the classroom and in physical education class, to improve their health literacy. [ABSTRACT FROM AUTHOR]

Fun and social affiliation are good predictors of long-term intention to use game-based interventions including those for motivating physical activity, yet current player matching algorithms are poor at facilitating social connectedness. In this paper, we report on the results of a study investigating how different player traits are associated with interest in social features of an exercise game for improving player experience through better player matching using common and complementary characteristics. Twelve conceptual scenarios were illustrated using storyboards and data was collected from 196 respondents who rated their attitudes and preferences towards gamification elements. Correlational results showed that all scenarios, except for cutting corners, were perceived as persuasive, enjoyable, engaging and are likely to increase future exercise intention for players who score high on Philanthropist- and Socialiser-oriented traits. Results also showed that many players favour the altruistic donation feature. Furthermore, qualitative results underscore that it is the player's partner that matters more than the players' personalities. We conclude with practical recommendations for designing more personalised exercise games that can include more socially engaging game mechanics in the future. [ABSTRACT FROM AUTHOR]

Physical activity (PA) is critical to health, but PA level declines dramatically in young adulthood. This study aims to compare the effectiveness of different social gamification designs (i.e. cooperation and competition) in mobile fitness applications among occasional exercisers among young adults. A mobile fitness application featuring competitive, cooperative, or individualistic gamification was designed and their effectiveness in promoting PA behaviours and socio-cognitive factors among occasional exercisers was compared through a four-week (i.e. one week for baseline and three weeks for use) field experiment involving 49 participants. The participants used one of the gamified applications with one or more friends in daily life during the experimental period. The results showed that cooperation and competition stimulate different types of social support: cooperation improves companion support, whereas competition improves appraisal support. Both gamification significantly increased daily steps in the first week, but after three-week usage, the increase of the cooperation groups reclined, whereas that of the competition groups was maintained. The application usage in cooperation also declined significantly after three weeks, while that of the other two conditions did not change significantly. The current study provided insights into gamification design for occasional exercisers among Chinese young adults. [ABSTRACT FROM AUTHOR]

Rhythm is essential in early music education. To acquire rhythm abilities, the synchronisation between body and rhythm patterns is fundamental. Extensive research has shown the link between the auditory-motor system and rhythm acquisition; however, other sensorimotor systems also improve rhythm skills. Rhythm acquisition can be trained using new technologies, such as video games; however, most of these use mainly auditory stimuli to improve it. Therefore, in this work, we explore tactile stimuli to improve rhythm skills using a video game and how visual elements affect rhythm perception using different stimuli. We evaluate and compare the synchronisation of 27 participants following either vibrotactile or auditory stimuli emitted through a rhythm video game in two difficulty levels and we evaluated the user experience. Consistent with the literature, our results indicate that participants synchronised slightly better using auditory than vibrotactile stimuli and players' performance was better when they had visual guides. A fatigue effect persisted and increased over playtime in both conditions. In the current study, usability measures indicate no significant differences. These findings suggest that vibrotactile stimuli are also suitable to train rhythm skills in a video game environment and the game-elements play an important role in players' performance. [ABSTRACT FROM AUTHOR]

With the increasing reliance on digital platforms, mobile game-based phone applications provide avenues to enhance learning of complex chemical concepts. This research developed a mobile game-based phone application designed to simulate the qualitative inorganic analysis of cations, determine its effects on learning, and examine students’ insights on using the mobile application. The developed app showed a Content Validity Index of 1, suggesting acceptable validity and relevance. Data analysis revealed an increase in the pre-test to post-test scores in terms of students’ metacognitive self-regulation skills, self-efficacy, and conceptual understanding after the intervention. This study offers essential implications for the potential of mobile game-based applications as valuable educational resources in chemistry. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionThe role of artificial intelligence (AI) in teaching is a significant topic of discussion. One identified benefit from these resources is to provide novel ideas for instructional methods. Game-based learning has also been a developing topic in education with research suggesting it may improve knowledge retention. This case describes the use of an AI-suggested game for teaching human gait to physical therapy students.ChatGPT was asked for creative ideas related to teaching gait to physical therapy students. Of the proposed ideas, ‘Gait Charades’ was selected and implemented. The topic of gait was chosen specifically for this learning activity due to its complexity. In the activity, students drew papers with a phase of gait and took turns acting out the phase and with peers deciding which phase was being presented. The use of ‘Gait Charades’ has not been identified in previous literature.While this case focuses more on the process of creating and implementing the activity rather than on measured outcomes, 26 out of 29(89.6%) students agreed that it aided in their understanding of gait phases.This case serves as a reminder of the tools at educators’ disposal, such as the use of AI to provide students with immediate feedback, to provide different wording of a concept, and to create novel learning experiences. The gait activity described shows how movement-based learning can be easily integrated into instruction. Further research should investigate both the use of AI in PT education as well as the benefits of multimodal teaching. [ABSTRACT FROM AUTHOR]

AbstractThis study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education [ABSTRACT FROM AUTHOR]

