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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]

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]

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]

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

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

The 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]

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]

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]

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]

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]

AbstractPersonalized gamification is often considered a superior approach to a one-size-fits-all method. This study addresses three limitations of previous personalized gamification research: (1) conceptual overlap in previous player type models, (2) lack of empirically validated questionnaires, and (3) inadequate profiling methods that only consider the dominant player type. We conducted two interlocking studies. Study One focused on accurately conceptualizing and measuring player types. It synthesized key attributes from previous models and proposed a new model, along with a questionnaire that underwent rigorous development and validation. Study Two focused on comprehensive player type profiling. It employed a new method, cognitive diagnostic models, which produced finer-grained profiles enabling multiple player attributes. Key contributions include a new player type model with five main archetypes, a valid questionnaire for the proposed model, and a feasible method for player type profiling. These contributions advance our understanding of player types and facilitate future personalized gamification practices. [ABSTRACT FROM AUTHOR]

AbstractThe present study aims to explore the impact of two types of e-learners’ anonymity on their language learning engagement in a 50-day competitive gamified English vocabulary learning process. The two anonymity types were full anonymity, which means the participants were anonymous to both their peers and the instructor in the learning process, and partial anonymity, which required the participants to be anonymous only to their peers. One hundred and eighty adult e-learners were recruited as the participants and randomly assigned into three groups, with one group adopting the full anonymity pattern, one group using the partial anonymity pattern, and a third group employing the non-anonymity pattern. An online pretest, an online posttest and two online questionnaires were used as the research instruments. The two tests were used to assess the participants’ learning performance. One questionnaire was to obtain the participants’ self-report values on three scales of learning engagement, namely behavioral engagement, emotional engagement, and cognitive engagement. The other questionnaire together with some interviews was applied to inquire about the participants’ attitudes toward anonymity in gamified learning. The results indicate that the full anonymity pattern exerted the most positive impact on the participants’ behavioral and emotional engagement, and this pattern also brought about the best learning performance on the posttest. However, the non-anonymity pattern outperformed the other two patterns on the cognitive engagement scale. Then the possible impact of anonymity on learning engagement and learning performance was discussed. [ABSTRACT FROM AUTHOR]

AbstractIn this study, to address global sustainable development challenges, we focused on the use of gamification systems, such as Ant Forest, to promote individual sustainable behaviours. Our research model combined gamification affordances with cognitive evaluation theory. We conducted partial least squares structural equation modelling to analyse 485 valid questionnaire responses and illuminate how gamification can shape users’ green behaviours. We also employed partial least squares multigroup analysis to explore the moderating effects of competition affordances on psychological needs and other gamification affordances. The findings revealed that competition affordances influence the effectiveness of other gamification affordances and significantly alter users’ psychological mechanisms, thereby fostering their intrinsic motivation for sustainable behaviour. This paper underscores the potential of gamification to encourage sustainable behaviours and emphasises the need for a careful balance of competition within gamification design. [ABSTRACT FROM AUTHOR]

Gamified-integrated STEM is a technique that combines integrated STEM stages with gamification elements and can engage individuals in climate change communication. This paper presents a gamified-integrated STEM activity focused on global climate change. The activity includes gamified-integrated STEM instructional stages implemented in 6 lesson hours. The game elements used in the activity were time, rewards, points, badges, leaderboards, materials, stories, goals, and rules. Badges included: Decoders, Explorer, Meteorologist, Climatologist, Benevolent Koala, Scientist, and Engineer. The activity was designed for middle school students and aligned with the Next Generation Science Standards. Educators are encouraged to incorporate this pedagogical activity within their instructions to elucidate fundamental concepts related to the consequences of climate change. In doing so, teachers can promote student engagement, improve awareness, and refine problem-solving competencies pertinent to climate-centric challenges. The activity has been evaluated and recommendations for enhancement have been made to ensure optimal efficacy in cultivating gamification and a nuanced understanding of climate-related topics among learners. [ABSTRACT FROM AUTHOR]

Under the current information technology development and social interaction digitalization, China shows an increasing interest in the possibilities of digital solutions improving the effectiveness of pedagogical processes when forming and developing sports competencies and skills in football players. The present article is devoted to the study of the influence of a digital game-based learning environment on the development of young football players' tactical thinking skills, football interest, and motivation to play it. The study offers an innovative football training model based upon the synergy of virtual (eFootball PES 2021 and SkillShare platforms) and real experiences. Testing of the developed model was carried out on the example of young football players (10–12 years) studying at the X sports school. The conducted educational experiment revealed the benefits of introducing game simulation in football training. The experiment results showed that game simulation and group participation in virtual football matches in eFootball PES 2021 helped master basic football techniques, facilitated the acquisition of competitive experience, fostered a culture of teamwork and camaraderie, and contributed to the rise of conscientiousness and self-discipline. [ABSTRACT FROM AUTHOR]

