Search

This document, titled "Making a Better Future Using Simulation and Gaming," discusses the potential benefits of using gamification and simulation in various fields. The authors highlight the positive impact that games and gaming technology can have on skills, cognition, and well-being. They also emphasize the importance of reliable simulations and gaming scenarios in preparing for and dealing with crises such as natural disasters and global conflicts. The authors express optimism and encourage readers to embrace insights and tools derived from gaming and simulation to address the challenges of today and the future. [Extracted from the article]

This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education. [ABSTRACT FROM AUTHOR]

Interest in the practice of gamification has grown rapidly in the field of education and training. Organisations implement gamification in various areas to boost employee motivation, including professional training. The present study comprises a systematic literature review on gamified professional training among employees. It was guided by the Preferred Reporting Items Systematic Reviews and Meta-Analysis (PRISMA) 2020 checklist. The articles reviewed were obtained from three large academic databases – Scopus, Web of Science, and PubMed, with Google Scholar as a supporting database. The analysis revealed that most studies did not discuss gamified professional training from theoretical perspectives. Three main strategies for gamifying professional training were identified – gamified professional training platform, blended gamified professional training, and face-to-face gamified professional training. It was found that achievement game elements were common in gamified professional training. The most frequent digital game elements were points/levels, leaderboards, challenges, and badges. Real-world rewards were also highly popular. Practical applications and research directions for researchers, instructional designers, and programme developers were then suggested to implement future gamified professional training. [ABSTRACT FROM AUTHOR]

This study investigated whether the translation skills (amplification and omission) of Taiwanese undergraduate English as a Foreign Language (EFL) students could be enhanced by a digital game-based learning app called CHEN-slate and Google apps in an introductory translation course. The two skills were chosen because they are two basic translation skills which require translators to apply totally different techniques to translate. The participants were divided into two groups with two phases. In amplification learning, Group A students used the digital game-based app to learn, while Group B students used Google apps to practice the target skill. For omission learning, Groups A and B switched the learning platform. Pretests, immediate posttests, and delayed posttests were conducted to evaluate students' performance. The study findings indicate that utilizing game-based and Google apps in the translation class could enhance students' learning performance based on their posttests and delayed posttests. The majority of students in both groups also indicated that both systems could enhance their performance and learning experience. This study offers pedagogical implications for instructors in translation courses to improve students' performance and effectively use game-based learning and Google apps in translation courses. Future research should promote the adoption of ICT tools in translation courses. [ABSTRACT FROM AUTHOR]

AbstractThis study aims to investigate the impact of gamification as applied to public relations, specifically its ability to engage the public with social issues. Using a survey of users on a corporate-sponsored sustainability-themed gamification platform (N = 417), the study examines the effects of two gamified two-way communication strategies—feedback and value co-creation—on the public’s feeling of engagement. Additionally, it explores the mediating role of motivational experiences and perceptions of the organization-public relationship in this process. The findings provide empirical evidence that gamification can enhance corporate public engagement programs by offering motivational affordances, thus creating an encouraging environment that satisfies individual users’ needs for autonomy, competence, and relatedness. Consequently, positive perceptions of the relationship with the company are strengthened, leading to increased psychological engagement. This study’s contribution to the field lies in its novel perspective on gamification research within the context of public relations, bridging the gap in empirical research regarding its effectiveness in corporate communication. It sheds light on the potential of gamification as a valuable tool for corporate public engagement. [ABSTRACT FROM AUTHOR]

Background Ethiopia alone carries 49% of the global burden of trachoma, associated with a lack of safe water, sanitation and hygiene (WASH) and poor health practices. The aim of this study was to examine whether gamification among schoolchildren and promotion of local ownership of school WASH is associated with healthy behaviors and WASH infrastructure improvements. Methods Application of the Accelerate gamification intervention for elimination of trachoma, with an emphasis on gamification among schoolchildren and community involvement in motivating face-washing, handwashing and functional use of latrines, was undertaken. Results The study was conducted over 9 mo in 223 rural schools from six districts within the intervention area, reaching 93 518 schoolchildren. At baseline, students were observed washing their hands after using latrines in 23 (10.3%) schools. This increased to 132 (59%) schools (p ≤ 0.001) at follow-up. The number of latrines increased from 585 at baseline to 594 at follow-up (p=0.031). The availability of handwashing stations in schools increased from 31 (13.9%) with water access (8%) and soap (5%) to 155 (69.5%) schools with handwashing stations with water access in 153 (98.7%) (p<0.001) and soap in 121 (78%) (p<0.001). Conclusions Motivational strategies such as gamification among schoolchildren and promotion of local ownership of school WASH may be associated with healthy behaviors and WASH infrastructure improvements. [ABSTRACT FROM AUTHOR]

Background: Research into transgressive play experiences in games has grown in recent years. In this article, we explore the potential for transgressive play to be constructive in multiplayer settings—something we conceptualize as "benevolent transgression." Aim: This article describes the presence and appeal of benevolent transgressive play experiences in the tabletop role-playing game Dungeons & Dragons [D&D]. Research Methods: In 2021, amid the COVID-19 pandemic, we conducted focus group discussions (3 groups, 14 participants, aged 24–55) and an online survey (354 participants, aged 18–63) with current D&D players to better understand what play experiences were meaningful and appealing for them—in consideration of the game's contemporary resurgence. Key Finding and Discussion: Our qualitative analysis focuses on participant responses that described the presence and appeal of transgressive play that knowingly challenges player boundaries or game boundaries, what we term benevolent transgression. We propose two key factors that we believe enable it—1) player agency and 2) collaborative negotiation —and briefly discuss benevolent transgression in consideration of game-based learning [GBL]. [ABSTRACT FROM AUTHOR]