The on-going implementation of the new curriculum of the new education system in Kenya includes the administration of technology in the classroom. In this study, this was achieved through the use of a gamified app in a local private school in Kenya, a gamified Swahili app. As Swahili is the language that is Kenya's national and one of two official languages, it is an important language to master in school. The inclusion of a gamified app in addition to the traditional material used in the classroom is to increase their motivation, and engagement of the language learning process of the students. The participants expressed the enjoyment that they felt as they used the gamified app to supplement the material that they had been given to practice. This pilot study used both qualitative (using a questionnaire) and quantitative methods to gather the results of the control group (CG) and experimental group (EG) to ascertain the impact of their understanding through the pre- and posttest that the students did. The EG showed substantial improvement in the posttest after using the gamified app t(21) = −2.783, p = 0.011. Additionally, the students reported that they enjoyed using the gamified app to practice their Swahili reading comprehension materials. [ABSTRACT FROM AUTHOR]

How physical education teachers approach standards-based assessment of the new National Physical Education Standards is yet to be determined. But the use of technology for assessments may be one way to support and empower students in the education process toward physical literacy. This article focuses on the ways in which educators have adopted a particular technology, called Plickers, and how its use as an assessment tool can move physical education teachers' practice forward. [ABSTRACT FROM AUTHOR]

Based on the idea of gamified food packaging, the article follows several studies to propose a new integrative framework in gamified gourmet food packaging, lighting a new study area of the interplay of mobile marketing and packaging (as a communication vehicle) in the promotion management literature. We investigate the relationship between the masstige theory perspective on masstige (gourmet) food companies and the effects of gamification, specifically in mobile sales points, in the new extended framework that has been suggested. We propose an integrative framework comprising four key elements. These include consumer engagement with the brand, technological packaging design, consumer happiness, and consumer involvement at mobile point-of-sale. We employ a survey to gather data as part of our research methodology to test nine (9) research hypotheses and the mediating effect of consumer happiness and consumer involvement. The study offers valuable insights into promotions of gamified gourmet food packaging, bringing attention to the intersection of gamification and mobile sales points and how they impact consumer perceptions, intentions, and purchasing decisions. [ABSTRACT FROM AUTHOR]

Gamification services are hailed as effective tools for influencing users' behaviours, increasing engagement, motivation, and enhancing learning. In the field of behaviour change, transformative outcomes have been reported for gamification services; with some conceptualisation undertaken regarding transformative gamification services. However, there is a lack of research on practical implementation of transformative gamification services. Also, previous studies have often isolated a single component of gamification and not discussed the synergistic effects and behavioural outcomes of the experiences that the combination of gamification elements can create. To bridge this gap, we provide an implementation framework for transformative gamification services. This is achieved by identifying different components of transformative gamification from a social marketing and transformative service research (TSR) lens and their behavioural outcomes. To do this, we delve into game design, gamification and behaviour change literature and suggest a practical implementation framework which incorporates users' perspectives in the form of transformative values, user engagement types (play typologies), and consumption/service encounter experiences. This research contributes to gamification theory and practice by furthering the understanding of transformative gamification services in social marketing and TSR. It also provides behaviour change practitioners with detailed steps for implementation of such services aiming to create positive behavioural changes. [ABSTRACT FROM AUTHOR]

Consumer emotions and brand awareness are closely linked to the online advertising experience. Interactivity can enhance consumers' engagement with social media sites and brands. However, there is a lack of research on evaluating consumers' experience in social media interactive campaigns. To address this gap, the study proposes using mouse tracking as an unobtrusive method to collect consumers' behavioural responses while interacting with gamified campaigns. The study involved 21 users who completed two experimental tasks, during which mouse data and explicit self-reported responses about their emotional states, brand awareness, and purchase intent were collected. Thirteen mouse features were calculated, including time between clicks, time between movements, speed, acceleration, total number of clicks, total number of movements, and total number of pauses. The study found that fast movements and a low number of actions were associated with a positive user experience in terms of brand awareness and intention to buy or recommend the product, while slow movements and long or frequent pauses were associated with negative emotions such as stress, frustration, and confusion. The findings indicate that mouse tracking can be a valuable tool for assessing brand engagement and the emotional dimensions of users' interactions with gamified marketing campaigns. [ABSTRACT FROM AUTHOR]

The representation of reality seems to have gained precedence over reality. In the society of the spectacle, entertainment has become the experience. Accordingly, sport organizations must increasingly provide added value to their fans' brand experience. Nowadays, entertainment and sport have merged to give birth to 'sportainment'. Through a polar type of case study, this paper examines how the strategic marketing of, and through, sport can adapt to this reality by proposing a strategic sportainment mix. This study demonstrates that the strategic sportainment mix can provide valuable insights about the theoretical fit between strategic marketing efforts by, or through, sport, on the one hand. This is in addition, on the other, to a stakeholder segmentation that categorizes fans according to their connection with sport in a society of the spectacle. The proposed sportainment mix could boost the fan lifetime value, together with both the customer and financial-based brand equity. [ABSTRACT FROM AUTHOR]

