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Copyright of Revista CES Psicologia is the property of Universidad CES 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.)

Copyright of Revista CES Psicologia is the property of Universidad CES 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.)

The need to shift to a responsible consumption model, encourage citizen participation, recycling habits, and water conservation, makes it vital to seek innovative ways for environmental education. Therefore, in this study, the serious games Save the Earth Planet ECO Inc. and Eco Ego were implemented in the teaching-learning process of high school students at Unidad Educativa Mariano Benítez, with the aim of promoting sustainable attitudes and behaviors, and raising awareness about environmental management and care. A quantitative, descriptive, and explanatory methodology with a quasi-experimental approach was followed. Before and after the use of these video games, a survey was conducted to measure participants’ opinions and perceptions of learning in environmental education. As a result, the application of serious games succeeded in promoting more sustainable attitudes and behaviors towards the environment among the participants, leading to reflective learning, meaningful experiences of reconnection with nature, and the strengthening of their commitment and participation in ecosystem protection.

The emergence of digital Game-Based Learning (GBL) has sparked interest in assessing its efficacy. This assessment needs to consider the complex mix of narrative and interactivity typical of video games, which makes it difficult to evaluate to what extent a video game achieves its stated learning objectives. This challenge is exponentially increased when gaming sessions happen spontaneously in informal contexts, without any supervision by educators or the option to assess the players’ prior knowledge and skills. This work presents a methodology for analyzing GBL experiences based on data science and the data collection functionalities offered by current game development platforms. This strategy is applied to the analysis of a social media simulator designed to promote information literacy within the video game Julia: A Science Journey. The system collected data on 436 sessions from 112 unique players over six months. The records included information on replayability, identification of fake news, and reaction times. The results suggest that players become more adept and swifter at identifying fake news through repeated games. Success in identifying misinformation is also related to the topic, with hoaxes related to scientific content being more easily recognized than those associated with political controversies.

This paper analyzes the game Elsinore, developed by the group Golden Glitch in 2019, as an example of a postcolonial adaptation of Shakespeare's literary classic Hamlet. Through the work of Hutcheon (2013) and Stam (2008), the paper argues that adapting goes beyond a supposed fidelity to the adapted text and can also be a political expression that highlights the perspectives of marginalized characters. In the game, the protagonist, Ophelia, is a young mixed-race noblewoman trapped in a time loop that the player must unravel. The analysis of Elsinore contributes to discussing issues of racialization and social belonging from the perspective of coloniality studies. In addition, it also helps to integrate these debates in the gaming context, thus contributing to adaptation studies. Finally, it concludes that Elsinore is a work that has aesthetic and political value. However, it still lacks deeper discussions about its value as a decolonial production.

Objective: to analyze the methodological pathways used in the development, evaluation, and/or validation of serious games on neonatology. Methods: integrative review conducted using the databases MEDLINE, EMBASE, CINAHL, SCOPUS, Web of Science, LILACS, BDENF, and SCIELO. Studies published between 2010 and 2024 that employed methodological pathways in serious games were selected. Results: ten studies were identified. The development of serious games considered the target audience, literature review, and professional routines. Evaluation was conducted using pre/post-tests, questionnaires, and feedback from experts and users. Some studies validated serious games using validated instruments and evaluative questionnaires, with Likert-type scales. Content validity index was used. Conclusion: methodological and quantitative studies predominated, developed based on participant needs, scientific evidence, and professional experiences. Most serious games underwent an evaluation phase; however, validation was described in only five studies. Simulation was a foundation for teaching neonatal resuscitation. Contributions to practice: the results may contribute to the development of guidelines that assist researchers in creating digital technologies based on scientific evidence, enhancing care for newborns, and providing valuable insights for clinical practice and professional training. They also highlight gaps and opportunities for future research on the integration of digital games in health education.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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.)

