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Gamification involves making teaching processes fun with the intention of improving factors that affect learning, such as motivation. Although the focus is not on the game itself and the corresponding entertainment, its design and results provide an alternative for developing educational proposals that make students the protagonists and generate student engagement with their education. On that basis, this study aims to understand pre-service primary school teachers' perceptions of gamification as an active methodology, taking the gender and time of analysis variables into account. To this end, a quantitative longitudinal panel design (pre-test and post-test) from a descriptive and inferential approach was applied. The sample consisted of 284 pre-service primary education teachers from the University of Málaga (2021/2022 academic year). The information was collected through a validated instrument that measures perceptions of both digital didactic resources and teaching methodologies. The results revealed positive perceptions of gamification as a methodology, with a significant improvement from the pre-test to post-test scores. As for the analysis of the gender variable, there were significant differences, with the male participants' ratings of gamification being higher than those of the female participants. In conclusion, gamification constitutes a feasible methodology to implement due to being well-received by university students, as a result of its motiving and fun nature and the fact that it makes students the protagonists of the learning process.

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

The present retrospective, descriptive, and quasi-experimental study aimed to explore students' perceptions of traditional teaching combined with gamified and nongamified e-tests for postlecture reinforcement. Midterm knowledge retention and academic performance were also analyzed. The study was conducted from February 2021 to May 2022, involving a single group of first-year medical and physiotherapy students enrolled in equivalent core subjects on human histology at the University of Las Palmas de Gran Canaria (ULPGC). Lectures were supplemented with gamified Quizizz (QQ) or nongamified Moodle questionnaires (MQ) after lecture (t0) and 30 days later (t30). From 171 attendees, 162 volunteers were surveyed on their perceptions on the experience. Furthermore, 97 volunteers participated in the DOCENTIA-ULPGC survey on the students' satisfaction, and 123 participants individually answered 20 QQ and 20 MQ. Data were analyzed using the program Jamovi 2.3.24. The survey on volunteers' perception comprised 11 Likert items and 3 numerical scale items. The former showed acceptable internal consistency (?-McDonald, 0.70) and validity (KMO, 0.58). Both types of e-questionnaires facilitated learning and motivated pre-reading contents but QQs were preferred. Reinforced lectures were rated higher than those unreinforced. Volunteers expressed higher overall satisfaction though DOCENTIA-ULPGC survey than the prepandemic control group. Average scores peaked at t0 with higher MQ rates. At t30, MQ and QQ scores were acceptable and similar. Participants' outcomes in the final exam tended to improve compared to the prepandemic control group, but without statistical significance. In summary, gamified and nongamified e-quizzes enhanced the student satisfaction and motivation and facilitated midterm knowledge retention.

This study examined a cohort of 12 study abroad participants taking a course on video game topography and narrative in Salamanca, Spain, to determine how inhabiting and co-creating narrative worlds as part of the coursework might impact the experiences of the students inside and outside of the classroom as they engaged in mandated and optional cultural engagement activities, such as museum tours and excursions to historical sites. Students completed two gameful learning activities: 1) they co-created their own narrative game world in a group game proposal assignment drawing upon research from storytelling through game environments, and 2) they created independent digital journals of their experiences through the perspective of a gaming avatar chosen at the beginning of the course. Results from pre- and post-self-report surveys indicate that the game proposal assignment allowed students to develop stronger connections with one another while conducting research that gave them additional context for their cultural surroundings. However, those same students criticized participation in pre-defined environments or activities within the photo journal assignment that they perceived to lack authenticity. Future iterations of similar course designs should establish the course content and context as a foundation before enabling students to co-author the course's game narrative. Assessment of learning outcomes beyond self-reports is also recommended.

Recent research and studies on training plans in physical education agree on the need to incorporate digital technologies in teaching contexts. At the same time, the introduction of active methodologies, such as gamification, has become one of the major trends of recent years. In this paper we present the perception of teachers and students about a gamified proposal for physical education in secondary education that uses social networks as a way for communication, collaboration, and promotion of physical activity among students. "Edmodo" has been used to carry out this experience because, as a vertical social network, it has an attractive interface for students and protects their privacy by not requiring any personal data. This is a qualitative research, with a case study methodological design, which has used the focus group and group interview as data collection techniques. The sample consisted of 10 teachers, which represents all the teachers participating in the experience, and 56 students. The results show the positive assessment, both by teachers and students, of the "Edmodo" social network as a virtual teaching-learning environment for physical education in secondary education, and gamification as an active methodology. Likewise, the influence that the proposal, based on the use of digital technologies and gamification, has had on the promotion of physical activity among pupils has been high.

Gamification is increasingly used for better content assimilation. However, it is hardly used in theoretical and technical courses related to building and architecture. This study focuses on assessing the use of gamification with Kahoot! to arouse students' interest and to ease content assimilation. Experimentation was undertaken during the 2020/2021 and 2021/2022 academic years. All students enrolled in the course participated in experimentation: 67 and 65 students, respectively. Gamification sessions took place in the middle and at the end of each academic year (the week before partial exams). Students were also surveyed to assess their degree of satisfaction with gamification sessions. The results showed that gamification dynamics improved students' performance in exams, obtaining a lower percentage of failures and increasing higher marks. Cluster analysis results also showed that students' performance in Kahoot! is not a clear indicative of their performance in exams, so it is useful as a self-assessment tool. Moreover, most students positively assessed gamification sessions for better content assimilation. This study stresses the implementation potential of Kahoot! in teaching dynamics in university degrees in architecture and building engineering.

Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality.

Background: Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. Methods: A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). Results: An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; [eta][superscript 2][subscript p] = 0.175); competence (F(1) 37.28, p = <0.001; [eta][superscript 2][subscript p] = 0.120); relatedness (F(1) 51.49, p = <0.001; [eta][superscript 2][subscript p] = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; [eta][superscript 2][subscript p] = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; [eta][superscript 2][subscript p] = 0.073)). Conclusions: These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students.

According to self-determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well-being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe-Reflect-Draw-Edit-Repeat (ORDER) method and gamification (experimental condition) versus a non-ORDER and non-gamified program (control condition). These two different 30-h (7-week) anatomy education programs were implemented at two Spanish public universities with 116 first-year sport sciences students. Pre and post-treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t-tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042, [partial eta-squared] = 0.038). Treatment and interaction effects were observed for 'autonomy' (p = 0.003, [partial eta-squared] = 0.074) and 'competence' satisfaction (p = 0.048, [partial eta-squared] = 0.035). A time effect was found for 'relatedness' in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students' basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification.