BackgroundAimDesign and SettingMethodResultsConclusionEducational escape games have become more common, yet their effectiveness needs to be evaluated to establish whether or not they are a constructive pedagogical tool.This study explored students’ experiences of a general practice (GP) based escape game to uncover whether it deserves a place in a medical school’s curriculum.A mixed methods case study within one Scottish Medical School.Data were collected during March 2020 via 32 video recordings of an Escape Room Game, combined with participant, post-game questionnaire analysis. Video footage was reviewed in an ethnographic manner and thematic analysis conducted.Fourteen team events constituting 718 minutes were analysed. From the footage, five themes with fourteen subthemes emerged. The five main themes were: teamwork, leadership, clinical thinking, numeracy, and gamification. From the student questionnaires (n = 131), it was reported that the GP escape room was predominantly an extremely positive educational experience.Educational escape games appear invaluable in medical education. They can promote the growth of non-technical skills such as teamwork, leadership, and clinical thinking; all essential to working in a multidisciplinary team and enabling patient safety. Our participants struggled with numeracy in this high-pressured environment, this must be addressed to reduce potential mistakes made in the workplace. Results are supportive of educational escape games being worthy of a space within a medical school's curriculum. A GP-orientated escape room allows for early GP exposure from a different perspective, as well as equipping students with the skills to be successful in this field. [ABSTRACT FROM AUTHOR]

AbstractThis study investigated the impact of digital vocabulary games (DG) and digital vocabulary worksheet (DW) on achievement emotions and learning outcomes among 62 third-grade students with diverse reading abilities. Participants were classified as struggling or typical readers based a standardized reading fluency assessment. The research examined how these digital tools influenced vocabulary acquisition and emotional responses across the diverse reading abilities. Results showed that both DG and DW effectively improved vocabulary knowledge, with no significant difference in learning gains between modalities. However, DG elicited greater active positive emotions and calmness than DW, which could foster motivation and persistence, crucial for learning. Struggling readers experienced increased calmness and decreased negative emotions with DG, achieving gains comparable to their typical readers peers with both tools. Typical readers did not exhibit significant differences in emotional experiences or learning outcomes between the digital tools, suggesting their adaptability to various digital formats. This study illuminates the role of digital tools in not only promoting vocabulary growth but also shaping diverse emotional experiences during learning among young students with varied reading profiles. The findings have important implications for supporting struggling readers and nurturing a positive learning experience for all. [ABSTRACT FROM AUTHOR]

AbstractThe objective of the present study was to examine the effects of using gamification implemented in immersive virtual reality for the promotion of library services in the university library including knowledge acquisition, knowledge retention and user engagement. In terms of research procedure, we divided the participants into Gamified and Non-Gamified virtual reality groups, and both groups were asked to perform the pretest questionnaire of cognitive assessments. Then, participants were informed to use virtual reality to finish all the levels within one month in the library lab setting of the university. We performed post-tests to evaluate the knowledge acquisition, including a delayed post-test of three months to verify the knowledge retention. We also collected the user data to analyze the participant behavior. Results showed no significant differences among the Gamified and Non-Gamified groups in terms of knowledge acquisition, but showed significant difference in knowledge retention and user engagement. These findings supported the presumption that the gamified virtual reality approach can improve the library user’s access and knowledge retention of library services. [ABSTRACT FROM AUTHOR]

In recent years there has been a significant increase in the use of videoconferencing apps such as Zoom to support synchronous online learning. Although the apps can approximate real-time communication, students tend to be inactive and silent during videoconferencing-supported synchronous online lessons. To promote students’ participation, this study integrated gamification into Web-based videoconferencing-supported learning. We designed the gamification based on goal-setting theory and evaluated its effectiveness by examining the quantity and quality of students’ online in-class participation. The results showed that the gamified group (N = 24) significantly outperformed the non-gamified group (N = 29) in the amount of participation. We also found that the gamified group produced an increasing number of quality responses over time. We discuss the theoretical explanations of our findings and provide practical suggestions for instructors who plan to use gamification in their Web-based videoconferencing-supported classes. [ABSTRACT FROM AUTHOR]

Internships are crucial for enhancing the quality of talent in the hotel industry. However, it is essential to incorporate innovative internship activities with the current tech-savvy workforce. This research aims to develop gamification elements that can be integrated into hotel internship programs. The study utilizes Kolb’s theory and the M.D.A. (Mechanic, Dynamic, and Aesthetic) Framework to understand internship gamification. Through a comprehensive literature review, the study presents the Gamification Hospitality Internship System (G.H.I.S.) concept, wherein the M.D.A. framework elucidates the stages of experiential learning. The findings offer a comprehensive understanding of how gamification components can be effectively utilized to meet Generation Z preferences in hotel internship programs. [ABSTRACT FROM AUTHOR]

Serious games aim to provide cognitive assessments that are more enjoyable and easier to self-administer, potentially leading to more frequent assessments. We carried out two studies examining the relationship between game-playing enjoyment, game difficulty, and cognitive (game) performance. In the first study, 16 participants played three serious games once a week over four weeks as part of an undergraduate course, but with relatively minor motivation in terms of course credits. In the second study, 14 participants played serious games over six sessions in a period of three weeks. Participants included graduate students receiving credit for the course project (a major component of the grade) and friends and family that they recruited. Performance in the more difficult tasks tended to improve over time in the second study, but not in the first. Participants from the first study showed an overall negative sentiment toward the games. However, participants from the second study enjoyed the majority of games except for the more difficult games that required players to temporarily hold and memorize information. Participants got significantly better in the more difficult working memory games, even though these games were less popular than the simpler games. Our interpretation of the results is that enjoyability is important in encouraging people to keep playing cognitive assessment games as time progresses, and that enjoyability helps in maintaining performance in easy games. Higher motivation on the other hand played a significant role in facilitating learning effects in difficult games as well as in maintaining enjoyability. [ABSTRACT FROM AUTHOR]

