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This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

In order to grasp the playing functions that utilize criteria for decision-making (DM) approaches, this paper offers a League season learning selection issue. The decision criteria to assess several game-based learning options are outlined, and a real-world choice dilemma is provided. Finding the most effective League season learning among playing functions is the goal. The needs for a League season of learning, such as Cognitive Methodologies, Gameplay Characteristics, Psychological Reactions, Accessibility, Users, as well as its environmental and societal impacts, are taken into consideration, leading to the identification of six primary criteria and 22 sub-criteria. Analytical Hierarchy Process (AHP) is used to calculate the criterion weights. The Preference Ranking Organization Method for Enrichment Evaluations and Vlse Kriterijumska Optimizacija I Kompromisno Resenje techniques are used to rank and choose between four possibilities. The outcomes of the Preference Ranking Organization Method for Enrichment Evaluations and Vlse Kriterijumska Optimizacija I Kompromisno Resenje procedures are also contrasted with those of the Complex Proportional Assessment, Multi-Atributive Ideal-Real Comparative Analysis and Multi-Attributive Border Approximation Area Comparison approaches. The results of the rankings of the alternatives produced by each approach all recommend the same choice as the best. Thus, it can be said that Preference Ranking Organization Method for Enrichment Evaluations, Vlse Kriterijumska Optimizacija I Kompromisno Resenje, Complex Proportional Assessment, Multi-Atributive Ideal-Real Comparative Analysis and Multi-Attributive Border Approximation Area Comparison approaches may be successfully employed for selection issues in game-based learning, as well as generally for other forms of multi-criteria decision problems with finite number of choices. [ABSTRACT FROM AUTHOR]

Introduction: Due to the COVID‐19 pandemic, the Undergraduate Medical Doctor (MD) Programme at McMaster University (Hamilton, Canada) was unable to run in‐person medical school interviews in March 2020, prompting an alternate solution that maximised admission opportunities for Indigenous applicants, prioritised admission for those rated most highly in the interview determination process, and allocated subsequent offers via lottery. Methods: A short survey was administered to applicants who had been offered an admissions interview and were subsequently impacted by the admissions adaptations. The survey elicited perceptions of the adaptation through Likert scale ratings and free‐text responses. Survey data were analysed via a sequential (quantitative to qualitative) mixed‐methods design. Results: 196 of 552 potential participants completed the survey. Across quantitative and qualitative analyses, respondents reported that the adaptation had a negative impact on their professional development and personal life. Ratings of negative perception were greater for those who did not receive an offer than for those who accepted or declined an offer. Free text responses emphasised considerable criticism for the lottery portion of the adaptation and displeasure that efforts made in constructing applications were less relevant than anticipated. Discussion: The negative responses to this unexpected change highlight the profound upstream impact admission policies have on the preapplication behaviours of aspiring medical students. The outcomes support a refined understanding of the value candidates place on the interview in appraising their own suitability for a career as a physician. [ABSTRACT FROM AUTHOR]

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

The article offers information on the author's personal experience with "The Last of Us" video game series and its impact on his life, particularly during the early days of the COVID-19 pandemic. Topics include the transformative nature of the game, its allegorical elements reflecting contemporary existential threats, and its portrayal of trauma and agency through gameplay.

Introduction: In 2015, our university hospital pharmacy acquired the PharmaHelp robot system to automate part of its chemotherapy production. Complex technical use, downtime periods, and insufficient training caused a drop in motivation and disparities in operators' knowledge. We created a short, playful, standardized, gamed-based training program to address this, and evaluated its impact. Methods: Operators were classified as trainers or trainees according to their knowledge about Information and Communication Technologies. Before, after the training, and at 6 months (6M), their robot knowledge was assessed on a 0-24-scale, motivation and self-efficacy in using it on 0-to-100 scales. Pairwise comparison t -test with Bonferroni adjustment was used (p < 0.05 considered significant). Satisfaction was measured using a six-point Likert scale. Trainer/trainee teams participated in 2-hour training sessions with three games and a debriefing. For "Knowing the manufacturing steps," cards with the steps were placed in the correct order. For "Knowing the criteria for using the robot," teams guessed whether certain compounds could be used with the robot. For "Knowing how to handle production errors," the answer to each error (taken from real-life issues) was selected from four options. Results: Participants (n = 14) were very satisfied about sessions' interactivity and playfulness. Knowledge improved from 57% pretraining to 77% (p < 0.005) to 76.6% (6M) (p < 0.05 compared to pretraining). Motivation and self-efficacy, respectively, improved from 57.6% to 86.6% (p < 0.05) to 70.4% (6M) and from 48.5% to 75.6% (p < 0.05) to 60.2% (6M) (p > 0.1 compared to pretraining) (t -test). Conclusions: This highly appreciated training program efficiently improved knowledge retention out to six months. [ABSTRACT FROM AUTHOR]

Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Gamification, the integration of game design elements into various processes, has found application in promoting sustainability. The field of simulation and gaming has a history of using games to teach and raise awareness about sustainability issues, covering all areas addressed by the United Nations Sustainable Development Goals. Gamification has emerged as a solution to bridge the gap between knowledge and action in sustainable development. It can motivate individuals to improve sustainability, create networks to solve complex problems, and has been successful in interventions such as reducing energy consumption and promoting sustainable food choices. There are different design approaches to gamification, including instrumental design that nudges behavior and humanistic design that involves users in co-defining problems and solutions. This issue of the Simulation & Gaming journal explores the success factors of gamified interventions in sustainable development, including business models, contextual factors, and skill-building interventions. The issue includes articles on gamified sustainable consumption apps, promoting virtuous water usage practices, and teaching road safety to school children using virtual reality. [Extracted from the article]

Objectives: This study aimed to evaluate the effectiveness of the digital and gamified WellWe intervention on parental self-efficacy for healthy behaviours and mindfulness in parenting at the comprehensive health checks of 4-year-old children. Methods: Two-arm cluster, randomised, controlled trial with a 4-month follow-up.The data were collected from parents of 4-year-old children. Cluster randomisation was done at the municipality level. Fifteen child health clinics within 4 municipalities located in Southwest Finland were randomly allocated to either an intervention (WellWe intervention) or a control group (usual care). The outcome measures included the Parental Self-Efficacy for Healthy Behaviours (PDAP) and Mindfulness in Parenting (MIPQ) questionnaires. Data were collected at baseline, after the intervention and at the 4-month follow-up. Results: Initially a total of 110 parents (50 in the intervention and 60 in the control group) participated in the study. At the end of the study, there were 33 parents involved, with 12 in the intervention group and 21 in the control group. Parental self-efficacy and mindfulness in parenting showed no statistically significant difference between the groups or within the groups at the different time points. Conclusions: The results of the study showed no difference between the intervention and the usual care. The commitment of the subjects was lower than expected. The intervention could be improved by placing a greater focus on engaging and motivating both families and public health nurses (PHNs). Therefore, when refining the intervention further, it's important to involve the target group more actively in the design of both content and delivery. [ABSTRACT FROM AUTHOR]

Background: Although gamified sustainable consumption apps (SCAs) have been on the rise, only a few have survived longer than two years. While most existing research focuses on how gamification contributes to engagement and the formation of more sustainable consumption habits, there is little about how their survival is secured. Intervention's Purpose: Twenty-one SCA creators shared their considerations and experiences managing SCAs, providing valuable insights into the field of gamified sustainable consumption and practical insights for their stakeholders. Methods: Ideal-type and narrative analyses of the interviews unraveled some relevant survival strategies and lessons learned. Results: The creators' motivation and background play a role in the app's survival. Their experiences exposed several aspects affecting their gamification strategies and their relevance for the apps, highlighting traps to avoid and opportunities to improve their standing in an increasingly competitive market. Discussion: Most creators shared stories of "learn as you go," presenting how the flexibility to adjust the apps' business models rather than the creators' professional background is a critical success factor. Since their apps represent their understanding of sustainability, SCA creators should find practical and emotional ways to engage their users while considering the objectives of their apps. Conclusion: Awareness of the risks and pitfalls when creating an SCA may not be enough for successfully undertaking this enterprise. The creators should be capable of strategically plan for all the activities that creating and managing an SCA convey even before the app is conceptualized. [ABSTRACT FROM AUTHOR]