Play is crucial to children's development. With the prevalent use of digital technologies, children and young adults are seen playing games more often and longer on digital devices. How should teachers capitalize the advantages of games in class, without inducing more health risks or problems for children? To achieve this goal, teachers need empirical details and conclusive results in the application of game-based learning (GBL) in primary education, so that they can design GBL experiences that cater to the specific needs of pupils. The present paper provides a systematic review for 35 experimental studies that substantially integrated gaming elements in primary school lessons. Our major findings include that (1) most studies were published in technology-assisted learning journals, focusing on higher-grade students' natural science learning, through one GBL lesson conducted within one week; (2) theoretical foundations were absent in the majority of studies, with the rest implicitly or explicitly drawing upon Constructivist premises; (3) adopted GBL technologies were mostly self-designed, and used for formal learning; (4) Gamification was the most frequently used game genre and Intellectual Problem-Solving was the top gaming element to be incorporated and (5) there were more positive outcomes than mixed findings and more cognitive results reported than affective or behavioral dimensions. [ABSTRACT FROM AUTHOR]

Gamifying is related to the motivational gain and engagement of participants in these systems, even in situations not exclusively related to the creative and entertainment industry. In the Biology teaching context, motivational strategies have fundamental importance to the learning process. The aim of this work was to investigate the development and application of gamified systems, mainly board games, in Biology teaching. Through a systematic review, 39 scientific studies published in the Science Direct, PubMed, Web of Science and Scopus databases were identified and categorised. As a result, an increased distribution of publications under this focus was observed over the analysed period. The main benefits attributed to the use of board games as a teaching-learning tool were: low cost and accessibility; wide applicability and flexibility; overcoming of communicative and cognitive barriers; improved motivation, engagement and learning; and stimulus of new experiences and skills. This study suggests that board games are a promising strategy to be used in the process of teaching-learning Biology, although some limitations can be reported. [ABSTRACT FROM AUTHOR]

Skills and knowledge which increase the likelihood of university graduates finding employment is an increasingly important factor for higher education institutions. Even though subject matter expertise remains a primary objective, supporting students to build life skills that are desired by employers is essential to enhance graduate employability. Firstly, we draw on consultive interviews with 11 graduate recruiters to build a life skill ability scale. Through these interviews, we identify two constructs worth measuring (resilience and adaptability) not yet represented in extant life skill ability scales. Thereby contributing to life skills measures and their link to graduate employability. Secondly, this paper explores the influence of a team-based business simulation on the development of life skills at two higher education institutions in the UK for first- and fourth-year undergraduate students. Through a pre-survey and post-survey, this paper empirically finds that experiential learning by means of a team-based business simulation has an overwhelmingly positive influence on first-year students’ self-assessed life skill development as well as their course-specific subject matter expertise. Yet, the findings show less significant results for fourth-year students. This contributes to our understanding of business simulations as a pedagogical practice and its benefits for students beyond their education. [ABSTRACT FROM AUTHOR]

Recognising the rapid growth and enormous potential of gamification and social media advertising in today's digital age, along with the increasing popularity of social commerce (s-commerce), especially in emerging markets, this study analysed attitudes towards gamification advertising in the Vietnamese s-commerce context. This study followed a quantitative approach by conducting interviews with 386 users who interacted with gamification advertising on s-commerce platforms in Vietnam. The empirical results indicate that perceived gamification in advertising (as measured by the experience of gamification ads) has a significant positive indirect effect on attitudes towards advertising via hedonic and utilitarian values. In addition, this study experimentally verified the impact of the prominent characteristics of s-commerce (interactivity, personalisation, and privacy concerns) on both the gameful experiences of ads and attitudes towards advertising in the s-commerce market. Our research has meaningful implications for marketers and social networking platform developers, in that marketers should be more proactive in gamifying advertisements to improve customer attitudes towards them. For social networking platform developers, it is essential to develop optimal algorithms to enhance the interactivity of the platform by taking advantage of a database to generate relevant advertising recommendations for users. [ABSTRACT FROM AUTHOR]