AbstractResearch coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers’ Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors’ observations suggest this framework contributed to students’ affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

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

The accessibility of mobile technologies opens a new world of possibilities for parents to support their children's learning through game-based numeracy apps. Carefully designed numeracy apps can be effective at improving children's foundational numeracy skills. In the absence of industry standards for quality, however, it is important to understand how parents choose numeracy apps for their children. Forty-five parents of children 3 to 6 years old completed a survey and explored four numeracy apps of varying quality and instructional supports. Parent ratings were consistent with trained coders in identification of the highest rated app. However, ratings for the three remaining apps differed from the coders' ratings. Other factors apart from quality influenced parental ratings. For example, parents who had higher perceived math teaching confidence and those whose children used technology more often generally were more favorable in their app ratings. Overall, the study revealed strengths and challenges parents have evaluating numeracy apps. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) is being adopted at heritage settings as a means of creating and delivering experiences for heritage visitors. While several studies have examined AR applications and the antecedents and consequences of their employment from a consumer perspective, the heritage supplier's view in relation to how AR applications are designed remains underexplored. We explore the way heritage suppliers utilise AR for heritage settings, and as an interpretive medium that induces experience co-creation among visitors. Drawing on insights gained from interviewing heritage experts, the findings shed light on the virtual and physical experience elements included when designing AR. Five techniques employed by heritage producers that facilitate experience co-creation through AR are revealed: social interaction, personalisation, storytelling, gamification, and participation. Opportunities and implications of AR for sectors beyond heritage are then discussed. [ABSTRACT FROM AUTHOR]

Social gamification, which allows technology users to interact with each other in gamified tasks, has drawn increasing interest due to its effectiveness in facilitating users' game engagement and task efforts. In social gamification, users can compete or cooperate with other users or teams to complete game tasks and achieve game goals. However, it remains unclear how various social interaction mechanisms (SIMs), such as cooperation, interpersonal competition, and intergroup competition, influence gamification outcomes when they are separately or jointly implemented. In addition, the effects of SIMs on experiential and instrumental gamification outcomes have not been well differentiated. In this study, we systematically investigate the influences of these fundamental SIMs, as well as the possible interaction effects among them, on fitness app users' game engagement and fitness behavior. Using a fitness app custom-developed for the Chinese market, Fitness Castle, we conducted a longitudinal field experiment to test our proposed model and hypotheses. The results indicate that when separately implemented, cooperation and interpersonal competition can lead to differential instrumental gamification outcomes in the fitness context. We also systematically compare the differential gamification outcomes when cooperation, interpersonal competition, and intergroup competition are combined in various coopetition settings. Our study offers a theory-based framework and design principles for social gamification. Our findings help practitioners better design SIMs in their gamified technologies with the purpose of achieving optimal experiential and instrumental gamification outcomes simultaneously. [ABSTRACT FROM AUTHOR]

Introduction: Dose (number of repetitions) has been suggested as a key element in the effectiveness of rehabilitation exercises to promote motor recovery of the hemiparetic upper limb. However, rehabilitation exercises tend to be monotonous and require significant motivation to continue, making it difficult to increase the exercise dose. To address this issue, gamification technology has been implemented in exercises to promote self-engagement for people with hemiparesis in continuing monotonous repetitive movements. This study aimed to investigate how subjective perspectives, specifically enjoyability, motivation to continue, and expectancy of effectiveness, change through continuous daily exercise using a developed gamified exercise system. Materials and Method: Ten people with stroke suffering upper limb dysfunction underwent daily gamified exercise for seven days. The gamified exercise consisted of an electromyography (EMG)-controlled operating system that enabled users to play virtual games using repetitive finger movements. The participants performed conventional self-exercise on the same day as the control exercise, and rated their subjective perspectives on both exercises on a numerical rating scale on each exercise day. Results: Ratings for enjoyability and motivation to continue consistently showed significantly higher scores for the gamified exercise than for conventional self-exercise on all exercise days. A similar trend was observed in the ratings for the expectancy of effectiveness. No changes over time were found in any of the ratings throughout the exercise period. Conclusions: Exercise using the developed EMG-controlled gamified system may have the potential to maintain motivation and enjoyment in people with stroke to continue monotonous repetitive finger movements. [ABSTRACT FROM AUTHOR]