Introduction: Gamification is the use of game principles in non-game settings such as medical education. Effective evidence for using gamification in medical education needs well-designed studies that describe outcomes related to interventions. The study objective was to systematically review the study designs describing gamification interventions in medical education focusing on their characteristics and medical students' learning. Methods: We systematically searched the databases, including Google Scholar, PubMed, Scopus, and Web of Science until 2021. Articles were appraised using the Medical Education Research Quality Instrument (MERSQI). Results: The search result included 423 articles, of which 53 articles had inclusion criteria. Of these, 23 articles were classified in the non-electronic games group and 30 studies in the electronic games group. The quality of evidence in both groups was assessed using the MERSQI average checklist. In total, 90% of studies reported the effectiveness of game intervention in one of the 4 levels of the Kirkpatrick pyramid. The predominant pedagogical approach in both groups was the cognitive approach. The psychomotor approach and the affective approach were more prominent in the electronic and non-electronic games groups, respectively. Conclusion: This study shows that gamification training techniques improve the performance of medical students in most cases. [ABSTRACT FROM AUTHOR]

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

Serious games are an emerging tool for teaching and learning within medical education. These games can be used to facilitate learning or to demonstrate complex concepts in short bursts of interactive learning. This educator's blueprint will provide 10 strategies for creating a serious game, focusing on card and board games. These strategies include creating a project charter; determining the nature of the game; establishing game mechanics; selecting the best medium; prototyping and playtesting; reviewing sensitivity to equity, diversity, and inclusion; reviewing and refining content; funding game development, manufacture, and distribution; marketing and publicizing the game; and future‐proofing the game. This blueprint hopes to help aspiring serious game designers and educators to conceptualize the steps for successfully creating a new serious game for medical education. [ABSTRACT FROM AUTHOR]

In today's world of knowledge-based economies, gig economies, crowdsourcing, and overall ICTdriven creativity, the avenues toward creativity and for its cultivation are increasingly diverse and sought after. Researchers have postulated that, in the context of creativity and information technology, not only are people are increasingly driven by the game-like structures of contemporary systems, services, organisational forms, incentive arrangements, and player-like behaviours rather than monetary incentives but also that the platforms that facilitative creative learning are becoming increasingly reminiscent of games. However, it is unclear how this gamification affects creativity vis-à-vis other forms of incentives. In this study, we investigated how gamification, money and punishment affect people's creativity. We randomly assigned 102 participants to four groups and given different incentives to complete an alternative-uses task. We measured their creativity according to the four classic elements: fluency, flexibility, originality, and elaboration. The results showed that creativity was significantly higher in the gamification and punishment conditions compared with the control and monetary reward conditions, but creativity was not significantly different between the monetary reward and control conditions. The findings of this study provide theoretical and practical insights to guide people designing effective talent development programmes and stimulating creativity in their employees. [ABSTRACT FROM AUTHOR]

Background: Taiwan's higher education institutions prioritize interdisciplinary knowledge and cultural competence in cultural design, emphasizing the value of immersion in the local environment to develop cultural competence. However, challenges arise from the disappearance of traditional local lifestyles and limitations of traditional outdoor lectures such as group size and learning environment. Mobile augmented reality technology serves as a personal learning tool to overcome these challenges, enabling learners to uncover hidden knowledge in scenic locations and improving learning efficiency. Objective: The study utilized learning analytics to investigate the impact of using mobile augmented reality on enhancing learners' cultural competence. Methods: The study used both qualitative and quasi‐experimental quantitative research to evaluate the effects of mobile augmented reality on cultural competence. A total of 78 third‐year university students participated in the study, with 37 of them using mobile augmented reality to learn about culture. The researchers utilized both the Mann–Whitney U test and interviews to compare the effectiveness of mobile augmented reality with that of a 'real' tour guide in field courses. Results: The experimental results indicate that learners were able to continuously seek and find information about local culture through field exploration with mobile augmented reality, resulting in similar effects to those of attending a live lecture. Conclusions: It showed that incorporating mobile AR into field visits can create gamified and active learning scenarios that enhance immersion and drive active learning in local culture. The results in greater cultural knowledge and understanding, leading to the development of cultural competence in students. Lay Description: What is already known about this topic: There is a heightened emphasis on cultivating and demonstrating cultural competence across various fields due to the significantly grow of cultural and creative industries.Relying solely on traditional classroom teaching for learning about local culture may result in a diminished impact, as a comprehensive understanding of culture necessitates a keen sense of life.To address the limitations of traditional classroom lectures, educators continuously strive to enhance teaching methodologies by developing innovative approaches, such as experiential learning and community‐based learning, which involve hands‐on activities and real‐world engagement to foster increased learning motivation and improved effectiveness.Augmented reality (AR), a technology that overlays virtual images onto real scenes in real time, has gained extensive usage in diverse fields such as medicine, national defence, education, and entertainment, offering interactive gaming experiences and providing an opportunity to experience the culture and past lives of locals in the field, enhancing learners' understanding of cultural history and creating immersive encounters during visits.Particularly in digital learning, the integration of AR enables learners to engage with additional content through mobile devices, fostering an immersive and gamified learning experience. What this paper adds: The use of the AR app for learning about the local culture yielded comparable outcomes to traditional guided tours.Participants actively engaged in self‐directed learning and demonstrated a sense of initiative while utilizing AR.The flexibility and autonomy provided by field learning, which extended beyond the course period, allowed participants to revisit the field and explore at their own pace using AR.Demonstrates that participants took control and responsibility for their own learning, leading to an enhancement in learner autonomy.Participants who utilized the Roaming Jingliao AR system to explore cultural scenarios exhibited enhanced knowledge and attitudes regarding cultural competence, specifically in areas such as cultural understanding, rice food cultural knowledge, Songjiang folk arts, and skills and practices, which can be attributed to the immersive and autonomous nature of AR‐based knowledge learning in outdoor guided courses, minimizing the influence of external environmental factors and facilitating a deeper understanding of the content compared to traditional guided tours. Implications for practice and/or policy: The findings of this study highlight the importance of considering the limitations associated with a relatively small sample size when conducting research within a university curriculum. To enhance the validity and reliability of future studies, practitioners and policymakers should prioritize the inclusion of larger and more diverse samples, enabling a more comprehensive understanding of the impact of AR technology on cultural learning and informing evidence‐based practices and policies.The study's focus on a specific group of participants and their contextual background highlights the need for future research to include participants from diverse educational settings and cultural backgrounds, ensuring that the findings are more applicable and relevant to a broader population. Practitioners and policymakers should consider the importance of inclusivity and diversity when designing and implementing cultural learning interventions using AR technology.The recognition of technological limitations highlights the importance of considering the specific AR system used in cultural learning interventions. Practitioners and policymakers should be cautious when adopting AR technologies and recognize that different AR systems or platforms may yield different outcomes. Future research should focus on evaluating the effectiveness of various AR systems and platforms to inform decision‐making regarding the selection and implementation of AR technologies for cultural learning initiatives. [ABSTRACT FROM AUTHOR]