The article is devoted to the experts’ assessment of the application of gamification in corporate training. It analyzes the experiences of companies that use gamification in training their employees, as well as the survey of experts (n = 81) in the field of corporate training. The aim of the study was to identify common strategies for the application of gamification in the context of corporate training. The results of the study showed that gamification can be a useful tool in corporate training, but the individual characteristics of each company and its employees should be taken into account. The study can be useful for companies planning to implement gamification in their training system, as well as for researchers studying the effectiveness of innovative learning methods in the context of corporate culture. [ABSTRACT FROM AUTHOR]

The preservation of intangible cultural heritage (ICH) and the sustainability of an art form rely on the transmission of knowledge and continuous evolution in ways that can adapt to changing socio-cultural environments. This paper presents the development of a project that gamified the learning of Cantonese opera movements and evaluated its motivational effects and educational affordance. The serious game consists of a total of 30 foundation sets of Cantonese opera movements captured by a professional performer, which are challenged and scored against the player's movement through a motion-sensing camera. An evaluation was conducted by other Cantonese opera performers (N = 4), whose positive responses support the learning opportunities that could be afforded and its potential in stimulating learners' interest in Cantonese opera. Findings of this study implies the feasibility of applying digital game-based learning to the preservation of ICH. [ABSTRACT FROM AUTHOR]

Background: Gamification is a novel active methodology used in Physical Education to motivate students. Purpose: This study analyzed the impact of this method on the motivation of Compulsory Secondary Education students in Spain during an 8-session Physical Education Didactic Unit. Methods: A total of 275 students participated, divided into a gamified group (n = 133) and a control group (n = 142). The participants filled out 2 questionnaires, one aimed at assessing Basic Psychological Needs (BPNs) (Basic Psychological Needs in Exercise Scale) and the other at measuring the motivational component (The Sport Motivation Scale). Results: An interaction effect (Time x Treatment) was found, with the gamified group improving in BPNs (autonomy (F(1) 57.97, p = <0.001; η²p = 0.175); competence (F(1) 37.28, p = <0.001; η²p = 0.120); relatedness (F(1) 51.49, p = <0.001; η²p = 0.159), and intrinsic motivation (F(1) 39.65, p = <0.001; η²p = 0.127), while decreasing in amotivation (F(1) 21.42, p = <0.001; η²p = 0.073)). Conclusions: These data suggest that a gamified intervention enhances the satisfaction of the basic psychological needs, increases intrinsic motivation, while decreases amotivation in secondary education students. [ABSTRACT FROM AUTHOR]

This exploratory study reports on the implementation of a novel web-based multilingual learning platform. This tool allows content to be delivered in different languages simultaneously, including languages of the students. In addition, it creates access to content knowledge aligned to the local curriculum, and in doing so, responds to an emerging need of both teachers and learners, in particular in light of an increasing linguistically and culturally diverse context. Our pilot research aimed to examine implementation elements and the perceived potential impact of the platform in mathematics. We conducted our study in an elementary school in the region of Toronto, Canada, attended by a significant number of students with a refugee background. A language biographical approach allowed us to highlight the role of the multilingual access to content knowledge, particularly on learning autonomy. Our results suggest that the use of this multilingual web-based platform may stimulate the learning autonomy of students and a positive attitude towards maths. In addition, our results suggest that additional strategies may be needed to improve the teachers' ability to implement digital as well as language friendly strategies in their classrooms. [ABSTRACT FROM AUTHOR]

An editorial is presented on leveraging game-based activities to enhance learning in biomechanics education, tackling challenges of anxiety and dropout rates in Science, Technology, Engineering, and Mathematics (STEM) majors, especially in kinesiology and sports science fields. It discusses the active learning approaches, the potential of game-based learning activities to improve engagement, and recommendations for implementing gamification strategies in university-level biomechanics courses.

The current study aims to identify the direct influence of gamification features performed by hotels& travel agencies on customer/traveler repurchase intention and intrinsic motivations. Indirect connections are also observed by highlighting the mediating role of customer engagement. A quantified survey was employed to gather data from a sample of pertinent hotel guests (n = 330) and tourists/travelers of travel agencies (n = 311), with a total of 641 valid responses. Structural equation modeling (PLS-SEM) was used for data examination. The study findings have revealed that adopting gamification has positively affected repurchase intention, customer engagement, and intrinsic motivations. In addition, customer engagement has partially mediated the relationship between gamification; repurchase intention, and intrinsic motivations. Moreover, intrinsic motivations acted as a consequence of repurchase intention. The findings led to various theoretical and managerial implications for scholars, policymakers, trip planners, hoteliers, and travel marketers. [ABSTRACT FROM AUTHOR]