This study examined the influences of human–human interaction on impulse-buying intention in live commerce through swift guanxi and trust. To further clarify its impact, gamification was also incorporated into the proposed model. We adopted a quantitative methodology involving online questionnaires distributed to 742 Vietnamese consumers with previous live commerce purchasing experience. Data analysis was performed using structural equation modeling, and the results suggested that in live commerce contexts, entertainment and responsiveness positively impacted swift guanxi, whereas personalization had no such effect. Mutuality and social contagion were identified as crucial elements for fostering trust in co-viewers in viewer–viewer interactions. Additionally, the findings validated the influence of gamification on three model components: entertainment, swift guanxi, and impulse-buying intention. These findings can aid live commerce vendors and streamers in implementing effective live sessions that foster participants' intentions to make impulsive purchases. Furthermore, this study deepens the understanding of swift guanxi and trust in the live commerce sector. Finally, the integration of gamification contributes to the current understanding of its influence in e-commerce studies in general and in live commerce studies in particular. [ABSTRACT FROM AUTHOR]

AbstractThis study aimed to investigate how game-playing affected low- and high-anxiety students’ English vocabulary and content learning in a digital game-based learning (DGBL) environment. The participants were 132 fifth-grade English as a Foreign Language (EFL) students, divided into an experimental group using DGBL instruction (n = 68) and a control group using traditional instruction (n = 64). They were defined as low- and high-anxiety students based on the Foreign Language Classroom Anxiety Scale (FLCAS), with 38 low- and 30 high-anxiety students in the experimental group and 34 low- and 30 high-anxiety students in the control group. Data was collected from FLCAS, game-playing logs, pre- and post-tests, and an open-ended questionnaire. The results found that both low- and high-anxiety students benefited from a DGBL environment designed with game mechanics (game challenges, points, and comments) to improve their English vocabulary and content learning performance, with high-anxiety students making greater progress. In the DGBL environment, the game challenges for entertainment purposes motivated the high-anxiety students to engage in learning. The high-anxiety students’ confidence in learning was then enhanced through the points and positively encouraging comments, leading to active and repeated engagement in game-playing. This self-motivated learning facilitated the high-anxiety students’ English vocabulary and content learning performance. This study suggests that the gap between low- and high-anxiety students’ English vocabulary and content learning performance could be narrowed in a DGBL environment with game mechanics. [ABSTRACT FROM AUTHOR]

AbstractPurposeMaterials and MethodsResultsConclusions\nIMPLICATIONS FOR REHABILITATION:To measure the change in pain and disability during and after a 6-week gamified delivery of home exercise compared to a take-home packet.A 6-week at-home exercise protocol included participants randomly allocated to a gamified delivery group or packet group. The exercise protocol included the plank, side plank, foot elevated side plank, dead bug, and bird dog completed until discontinuation. The gamified delivery group received on-demand exercise videos and weekly exercise duration leaderboards. The packet group received a take-home packet.Forty participants were randomized into a packet group and leaderboard group, and 30 participants completed the study. Disability was significantly lower at 6-weeks (11.29 ± 9.81%) compared to baseline (15.93 ± 11.65%) in the packet group (χ2(2) =10.89, Z= −3.163, p=.002, r=.708). Percent disability was significantly lower at 6-weeks (8.00 ± 5.91%) compared to baseline (13.01 ± 7.17%) in the gamified delivery group (χ2(2) =13.235, Z= −3.399, p= <.001, r= −0.760). Worst pain was higher at baseline (7.05 ± 1.61%) than at 6-weeks (5.75 ± 1.68%) in the packet group (χ2(2) =8.067, Z = 2.760, p=.006, r= −0.617). Worst pain was higher at baseline (6.90 ± 1.33%) than at 6-weeks (5.24 ± 2.38%) in the gamified delivery group (χ2(2) =6.250, Z= −2.810, p=.005, r= −0.628). No significant difference in the change of disability from baseline to 6 weeks was found between groups (p=.483).Core exercises completed until failure may improve disability and pain at 6-weeks and positively influence perceived patient improvement.Registry: Clinicaltrials.gov; Registration number: NCT05573932Nonspecific low back pain affects individuals on a personal, societal and economic level.Both interventions and exercises in this study influenced disability and pain, the outcome variables most important to individuals suffering from nonspecific low back pain.Targeting core musculature during at-home exercise may decrease pain and disability in the nonspecific low back pain population.Nonspecific low back pain affects individuals on a personal, societal and economic level.Both interventions and exercises in this study influenced disability and pain, the outcome variables most important to individuals suffering from nonspecific low back pain.Targeting core musculature during at-home exercise may decrease pain and disability in the nonspecific low back pain population. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodsResultsConclusionIt has been known that individuals’ regulatory focus differences (prevention orientation or promotion orientation) influence health-related behaviors. However, in the gamification literature, when classical and gamified applications are discussed, the gain frame is predominantly included, whereas the loss frame is not sufficiently considered. In this study, individuals’ evaluations of gamified and non-gamified personal health record systems with different frames were examined.A 2 (type of personal health record system application: gamified vs. non-gamified) X 2 (frame: gain vs. loss) between-subject design was implemented, and users’ regulatory foci were tested in this study. We predicted that systems that are gamified and aligned with users’ regulatory foci will be evaluated more favorably than systems that are not aligned with users’ regulatory foci.Contrary to what the gamification literature suggests, we found that individuals do not always prefer gamified systems over non-gamified ones. Participants’ regulatory focus might play a crucial role in their attitudes toward gamified platforms.The findings might contribute to the design of personal health record systems by bearing the individual motivational differences of users in mind. [ABSTRACT FROM AUTHOR]