Background: As the concept of flipped classrooms continues to gain interest across disciplines, more research is needed to strengthen the instructional design by integrating active learning strategies and emerging technologies. Among various possibilities, little is known about how game‐based learning combined with Augmented Reality (AR) can be effectively infused into language education to establish supportive flipped learning contexts. Objectives: This study thus proposed an AR‐enhanced game‐based learning (ARGBL) approach, featuring the use of an augmented board game to engage students actively in classroom activities. It further compared the effects of the proposed approach with traditional game‐based learning on the students' vocabulary acquisition and creative thinking as they were instructed to learn English as a foreign language (EFL) in flipped classrooms. Methods: A quasi‐experimental design was adopted to examine the effectiveness of the proposed approach to promote the students' participation in flipped in‐class activities, thereby improving their learning outcomes. Participants were recruited from two classes of the same undergraduate course, one of which was designated as the experimental group to take part in game‐based learning activities in class by playing an AR‐enhanced board game, and the other as the comparison group to learn by playing a paper‐and‐pencil game with identical puzzle content. The desired student learning outcomes were measured by pre‐ and post‐intervention vocabulary tests and creative thinking tests, supplemented by individual interviews. Results: Results indicated that the students in the experimental group significantly outperformed their counterparts in vocabulary acquisition and creative thinking. They also expressed positive perceptions of the augmented game‐based learning experience in the flipped EFL classroom. Take Away: ARGBL can be a promising approach to improving student learning, and it is particularly beneficial to the design of classroom activities in flipped learning contexts due to its affordances for enriched content visualization and active learner engagement through gameplay. Lay Description: What is already known about this topic: Flipping the classroom is becoming prevalent in education, and researchers have stressed the need to move beyond comparing the outcomes of flipped and non‐flipped settings in order to advance innovation and examine the effectiveness of instructional design.Recent research has shown positive effects of using AR technology for content delivery, with location‐based context‐aware applications being more commonly applied in language education, while the potential of image‐based AR also warrants research attention.Learning by playing games has been considered an engaging strategy that provides benefits for learner engagement, but not all game genres have been fully studied. What this paper adds: This study proposed an ARGBL approach, applying image‐based AR to augment board gaming activities in class when the classroom was flipped.The ARGBL approach was found to significantly improve the students' English vocabulary acquisition.The ARGBL approach was found to significantly enhance the students' creative thinking development. Implications for practice: The innovative merger of image‐based AR and physical board gaming pieces into a hybrid form of mediation, namely the AR‐enhanced board game, likely encouraged face‐to‐face interaction of meaningful language use in flipped in‐class activities, thereby leading to the vocabulary growth and creative thinking development of EFL learners.The effectiveness of the ARGBL approach should be considered as an integrated whole with a holistic understanding of the interplay between the AR technology and the active learning strategy through gameplay in the broader pedagogical context of flipped classrooms. [ABSTRACT FROM AUTHOR]

Background: Deficits in visuospatial attention, known as neglect, are common following brain injury, but underdiagnosed and poorly treated, resulting in long-term cognitive disability. In clinical settings, neglect is often assessed using simple pen-and-paper tests. While convenient, these cannot characterise the full spectrum of neglect. This protocol reports a research programme that compares traditional neglect assessments with a novel virtual reality attention assessment platform: The Attention Atlas (AA). Methods/design: The AA was codesigned by researchers and clinicians to meet the clinical need for improved neglect assessment. The AA uses a visual search paradigm to map the attended space in three dimensions and seeks to identify the optimal parameters that best distinguish neglect from non-neglect, and the spectrum of neglect, by providing near-time feedback to clinicians on system-level behavioural performance. A series of experiments will address procedural, scientific, patient, and clinical feasibility domains. Results: Analyses focuses on descriptive measures of reaction time, accuracy data for target localisation, and histogram-based raycast attentional mapping analysis; which measures the individual's orientation in space, and inter- and intra-individual variation of visuospatial attention. We will compare neglect and control data using parametric between-subjects analyses. We present example individual-level results produced in near-time during visual search. Conclusions: The development and validation of the AA is part of a new generation of translational neuroscience that exploits the latest advances in technology and brain science, including technology repurposed from the consumer gaming market. This approach to rehabilitation has the potential for highly accurate, highly engaging, personalised care. [ABSTRACT FROM AUTHOR]