Background: In a world increasingly stressed by climate change and scarcity of natural resources, the prosocial behaviors of new generations become increasingly essential, especially when aimed at sustainability. This study aims to investigate the gamified system applied to the game-based educational program BLUTUBE, designed to promote better practices regarding virtuous water usage in the primary schools of the Municipality of Lucca. Methods: We analyze the self-reported sustainable behaviors of almost 800 students of the 2nd, 3rd, and 4th grades, using a survey about water consumption and awareness of related topics. We examine the association between the increase in the self-reported prosocial behaviors, which occurs after the end of the educational program, and participation in different activities - measured by the number of accumulated points - stimulated through gamification. Results: We find that higher participation in gamified activities corresponds more likely to a higher increase in reported sustainable behaviors. Moreover, we observe that this result is led by specific activities - playing the board game Blutube at school, playing the urban game, and taking pictures of virtuous actions - rather than others - playing the board game at home. Lastly, given the difference between genders in the perceived benefits from gamification, we find that males increase more their awareness about sustainable behaviors by playing more the board game than females. In contrast, females raise their awareness when playing the urban game more. Discussion: We suggest that playing the board game in a broader social context, such as school, can enhance the perception of children's behaviors' impacts on the external environment. Also, to effectively promote sustainable behaviors, educators should consider using game-based learning materials that incorporate rewards mechanisms into the activities. Conclusions: This work sheds light on the relationship between gamification and pro-environmental behaviors, laying the ground for future research. [ABSTRACT FROM AUTHOR]

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

The study focused on designing a portable, objective device for assessing and addressing Cervical Motor Control (CMC) impairments. This device is based on a proposed architecture that employs advanced technology to evaluate and enhance patients’ CMC. During a pilot study with 10 participants, the device’s feasibility and usability were verified, including an initial assessment using the Head Relocation Test and a 12-session intervention over 4 weeks. The architecture of the proposed system is responsible for gathering pertinent data concerning patients’ cervical motor control. It employs advanced algorithms to process this data and objectively assess CMC function. Furthermore, the system tailors the therapy to each patient’s individual needs. Preliminary results indicate that the device and the proposed architecture positively impact assessment test performance accuracy. While additional validation tests are required to confirm their effectiveness, this device emerges as a promising and valuable alternative for assessing and treating patients with CMC impairments. Its focus on advanced technology and personalized adaptation aligns with previous research in telerehabilitation and classroom physical activity promotion. [ABSTRACT FROM AUTHOR]

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

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

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

Designing learning solutions in digitally mediated contexts requires attention to the level of immersion, interactivity, personalization, and engagement promoted, to which the incorporation of active learning methods and gamified strategies can be strategic. However, more research is needed on how teachers use technology-enhanced active learning strategies and on the impact of game-design elements inclusion in learning environments. This study provides findings from the informed exploration stage of a project, consisting of the development and assessment of a digital platform to be used in Portuguese basic and secondary schools to support participation in extracurricular projects and promote its users’ sense of belonging. A survey by questionnaire was publicly shared with Portuguese schoolteachers, in June 2022, to map the current technological reality in Portuguese schools and teachers’ relationship with technologies. 215 valid responses were analysed with descriptive statistics and content analysis. The use of digital technologies was found not to have decreased after the emergency remote learning period. Teachers assumed that the most used platforms coincided with those institutionally supported and that combining the promotion of active learning methods and the formal recognition of learners’ attitudes and skills in a digital solution was something innovative and required in Portuguese schools. [ABSTRACT FROM AUTHOR]

BACKGROUND: Physical activity is associated with a lower risk of major adverse cardiovascular events, but few individuals achieve guideline-recommended levels of physical activity. Strategies informed by behavioral economics increase physical activity, but their longer-term effectiveness is uncertain. We sought to determine the effect of behaviorally designed gamification, loss-framed financial incentives, or their combination on physical activity compared with attention control over 12-month intervention and 6-month postintervention follow-up periods. METHODS: Between May 2019 and January 2024, participants with clinical atherosclerotic cardiovascular disease or a 10-year risk of myocardial infarction, stroke, or cardiovascular death of ≥7.5% by the Pooled Cohort equation were enrolled in a pragmatic randomized clinical trial. Participants received a wearable device to track daily steps, established a baseline, selected a step goal increase, and were randomly assigned to control (n=151), behaviorally designed gamification (n=304), loss-framed financial incentives (n=302), or gamification+financial incentives (n=305). The primary outcome of the trial was the change in mean daily steps from baseline through the 12-month intervention period. RESULTS: A total of 1062 patients (mean±SD age, 67±8; 61% female; 31% non-White) were enrolled. Compared with control subjects, participants had significantly greater increases in mean daily steps from baseline during the 12-month intervention in the gamification arm (adjusted difference, 538.0 [95% CI, 186.2–889.9]; P =0.0027), financial incentives arm (adjusted difference, 491.8 [95% CI, 139.6–844.1]; P =0.0062), and gamification+financial incentives arm (adjusted difference, 868.0 [95% CI, 516.3–1219.7]; P <0.0001). During the 6-month follow-up, physical activity remained significantly greater in the gamification+financial incentives arm than in the control arm (adjusted difference, 576.2 [95% CI, 198.5–954]; P =0.0028), but it was not significantly greater in the gamification (adjusted difference, 459.8 [95% CI, 82.0–837.6]; P =0.0171) or financial incentives (adjusted difference, 327.9 [95% CI, −50.2 to 706]; P =0.09) arms after adjustment for multiple comparisons. CONCLUSIONS: Behaviorally designed gamification, loss-framed financial incentives, and the combination of both increased physical activity compared with control over a 12-month intervention period, with the largest effect in gamification+financial incentives. These interventions could be a useful component of strategies to reduce cardiovascular risk in high-risk patients. REGISTRATION: URL: https://clinicaltrials.gov; Unique Identifier: NCT03911141. [ABSTRACT FROM AUTHOR]