Service design is a practice-based discipline developed as a co-creative and human-centred view of service-dominant logic (S-D logic). In the literature, operationalisation of S-D logic requires integration with other approaches that encourage continued interactions with users through the evolution of the design process. Emotional mechanics of gamification can facilitate these interactions, creating a conducive environment for value co-creation. We address the problematization of service design and try to operationalise SD logic as a theoretical framework. Emotional mechanics of gamification and the value co-creation are antecedents of service design. The aim of this study is to analyse the impact of the emotional mechanics of gamification in service design to foster co-creation experiences. Value co-creation is included as a mediating variable in the relationship between the emotional mechanics of gamification and service design. A quantitative approach through structural equation modelling was applied. Simple random sampling and a self-administered questionnaire were used to gather data from 390 users of gamified sports applications. The study contributes to the literature on service design, gamification and value co-creation by proposing and validating a theoretical framework based on a mix of human-centred design and value-co-creation. It can also be applied as a practical tool in customer engagement. [ABSTRACT FROM AUTHOR]

So as to effectively personalize a game design and gamified experiences in a learning context, the psychological characteristics of the students must be inexorably considered. A rigorous search using scientific search engines was conducted in order to explore game user classification theories that can contribute to tailor game content. On the one hand, research revealed that personality traits can be highly predictive of the players' degree of enjoyment of a wide range of game design elements (levels, points, leaderboards, etc.). On the other hand, research also showed that motivation to play is strongly dependent on context and, therefore, tailored player typologies can help predict playing styles more precisely than generic taxonomies of personality traits. Several models for classifying users were found, based on four approaches: personality traits, player types, player motivations, and gamification user types. The overview created and the diagram proposed by the researcher shows great connectivity between these models. Parallels were identified, evincing how Vandenberghe's ([2012]. The 5 domains of play. Applying psychology's big 5 domains to games. Proceedings of the 2012GameDevelopers Conference, pp. 25–29) 5 Domains of Play model comprises the concepts of all the others. Consequently, with the purpose of tailoring an efficient gamified classroom experience, this model might be helpful when exploring the relationship between game content and learners' personality. [ABSTRACT FROM AUTHOR]

The study reported in this article investigated the use of quest-based learning (QBL) in a gamified English as a foreign language (EFL) course at a Japanese university. A mixed methods research design was utilised to explore the effect purposely designed quests can have on EFL students' foreign language (FL) motivation. The study was conducted over a 14-week period with four intact classes of participants (N = 89). The results of the study showed overwhelmingly positive opinions and perceptions towards QBL and provided evidence that QBL can increase intrinsic FL motivation while supporting FL learning. They suggest that the QBL supported intrinsic motivation because they were enjoyable, meaningful, suitably challenging, supported autonomy through quest choice, and interpersonally meaningful. The positive results were attributed to the quest design that leveraged specific aspects of multiple motivation theories (e.g., Self-determination theory, positive psychology). Three aspects that could hinder intrinsic motivation were also identified: (1) difficulty of the quests; (2) time required to complete the quests; and (3) quest choice allowing the participants to avoid certain quests. [ABSTRACT FROM AUTHOR]

Creative classroom activities can promote learning environments that foster student development and competency in counselor education. This study examines how a Choose-Your-Own-Adventure classroom activity influences the self-efficacy of Counselors-in-Training enrolled in the helping skills course. Results indicated a significant increase in several subthemes of the Counselor Activity and Self-Efficacy Scales (CASES). Further, the authors present recommendations and future research for counselor educators. [ABSTRACT FROM AUTHOR]

Previous gamification research has explored intrinsic motivation, goal setting, and performance separately. This study bridges the gap by investigating how gamification affects intrinsic motivation and task performance, especially with varying goal difficulty levels. To address these research questions, the literature review delves into three key inquiries: (1) Are external interventions capable of affecting intrinsic motivation? (2) Gamification of PMS: Does it matter? (3) Does combining goal setting with gamification make sense? The study employs an experimental framework utilising a between-subjects design of 2 × 3. Participants are drawn from the IT sector, and they are divided into groups exposed to gamification (experimental) and those not exposed to it (control). Additionally, the study investigates the moderating role of goal difficulty by classifying participants into categories of easy, difficult, and impossible goals. The findings of this study emphasize that goals should be challenging but still achievable for gamification to effectively fulfil its intended purpose. These findings integrate the concepts of goal setting and intrinsic motivation to provide a deeper understanding of the effectiveness of gamification. The study’s implications for practical application and potential avenues for future research are also explored and discussed. [ABSTRACT FROM AUTHOR]