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

Fan tokens are a form of cryptocurrency that allow owners to participate in various fan-related experiences such as voting on the music to be played during half-time breaks in sporting events. Since 2020, many elite sport teams have issued fan tokens, allegedly as a way to engage with fans and hear their voice. However, fan tokens also raise some concerns. They are largely gamified digital items that intend to keep fans within the providers' app. Also, they can be traded in exchange platforms, which arguably transform them into collectibles, whose value can vary over time. Here, we explore fan tokens through a case study from a football (soccer) club (i.e., an F.C. Barcelona fan token). Drawing on literature from situational and structural characteristics of gambling, we analyse the gambling-like features that fan tokens include in their product design. Such features are discussed from a public health perspective, comparing what they mean in gambling contexts and how potentially harmful they could be for fan token holders. [ABSTRACT FROM AUTHOR]

The use of game-related assessments (GRAs) in personnel selection is increasing. However, the type of GRA under investigation should be considered. This study focuses on game-based assessments, which closely resemble leisure-oriented videogames. We specifically examined a serious game that assesses personality traits (assertiveness, sociability, tolerance, and rules). We analyzed its predictive validity, applicant reactions, and the impact of personal and job-related factors on scores. The study included 182 participants who played the GRA and completed a Big Five questionnaire. Findings revealed that the game predicts adaptive performance, offering incremental value over the Big Five (ΔR2 =.107). Additionally, candidates reacted more positively to the GRA in terms of comfort and fit, although the effect size was small (d = -0.1757 and -0.3119, respectively). Relating to personal and job-related characteristics, only job experience significantly affected the assertiveness score, albeit with a small effect size (d = -0.3870). [ABSTRACT FROM AUTHOR]

In 2021, the global video game industry was estimated to be worth more than $178 billion. That year, there were more than 2.9 billion active gamers in the world who spent an average of 12 hours a week playing video games. What if we could get our students as invested in their coursework as they are in Call of Duty: Modern Warfare? The purpose of this study was to examine whether gamification techniques could be employed in a criminal justice course and to assess student engagement and attitudes towards the gamified course structure. Class observations and survey data suggested that the gamified structure of the course was received favorably by the students and increased student engagement with the course material. The findings indicate that gamification made the learning experience unique and resulted in a layer of meaning and engagement to the students' classroom experience. [ABSTRACT FROM AUTHOR]

This paper examines the Bad News series of games, created by the Cambridge University Social Decision Making Lab and DROG Group, as an educational tool. More specifically, it considers Bad News as a persuasive game, within the umbrella of gamification. After considering the history and context of the game, the educational, motivational, and informational theoretical frameworks of the games, research, and criticisms, this paper concludes that the games are not, in themselves, transformative. [ABSTRACT FROM AUTHOR]

Objective: Today, the importance of the health and productivity of organizational employees is undeniable. In this regard, the present study aims to investigate the impact of exercise activities combined with gamification on increasing motivation for participation in sports classes among public library staff in Tehran Province. Methodology: The research hypotheses were assessed using a semi-experimental method and covariance analysis with a 95 percent confidence level. After eliminating the impact of the pretest variable and considering the calculated F coefficient, a noteworthy distinction in the adjusted averages of preparedness dimension scores emerged in the post-test phase among members of the "proof and test" group (P>0.05). Consequently, based on the findings derived from the data analysis, it can be inferred that the integration of sports exercises with gamification significantly influences the motivation, success, preparedness, energy levels, and group orientation of public library employees. The impact on each of these aspects is in the order of 25, 12, 24, 29 and 35 percent, respectively, resulting in a modification of the total variance of these components. Findings: The research hypotheses were assessed using a semi-experimental method and covariance analysis with a 95 percent confidence level. After eliminating the impact of the pretest variable and considering the calculated F coefficient, a noteworthy distinction in the adjusted averages of preparedness dimension scores emerged in the post-test phase among members of the "proof and test" group (P>0.05). Consequently, based on the findings derived from the data analysis, it can be inferred that the integration of sports exercises with gamification significantly influences the motivation, success, preparedness, energy levels, and group orientation of public library employees. The impact on each of these aspects is in the order of 25, 12, 24, 29 and 35 percent, respectively, resulting in a modification of the total variance of these components. Conclusion: According to the results obtained from the research, it can be concluded that the integration of sports exercises with gamification in the sports classes of public libraries in Tehran province has a significant positive effect on motivation, success, preparedness, energy discharge, and group orientation. This combination not only increases the motivation for sports participation and increases coordination and cooperation in teams, but also contributes to organizational success by improving the personal performance of individuals. Promoting sports activities through gamification encourages employees to participate more actively in sports classes. As a result, gamification along with sports exercises in public libraries in Tehran province can significantly improve various aspects of job productivity and thus this combination can be used as a comprehensive strategy to improve physical, mental, and organizational conditions. [ABSTRACT FROM AUTHOR]

To effectively address pollution and its negative effects, educational interventions that incorporate immersive learning environments (ILEs) or gamification have been developed by scholars, educators, and healthcare professionals for use with children and young people. The aim was to scope this body of knowledge to provide evidence on (i) the efficacy of such applications and (ii) the theoretical and design elements of these applications. In total, 33 applications were identified across 31 papers. Overall, the quality of the existing empirical work was poor, the scope of the evaluations was limited, and there was limited evidence of theory-informed design. The authors call on scholars, editors, reviewers, and funding bodies to help raise the standard of work in the field. [ABSTRACT FROM AUTHOR]