With approximately three billion players worldwide (40% of the global population), videogames are a significant cultural activity. Unlike learning in a typical classroom context, videogames involve players in the constant construction of knowledge, encouraging them to learn by trial and error. Furthermore, videogames can become a form of citizen science. For example, online gamers are helping scientists solve science problems by playing games designed by scientists. On another front, videogames created or produced in collaboration with Native American individuals allow these cultures to express themselves and communicate with a wider audience through interactive media. As an example, the game Never Alone (Kisima Inŋitchuŋa), which resulted from a partnership between Ishmael Hope, storyteller of Iñupiaq and Tlingit heritage, and the Cook Tribal Council. These examples demonstrate that video games can function as an important means of scientific and cultural dissemination. [ABSTRACT FROM AUTHOR]

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva 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.)

Copyright of Revista Opinião Jurídica is the property of Revista Opiniao Juridica 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.)

Abstract Objective Impulsivity has been robustly linked to various addictions, including behavioral addictions. This systematic review aimed to investigate possible relationships between impulsivity and gaming disorder. Method A total of 1,710 empirical studies, without date or language restrictions, were retrieved from Biblioteca Virtual em Saúde, Cumulative Index to Nursing and Allied Health Literature, PubMed, PsycNET, Scopus, and Web of Science databases. In total, 16 studies met the inclusion criteria and were included for extraction, quantitative analysis, and integrative synthesis. Results Overall, a positive association was observed between gaming disorder and both self-reported measures of impulsivity and behavioral measures of impulsivity. Gaming disorder was associated with the presence of high-risk trends, high sensitivity to rewards, reduced inhibitory control, and low self-control among video game players. Conclusion The present systematic review provides preliminary support for the robust association between impulsivity and gaming disorder. However, given the methodological heterogeneity in assessment instruments and statistical procedures, the identified association should be interpreted cautiously.

ABSTRACT Objective To investigate the prevalence of internet gaming disorder (IGD) symptoms in a sample of Brazilian adults, and its association with personality, psychiatric symptoms and psychosocial measures. Methods We evaluated 219 adults online recruited using questionnaires and psychometric scales. We evaluated the behavior and pattern of internet games using the Game Addiction Scale (GAS). We tested the association of the previous measures with the GAS scores by spearman correlations and multiple regression analysis. Results Of our sample, 74% played games online. We found correlations between IGD symptoms and most symptoms of mental disorders, with small or moderate effect sizes, as well as correlations with the personality traits of agreeableness (r = -0.272; p < 0.001), conscientiousness (r = - 0.314; p < 0.001), and neuroticism (r = 0.299; p < 0.001). Additionally, we found a negative association with psychosocial outcomes such as quality of life (r = -0.339; p < 0.001) and life satisfaction (r = - 0.202; p < 0.003). The multivariate model included the personality traits of conscientiousness and agreeableness and symptoms of dissociation and somatization as predictors. The prevalence of IGD was 9% in those who played online games. Conclusion IGD is correlated with different areas of the individual’s life, such as personality, quality of life, and several common symptoms of mental disorders. The prevalence can be considered high among players (9%). Conscientiousness, agreeability, somatic symptoms, and dissociative symptoms were associated with the symptoms of IGD.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Copyright of Diversitas Journal is the property of Diversitas Journal 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.)

This paper discusses the presence of brands on the Roblox online gaming platform, in apps aimed at children, seeking to analyze the presence of organizations and brands in this metaverse environment through case studies. This is an intentional exploratory research through direct observation on Roblox, in virtual environments that contain actions and consumption by brands aimed at children, recording the programmed interactions between brands and child users through the affordances designed. Roblox focuses on user-generated content and creativity and is one of the most popular global gaming platforms, in which we found a hybridization of consumption, applications and brands, which seek to influence children’s consumption, especially in the Alpha generation, covering their entertainment. The results validate the need for further analysis through the study of mediations and interactions. [ABSTRACT FROM AUTHOR]

Copyright of Health & Society is the property of Instituto de Ensino e Pesquisa Periodicojs 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.)