AbstractEducational ChallengeProposed SolutionLessons LearnedNext StepsAs technological advancements challenge the current roles healthcare workers fill, curiosity and lifelong learning are becoming increasingly important. However, descriptions of specific curricular interventions that successfully develop these attitudes and skills remain limited.We aimed to promote curiosity and advance practical application of evidenced-based medicine through a longitudinal, gamified learning activity within a longitudinal integrated clerkship (LIC). Thirty-seven students across two inquiry-themed LICs based at a university hospital and a community-based integrated healthcare delivery system used BINGO cards containing various assignments designed to develop the skill of asking and answering clinical questions. Assignments included: engaging experts, using evidence-based medical resources, attending education events, utilizing medical library resources, and Phone-a-Scientist. Students shared their experiences in a group setting and wrote a reflection for each assignment that was qualitatively analyzed to determine the perceived educational outcomes according to the Kirkpatrick Evaluation Model.Results suggest that Inquiry BINGO fosters curiosity and builds skill in applied evidenced-based medicine early in clinical training. Most assignments prompted students to engage in opportunities they might not have otherwise explored. All but three students reported a change in behavior as a result of the assignment and 57% reported positive clinical or research results.Future iterations of this activity should be evaluated by obtaining patient and/or preceptor feedback as well as longitudinal evaluations of student behavior to ensure higher level educational outcomes are being met. [ABSTRACT FROM AUTHOR]

The nuclear industry is currently facing a significant demand for well-trained personnel. Due to the high market demand, it is essential to raise awareness among new target groups, including high school pupils and (pre-service) STEM teachers, about the potential and opportunities of pursuing a nuclear career. With this in mind, a new strategic partnership has been established under the Erasmus+ project ‘BRAVER’ (Blended and Remote teaching Activities supported by Virtual rEality for Radiation sciences). Within this 2-year project, international staff, and students from 7 partners of the CHERNE (Cooperation of Higher Education on Radiological and Nuclear Engineering) network collaborate with industry, regulatory and research institutes in developing educational virtual tools (VR and virtual online escape rooms) for nuclear sciences and engineering. The project aims to develop blended international training programs that incorporate technical, generic, and networking skills for both students and professors. This initiative can serve as a model for other scientific fields, extending its benefits to students and educators across different disciplines. [ABSTRACT FROM AUTHOR]

Both digital and non-digital games have been shown to be effective for supporting student engagement in mathematics. However, little is known about educator preferences for a particular game mode (i.e. digital versus non-digital), and what factors influence these preferences. To address this gap, 111 Australian primary school educators completed a questionnaire reporting on their usage of, and preferences for using, digital compared with non-digital games to support mathematics instruction. Participants were considerably more likely to use non-digital games than digital games in their classrooms, and the majority indicated a clear preference for using non-digital games. Thematic analysis revealed several themes that explained why many participants preferred non-digital games, with the most frequently coded theme being for pedagogical reasons such as: that they were better for promoting collaboration and communication; that they afforded opportunities for students to use manipulatives; and that they were easily adapted and differentiated for specific groups of students. Other notable themes included: assessment, in particular, the perception that when students played non-digital games it was easier to observe their understanding; access to, and limited awareness of, suitable digital resources; and managing the setup and delivery of the game. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

AbstractBrainstorming activities are quite common in L1 education. However, limited attention has been paid to the concrete unfolding of students’ idea development as a temporal, multimodal, and collaborative process. In this article, we explore how a group of four upper primary students in Year 5 (age 11–12) design a board game in a teaching unit on young people’s communication and toxic language use on social media. The unit was part of an intervention carried out in a study on game-based learning in the school subject Danish L1. Our detailed analysis shows how the students’ development process involved an interplay of different timescales at the micro, meso, and macro level, and a use of different semiotic resources such as spoken and written language as well as drawn sketches for a game board. The layers of meaning expressed through the students’ dialogic talk resulted in a metaphorical chain of reasoning, where the students’ initial loose idea was gradually transformed into a final game concept. This reasoning across modalities was enforced through the choice of bringing in paper and pen for drawing. The study concludes by discussing how we can understand idea generation as a non-linear multimodal process in the L1 classroom, which may have implications for other productive tasks. [ABSTRACT FROM AUTHOR]

AbstractAdvances in mobile consumer technology, especially in smartphones, have given rise to numerous new crowdsourcing opportunities. With the miniaturization of sensors and the growing number of smartphone models containing a wide range of them, we are now capable of creating digital imitations of real-world objects using everyday mobile devices. In this study, we created four augmented reality (AR) applications utilizing LiDAR sensors that were designed for crowdsourcing the creation of such digital imitations, i.e., digital twins. A user study was undertaken where video recordings, audio recordings, point cloud, and mesh data were collected in forest settings. Each approach was evaluated in terms of the characteristics and quality of the crowdsourced data acquired, as well as the participants’ behavior and experience. Our findings demonstrate that through gamification approaches, we can influence not only the user experience but also the type and quality of the crowdsourced data. Our findings offer guidance on which gamification dynamics and interactions are best suited for several types of crowdsourcing tasks. We also show that the collection of meaningful data is not limited to specific interactions or experiences and suggest that there are multiple routes in gamification design for reaching the desired outcomes. [ABSTRACT FROM AUTHOR]