This study is focusing on synthesizing the theoretical and designing framework of constructivist gamification environment models to enhance ill-structured problem solving in learning science. The research model used is based on model development (phase 1) proposed by Richey & Klein. This research consists of two phases as follow: (1) to analyze and synthesize the theoretical framework; (2) to synthesize the designing framework of the constructivist gamification environment model to enhance ill-structured problem solving. The findings of the theoretical analysis shows that the theoretical framework is built upon four main pillars: psychological, pedagogical, technological, and problem-solving bases. Synthesizing the design framework of a development model is based on the findings of theoretical analysis. Five cognitive aspects make up the designing framework: (1) the stimulation of cognitive structure and encouragement of problem solving; (2) the support for cognitive equilibrium; (3) the support for enlarging cognitive structure; (4) the enhancement of ill-structured problem solving; and (5) the support for knowledge construction. The constructivist gamification environment model consists of seven components, namely: (1) the problem base; (2) the learning resource; (3) the cognitive tools; (4) the collaboration; (5) the problem solution; (6) the scaffolding; and (7) the coaching. [ABSTRACT FROM AUTHOR]

In conventional digital game-based learning, geographic maps are generally used to provide students with the whole picture of the gaming contexts, while the concepts to be learned are separately presented as individual gaming objects. Scholars have indicated the problems of such a gaming content design, in which students could encounter difficulties making effective connections between spatial and conceptual knowledge during the learning process, which may influence their learning effectiveness. As a result, it is a crucial and challenging issue to assist students in organizing spatial and conceptual knowledge in contextual learning environments, such as digital games. To solve this problem, an integrated concept map and geographic map-based digital gaming (CM-GMDG) approach is proposed to demonstrate how spatial and conceptual knowledge can be connected in the development of digital games. To investigate the effectiveness of the approach, a quasi-experiment was conducted in a social science course. Two classes of seventh graders in a high school participated in this study. The experimental group (N = 39) adopted the CM-GMDG approach while the control group (N = 23) adopted the conventional geographic map-based digital gaming (GMDG) approach. The results showed that the students using the CM-GMDG approach significantly outperformed those using the GMDG approach on learning achievement. Moreover, the learning behavioral pattern analysis results showed that compared with the control group, students in the experimental group more frequently engaged in knowledge-acquiring behaviors, such as reading learning materials and completing learning tasks. On the other hand, the control group gave up on the learning tasks more frequently by switching the gaming scenes and stopping answering questions. This indicated that the CM-GMDG approach was more helpful for guiding students to focus on their learning tasks than the GMDG approach. [ABSTRACT FROM AUTHOR]

Question-asking is essential for reasoning, understanding, and investigating scientific problems within and beyond traditional classrooms. Nevertheless, questions generated in formal and informal learning environments can be infrequent and unsophisticated. This study explores museum visitors' question-asking quality by considering their interactions with two different modes of a question-asking mobile app (Ask or Game Mode) in two different museum environments (linear non-interactive or non-linear interactive exhibits). Results showed that visitors' question-asking quality was influenced by app modes and by museum environments. Specifically, we found that visitors' question-asking quality was significantly higher when using the gamified version of the app (Game Mode) compared to a non-gamified version (Ask Mode) in a linear non-interactive exhibit. Findings also revealed that question-asking performance could be significantly influenced by instrumental factors (such as app performance in answering questions) and socio-contextual factors (such as visitor group inquiry frequency). The study provides fundamental and comprehensive insights for designing active learning environments by considering the influential factors of question-asking. [ABSTRACT FROM AUTHOR]

Purpose: Gamification is a booming motivational approach in information systems. Leaderboards play a key role in gamification; however, there are mixed findings regarding the heterogeneous motivational impacts of leaderboard positions. This study aims to clarify the motivational effects of high and low leaderboard positions by assembling diverse behavioral measures and self-reports. The measures used in this study shed a light on the quantitative and qualitative dynamics of motivation facilitated by leaderboard positions. The authors inspect motivation in relation to satisfaction and frustration of competence need. Design/methodology/approach: The authors conducted an online experiment set in a crowdsourcing context, asking the participants to compete in an image tagging game. Participants' leaderboard positions were manipulated to be either high or low for five consecutive rounds. The number of clicks, tags, duration of tagging and persistence on the task were measured as indicators of motivation. Findings: High ranks on leaderboards induced complacent behaviors choosing easy ways to maintain their positions, while low ranks led the participants to stick to the right process of the task with intensified motivation round after round. However, neither of the motivations seemed to be of intrinsic nature. Originality/value: The present study provides conclusive evidence on the varying motivational impact of leaderboard positions. The authors also demonstrate how the "needs-as-motive" model (Sheldon and Gunz, 2009) applies to gamification. Its implications in self-determination theory and gamification literature are discussed. [ABSTRACT FROM AUTHOR]

This paper examines emerging discourses and practices of quality assurance in English Further Education (FE), a sector currently undergoing significant change. Using a broadly ethnographic approach and Foucauldian theories of power, we discuss how ‘documentisation’ contributes to governance techniques in a specific institutional context. Documentisation, the transformation of concrete practice into discourse, reverses a common-sense view of the role of policy documentation and exemplifies a wide range of practices in both FE and the wider post-16 sector and includes the gamification of quality systems. Our analysis of the conditions and practices out of which the phenomenon appears identifies processes that are shaping present-day experiences and redefining the discourse of quality itself. Moreover, rather than situating compliance and/or resistance in practice per se, we argue that it is within the conditions of possibility expressed by such processes that the intertwining of compliance and resistance can best be appreciated. [ABSTRACT FROM AUTHOR]

The objective of the study is to present a systematic review and meta-analysis protocol for evaluating the effects of health education gamification-based interventions, on health parameters (food consumption, sleep quality and physical activity) of adolescent students. This protocol was registered on the International Prospective Register of Systematic Reviews (PROSPERO) database (CRD42022373833). The search will be performed in the following databases: MEDLINE, Embase, Scopus, ERIC, ScienceDirect, Web of Science, Cochrane, LILACS, APA, and ADOLEC. Intervention studies (clinical trials ‐ randomized or non-randomized) and quasi-experimental studies will be included. The risk of bias will be assessed using the Risk of Bias in Non-randomized Studies of Interventions tool for randomized controlled trials, non- randomized controlled trials and quasi-experimental trials. Two independent researchers will conduct all assessments, and any disagreements will be consulted with a third reviewer. Data analysis and synthesis will be analyzed using RevMan 5.4.1 software. We will conduct the study in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guideline. The review will summarize the current evidence on gamification health education changes in parameters related to the health of adolescents. Gamification has been used to verify the increase in adherence to healthy habits or the development of health-related skills, but there are still few results for the adolescent population. We expect that the systematic review could indicate strategies with gamification interventions and also determine how these strategies can improve health parameters of adolescent students, and they will be available as a reference for these interventions. [ABSTRACT FROM AUTHOR]