Gamification is a training model that encourages the inclusion of active methodologies into learning environments. The objective of this study is to analyze the effects of a gamified experience through virtual and face-to-face escape rooms as well as to determine the generated levels of fun, absorption, creative thinking, mastery, activation, absence of negative effects and student grades. A descriptive and correlational experimental design has been used. In total, 105 Spanish university students participated. The data was collected using a scale validated in the Spanish context called Gameful Experience in Gamification (GAMEX). The results reveal significant variability according to the training environment. In face-to-face environments, students' fun and activation were promoted, generating pleasant entertainment experiences. In virtual environments, influence, autonomy, creativity, and exploration by students increased. Similarly, these environments shared high levels of spatio-temporal absorption and an absence of negative effects. Regarding the ratings, no statistically significant results that confirm their effectiveness depending on the environment were determined, but good scores were obtained. It is concluded that the choice of the gamified environment will depend on the dimensions and the goals that the teacher intends to achieve during the learning process.

Social constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the results of the design and implementation of a training programme of 7 sessions (8.5 h of class participation plus 25 h of personal homework) for pre-service secondary school science teachers, who were asked to design a gamification resource and an e-rubric to evaluate it. Subsequent improvement of this e-rubric was enhanced by performing different reflection activities at key moments. The programme was carried out by 50 Spanish pre-service teachers from Málaga (Spain). Data collection centred on the e-rubrics designed, the emotions experienced and the possible transfer to real-life practice performed six months later. The impact of reflections on the evaluation was studied by analysing the evolution of the categories proposed by the participants for the e-rubric at different times, with marked changes being found during design and preparation of the gamification resource, and only very minor changes post-implementation. In addition, a group-based criteria consensus session favoured a more in-depth reflection. Interest was the main emotion experienced by pre-service teachers, especially during preparation and use of the resource. The programme also had a marked impact on transfer of the e-rubric into practice, as did the designed resource, although to a lesser extent.

Society is continually evolving and the needs of current generations of students are changing, deriving from the ongoing digital evolution of the whole of society. Gamification tools are increasingly being implemented in education, since previous studies have demonstrated their usefulness to foster motivation, particularly in the case of engineering students. For that reason, there is a great need to continue providing empirical evidence of experiences proving the positive consequences of new active learning tools. In this work, a video-game (which would be catalogued as a serious game in the literature) was implemented in a subject traditionally perceived by the students as very complex, at the School of Engineering in Cádiz (Spain). The purpose of the video-game was to provide an entertaining way to review the theoretical concepts taught during the lessons. Since the video-game was successful, another one was developed with the same environment but the theoretical contents of another part of the subject. After implementing the first game, which was played by N = 311 students, 94% of them stated that the game increased their motivation in the subject, and also that the games were very easy to use, very helpful to review the subject and enjoyable. Also, the students who played the games obtained a higher performance compared to the rest (around + 36% higher passing rates). Last of all, a t-student analysis revealed that the mean differences between the exam scores obtained by students who played the games and the exam scores of those who did not play were significant for both games. The impact of gender was also investigated, showing that gender had a small influence on the rating given to the games.

Background: Exergames are a new socio-technological phenomenon consisting of digital motor games that aim to stimulate players' motor skills. The physical-motor component of exergames has been well studied, but knowing more about their possible psychological effects in the school context is interesting to promote physical exercise practice. Gamification refers to the use of game-based elements in non-game contexts, whose aim is to motivate action by making activities more game-like. Gamification seems an innovative strategy to promote physical exercise habits at schools whose real effects are still poorly unknown. Physical education has significant direct and indirect influences on students' physical exercise. Exergames and gamification are associated with psychological benefits related to physically active behaviour. Purpose: The aim of this study was to analyse the effects of a gamified exergaming school intervention on the psychological variables associated with physical exercise (PEx) promotion. We hypothesised that the gamified exergaming school intervention will produce more achievement motivation, more enjoyment, a more positive attitude towards exergames, and more exergame and PEx intention in students. Participants and setting: A natural experiment with a non-randomised controlled design. The participants were 417 Primary Education students (53.2% girls, n = 222; 46.8% boys, n = 195) recruited from two public and two non-public schools (control group, n = 191; experimental group, n = 226). Their mean age was 11.1 (SD = 1.7), and 50.4% of the sample studied Primary Education Year 6 (aged 10-11 years; n = 210) and 49.6% studied Primary Education Year 7 (11-12 years; n = 207). The control treatment (traditional didactic intervention) was designed based on usual didactic dance teaching in Spain. Another similar experimental treatment was designed as the control treatment, but with a gamified climate and an exergame (gamified exergaming intervention). The Just Dance Now exergame was used. The Mechanics-Dynamics-Aesthetics framework was applied to achieve mastery-oriented motivational climates and an inclusive gamified atmosphere for all student-player types. Moreover, to gamify each class the ClassDojo application was used. Data collection: The students completed: the Achievement Motivation in Physical Education Test (AMPET); the Sport Satisfaction Instrument (SSI); the 'Attitudes Toward Exergames' scale; the 'Exergame intention' scale; the 'Exercise Intention' scale. Statistical analyses: In order to test the research hypotheses, both study groups were compared using factorial ANOVAs 2 (time; pre-treatment condition vs. post-treatment condition) × 2 (treatment; traditional didactic intervention vs. gamified exergaming intervention). Findings: As the analysis threshold was set at less than or equal to] 0.0125 with Bonferroni adjustment, the results showed better positive gamified exergaming effects on enjoyment and attitude towards exergames. No interaction effects on achievement motivation, exergame intention or PEx intention were found. Conclusions: This is the first study to examine an intervention combining Mechanics-Dynamics-Aesthetics (MDA) gamification framework as a didactic method and exergame as an educational resource, adopted as a strategy to promote the variables associated with encouraging PEx in primary schools. A gamified exergaming educational intervention might have some positive effects on variables associated with physical exercise promotion but its ability as an exercise promotion strategy is still unclear and future research should be conducted.

Purpose: To examine the effects of a 14-week gamification-based physical education teaching program on fitness in college students. Method: A convenience sample of 112 college students (21.22 ± 2.55 years) was distributed among a gamification-based group or a control group (i.e., traditional teaching). College students from the gamification group used a game-based mobile app under the narrative of "STAR WARS™" with a countdown, so they had to gain lifetime. Cardiorespiratory fitness was assessed by the 20-m shuttle run test. Muscular fitness was measured by the handgrip strength and the standing broad jump tests. Results: Participants from the gamification program reported a significantly higher cardiorespiratory fitness and upper and lower body muscular fitness at postintervention, indicated by an effect size of 0.86 (p < 0.001), 0.18 (p = 0.018), and 0.52 (p < 0.001), respectively. Conclusion: Gamification can have an important implication on students' motivation toward higher fitness.