Human errors are prevalent in manual assembly line statistics, but humans are still a necessary and numerous working force for assembly tasks. Since faster and shorter production cycles lead to higher mental efforts, an alternative to decrease the cognitive load and errors of manual assembly lines is using augmented reality (AR). AR increases system interaction and assists operators in the step-by-step of any tasks performed. Its use allows granular production data, enabling an increase in quality control and timely detection of assembly problems. However, AR alone is not enough to avoid demotivation and lack of engagement in the task, which is repetitive. Gamification can become an auxiliary resource to increase operators' motivation and engagement. This paper presents a system model to integrate AR and gamification for a manual assembly line of printed circuit boards (PCBs) called GRAAL, used to develop an actual system for PCB assembly, which can guide operators using AR but also tracks down their efficiency and efficacy which is then used for gamifying their performance. A prototype system was implemented and assessed by 34 specialist respondents. TAM 3 (Technology Acceptance Model 3) Questionnaire was used to assess the system, which allowed us to find that GRAAL was well accepted (all scores were above the center of a Likert scale from 1 to 7 values), suggesting that GRAAL may be useful as an auxiliary resource to manual assembly lines. We conclude that modeling a system that merges AR and gamification is feasible but a non-trivial task in industry. The system's features are dependent on conditioning factors such as Application Environment, Application Context, Application Audience, AR hardware, and gamification elements. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Conclusions As the significance of artificial intelligence (AI) continues to increase, there is a need for effective scaffolding and support for novice learners. Educators have encountered challenges in effectively scaffolding novice learners AI concepts, and providing appropriate motivational support. Research evidence has shown the potential of game‐based approaches to fostering secondary school students' AI literacy and motivation to learn AI.This study developed an online platform TreasureIsland to gamify ebooks and investigated whether and how students playing with it can effectively enhance their AI literacy. This study aims to contribute an empirical and theoretical basis for AI literacy education and promote the use of gamification that would be broadly applied in other schools.A quasi‐experiment was conducted to evaluate the effects of the proposed gamified approach, which included a control group using an ebook with playful resources. To triangulate the quantitative results obtained from the pre and post‐test, focus group interviews were also conducted.The platform was effective in improving students' motivation, self‐efficacy, career interest, and understanding of AI concepts and ethics, but did not enhance their confidence of using AI, and high cognition of applying, evaluating and creating AI. TreasureIsland players demonstrated significant improvement in all affective and cognitive domains, except for the ability to apply, evaluate, and create AI. Interviews revealed that the gamified approach could promote students' AI literacy by adhering to guidelines, including (1) creating a competitive and motivating learning environment through game mechanics, (2) providing scaffolding modules and feedback, and (3) visualising complex AI concepts via simulations. Feedback collected from the study suggested adding pedagogical elements such as flipped classrooms and project‐based learning in future research to improve the instructional design, and enable students to reach a higher level of cognition.This study concludes that the use of gamification can provide affective and cognitive support and an enjoyable experience for fostering learners' AI literacy. It helps instructional designers and teachers enrich the pedagogical knowledge related to gamified platform and AI literacy. [ABSTRACT FROM AUTHOR]