Abstract Mastering the art of stopping initiated actions is vital when playing video games. However, what characteristics make up the perfect warning or stop-signal remains unclear. In the present study we compared performance in a basic and a gamified stop-signal task depending on different stop-signal modalities: auditory, haptic and audio-haptic. Data from a complete within-subjects design (N = 24), revealed an advantage of haptic or audio-haptic stop-signals as compared to purely auditory ones. Further, results show an overall slower performance in the game-version compared to the basic version. With regards to the subjective experience, the results revealed higher motivation to perform in the gamified task, but a somewhat deeper flow experience in the basic task. In sum, these results confirm that stop-signal modality influences reactive response inhibition in both basic and gamified tasks. Future research may extend and generalize these findings to other cross-modal and more complicated gaming setups. Game developers may draw on these findings to optimize the communication of stop signals via vibrations in a handheld controller. [ABSTRACT FROM AUTHOR]

The commonly applied strategies for promoting policy compliance can be coercive, potentially hindering behavioural change and discouraging individuals from taking a proactive role in their social settings. These approaches also pose risks related to ethics as they may sacrifice individual agency and autonomy. However, contemporary motivational strategies may provide solutions to these conundrums. One of the prominent approaches is gamification, which aims to foster engagement and intrinsic motivation by using game-like design. Despite increasing interest, the corpus on gamification is yet to comprehensively investigate its effects on policy compliance and proactive citizen behaviours. Therefore, this study examines the relationships between gamification design types, gameful experience, policy compliance and safety citizenship behaviour in the social distancing context (during COVID-19) using a vignette-based online experiment (n = 937). Based on the results, gamification supports policy compliance and safety citizenship behaviour. The results further indicate that the effect of gamification is mediated by the engaging gameful experience it creates, and adds granularity by showing the differential effects of achievement and progression-based, competitive, and immersive designs. The findings provide evidence of gamification’s potential as a non-coercive method of helping people follow policies while encouraging a proactive citizen role. [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 rooms in medical education are a novel, game-based learning approach for teaching medical topics. In these escape rooms, learners complete a sequential series of medical-themed puzzles leading them to "escape" a specific story. Designing puzzles can be anxiety-provoking and may be the gatekeeper for educators in medicine to create their own escape rooms. Though there have been publications on the importance and methods of building a healthcare-themed-escape room, there is a gap in the literature on designing puzzles to teach specific learning objectives successfully. In this Scholarly Perspective, the authors share puzzle ideas and support tools and use Bloom's taxonomy as the framework to teach educators how to design challenging and engaging escape room puzzles. [ABSTRACT FROM AUTHOR]

Background: Vaccines require cold chain equipment (CCE) to ensure quality and potency, yet the risk of CCE failing is well-documented, often due to lack of equipment maintenance. While general barriers to a reliable CCE maintenance system are known, little has been done to understand the barriers from the cold chain technician's perspective. This human-centered design (HCD) study in Niger sought to better understand the gap in the current maintenance approaches from the technicians' perspectives and to collaboratively identify forward-thinking solutions. Methods: The research team collected data through semi-structured and open-ended in-depth consultations. Rapid qualitative research was followed by co-creation workshops with study participants to identify solutions. Results: The research team conducted 20 in-depth consultations in two regions with participants directly involved in the management of the cold chain. Fourteen people participated in the online co-creation workshop, and 20 people participated in the in-person workshop. Insights were organized in three main areas: (1) the lack of system agility and ability to optimize resources constrain performance of the maintenance system; (2) cold chain is often an afterthought within the overall context of immunization services and should instead be prioritized; and (3) knowledge sharing across the system and key stakeholders is ad hoc with limited understanding of roles and responsibilities. During the co-creation workshop, participants identified four main concepts as potential solutions: (1) create an on-line platform to connect people and to share knowledge across regions; (2) develop practical CCE technical resources; (3) use gamification and friendly competition to motivate staff to value maintenance; and (4) create a real-time maintenance tracking system. Discussion: This study took a unique HCD approach to engage people directly involved in CCE maintenance to more deeply understand challenges with the current system and create space to identify innovative solutions that are tailored to the context. The results demonstrate that stakeholders can identify potential solutions that have not been part of the typical approaches to a maintenance system. This HCD approach has implications for all global health challenges and demonstrates a methodology that can encourage key stakeholders to think about problems and solutions differently. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates the effectiveness of incorporating simulated interactive guidelines in nursing students' performance during disaster situations, compared to routine training. Method: This study was a crossover design with pre-and post-tests for two groups. Each group consisted of 60 students selected using the census method. SIG and routine (Face-to-Face) training sessions were conducted as a crossover design. Triage knowledge questionnaires were used in the pretest to assess triage knowledge. An OSCE test was administered in the posttest to assess student performance, followed by a triage skills questionnaire. Both questionnaires were highly reliable, as indicated by Cronbach's alpha coefficients (0.9 and 0.95, respectively). Statistical analysis was performed using SPSS version 26 software at a significance level 0.05. Result: The chi-square test showed that the two groups were homogeneous regarding age. Regarding knowledge level, both groups were homogeneous before the intervention (P = 0.99). Nevertheless, the results of the OSCE test showed that the students in Group A had a higher level of skill than the students in Group B (93% versus 70%). Also, 18% of the students in group B had low skills. Discussion: The study found that student outcomes improved in both groups receiving SIG, suggesting that interaction and simulation improve learning. However, gamification is an ideal precursor to learning and not a substitute for education. Therefore, gamification should not be used as a stand-alone teaching method. Conclusions: The crossover study found that simulators and games should not be considered stand-alone teaching methods but can contribute to learning sustainability when used alongside instruction. [ABSTRACT FROM AUTHOR]