This paper introduces a computer application, based on The Alphabet Game, designed to assist students of all disciplines understand the key academic concepts used in their respective fields, with specific application to economics and the study of national accounts. This approach offers a valuable contribution, in view of the difficulties often encountered in presenting key national accounting concepts in a dynamic and appealing manner. Due to the flexibility of the application, it can also be adapted to other fields of knowledge requiring the use of specialized or technical concepts. To assess the game's impact on enhancing learning, students of national accounts in economics were asked to assess their participation by means of an attitudinal survey focusing on motivation, quality of learning, and the effective use of time. The survey was completed by 60 students from two Spanish universities. The overall assessment of the game was strongly correlated with its contribution to the memorization of concepts, usefulness, and enjoy ability. The second evaluation assessed the impact of the game through measurement of its effect on academic performance, with students´ academic records related to the scores from both individual and group gameplay. The assessment was done using a multivariate analysis consisting of a set of semi-logarithmic regression models in which the exam score was the dependent variable and a combination of game results according to the version played (individual, group, or both) were the explanatory variables. All combinations indicated that the individual game is much more strongly related to overall academic performance than the group score. However, to better assess the game, a control group, homogeneous samples, or pre- and post-tests should be used. Finally, to improve the game's impact on learning, it can be used as a compulsory scoring activity, or a badge system could be implemented. Nonetheless, this tool should only be understood as an inextricable part of other assessment and learning activities.

The main objective of this research is to determine the perception of teachers about the elements that increases the educational effectiveness of gamified apps in primary education. A methodology based on an importance-performance analysis was developed, using a structural equations model to calculate the degree of importance of each variable. The sample was formed of 212 Spanish teachers with experience using educational apps in the teaching-learning process. Six categories were identified as precursors of educational effectiveness: (1) curriculum connection, (2) feedback and operational experience, (3) assessment and learning analytics, (4) sustainability (Protection Personal data), (5) equal access and (6) flow. These six categories enhance the three traditional areas of gamification intervention: cognitive, emotional and social. In this sense, the design and adoption of an educational gamified app should: (1) establish a clear link between the game and curricular content and competence development; (2) promote self-regulated learning through individual and collaborative activities; (3) offer adapted learning by integrating differentiated personalized learning pathways; (4) integrate learning analytics that can be consulted by teacher, student and family; (5) comply with data protection regulation and promote a safe, sustainable and ethical use of the information generated; (6) take into account different levels of functional diversity. When the gamified app design incorporates these attributes, primary education teachers perceive that such resources can be integrated effectively into the teaching-learning processes.

This study aims to analyse the extent to which gamification tools and multimedia resources (i.e. Cuadernia, Kahoot, Quizizz, and Socrative) can serve in learning strategies for education, achievement, participation and motivation during student teacher training in the subject of "Musical Education and its Didactics" and within the general context of higher education. We use a quantitative methodological approach with a quasi-experimental design and surveys as assessment tools. All 62 participants were studying Musical Education and its Didactics in their Bachelor's Degree in Primary Education at a private Spanish university and had finished their internship period. Application of the gamification strategy proved effective for dynamic teaching-learning. Findings show how the appropriate teacher training in didactic use of information and communication technologies (ICT) can achieve positive educational results when used correctly. ICT teaching practices for music education should be implemented with an adequate didactic approach for best results.

Game-based learning (GBL) has demonstrated its effectiveness in education by addressing challenges such as apathy, motivation, and active student engagement. In this article, the narrative video game "A Normal Lost Phone" has been employed to raise awareness among university students about transgender and gender diverse (TGD) individuals. The project involved 35 undergraduate students in Social Education from a university in Spain (29 females, 5 males, and 1 non-binary individual), with an average age of 20.52 years (SD = 1.82) during the academic year 2022/2023. The workshop's main objective was to enhance undergraduate students' training in social education and better prepare them for their future careers. The results highlight that video games can promote sensitivity and understanding of sexual and gender diversity among university students, which could have significant implications for professional training in this field. In conclusion, GBL presents promising opportunities for transforming educational practices. The integration of cooperative workshops into teaching methodologies can have a positive impact on student engagement, learning outcomes, and attitudes. Further research is needed to comprehend and effectively incorporate GBL into teaching practices fully. By harnessing the educational potential of games, we can create more engaging and effective learning environments that equip students with the necessary skills for their future careers in social education. [ABSTRACT FROM AUTHOR]

Gamification-based learning is a recent trend that has received increasing attention in the last few years due to digital development. Gamification has emerged as a vital aspect of the educational setting, with gamified elements playing a crucial role in e-learning environments. The current study is motivated by the need to address a gap in the existing research on the utilization of gamification in education. This gap exists due to a lack of studies that monitor the developments and effects of gamification in the educational environment. It is important to conduct such studies to provide guidance for future research in the field of gamification. A bibliometric analysis and systematic literature review were conducted to understand and describe gamification and its potential for learning. The results of the bibliometric analysis revealed that the most frequently used keywords in the studies were gamification, game-based learning (GBL), motivation, and engagement. The majority of research published in this field was conducted in the United States, followed by Spain and Britain. The Journal of Computers in Human Behavior and the Journal of Computers and Education were the two journals that focused primarily on the field of GBL. The most famous authors in this field are Hamari, Juho, Patel, Mitesh S., Landers, and Richard N. The field is experiencing significant growth, with the number of studies increasing from 7 in 2012 to 917 in 2021. The systematic review has found that undergraduates are the most frequent participants in gambling activities. The game elements that are most utilized are points, leaderboards, and badges, while the learning outcomes most addressed are achievement, engagement, and motivation. The primary objective of this paper is to provide a comprehensive guide to scholars and research institutes, outlining the key areas of emphasis related to the subject of gamification. The systematic research also identified the key components of gamification that instructors and e-learning designers may rely on most frequently. [ABSTRACT FROM AUTHOR]

Gamification is an educational methodology and tool that offers benefits through mechanics and dynamics. It brings motivating experiences and benefits to the instructional design approach. Several studies highlight that this methodology fosters contributions in commitment, fun, enthusiasm, motivation, satisfaction, and interaction in pedagogical contexts. The sample of 308 teachers was obtained after the mass delivery of the instrument to educational centers in Spain. The sample is nonprobabilistic, and the study participants voluntarily answered the survey. Of the participants, 69.8% were women and 30.2% were men; this proportion is representative of the population of teachers. A descriptive analysis is based on three dimensions: most used programs, devices used, and didactic functionality. These data are triangulated with an analysis through the HJ-Biplot method, which is presented as a multivariate graphical representation of the data from an Xnxp matrix. This analysis details findings on the determining role played by the teacher and the relationship between years of experience, age, devices used, and resources used, detected with descriptive and bivariate analyses. Among the conclusions are that the subjects positively value training in digital teaching competence in terms of gamification, although in real daily practice only 30% of teachers claim to use gamified tools. Gamification provides collaborative and innovative benefits in relation to its didactic functionality. [ABSTRACT FROM AUTHOR]