Interprofessional education is a key component of preparing health professional students to become collaborative practice-ready graduates. In the design and delivery of activities, educators seek ways to enhance student participation and learning with the goal of developing students' collaborative practice capabilities. Traditionally, learning formats have largely maintained a clinical focus to enable students to learn with, from and about each other's roles as health professionals. In recent years, escape rooms have emerged as an innovative teaching approach within interprofessional education. Utilising gamification, escape rooms require students to work collaboratively, employing teamwork, communication, conflict resolution and problem-solving skills to 'escape' a set scenario. This article explores our experience of using escape rooms as an interprofessional education strategy. Additionally, we report on trialling a non-clinical focus within the activity as an alternative means of educating students for collaborative practice. [ABSTRACT FROM AUTHOR]

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

Improving individuals' low-carbon awareness has become an important research topic. Gamification design is regarded as a potential IT solution to this social problem. Although much research is concerned with the effect of low-carbon awareness to improve individuals' behaviour, little attention has been paid to exploring how to improve low-carbon awareness, especially in the context of green gamification. To fill this research gap, our study uses the cognitive dissonance theory to build a theoretical model for exploring the impacts of green gamification factors on individuals' low-carbon awareness. The model is also used to explore the mediating role of cognitive dissonance and the moderating effect of emotional dependence. Empirical results reveal that visibility of achievement, competition, and interactivity have positive impacts on users' cognitive dissonance, which further positively affect users' low-carbon awareness. In addition, users' emotional dependence positively moderates the relationship between green gamification factors and users' cognitive dissonance. These results extend the cognitive dissonance theory and the literature on green gamification. New insights and practical implications for the designers of gamification application and environmental protection organisations are also provided in our study. [ABSTRACT FROM AUTHOR]

The popularity of digital civic education has gained the attention of educators, policymakers, and public administrators worldwide across the globe. Research scholars have also been focused on understanding how young citizens' motivation and learning outcomes can be stimulated. Based on gamification affordances and self-determination theory, this study examines how three gamification affordances (i.e. reward affordance, competition affordance, and self-expression affordance) affect young citizens' intrinsic motivation and learning performance in digital civic education. In addition, the study examines the moderating effect of the modularity of gamified learning activities on the relationship between intrinsic motivation and learning performance. Data for this research were collected from 454 young citizens of a digital civic education platform through an online survey. Structural equation modeling (SEM) was used to analyze the proposed research model. The empirical results indicate that the three gamification affordances exert different degrees of influence on the satisfaction of young citizens' intrinsic psychological needs, which in turn, facilitates their learning performance. Further, the results indicate that the modularity of gamified learning activities impedes the impact of psychological need satisfaction on learning performance. This study is important in that it helps educators and politicians understand the needs of young citizens through gamified digital civic education modes. [ABSTRACT FROM AUTHOR]

The production of pharmaceutical cannabis is a complex and dynamic industry that has to meet critical challenges concerning product quality, compliance, traceability, food safety, sustainability and health. Digital twins have the potential to be powerful enablers for producers to meet these challenges. However, digital twins for the pharmaceutical production of cannabis are still under exploration and not yet researched. This paper contributes to overcoming this situation by proposing a reference architecture for the development and implementation of digital twins in this domain. Based on a design-oriented methodology, it defines and applies a coherent set of architecture views for modelling digital twin-based systems. Furthermore, a proof of concept of an immersive digital twin has been developed in order to test the applicability of reference architecture. This digital twin is developed in the open, cross-industry platform Unity and includes an extensive 3D model of a cannabis production facility. It is connected with real-world data through an application programming interface integration displaying real-time sensor data from a live greenhouse. The 3D environment is fully explorable, where the user takes control of an avatar character to walk around the facility and view real-time sensor readings. The expert validation shows that the developed digital twin is a valuable and innovative first step for remote management of pharmaceutical cannabis production. Further developments are needed to leverage its full potential, especially adding more types of sensor data, developing implementation-specific 3D models, extending the digital twin with predictive and prescriptive capabilities and connecting it to actuators. [ABSTRACT FROM AUTHOR]

ObjectiveBackgroundMethodResultsConclusionThe goal of the present study was to determine whether using gamification with the flexibility of board game design to prepare aviation cadets for future flight training could reduce their fatigue and stress from work overload and thereby decrease risk of human error leading to accidents.Cadets need to have fully acquired aviation knowledge so as be able to access it spontaneously in decision-making when operating an aircraft and performing multi-tasks. The current tight training schedule and the need to immediately apply newly learned knowledge add considerable stress to the fatigue resulting from highly demanding physical training.A board game involving specific content, rules, and contexts and incorporating competition and collaboration was designed.The results showed that the learning effect of the game group was at least the same as, if not better than, traditional self-study. Both groups of cadets could retrieve their learning after two months. The game group was significantly more positive in their responses to the flow survey and expressed being in favor of learning by playing board games in the interviews.The findings suggest the feasibility of adjusting the current pilot training program by adopting game-based learning of aviation knowledge at an early stage for future use. [ABSTRACT FROM AUTHOR]