Background: The use of health technologies and gamification to promote physical activity has increasingly been examined, representing an opportunistic method for harnessing social support inherent within existing social ties. However, these prior studies have yielded mixed findings and lacked long-term follow-up periods. Thus, a pilot cluster randomized controlled trial was conducted to gauge the feasibility and preliminary efficacy of a digital gamification-based physical activity promotion approach among teams of insufficiently active adults with existing social ties. Methods: Teams (N = 24; 116 total participants) were randomized to either a 12-week intervention (Fitbit, step goals, app, feedback; TECH) or the same program plus gamification (TECH + Gamification). Mixed effects models were used to compare group differences in treatment adherence, and changes in social support, steps, and moderate-to-vigorous physical activity at 12 weeks and 52 weeks from baseline, adjusted for sociodemographic characteristics and team size. Results: TECH had a lower mean number of days of Fitbit self-monitoring versus TECH + Gamification during the intervention (adjusted difference: -.30; 95% CI, -.54 to -.07; P =.01). Post-intervention, TECH had 47% lower odds of self-monitoring 7 days per week versus TECH + Gamification (.53; 95% CI,.31 to.89; P =.02). No differences were observed between TECH + Gamification and TECH in increases in social support (0.04; 95% CI, -.21 to.29; P =.76), ActiGraph-measured daily steps (-425; 95% CI, -1065 to 215; P =.19), or moderate-to-vigorous physical activity minutes (-3.36; 95% CI, -8.62 to 1.91; P =.21) from baseline to 12 weeks or in the regression of these improvements by 1 year (Ps >.05). Although not significant in the adjusted models (Ps >.05), clinically meaningful differences in Fitbit-measured daily steps (TECH, 7041 ± 2520; TECH + Gamification, 7988 ± 2707) and active minutes (TECH, 29.90 ± 29.76; TECH + Gamification, 36.38 ± 29.83) were found during the intervention. Conclusions: A gamified physical activity intervention targeting teams of adults with existing social ties was feasible and facilitated favorable, clinically meaningful additive physical activity effects while in place but did not drive enhanced, long-term physical activity participation. Future investigations should explore optimal team dynamics and more direct ways of leveraging social support (training teams; gamifying social support). Trial registration: Clinicaltrials.gov (NCT03509129, April 26, 2018). [ABSTRACT FROM AUTHOR]

Gamification in dermatology refers to the use of game characteristics in real-world processes or problems to enhance educational engagement. This systematic review examined nine studies on gamification and dermatology education. The studies showed that gamification methods, such as matching games and web-based applets, were associated with improved accuracy, sensitivity, and self-perceived confidence in identifying skin lesions, particularly melanoma. However, the studies had limitations, including small sample sizes and a lack of control groups. Despite these limitations, gamification shows potential in dermatology education, especially in facilitating self-identification of skin lesions among patients and their caregivers. Future research should focus on randomized controlled trials and long-term assessments to further evaluate the efficacy of gamification in dermatology education. [Extracted from the article]

Self-determination theory (SDT) has empirical support in understanding and enhancing motivation in a variety of contexts, including education settings. Niemac and Ryan have highlighted that using SDT in course design can lead to stronger fulfilment of an internal locus of causality regarding course work. One course design method anchored in SDT is gameful learning—structuring tasks that support intrinsic motivation, primarily increasing autonomy over learning. A gamified classroom (GC) may offer more assignments and points than minimally necessary for students to earn a passing mark, allowing students choice in which projects to pursue. Further research is needed to examine the degree to which students' motivations differ between a GC and a non-gamified classroom (NGC). The purpose of the current study was to determine if students in a GC were more intrinsically motivated than students in NGC. Students were enrolled in an undergraduate kinesiology course using a GC design (n = 24) or NGC design (n = 26) and completed an online survey – derived from the intrinsic motivation inventory and the test anxiety questionnaire—at the beginning and end of the semester. In the GC, students started with zero points, and were offered multiple assignments with scaffolded difficulty to reach their desired grade. The NGC used a traditional 100% grade range, with only required assignments and exams, and students lost points for inadequate or inaccurate responses. Following analyses, it was revealed that students in the GC had higher perceptions of autonomy and competence than students in the NGC. Where these differences exist over time, along with differences in other subscales, will be discussed further. Educators seeking to enhance student motivation and engagement may therefore look to gamification as an appropriate methodology. [ABSTRACT FROM AUTHOR]

With the rapid development of social platforms and human activities, people are now interested to solve their problems with the help of the social crowd-powered system. So, crowdsourcing has become a promising way of solving problems in a distributed manner within a specific time. Crowd workers pick up a task (simple or complex) and solve it with competing interest or collaboratively and receive an incentive (as monetary or non-monetary). In paid crowdsourcing platforms, crowd workers solve complex tasks and get remunerations through prior bidding or prior announcement of fee decided by the requester (task provider). For decomposable tasks, a single winner may not provide a significant solution to the requester due to the insufficient knowledge. So, we induce collaboration in competitive crowdsourcing markets to better handle decomposable-type tasks. In this paper, we propose an envelope game-based mechanism that ensures if the tasks are decomposable then the workers will be encouraged to collaborate with their subtasks and share their remunerations. This mechanism also increases the chance of receiving more number of cost-effective solutions. Thus both the requester and crowd workers get benefits from the system. The effectiveness of the proposed mechanism is evaluated through empirical analysis on simulated environments. [ABSTRACT FROM AUTHOR]