In this paper, we explore contradictions in the uneven movements of engaging video games in learning, and the affective deployment of play as a strategic mechanism to guarantee institutional and civic compliance. To that purpose, we are tracing the links between positivist, evaluative paradigms in Digital Game-Based Learning (DGBL) scholarship, arguing that a linear assessment of knowledge transmission does not adequately engage the complexity of virtual worlds and the learning processes they mobilize. As a response, we propose a cyber-ludic pedagogical framework that embeds gamers’ knowledge-production practices and performances in the wider social context they occupy, acknowledging their hybridity as digital and physical experiences. We apply this framework to a case-study reading of a vlog entry performed as a humorous guide to social distancing at the onset of the COVID-19 pandemic. Our reading recognizes the operationalization of knowledge communication modes as tropes while emphasizing discrete projects of brand awareness, identity formation, and claims to digital space. Our analysis of the vlog performance of what we term ‘technodeviance’ serves to de-exoticize the deviant in educational research; problematize the assumption of one-way knowledge transmission and representation; and center the pedagogical value of game and play data that is found in popular culture texts and in user-generated content.

This article discusses the relationships between ludic appropriation and the production of meaning in video games. By ludic appropriation, we refer to the act of performing in-game actions that were not designed or expected by the creators of a particular game, thus expanding the possibilities of producing meaningful interactions in this medium. This work is divided into three large blocks. First, we return to discussing particular aspects of games from theorists like Johan Huizinga, Roger Caillois, and Jacques Henriot. Next, we present the concepts of ludic freedom and ludic appropriation as developed by Maude Bonenfant. Finally, we analyze an episode of ludic appropriation by the community of players of Halo: Combat Evolved, seeking to exemplify, from a real case, the concepts worked throughout the text.

INTRODUCTION: The study aimed to identify the prevalence of addiction and the risk of addiction to electronic games in adolescents monitored at the Pediatric Service of a university hospital in Distrito Federal. METHODS: Cross-sectional observational study carried out with adolescents aged 10 to 19 years, using a questionnaire of 10 multiple-choice questions, which aim to assess dependency in 5 dimensions in relation to “compulsive gaming”. Were also evaluated: sociodemographic data (age, sex, education and grade repetition) and game usage parameters (frequency of weekly gaming, daily game time). The questionnaire was applied in 4 months and the statistical analyzes were performed by the SAS 9.4 application. p

Las tasas de penetración de Internet en Tailandia y China se han disparado en los últimos 15 años. Tal mayor acceso ha llevado a un mayor interés académico en los hábitos de juego en línea de los estudiantes en ambos países. Sin embargo, hay poca investigación disponible sobre cómo los estudiantes universitarios en ambos países consideran sus propias actitudes y hábitos de juego y los de sus compañeros, especialmente cuando estos se alinean sensiblemente con la "adicción". También falta investigación sobre cómo creen que los juegos afectan el aprendizaje y el rendimiento académico entre estudiantes de diferentes disciplinas universitarias. Esta investigación examina a estudiantes universitarios de humanidades en Tailandia y China en comparación con los de otras disciplinas con respecto a sus actitudes y conciencia sobre la adicción a los juegos. Se encuestó una muestra de 181 estudiantes de universidades internacionales y privadas. Se analizaron sus interacciones con los principales juegos. Se utilizó una escala de Likert junto con preguntas de respuesta abierta y análisis cualitativo del discurso formando un método mixto para interpretar estos resultados. En este estudio descriptivo-inferencial se muestra que el campo de estudio de los estudiantes, si jugaban activamente y con qué frecuencia jugaban, impactaron en cómo valoraban su propio juego y definían el concepto de "adicción". Los estudiantes de humanidades y ciencias mostraron los mismos hábitos de juego en cuanto a las horas diarias dedicadas al juego; Los estudiantes de negocios/economía jugaron menos en general. Aquellos que se consideraban adictos a los juegos, percibían que la adicción a los juegos representaba entre 15 y 21 horas dedicadas al juego por semana. Se observaron el umbral de horas de juego, los aspectos positivos y negativos del exceso de juego y una variación entre la apreciación moral y estética del juego, ya que afecta la vida de los jugadores.