This study investigates the effectiveness of gamification in enhancing learning outcomes in Environmental, Social, and Governance (ESG) education. Employing a cluster randomized experiment, the research involved 22 classes from four universities, divided into gamified and traditional teaching groups. The gamified group engaged with ESG concepts through interactive, game-like elements, while the control group followed standard educational practices. The study aimed to determine whether gamification could improve ESG course effectiveness and enhance Psychological Ownership and Perceived Importance, thereby influencing learning outcomes. Data collected through post-experiment surveys were analyzed using multiple linear regression and Structural Equation Modeling (SEM). Results indicated that students in the gamified group performed significantly better in ESG exams compared to the control group, demonstrating the effectiveness of gamification in enhancing academic achievement. The SEM analysis further revealed that gamification positively impacted Psychological Ownership and Perceived Importance, which in turn significantly improved academic performance. These findings suggest that incorporating gamification in ESG education can effectively engage students and deepen their understanding of complex sustainability issues. This study contributes to the field by highlighting the potential of gamification as a transformative tool in higher education, particularly in teaching abstract and multifaceted subjects like ESG. [ABSTRACT FROM AUTHOR]

Summary Community science is experiencing a small revolution with many new projects, some of which combine modern computer science with human creativity and games. In FoldIt, players can fold and design proteins, and create suitable ligands for them. In DrugIt they can create small molecules for target structures and thus, gain direct insights into drug development concepts and support the process directly. The best results from the game are analyzed by researchers and might even be published. [ABSTRACT FROM AUTHOR]

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

Background Objectives Methods Results and Conclusions Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included.This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied.The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges.Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. [ABSTRACT FROM AUTHOR]

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

This study investigated the impact of gamification in the Gloria Gorelik Educational Unit (UE), of Basic General Education in Ecuador. Participants were 30 third-year students who used tablets and digital learning lessons to learn mathematics through gamified activities. The study included gamified conditions with competitive, adaptive and collaborative activities, which were integrated into the EU curricular plans under study. The results indicate that this strategy contributed to improving student performance. Four different types of gamified learning activities were implemented: competitive, collaborative, adaptive, and problem-based. It was observed that students showed preferences for different types of gamification, which highlights the importance of adapting strategies to individual needs. The results mainly showed the superiority of the competitive gamification activity, compared to other activities. The lowest results were obtained for problem-based learning. Likewise, it was concluded that gamification alone does not guarantee an increase in academic performance, but rather the key to success lies in the careful combination of game elements to achieve an effective balance in the educational process. contributed to improving student performance. Four different types of gamified learning activities were implemented: competitive, collaborative, adaptive, and problem-based. It was observed that students showed preferences for different types of gamification, which highlights the importance of adapting strategies to individual needs. The results mainly showed the superiority of the competitive gamification activity, compared to other activities. The lowest results were obtained for problem-based learning. Likewise, it was concluded that gamification alone does not guarantee an increase in academic performance, but rather the key to success lies in the careful combination of game elements to achieve an effective balance in the educational process. [ABSTRACT FROM AUTHOR]

The topic addressed is gamification as a neurodidactic strategy to strengthen the learning of reading. Gamification is a novel strategy that involves neurodidactic elements and strengthens learning in order to overcome difficulties in educational processes. Neurodidactics today provides valuable information on how the brain processes information and learns, helping to design mechanical game activities that are aligned with the principles of brain functioning. The present work is elaborated for children of third year of basic education of the Jacinto Collahuazo Educational Unit who have presented difficulties in reading, which have been identified through classroom observation processes, interviews to teachers and students. However, with the scientific support of several authors, a brief study on gamification, neurodidactics and reading components was carried out in order to elaborate the scientific proposal that contains playful gamification strategies to solve the difficulties found in the students. Subsequently we have validated with experts to see the feasibility and relevance of the topic. [ABSTRACT FROM AUTHOR]

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

The development of new approaches to digital art is based on improving a variety of technologies. The main goal of this paper is to identify the gamification of digital art through the promotion of speculative design and interactive experiences. To achieve this goal, theoretical and practical methods were used in the research. A survey determined approaches the designers used to improve their skills. Most respondents (28%) prefer reading books and watching video blogs on their own while 22% of designers took professional courses. Therefore, mechanisms that promote respondents' involvement in selecting professional courses for designers have been described. Cognitive assessment of the skills acquired after completing the course showed significant advantages compared to those observed at the start of the experiment. This was confirmed by the Cohen coefficient. The hierarchy analysis method also contributed to the identification of program elements that are most important for the development of professional skills while not relying exclusively on the data from respondents. The value of the presented work lies in the possibility to improve the skills of gamification in the field of design with the help of the developed mechanisms, the effectiveness of which has been confirmed in practice. [ABSTRACT FROM AUTHOR]