Background: The audience response systems are being implemented to support active learning in nursing degree programs. The benefits of audience response systems have been studied in lecture-based classes and seminars, but their advantages or inconveniences when included in the debriefing phase of a high-fidelity clinical simulation have not been explored. The study aim was to discover student´s experience about using of interactive questions during debriefing, and the self-perceived effects on attention, participation and motivation. Methods: A Mixed-methods study was used exploratory sequential design in a university. The participants were 4th-year students enrolled in the Nursing Degree in a university in Southern Spain. (1) Qualitative phase: a phenomenological approach was utilized, and focus groups were used for data-collection. (2) Quantitative phase: cross-sectional descriptive study using a questionnaire designed "ad hoc", on the experiences on the use of interactive questions in the debriefing phase and the Debriefing Experience Scale. Results: (1) Qualitative phase: the students highlighted the facilitating role of the interactive questions during the reflection part of the debriefing, and mentioned that the interactive questions helped with stimulating attention, participation, and motivation during the analytical part of the debriefing; (2) Quantitative phase: it was observed that the best evaluated dimension was "Motivation", with a mean of 4.7 (SD = 0.480), followed by the dimension "Participation", with a mean of 4.66 (SD = 0.461), and lastly, the dimension "Attention", with a mean of 4.64 (SD = 0.418). Conclusions: The use of interactive questions contributed the attention, participation, and motivation of the students during the debriefing, contributing towards a highly satisfactory experience of high-fidelity clinical simulation. [ABSTRACT FROM AUTHOR]

Escape room's popularity has raised over the past years among young adults. It creates a distended competitive environment, where participants collaborate to achieve a common objective through teamwork. We decided to apply this format as a teaching method for medical students at the University of Malaga, Spain. A peer-to-peer physiological cardiorespiratory escape room was designed by intern undergraduate students, collaborating within the Department of Human Physiology. This activity integrated the contents of the Human Physiology syllabus, which were organized into four stages that culminated in a final medical case. Intern students oversaw the design, promotion, preparation and execution of the activity, and were in charge of conducting the evaluation and follow up. The escape room was done in mid-December, after all theoretical and practical contents had been delivered, for four consecutive years, improving from each year's experience. The target group for this activity were second year medical students, who were asked to team up freely in groups of four to six students before the start of the activity. The students in each group cooperated with each other while trying to solve the different puzzles and questions in each stage of the escape room. After the activity, the results of the final evaluation exam of these participants were compared against non-participants, who served as a control group. Qualitative feedback was also received from the participants via a special survey that was designed for this task. Results between 2020 and 2023 (three last activities) show that the final mark of the participants was significantly higher than in non-participants (6.39 ± 0.14 vs. 5.04 ± 0.2; p < 0.0007). The global exam mark also increased in the participants (5.43 ± 0.10 vs. 4.44 ± 0.15; p < 0.0007). A significant difference was observed in the performance in cardiovascular (p < 0.0007) and respiratory-related questions (p < 0.0007), which was substantial in the participants. The qualitative feedback received from the participants was mainly positive, indicating an overall acceptance of the format by the students. We conclude that escape room format with a peer-to-peer structure is an efficient teaching tool for medical students performed by medical students in the field of Human Physiology. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to analyze the effects of a game-based learning (GBL) programon the classroomclimate and engagement of high schools in socially deprived communities in Spain. Methods: The study included 277 students from two secondary schools located in Southern Spain, situated in Zones in Need of Social Transformation. Sampling was non-probabilistic and accidental, based on the accessibility of the school and the willingness of the management and teaching staff to participate in the GBL program. The study employed a control group and two experimental groups (cooperative games group only and cooperative and competitive games group) to compare pre-test and post-test data in both groups. The Brief Class Climate Scale and Engagement Inventory, validated in academic literature, were used as assessment instruments. Results: The study used a series of ANOVA tests to compare the experimental groups with the control group. The results indicated statistically significant changes in all study variables. In all cases, the experimental groups demonstrated greater benefits than the control group. Discussion and conclusion: The study findings reveal that games can provide significant benefits to students, regardless of whether they are cooperative or competitive. The study provides evidence of the benefits of GBL in high schools located in socially deprived communities in Spain. [ABSTRACT FROM AUTHOR]

Background: Kahoot! is an educational tool allowing teachers to create a series of gamified tests with the aim of reinforcing educational content, thus improving the teaching-learning process. The objective of this project is to evaluate the acquisition of content through gamified tests with Kahoot! and reward cards compared to the traditional teaching methodology (contents not reinforced). Methods: This Physiotherapy Teaching Innovation Project (PTIP) was carried out in four subjects of the Degree in Physiotherapy at the University of Jaén (Spain). The teachers responsible for each subject were instructed in the use of Kahoot! and reward cards. These teachers randomly selected the contents that were going to be reinforced with Kahoot! while the other 50% of the contents would not be reinforced. In the final exam of each subject, the results related to the reinforced contents were compared with those non-reinforced and the degree of satisfaction of the students with the experience was evaluated. Results: A total of 313 students participated in this PTIP. In all subjects, we determined a significant increase in the number of correct answers in an improvement range from 7% (95% CI 3.85 to 9.38) to more than 20% (95% CI 17.61 to 26.86) in favor of the questions that alluded to reinforced content using Kahoot! compared to the non-reinforced contents. More than 90% of the participants considered the use of Kahoot! useful and motivating. Our findings showed that Kahoot! motivated more than 65% of students to study daily. Conclusions: The students obtained better academic results in the questions related to contents reinforced with tests through Kahoot! and reward cards compared to those non-reinforced, showing that this methodology can be an effective tool to promote retention and content assimilation. [ABSTRACT FROM AUTHOR]

Students' motivation is one of the most relevant factors when improving the quality of the learning process. In this context, gamification is a powerful tool for increasing motivation at all levels of teaching. Since gamification methodologies can be applied in many different ways, personalizing gamified activities as a function of gamification user types is a promising strategy. Knowing the user types is also an advantage to understand the nature of learners in the class. In this article, we present the findings from several pilot exercises, where we identified gamification user types among students from Spain and Finland, analyzing their prevalence as a function of age, gender, country, and field of study. We also designed a gamification experience where activities were designed to fit the preferences of different user types. From these pilot experiences, we found that gamification user types are only relevant when other variables, such as the difficulty of the tasks or the presence of students who do not work well in groups, are not present. Based on our findings, we conclude that distance learning and subjects where previous knowledge is not present are good choices when gamifying a subject. [ABSTRACT FROM AUTHOR]