This study aims to analyze the role of gender, age, retention, and motivation on the high and low opportunities of potential customers using the Kmeans clustering approach and gamification octalysis. This research resulted in several new knowledge contributions. Female customers are the most potential customers in a retail company. On the other hand, male customers are the least potential customers. The motivation to buy is relatively high across all genders and ages, as evidenced by the average "core drive" score, which tends to be high in the customer cluster segment with various age groups. The amount of customer motivation to buy products does not affect purchase retention, which several factors outside this study can cause. Based on customer expectation and customer impression data, low-price offers and product discount offers are dominantly in demand by customers, and this is also in line with the core drive "development" and "scarcity" scores which tend to be high. The age maturity of customers is directly proportional to purchase retention, and this is entirely rational when considering the buying ability of customers where the more mature age group has a higher purchasing power. [ABSTRACT FROM AUTHOR]

This research introduces MySSOF, a gamification-based reward system that aims to increase employee participation and activeness in organizational activities. This system combines elements such as points, experience levels, activities, and leaderboards to encourage employee involvement. The evaluation was carried out using quantitative research by distributing questionnaires to 60 respondents according to the Slovin formula. It was concluded that in End-User Computing Satisfaction (EUCS), respondents perceived the content of the instrument with an average score of 4.18, the accuracy of the instrument with an average score of 4.28, the format of the instrument with an average score of 4.46, the ease of use of the instrument with an average score of 4.46, and punctuality. Instrument with an average score of 4.72, so the overall average score is above 4, which indicates a high level of respondent satisfaction with the MySSOF system in the very satisfied category. [ABSTRACT FROM AUTHOR]

Technological progress has enhanced classroom gamification in a number of learning contexts. Kahoot! as a digital game-based learning platform is being increasingly integrated into teaching environments to facilitate effective classroom learning. The research focused on Chinese students' perceptions of using Kahoot! in classroom teaching in order to ascertain whether games can contribute to students' classroom learning and how it works. Eighty freshmen students from an international university in mainland China participated in this research. All of them completed an anonymous questionnaire and thirteen students were selected for a face-to-face interview. The results indicated that Chinese students perceive Kahoot! as a useful game-based application that can enhance learning motivation, classroom engagement, learning effectiveness and classroom interaction. Therefore, it is suggested that teachers may use Kahoot! as a facilitator to support learners' EFL learning. The findings of the study are of relevance to the teaching pedagogy not only in the Chinese higher education context but also in extended circumstances where learners tend to sit and listen rather than interact and communicate. [ABSTRACT FROM AUTHOR]

Grammatical information, embedded at the word level, makes the acquisition of morphologically rich languages quite complex as well as the language exercise generation process for teachers. This study introduces a new gamification approach for complex morphology learning and aims to analyze the students' perceptions towards it. In this approach, the morphology components and their interactions are gradually introduced to the learners within a gamified environment through automatically generated exercises. Although not specific to any language, the approach has been applied to Turkish which is a strong representative of morphologically rich languages. The study was conducted for three weeks with international students in an introductory level Turkish language course via a mobile application developed using finite-state transducer technology to model morphology. Questionnaires, e-journals and semi-structured interviews were employed to examine the perceptions and experiences of the students in terms of perceived efficacy, system usage, engagement, loyalty, perceived enjoyment, attitude, and willingness to recommend. The findings of the study revealed that the students had positive perceptions towards the proposed approach and found it effective for their learning process. The approach is considered to fill an important gap in grammar exercises for learning morphologically rich languages. [ABSTRACT FROM AUTHOR]

Persuasive games are widely implemented in the healthcare domain to promote behaviour change among individuals. Previous research shows that using persuasive games increases motivation and awareness, leading to a positive change in behaviour. However, there is little knowledge on which persuasive strategies will motivate people at different Stages of Behaviour Change and whether tailoring persuasive games to match users' stages of change will increase their effectiveness with respect to their motivational appeal towards promoting disease awareness and prevention using the ARCS motivation scales and their intention to adopt the precautionary measures. To address this gap, using COVID-19 as a case study, we designed two different versions of a persuasive game, called COVID Pacman, using different persuasive strategies. The two versions of the game target the same goal of motivating the adoption of precautionary measures. We conducted a quantitative study (N=127) followed by semi-structured interviews of 18 participants. The results of conducting an ANOVA on the quantitative data and thematic analysis on the qualitative study show that tailoring the persuasive games to individual's stages of change by using appropriate persuasive strategies increased their effectiveness with respect to their ability to motivate people to adopt the precautionary measures towards disease prevention compared to the non-tailored version. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare Kahoot, Quizizz, and Wordwall on student learning outcomes in reading classes. The urgency of this research was to provide references for educators in choosing gamification platforms that are effective for improving learning outcomes and efficient for use as assessment media. This research was comparative quantitative research with a true experimental design. The data analysis technique used was one-way ANOVA with a sample of 57 students. The results stated that there were differences in student learning outcomes that were gamified via Kahoot, Quizizz, and Wordwall. This hypothesis was taken because the analysis results in the ANOVA table show a significance value of 0.013 <0.05, meaning that there are differences in student learning outcomes, so the H1 hypothesis was accepted and the H0 hypothesis was rejected. Furthermore, the results of the post hoc test analysis state that Quizizz was more effective in improving student learning outcomes compared to groups that are gamified via Kahoot and Wordwall. This was evidenced by the average learning outcomes in the Quizizz group of 9.00, which were the highest compared to the Kahoot and Wordwall groups. [ABSTRACT FROM AUTHOR]