Motivation is fundamental for user engagement in applications. In particular, in educational software systems, gamification is widely used to try to increase student performance and well-being, as it comprises motivational benefits. However, the effectiveness of gamification has sometimes been under question, since a variety of research experiments with the same gamification elements result in conflicting outcomes. Advancement in motivational psychology allows us to relate how perceptions are predictors of well-being and performance. With this purpose, relevant studies have been researched directing the user toward the desired outcomes, and a usability checklist has been developed to assess Motivational Information Systems. We then carried out an experiment from the perception questionnaires and the performance of the students to evaluate a particular gamification system in an educational context. The observed results from the field study have validated the applicability of the checklist, as the predictions were consistent with the literature. [ABSTRACT FROM AUTHOR]

The use of game design elements in non-game contexts, defined as gamification, is being used to increase user engagement in non-game environments, such as workplaces, schools, or software applications. However, the challenge developers face when implementing gamification is identifying which game elements will engage users. Besides, the proposals often tend to support only the most common user types and engagement factors. In response to this challenge, this study proposes a generic gamification model, GamiProM. GamiProM helps to design gamified solutions by using an ontology that encompasses knowledge about gamification elements and mechanics, user types, and types of motivations. Using profile management, GamiProM aims to provide knowledge representation and add semantic value to user characteristics and the information generated by gamification. A case study allowed the evaluation of the model through the gamification of an existing application using GamiProM. The results indicate that GamiProM can identify user profiles that support personalization through a combination of software, rules, and ontologies. [ABSTRACT FROM AUTHOR]

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

Perform a pilot study of online game-based learning (GBL) using natural frequencies and feedback to teach diagnostic reasoning. We conducted a multicenter randomized-controlled trial of computer-based training. We enrolled medical students, residents, practicing physicians and nurse practitioners. The intervention was a 45 min online GBL training vs. control education with a primary outcome of score on a scale of diagnostic accuracy (composed of 10 realistic case vignettes, requesting estimates of probability of disease after a test result, 0–100 points total). Of 90 participants there were 30 students, 30 residents and 30 practicing clinicians. Of these 62 % (56/90) were female and 52 % (47/90) were white. Sixty were randomized to GBL intervention and 30 to control. The primary outcome of diagnostic accuracy immediately after training was better in GBL (mean accuracy score 59.4) vs. control (37.6), p=0.0005. The GBL group was then split evenly (30, 30) into no further intervention or weekly emails with case studies. Both GBL groups performed better than control at one-month and some continued effect at three-month follow up. Scores at one-month GBL (59.2) GBL plus emails (54.2) vs. control (33.9), p=0.024; three-months GBL (56.2), GBL plus emails (42.9) vs. control (35.1), p=0.076. Most participants would recommend GBL to colleagues (73 %), believed it was enjoyable (92 %) and believed it improves test interpretation (95 %). In this pilot study, a single session with GBL nearly doubled score on a scale of diagnostic accuracy in medical trainees and practicing clinicians. The impact of GBL persisted after three months. [ABSTRACT FROM AUTHOR]

Background: Cognitive training and physical exercise show positive effects on cognitive decline in subjects with mild cognitive impairment (MCI). Multimodal interventions for MCI patients, combining physical and cognitive training in a social context seem to slow down cognitive decline. Objective: Based on a previous study, a new mobile gamification tool (go4cognition; https://www.ontaris.de/go4cognition) has been developed to train cognitive and physical functions simultaneously in a group setting. It involves tasks targeting various cognitive functions (short-term memory, working memory, executive functions). The computer-based setup allows for individual performance analysis. This study evaluated the effects of this tool. Methods: 30 participants with MCI, as defined by the Consortium to Establish a Registry for Alzheimer's Disease (CERAD) cut-off-score, aged between 66 and 89 years, trained for one hour two days a week for twelve weeks. Additionally, standard neuropsychological assessment of memory and attention was carried out before and after the intervention. Results: The go4cognition device is highly effective in improving various cognitive functions. A significant improvement in the CERAD total score resulting in re-classification of 70% of former MCI patients into non-MCI patients was found. Additionally, an improvement of verbal fluency, verbal memory, spatial memory, and attention was observed. Furthermore, the CERAD total score was significantly correlated with performance in the go4cognition tool. Conclusions: The results of the intervention support the idea of the effectiveness of a combined cognitive and motor intervention by incorporating neuropsychological paradigms in a group setting and suggest a close relation between combined cognitive and physical exercise and cognitive performance. [ABSTRACT FROM AUTHOR]