Purpose: The main goal of this investigation is to analyze the implementation of a forced blended-learning program in social sciences higher education in a post-pandemic COVID-19 context. To reach that target, the authors suggest two specific objectives (S.O.): S.O.1 To analyze the motivation, the resources and the learning effectiveness of the program. S.O.2 To establish the differences emerged between the participants. Design/methodology/approach: The blended-learning program selected was based on the flipped-classroom model (Krasulia, 2017). The implementation consisted of a 20-min flipped classroom to flexibly follow the theoretical contents through self-elaborated videos uploaded on YouTube and adapted to all kinds of devices, two online theoretical hours driven by the teacher on the Zoom application per week with the whole group to augment explanations and solve doubts and two hours of face-to-face interaction to work cooperatively in small groups of 4–5 students per week. During these practical lessons, the students completed exercises, research reports, oral presentations and a gamification quiz developed each week through the Socrative application to keep the students engaged. Findings: All the participants agree in very positively valuating the small-group seminars and the teacher's role in the process. This is surely caused because of the pandemic fatigue and the restrictions (Mali and Lim, 2021) that were running during the fall semester of year 2020/2021 when in Spain lived the in-between of the second and third wave of SARS-CoV2. So, as educators and investigators, the authors encourage teachers to incorporate face-to-face interaction elements in forced blended-learning programs, to include seminars in small groups to work cooperatively and to provide the students support and a quick resolution of doubts. Originality/value: This study provides a significant value in support of a number of studies cited in the study. The study highlights the need for a standardised application of active methods in a standardised way. [ABSTRACT FROM AUTHOR]

The application of gamified learning in physical education is becoming increasingly popular. The aim of this work was to compare the effects of gamification versus traditional methodology to check whether there were differences in the attitudes of the students. A quasi-experimental design study was carried out. The sample consisted of 66 students in Secondary Education. Three questionnaires, POSQ (Perception of Success), BPN (Basic Psychological Needs) and CCDEF (Disruptive Behaviour in Physical Education), were used in both groups before and after carrying out each proposal. Firstly, an independent samples Student's t-test was performed. The results showed significant final differences in all variables except two: competence (p = 0.068) and aggressiveness (p = 0.136). Secondly, a paired samples t-test was performed. In this case, the control group showed a significant decrease in the variables task orientation (p = 0.004) and autonomy (p < 0.001). According to the experimental group, all variables showed significant differences (p < 0.05), except for two, competence (p = 0.223) and aggressiveness (p = 0.056). Therefore, it was concluded that, with the gamified learning, the students expressed higher levels of task orientation, all BPNs and lower levels of disruptive behaviours than the students who were subjected to the traditional methodology. This kind of intervention can help to improve the quality of education as set out in the SDGs through Quality Education. [ABSTRACT FROM AUTHOR]

Active-learning environments have been slowly but increasingly integrated into the political science curricula. Students and professors have fun in the active-learning processes. However, we still need evidence to support the nexus between learning and playing to ensure students learn more, or at least the same, with active-learning methodologies than with traditional ones. This article tests the effect of game-based learning on knowledge acquisition about political systems. We conduct a quasi-experiment in a Spanish university on second-year political science major students. Two groups were exposed to the treatment (role-play), and the third did not receive the intervention but a traditional lecture. We conducted a multi-method analysis to explore the data. Our results confirm that students exposed to role-plays have higher shortterm knowledge retention about political systems than those who took the traditional lectures. The main sociodemographic factor pushing knowledge retention is the current GPA of students. Qualitative analysis shows that, through games, students perceive a reinforcement of their skills and recognize the usefulness of role-playing games in for teaching electoral formulas, the benefits of redistribution and trade, and the complexities around decision-making in political systems. [ABSTRACT FROM AUTHOR]

The objective of the study is to describe the world scientific production on gamification in the Scopus and Web of Science databases between the months of January 2020 and March 2022. We worked with a universe consisting of 754 documents from the database Web of Science and 1443 from Scopus. The results indicate that, in terms of the number of authors, Scopus has 1,336 and Web of Science, 2,223. The rate of collaboration between authors is slightly higher in Web of Science (3.18) compared to 3.05 in Scopus. Regarding the author with the highest production on the subject, Juho Hamari stood out, while the Lecture notes in computer science magazines in Scopus and the Sustainability magazine in WoS stood out as the media with the highest production of articles on gamification; On the other hand, Spain was the main country producing scientific evidence, and the type of scientific production that stood out was the original articles. The growth of scientific production on gamification is corroborated and further growth is forecast for the coming years. [ABSTRACT FROM AUTHOR]

Aim: Adapting "escape rooms" for educational purposes is an innovative teaching method. The aim of this study was to ascertain the degree of learning of the residents. A secondary objective was to determine their degree of satisfaction. Methods: A prospective, observational study took place in October 2019. A sepsis-based escape room was designed and carried out. A mix of paediatric medical residents and paediatric nursing residents were enrolled. A prior knowledge test was carried out, which was repeated right at the end of the escape room and then again three months later. Furthermore, all participants completed an anonymous post-study survey. Results: We enrolled 48 residents, 79.2% of whom were women. The mean score for the pre-escape room exam was 7.85/9 (SD 1.65), that for the post-escape room exam was 8.75/9 (SD 0.53), and for the exam three months later, it was 8.30/9 (SD 0.94). Among the participants, 18.8% did not manage to leave before the established 60 min time limit. The results of the satisfaction survey showed high participant satisfaction. Conclusions: The escape room proved to be a valuable educational game that increased students' knowledge of sepsis management and showed a positive overall perceived value among the participants. [ABSTRACT FROM AUTHOR]

Twenty-first century societies are increasingly connected thanks to new technologies and the use of English as a lingua franca. This means that students have to be proficient in all four English language skills (writing, reading, listening and speaking) in order to obtain a university degree and get a job. Despite the fact that English is studied in Spain from a very early age, it seems that learners fail to acquire English language proficiency. Therefore, the main objective of this article is to investigate the effectiveness of gamification as an active methodology for teaching English, specifically to students of the BA in Translation and Interpreting at the University of Malaga (Spain). To this end, we have employed a mixed methodology to collect quantitative and qualitative data on the opinions of a sample of students of the mentioned degree. The results demonstrate that gamification has many positive effects on learning, as it enables students to be more motivated in the classroom. [ABSTRACT FROM AUTHOR]

This study presents a quasi‐experimental longitudinal mixed‐methods research about the participation in leisure activities, physical activity, and games, as part of the family leisure programme ("Lunae Magic School") for Spanish families with children under 12 years old during COVID‐19 lockdown. The impact on parents and their perception of the psychological well‐being of their children is evaluated. The results show that leisure activities reduce the parent's anxiety levels measured with STAI scale (p =.0001) and their perception of the physical and emotional discomfort of their children, measured with PSC scale (p <.0001). It is qualitatively argued that despite the confinement situation, the gamification, the variety of activities and the fact of being able to enjoy quality time with the family have allowed the creation of spaces of fun and flow. Therefore, although the findings on the importance of family leisure were encouraging, more research is needed on the implementation of similar programmes. [ABSTRACT FROM AUTHOR]