Misinformation and fake news are severe threats to society. The role of critical reading skills is crucial in the battle against misinformation. Despite the promising results of game-based interventions to mitigate the effects of misinformation, the corpus of research on games supporting critical reading skills needs an overview. Therefore, a systematic literature review was conducted to analyze how games have been used to tackle misinformation and reveal game design trends. A total of 15 papers eventually met the defined inclusion criteria and were analyzed. The review revealed that the use of games in critical reading education had emerged recently and focused mainly on fake news. Most games were grounded on inoculation theory and consequently designed to expose players to weakened doses of the misinformation manipulation techniques to build resistance against them. So far, the games have been studied mainly in informal settings and with adult participants. The median sample size was 196, and the median playing time was 15 min across the studies reported in the papers. Although all the reviewed papers reported positive outcomes, the game-based learning research on the critical reading domain is not yet mature enough to generalize findings. [ABSTRACT FROM AUTHOR]

In recent years, many studies have highlighted the need to go beyond the “one-size-fits-all” gamification approach to tailored or personalised gamification to optimise students’ engagement based on their user attributes. However, little is known about its effectiveness on student engagement. To advance the understanding of personalized gamification in educational contexts, we conducted a comprehensive systematic review and identified 31 empirical studies from eight major educational databases. The present study offers two new contributions to the literature. First, it presents a scheme for classifying the various user attributes into five main archetypes – Challenger, Competitor, Team Player, Explorer, and Autonomy Seeker – thus providing a parsimonious way to conceptually organise the different key user attributes reported in the literature. Second, for the first time, it examines the effects of personalised gamification on students’ behavioural, emotional, and cognitive engagement. Although the effect of personalised gamification in increasing students’ behavioural engagement (student participation) was positive, mixed effects on students’ cognitive and emotional engagement were found. We conclude with a discussion of the challenges of personalised gamification and future research directions. [ABSTRACT FROM AUTHOR]

Much has been done to recover from the effects of the COVID-19 pandemic on school and university education, both in filling gaps in learning and in social integration and motivation of students post-pandemic. The need to transition from conventional teaching to remote learning has led students and teachers in a spiral of evolution in the development of digital skills due to the urgent adaptability required by the situation. The search for new technologies and didactics that seemed difficult at the time because many were not yet expecting such a sudden change, now takes advantage of that experience to create projects and courses that allow for accelerated recovery and thus transform what was once a complicated task into a new perspective on teaching and learning. One of these ways is the use of epistemic games and gamification to maintain 'flow'. Flow is a combination of skill development through challenges and the pleasure of completing tasks. In this work, we will discuss a project that, with the union of remote and face-to-face teaching & learning, allowed university students to use the knowledge received during an intensive course on environmental radiation to design an escape room-style game with the aim of teaching students at other levels of education. CERAMUG, a Blended Intensive Programme (BIP) in partnership with ERASMUS+, aimed at two-way learning, to learn to use specific instruments for measuring natural environmental radiation and to teach, through a game, the existence of this natural radiation in order to inform and raise awareness of high school students on the subject. The aim of this course was to promote the development of competencies that allow students to succeed in their future professional challenges. The impact of the project is not only the innovative experience for students to learn specialized nuclear measurement techniques, but also to encourage other employability competencies and digital skills necessary for their careers, as well as promoting integration among students from different cultures and countries. [ABSTRACT FROM AUTHOR]

Game-based learning (GBL) is widely utilised in various domains and continues to receive interest and attention from researchers and practitioners alike. However, there is still a lack of empirical evidence concerning its effectiveness, making GBL evaluation a critical undertaking. This paper proposes an integrated approach for planning and executing GBL evaluation studies and presents its application by evaluating the effectiveness of a GBL approach to improve the Arabic reading skills of migrant refugee children in an informal learning setup. The study focuses on how children's age group, learning modality preference, and prior mobile experience affect their learning, usability, and gameplay performance. A quasi-experiment with a one-group pretest-posttest design was conducted with 30 children (5–10 years old) from migrant refugee backgrounds. The results show a statistically significant improvement in their reading assessment score. The results also outline a clear impact of children's age groups on their learning gain, usability score, and total levels played. Moreover, learning modality preference and prior mobile experience both had a statistically significant effect related to usability and gameplay performance parameters. However, no effect was found on learning gain. Based on the findings, some design recommendations are suggested for more inclusive design focusing on user characteristics. [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 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]

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]

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 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]

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]

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]

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]