Novel community-wide approaches that gamify physical activity through challenges and competition have become increasingly popular in recent years. However, little is known about the factors that help or hinder their implementation. This qualitative study aimed to address this gap in the literature by systematically investigating the facilitators (organizational and experiential) and barriers to successful implementation of a community-wide intervention delivered in Gloucester, the United Kingdom. A two-phased process evaluation was conducted. Phase 1 involved the thematical analysis of open question feedback from n = 289 adults. Phase 2 included three focus groups conducted with n = 12 participants. This research showed that promoting the initiative through primary education settings was fundamental to enhancing awareness and participation. Social elements of the intervention were identified as a motivating factor for, and a consequential outcome of, participation. A lack of promotion to wider-reaching proportions of the community was perceived to be a significant barrier to implementation, potentially limiting inclusivity and participation in the activity. Game dynamics, timing, and fears regarding sustainability represented further difficulties to implementation. [ABSTRACT FROM AUTHOR]

This study examined the impact of group composition of a 6-week group-based employee Fitbit intervention on daily physical activity steps. Group composition comprised heterogenous and homogeneous groupings based on variations in baseline high, medium, and low steppers. The intervention included weekly step leaderboard information, motivational and informative messages, and the ability to participate in group step challenges. Repeated measures analysis of variance (ANOVA) examined differences in change of steps across time, step-level groups (low, medium, and high), and group composition (low/high, similar, and mixed), and replicated with a subgroup of participants who participated in group step challenges. While group and step level did not emerge as significant interactions in the overall sample, when focused within the group step challenge subsample, relationships among time, the group composition, and participant step-level categories emerged. Overall, the greatest increases in steps occurred at the mid-point time period, among lower steppers, and within the low/high comparison group. This study provides evidence of the importance of group composition in physical activity interventions as well as the fidelity of intervention design in facilitating group comparisons. [ABSTRACT FROM AUTHOR]

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

Persuasive gamified systems are effective tools for motivating behaviour change using various persuasive strategies. In line with the reinforcement theory, some persuasive gamified systems employ reward and punishment in their design to achieve the intended behavioural outcome. Research has argued both in favour and against using these strategies in behaviour change applications due to mixed results with respect to their effectiveness. However, there is a lack knowledge about how interventions using these strategies could motivate or demotivate behaviours. Therefore, this paper explores the mechanism through which Reward and Punishment motivate or demotivate behaviours with respect to their strengths and weaknesses. The results of large-scale exploratory studies (N = 1768) uncover important strengths and weaknesses that could facilitate or hinder the effectiveness of Reward and Punishment at motivating behaviour change. These include their ability to engage users and make behaviour fun, reinforce commitments to goals, and reveal some consequences of bad behaviour. We also compared the perceived effectiveness of reward and punishment quantitatively. [ABSTRACT FROM AUTHOR]

Background: Only about 9% of individuals with intellectual disabilities reach the government's physical activity (PA) recommendations. Combining gamification and technology seems particularly promising in overcoming personal and environmental barriers to PA participation. Method: Eighteen adults with varying levels of intellectual disabilities completed a pilot study to assess the initial effects of a cycling gamification intervention on levels of PA, fitness, psychosocial outcomes, and challenging behaviours. The study comprised three designs: pre‐post single group, AB single‐case, and qualitative. Social validity, implementation barriers and facilitators were also explored. Results: Nearly all 18 participants cycled daily. Time and distance cycled daily increase during the intervention while a decrease in stereotyped behaviours was observed. Participants and staff found the intervention enjoyable and socially valid. Conclusions: Results of the multiple‐design study suggest that gamification interventions may be a suitable, enjoyable, and promising way to contribute to PA participation of adults with intellectual disabilities. [ABSTRACT FROM AUTHOR]