Background: The evolving healthcare landscape necessitates highly qualified nurses equipped with a myriad of soft skills, including decision-making. Traditional teaching models have led to innovative, active methods that prioritise student participation and enhance crucial soft skill development, such as decision- making. Considering the recognised importance of improving clinical decision-making skills and the need for innovative training, a literature gap is present in assessing the effect of real world and game-based learning on decision-making abilities., Objectives: This study aimed to investigate the effect of real-world and game-based learning, specifically using case-based learning and escape room, on decision-making competence in postgraduate nursing students in academic and clinical settings., Design: A descriptive, cross-sectional, quantitative intervention study was conducted, combining case-based learning and escape room methods sequentially., Settings: The study was conducted among postgraduate nursing students at the University of Navarra in Spain., Participants: Sixty-six postgraduate nursing students, mostly women, participated in the study., Methods: The study integrated case-based learning and escape room sequentially. Data were collected through an ad hoc online questionnaire, recorded escape times from the escape room, and academic scores., Results: The study enrolled 66 participants with an average professional experience of 4.2 years. Academic results showed high scores in case resolution (average: 8.34) and knowledge tests (average: 9.21). Out of 11 groups, 81.8 % successfully escaped the escape room within 30 min, with positive questionnaire responses indicating enthusiasm, enjoyment and perceived effectiveness of the activities., Conclusions: Real-world and game-based learning significantly enhanced decision-making competence in postgraduate nursing students across academic and clinical settings, demonstrating the importance of diverse teaching methods. Further research, including comparative studies and longitudinal analyses, is needed to evaluate the educational benefits of integrating case-based learning and escape room methods in nurse education and to refine assessment tools while monitoring long-term student progress., Competing Interests: Declaration of competing interest No conflicts of interest have been declared by the authors., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Game-based learning (GBL) refers to the use of games to support learning in educational settings or as educational tools. The objective of this qualitative study is to gain an in-depth knowledge of what GBL means for the educational community of a public school in Spain and to explore the impact GBL has on the teaching-learning process. Data were collected through document analysis, observation during the game sessions (45 students), a focus group (6 teachers), and by in-depth interviews (1 family member, 1 teacher, and 2 students). Data analysis used constant comparison until category saturation was achieved. The participants conceptualized GBL around three main topics: (1) GBL characteristics, (2) participation, and (3) quality learning and reasoning. Thematic coding of their statements suggested that GBL encourages participation in school; this produces motivation and contributes to educational inclusion. GBL yields quality learning in both content and curricular competencies and favors the development of the executive functions (EFs), which are the basis of high-level thinking abilities. Results suggest that GBL is a favorable active methodology for the twenty-first-century school. The data is discussed in light of child development and learning in an educational context. [ABSTRACT FROM AUTHOR]

Background Hospitalisation-associated disability due to reduced physical activity levels and prolonged bedrest episodes are highly prevalent in older adults. Objective To assess the effect of gamified interventions on functional capacity in hospitalised older adults. Methods A three-armed non-randomised controlled trial with two experimental intervention groups and a control group was conducted in a tertiary public hospital in Navarre, Spain. Participants were allocated to a simple gamification group (SGG) (n  = 21), a technology-based gamification group (TGG) (n  = 23) or a control group (CG) (n  = 26). The end points were changes in functional capacity, muscle strength, cognition, mood status and quality of life. Results Seventy patients (mean age 86.01 ± 4.27 years old) were included in the study; 29 (41.4%) were women. At discharge, compared to CG, a mean increase of 1.47 points (95%CI, 0.15–2.80 points) and 2.69 points (95%CI, 1.32–4.06 points) was observed (SGG and TGG, respectively) in the SPPB test; as well as an increase of 5.28 points (95%CI, 0.70–9.76 points) in the Barthel Index and 2.03 kg (95%CI, 0.33–3.72 kg) in handgrip strength in the TGG. Regression mediation analyses demonstrated that muscle strength changes (β = 1.30; 95%CI, 0.45–2.14; indirect effect 0.864; 95%CI, 0.09–1.90) significantly mediated the TGG effect on the SPPB score. Conclusions The TGG intervention programme may provide significant benefits in physical and muscle function over usual care and seems to reverse the functional decline frequently associated with acute hospitalisation in older adults. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Medicine & Science of Physical Activity & Sport / Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte is the property of Revista Internacional de Medicina y Ciencias de la Actividad Fisica y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the lack of research in the field of music through CLIL and ICT in Secondary Education in Spain, we propose to merge this subject with an innovative methodology. The general objective is to present a different approach to students in order to increase their motivation for the subject. The specific objectives are to teach music in English by integrating content, cognition and vocabulary through communication and the use of new technologies. This approach makes the design and implementation didactic, audiovisual and multimedia. Cuadernia: digital notebook composed of flash files, videos and audios, and gamification strategies. Quizziz: multiplayer questionnaire of class contents, based on teaching music through a cooperative methodology and gamification, are applied as options with a great educational projection, with information and innovative pedagogical experiences and potential to work together in the classroom with different levels of the subject. The results that follow the Likert scale reflect high student satisfaction with regard to teaching methodology, content acquisition, teacher training, ICT and resources. As a conclusion, of the coincident results between the professor and the students, we would like to implement it in the coming years. [ABSTRACT FROM AUTHOR]

The recycling target for plastics is expected to increase Europe-wide from 22.5% to 55% by 2025, hence the relevance of incentive schemes and the need to reach conclusions about how to encourage families to recycle more. Following this objective, a pilot project was implemented and a virtual reward token called RECICLOS created to encourage recycling among families, using incentives and awards to improve recycling behaviour and a webapp prototype to register the recycled plastic. By the end of the 6-week pilot project, 1053 families were registered on the scheme, representing 10% of the targeted population in the pilot area of the county of Pla de l’Estany, Catalonia, Spain. The novelties were the introduction of a token, the gamification of incentives through raffles and lotteries, webapp-based direct communication with citizens, and feedback after collecting and registering the recycled material. The multidimensional aspects of recycling activities, their strong relation with human behavioural patterns, and the high demand for communication and interaction mean that mobile technologies find significant application in this field. The results show that people can be influenced and their recycling habits changed by means of varied, effective, and innovative incentive schemes. [ABSTRACT FROM AUTHOR]