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

AbstractRapid technological advancements have drawn increased attention to consumers’ intention to use mobile banking (m-banking). This study addresses the gaps in understanding the determinants of this behavioral intention by introducing a novel research model that amalgamates constructs from three perspectives: diffusion of innovation, the extended unified theory of acceptance and use of technology, and gamification. Analyzing data from four Western Balkan countries, the study employs partial least square–structural equation modeling to confirm the model’s robustness. Key factors influencing m-banking intention include compatibility, performance expectancy, facilitation conditions, hedonic motivation, and gamification. These findings provide valuable insights for scholars and practitioners, enabling model refinement and application improvements to enhance consumer acceptance. [ABSTRACT FROM AUTHOR]

AbstractGamification has arguably emerged as the most dominant of persuasive technologies, giving rise to a multidisciplinary field and diverse associated industries. As the field has grown, so too has the need for further resolution, nuance, and conceptual acuity; it is important to be able to distinguish different facets once the use of umbrella terminology becomes insufficient. One notable area of interest is gamblification, the study of which is not yet as well-developed; while gamblification is often conceptualized as an extension of gamification, recent research has found it to be an effective means of engaging users in alternative ways. This article examines points of similarity and difference between gamblification and gamification, with the intention to highlight the scope of gamblification as a means to promote specific user behavior and, furthermore, to provide a clear theoretical basis for the ongoing investigation into this phenomenon. The most significant point of difference is that while successful gamification primarily utilizes intrinsic motivations to effect meaningful change, gamblification does so predominantly through leveraging extrinsic motivations. Consequently, gamification and gamblification are used to achieve different aims and are suited to different contexts. Finally, a future research agenda for developing the study of gamblification is presented. [ABSTRACT FROM AUTHOR]

The purpose of this scoping review is to synthesize knowledge of gamified online course design processes and practices extracted from the peer-reviewed research literature. The scoping review followed a systematic process involving five main stages: (a) identifying research questions, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) collating, summarizing, and reporting the results. A total of 58 studies, published from 2013 through 2021 were included in this review. Five focus areas of gamified online course design were identified that include gamification elements, activities, tools, frameworks, and user attributes. The well-known ADDIE (Analyze, Design, Develop, Implement, Evaluate) framework was used as a conceptual lens through which gamified online course design processes were considered. This scoping review addresses a gap in the knowledge base by aggregating and interpreting current gamified online course design practices through the common language of a well-known instructional design framework. [ABSTRACT FROM AUTHOR]

Improving nutritional intake contributes to maintaining the health and quality of life of the older population and reducing individual and societal healthcare costs. We collaborated with two community service hubs and a public health center in Taipei's Daan District to develop a personalized community-based health and nutrition program using service design. The design was validated through a model encompassing perceived usefulness, service experience, perceived value, and behavioral intention, analyzed using PLS-SEM modeling on 76 individuals. The results showed bidirectional influences among these factors. This study provides practical recommendations for formulating public health policies and health promotion programs for older adults. [ABSTRACT FROM AUTHOR]

The rapid expansion of social commerce (S-commerce) has necessitated the development of effective advertising strategies. Despite claims that gamification offers several benefits when integrated with S-commerce, its significance in emerging markets remains unclear. This study was designed to evaluate the influence of gamification on advertising effectiveness in emerging markets such as Vietnam. Personalization and privacy concerns (S-commerce's recent prominent factors) were also assessed. A quantitative approach was used in this study. Data were collected through a survey of 477 individuals exposed to gamification advertising on S-commerce platforms. The results demonstrate that gamification significantly influences the intention to interact with advertisements through both hedonic and utilitarian mechanisms. However, this factor only affects attitudes toward advertising through hedonic mechanisms. The influence of attitudes toward advertising on consumer behavioral intentions was also reinforced in our study. Moreover, the empirical findings show that personalization significantly influences gamification and attitudes toward advertising. Finally, privacy concerns were found to have no effect on gamification and attitudes toward advertising and, simultaneously, produced only a small negative effect on the intention to interact with advertisements. [ABSTRACT FROM AUTHOR]

Achieving cooperation between individuals is challenging and often driven by self-beneficial motives. On the other hand, people also seem capable of subordinating their personal interests and of engaging in cooperation for motives other than their own, i.e. out of altruistic impulses. One context in which both motivational facets can be observed is multiplayer online games. However, there is a lack of knowledge about how cooperation based on altruism and egoism develops in games, which also prevents us from transferring this knowledge as a form of gamification. In this study, we explore which game features are accountable for altruistic and egoistic sentiment, and how these distinctive demeanours induce cooperation in games, with the intent to also derive implications for gamification. We employ we-intention and I-intention theory and conduct a survey among players of the game Ingress (N = 206). Our findings imply that (1) cooperative game design can give rise to within-group altruism in form of enjoyment in helping others and cooperative goals, (2) altruism can lead to the formation of we-intentions, and (3) individualistic game features invoke I-intentions and self-centered motivations in games in the form of recognition-seeking. Theoretical and practical implications are provided for cooperative game and gamification design. [ABSTRACT FROM AUTHOR]