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

Gamification, characterized by the integration of game design elements into non‐game environments, has gained popularity in classrooms due to its potential for increased engagement and enjoyment compared to traditional lecture‐based teaching methods. While students generally exhibit positive attitudes towards gamification, its impact on academic achievement remains a subject of debate. This study employed a meta‐analysis approach to examine the overall influence of gamification on students' academic performance. The sample comprised 22 experimental studies conducted between 2008 and 2023, comparing the effects of gamified and non‐gamified classes. Utilizing a random effects model, the results revealed a moderately positive effect of gamification on student academic performance (Hedges's g = 0.782, p < 0.05). The paper further discussed the outcomes of various moderator analyses, providing valuable insights into the selection and utilization of game design elements, as well as considerations specific to different educational stages.Practitioner notesWhat is already known about this topic Most research has consistently demonstrated that gamification has a positive impact on students' achievement. The current state of review research is not sufficiently comprehensive. There is a lack of meta‐analyses exploring the diverse impacts of gamification. What this paper adds The effect of factors such as geographical regions, education levels, learning environments, subjects and game elements on gamification was examined. The study revealed a significant and positive impact of gamification on students' achievement across various factors, including geographical regions, education levels, learning environments, subjects and game elements. Implications for practice and/or policy Gamification represents a prudent choice for teachers seeking to enhance students' achievement. Teachers are suggested to adopt and employ appropriate game elements in their instructional approaches. Future research could focus on investigating the impact of feedback as a game element in teaching and learning. Most research has consistently demonstrated that gamification has a positive impact on students' achievement. The current state of review research is not sufficiently comprehensive. There is a lack of meta‐analyses exploring the diverse impacts of gamification. The effect of factors such as geographical regions, education levels, learning environments, subjects and game elements on gamification was examined. The study revealed a significant and positive impact of gamification on students' achievement across various factors, including geographical regions, education levels, learning environments, subjects and game elements. Gamification represents a prudent choice for teachers seeking to enhance students' achievement. Teachers are suggested to adopt and employ appropriate game elements in their instructional approaches. Future research could focus on investigating the impact of feedback as a game element in teaching and learning. [ABSTRACT FROM AUTHOR]

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

To evaluate user perceptions and educational impact of gamified online role-play in teledentistry as well as to construct a conceptual framework highlighting how to design this interactive learning strategy, this research employed an explanatory sequential mixed-methods design. Participants were requested to complete self-perceived assessments toward confidence and awareness in teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire and participate in an in-depth interview to investigate their learning experience. The data were analyzed using descriptive statistics, paired sample t-test, one-way analysis of variance, and framework analysis. There were 18 participants who completed self-perceived assessments and satisfaction questionnaire, in which 12 of them participated in a semi-structured interview. There were statistically significant increases in self-perceived confidence and awareness after participating in the gamified online role-play (P < 0.001). In addition, the participants were likely to be satisfied with this learning strategy, where usefulness was perceived as the most positive aspect with a score of 4.44 out of 5, followed by ease of use (4.40) and enjoyment (4.03). The conceptual framework constructed from the qualitative findings has revealed five key elements in designing a gamified online role-play, including learner profile, learning settings, pedagogical components, interactive functions, and educational impact. The gamified online role-play has demonstrated its potential in improving self-perceived confidence and awareness in teledentistry. The conceptual framework developed in this research could be considered to design and implement a gamified online role-play in dental education. This research provides valuable evidence on the educational impact of gamified online role-play in teledentistry and how it could be designed and implemented in dental education. This information would be supportive for dental instructors or educators who are considering to implement teledentistry training in their practice. [ABSTRACT FROM AUTHOR]

In recent years, gamification has been widely implemented for sharing knowledge about, making sense of, and imaging futures. This article considers how gamification could be mobilised as a feminist method of futures. It presents a case study of making the idle game Square Cat in which a cat destroys and devours the entire earth. Much of the existing work on gamification examines games and gamified apps that have already been produced. The case study offers different insights into gamification practices by providing an account of the process of designing and developing an experimental game. Square Cat makes visible and bodily felt the ambiguous affective dynamics of the asset-driven logic of late capitalism, and how it shapes human-environment relations. It parodies the embodied habituation of repetition and reward feedback, dramatises idle games’ structure of accumulation, and rejects the narrative of linear progress. In so doing, it reworks the binary logic of game and asks to entertain a form of play where the relation between winning and losing, subject and object, becomes confounded, and where futures are multiple even as the game’s beginning and end appear predetermined. [ABSTRACT FROM AUTHOR]