If we think about the earliest exposure that we, as individuals, have to schedules, routines, effort, and hard work, most probably it is schooling-- and elementary education in particular--that first comes to mind. Historically, teachers have tried (based on learning theory or their own intuition) to motivate students by making learning fun; however, more recently, many schools have become fascinated by the digital gamification phenomenon. This work explores the diverse perceptions of the role of this digital gamification among teachers and principals in urban schools in a city in the north of Spain trying to answer why, besides the lack of theoretical foundations, gamification software, hand in hand with the companies behind it, is colonizing classrooms. Three in-depth, semi-structured interviews with principals (who also work as regular teachers) were carried out and the information obtained was coded and represented through hierarchical trees. Then, the data provided by each respondent was compared. Principal's perceptions range from the enthusiasm of having easy access to these "free" tools, to more critical opinions on their use-- from both a political and pedagogical perspective. [ABSTRACT FROM AUTHOR]

Teachers face many challenges that require constant updating, training and information and where information and communications technology (ICT) plays a key role. In virtual learning environments, knowledge and the appropriate use of ICT are very important to ensure effective teaching-learning processes. One of the emerging methodologies in this regard is the use of gamification in education. Gamification motivates students' when they are faced with complex problems contextualized in a professional setting and provides them training in the skills required for entry into the world of work. The objective of this article is to measure factors that influence a gamified experience. To this end, a quantitative study with an ex post-facto descriptive analysis was carried out. The study population comprised 238 participants: 50 teachers and 188 students from different degree programs at universities in Andalusia, Spain. The results revealed high levels of activation and creative thinking, indicating that both students and teachers achieve high levels of motivation, activation and creativity after gamified experiences. [ABSTRACT FROM AUTHOR]

Long-term unemployment is a persistent problem in Europe, following the economic crisis suffered in 2008. This situation reveals self-employment as a good option for becoming re-involved in the working life. In this context, this paper presents a gamified educational platform to empower social economy entrepreneurship skills in long-term unemployed people. In particular, we present the training approach underpinning the motivational process supported by gamification, which has been developed using the ADDIE model. The learning path is developed according to a story that guides the work throughout the training process. It is based on the premises of alignment with reality, instruction from didactic material and real-life stories, in-game practice, work in groups and assistance from a facilitator. This approach covers the competence needs identified in a previous study and includes gamification techniques to improve motivation and engagement. Therefore, the training program comprises: (1) a set of materials and real social economy enterprise experiences, which are the basis for learning and getting inspiration; (2) activities to develop a business plan based on concepts learned from the learning materials and from real-life stories, as well as the help of a facilitator who walks with trainees during the process; (3) a set of individual and group, mandatory and optional assessment activities to evaluate the learning achieved; and (4) a three-views scoring system that shows learning progress for individuals and groups, and gives players the opportunity to exchange gamification points for benefits in the game. The results presented in this paper are based on a sample of two pilots run in Italy and Spain and involving five facilitators working with around 60 learners. About 60% of participants indicated their intention to apply knowledge obtained in a real-life entrepreneurship initiative. [ABSTRACT FROM AUTHOR]

• The paper has a focus on energy consumption habits and trends using statistical methods. • Occupants' behavior is monitored using smart metering system and awareness surveys. • The impact of a serious game on occupant's behavior is evaluated. The paper has a focus on energy consumption habits, trends and intervention strategies in residential buildings, mainly through the serious game approach with a combination of direct consumer feedback through smart metering. More than 150 homes in France and Spain have been involved in the research experiment and the consumption habits of approximately 50 homes were deeply analyzed. The applied methods, processes, results and findings of the monitoring data analysis are presented in the paper with two aims. First, consumption profiles and trends were determined for apartment homes with regard to heating, domestic hot water and electric consumption. Second, the impact of a serious game experiment was assessed comparing energy consumption, indoor air temperature and users' habits (based on questionnaires) before and after launching the experiment. [ABSTRACT FROM AUTHOR]

Obesity is considered a global epidemic of the twenty-first century by the World Health Organization (WHO). Specifically, the Canary Islands has the highest level of this disease in Europe and 40% of children in Spain are overweight or obese. This increase is a direct result of changes in the lifestyles of the population and its nutrition. Because of this, we have designed an educational program based on motor games, active videogames and virtual learning environments to improve the long-term health of children. This article presents and analyzes the results of a study on the nutritional knowledge and adherence to the Mediterranean diet of 46 obese children aged 6 to 12 years in the Canary Islands who participated in an educational program. The study design was quasi-experimental, with two groups (experimental and control). A long-term longitudinal study (3 years) was carried out. A set of evaluation instruments was used for the different phases. The results show significant improvements between the experimental and control groups in terms of their knowledge of healthy nutrition and their adherence to the Mediterranean diet. As a main conclusion, we emphasize that a gamified educational intervention program supported by ICT helps to motivate and promote improvements in the nutrition of children. [ABSTRACT FROM AUTHOR]

Gamification can provide new perspectives to help training people with Alzheimer and their caregivers. In this paper is shown the technical and social feasibility of launching on the market a serious game for training of Alzheimer's caregivers. A use case in the north of Spain has been selected. Before that, a state of art of serious games in the field of dementia has been done. The study showed that no serious game is available on the market focused on a widespread pathology such as Alzheimer. We have thus decided to develop and launch training products that fit Alzheimer patients and their family's needs, exploiting the learn by doing methodology, a mix of learning in everyday practices, from experience, from other people involved, and from the affected person. [ABSTRACT FROM AUTHOR]

This article reports a multiple case study in which we analyse Brazilian and Spanish mathematics teachers' opinions about and predispositions toward gamified activities in STEAM education. To obtain data, we administered a survey to 56 in-service mathematics teachers in primary and secondary education from these countries. The survey had been previously validated throughout an expert judgement process. Our results show a high percentage of teachers who think this kind of activity has positive effects on students' development, improving their affective domain toward mathematics and required skills for mathematical competency. Notwithstanding, many teachers report insecurity and lack of training for employing such educational methodologies. [ABSTRACT FROM AUTHOR]

One of the most demanding challenges for teachers in undergraduate nursing programmes is teaching the intangible aspects of the discipline, such as its conceptual and theoretical bases. This study aimed to evaluate nursing students' satisfaction and knowledge acquisition after taking part in a specific themed game to learn about nursing theories and models. A descriptive, cross-sectional, quantitative, interventional study was undertaken involving 105 nursing degree students. After taking part in a themed game called "The Nurse Theorist game", the knowledge acquired by the students was assessed plus their satisfaction with the game. The data was analysed using descriptive statistics. The results indicated that the average score for knowledge was 8.28 points (on a scale of 0–10); the overall average score for satisfaction was 7.60 points out of 10. The scores obtained for satisfaction with each aspect of the game ranged from 2.90 to 3.90 out of 5. All the students recommended using this game for this subject in the years to come. To conclude, the proposal for a themed game specifically for learning nursing theories and models has been revealed to be effective in terms of knowledge acquisition and student satisfaction. • Teaching Nursing Models and Theories may be challenging for academics. • Gamification of contents may enhance concept learning and students' satisfaction. • A themed game for learning Nursing Theories and Models may be a helpful strategy. [ABSTRACT FROM AUTHOR]

Background: Poor medication adherence is a major challenge in asthma, and objective assessment of inhaler adherence is needed. The InspirerMundi app aims to monitor adherence while providing a positive experience through gamification and social support., Objective: This study aimed to evaluate the feasibility and acceptability of the InspirerMundi app to monitor medication adherence in adolescents and adults with persistent asthma (treated with daily inhaled medication)., Methods: A 1-month mixed method multicenter observational study was conducted in 26 secondary care centers from Portugal and Spain. During an initial face-to-face visit, physicians reported patients' asthma therapeutic plan in a structured questionnaire. During the visits, patients were invited to use the app daily to register their asthma medication intakes. A scheduled intake was considered taken when patients registered the intake (inhaler, blister, or other drug formulation) by using the image-based medication detection tool. At 1 month, patients were interviewed by phone, and app satisfaction was assessed on a 1 (low) to 5 (high) scale. Patients were also asked to point out the most and least preferred app features and make suggestions for future app improvements., Results: A total of 107 patients (median 27 [P25-P75 14-40] years) were invited, 92.5% (99/107) installed the app, and 73.8% (79/107) completed the 1-month interview. Patients interacted with the app a median of 9 (P25-P75 1-24) days. At least one medication was registered in the app by 78% (77/99) of patients. A total of 53% (52/99) of participants registered all prescribed inhalers, and 34% (34/99) registered the complete asthma therapeutic plan. Median medication adherence was 75% (P25-P75 25%-90%) for inhalers and 82% (P25-P75 50%-94%) for other drug formulations. Patients were globally satisfied with the app, with 75% (59/79) scoring ≥4,; adherence monitoring, symptom monitoring, and gamification features being the most highly scored components; and the medication detection tool among the lowest scored. A total of 53% (42/79) of the patients stated that the app had motivated them to improve adherence to inhaled medication and 77% (61/79) would recommend the app to other patients. Patient feedback was reflected in 4 major themes: medication-related features (67/79, 85%), gamification and social network (33/79, 42%), symptom monitoring and physician communication (21/79, 27%), and other aspects (16/79, 20%)., Conclusions: The InspirerMundi app was feasible and acceptable to monitor medication adherence in patients with asthma. Based on patient feedback and to increase the registering of medications, the therapeutic plan registration and medication detection tool were redesigned. Our results highlight the importance of patient participation to produce a patient-centered and engaging mHealth asthma app., (©Cristina Jácome, Rute Almeida, Ana Margarida Pereira, Rita Amaral, Sandra Mendes, Magna Alves-Correia, Carmen Vidal, Sara López Freire, Paula Méndez Brea, Luís Araújo, Mariana Couto, Darío Antolín-Amérigo, Belén de la Hoz Caballer, Alicia Barra Castro, David Gonzalez-De-Olano, Ana Todo Bom, João Azevedo, Paula Leiria Pinto, Nicole Pinto, Ana Castro Neves, Ana Palhinha, Filipa Todo Bom, Alberto Costa, Cláudia Chaves Loureiro, Lilia Maia Santos, Ana Arrobas, Margarida Valério, João Cardoso, Madalena Emiliano, Rita Gerardo, José Carlos Cidrais Rodrigues, Georgeta Oliveira, Joana Carvalho, Ana Mendes, Carlos Lozoya, Natacha Santos, Fernando Menezes, Ricardo Gomes, Rita Câmara, Rodrigo Rodrigues Alves, Ana Sofia Moreira, Diana Bordalo, Carlos Alves, José Alberto Ferreira, Cristina Lopes, Diana Silva, Maria João Vasconcelos, Maria Fernanda Teixeira, Manuel Ferreira-Magalhães, Luís Taborda-Barata, Maria José Cálix, Adelaide Alves, João Almeida Fonseca. Originally published in JMIR mHealth and uHealth (https://mhealth.jmir.org), 25.05.2021.)

Background: The Gymkhana Room for Education and Evaluation in Nursing Studies (GREENS©) is a pedagogical model that can be used as a learning and assessment method in nursing training workshops. This model combines the advantages of gamification, the flipped classroom and the use of low-fidelity clinical simulation, also including self-reflection and peer evaluation of the situations experienced., Objectives: To evaluate the students' perception of the implementation of GREENS© as a learning and assessment tool in an academic course at the University of Almeria., Design: A cross-sectional descriptive study., Settings: Academic year 2018/2019, at the University of Almeria (UAL), Spain., Participants: 77 students enrolled in their 2nd year of the Nursing Degree who attended the "Health Promotion and Safety" class., Methods: After completing the GREENS© activity, the perception and anxiety of students were analyzed through an online ad hoc questionnaire composed of 17 questions. Data were collected in January 2019., Results: All of the questions scored above 4 out of a maximum of 5 on a Likert scale. For all the questions, >50% of the students were in total agreement with the questions answered, showing a high acceptance of the GREENS© methodology implementation. The students reported that their anxiety decreased significantly, with a score of 4.7 points on average (95% CI: 4.16 to 5.33, p < 0.001), after knowing that the assessment would be through a gamification tool, not an oral one. More than 60% of the students answered "agree" or "strongly agree" with the idea that GREENS© is useful for improving motivation, teamwork, learning, fun and knowledge assessment., Conclusions: The use of GREENS© has generated a high satisfaction and motivation of the students in their learning process, and as an assessment tool, it created a lower degree of anxiety as compared to an oral examination., Competing Interests: Declaration of competing interest We declare no conflicts of interest in activities that could introduce bias into the results of work., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students' motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.

The aim of this study is to experimentally assess the effects of an intervention program through a video game called "Aislados" for the improvement of subjective well-being, mental health and trait emotional intelligence of a sample of adolescents ( n = 187). We used well-established measures with appropriate psychometric properties. The study used a quasi-experimental design of pre-test/post-test repeated measurements with a control group. First, a multivariate analysis of variance (MANOVA) and then descriptive analyses and variance analyses (ANOVAs) were carried out by the adolescents randomly assigned to the experimental and control conditions. Then, a multivariate analysis of covariance (MANCOVA) was performed on the study's variables as a whole. Descriptive and covariance analyses of the post-test scores were carried out (ANCOVAs post-test, co-varying pre-test scores), in order to demonstrate the impact of the program. The effect size was reckoned (Cohen's d ). The results confirm statistically-significant differences in: Health-Related Quality of life, positive affect and mental health. The study provides an effective intervention tool which has been experimentally validated. The overall results allow for emphasizing the importance of the implementation of programs aimed at encouraging social and emotional learning throughout adolescence as protective resources in fostering emotional and behavioral adjustment in adolescents.