Search

Background: College students are particularly susceptible to developing mental health problems. Gamification can be a powerful teaching strategy to favor motivation and behavioral changes for the improvement of psychological well-being. Purpose: To analyze the effect of a 14-week gamification-based physical education teaching program on psychological well-being of college students. Materials and Methods: A total of 112 college students (21.22 ± 2.55 years) were recruited and assigned to a gamification-based group or a control group. The intervention group participated in a gamification-based program under the framework of "STAR WARS" science fiction sage. Participants from this group used a mobile app with a countdown timer and the way for them to gain lifetime was by doing physical activity (PA) and formative challenges. The control group did not experience the gamification approach itself as their classes were based on traditional methodology. They were asked to maintain their usual lifestyle and were not required to do PA. Emotional intelligence, personal initiative, entrepreneurial attitude, resilience, and self-efficacy were self-reported. Results: The gamification-based group showed a significantly higher improvement of emotional intelligence ( P  ≤ 0.006), personal initiative ( P  ≤ 0.033), entrepreneurial attitude ( P  < 0.001), resilience ( P  = 0.002), and self-efficacy ( P  < 0.001), compared with the control group. Overall effect sizes were of medium magnitude for emotional intelligence and personal initiative, large magnitude for entrepreneurial attitude, and small magnitude for resilience and self-efficacy. Conclusion: Gamification and the use of mobile apps may become powerful teaching strategies to motivate college students toward healthier lifestyle behaviors that have psychological well-being benefits.

According to self-determination theory, the need for competence, autonomy, and relatedness has been associated with intrinsic motivation. Fulfilling basic psychological needs can lead to better learning, academic performance, and well-being. In this study, an anatomy program integrated gamification and drawing methods to explore their influence on basic psychological needs satisfaction and potential learning implications. Basic psychological needs outcomes of sport sciences students were compared to test the effects of the Observe-Reflect-Draw-Edit-Repeat (ORDER) method and gamification (experimental condition) versus a non-ORDER and non-gamified program (control condition). These two different 30-h (7-week) anatomy education programs were implemented at two Spanish public universities with 116 first-year sport sciences students. Pre and post-treatment measurements were collected using the Basic Psychological Needs Satisfaction Scale. Statistical analyses included independent samples t-tests, ANCOVAs, and factorial repeated measures ANOVAs 2 × 2 (time × treatment). The gamified ORDER program achieved higher satisfaction scores in basic psychological needs compared to the control group (t = 2.98, p = 0.004, d = 0.54). Additionally, an interaction effect between time and treatment was observed (p = 0.042, η p 2  = 0.038). Treatment and interaction effects were observed for 'autonomy' (p = 0.003, η p 2  = 0.074) and 'competence' satisfaction (p = 0.048, η p 2  = 0.035). A time effect was found for 'relatedness' in the control group, but no significant treatment or interaction effects were identified. The causes of these effects are debated in the study, as well as the limitations. These findings support the notion that students' basic psychological needs are better satisfied in anatomy education with the implementation of this multimethod educational intervention based on ORDER and gamification., (© 2023 The Authors. Anatomical Sciences Education published by Wiley Periodicals LLC on behalf of American Association for Anatomy.)

Background: Cricothyrotomy is an invasive and rare emergency intervention to secure the airway in a "cannot intubate, cannot ventilate" situation. This leads to lack of routine. Cricothyrotomy is performed only hesitantly. Therefore, we aim to improve teaching by including a virtual reality (VR) cricothyrotomy as a learning tool., Methods: We programmed the VR cricothyrotomy in the C# programming language on the open-source Unity platform. We could include 149 students that we randomly assigned to either a study group (VR cricothyrotomy) or control group (educational video). We asked the study group to subjectively rate the VR cricothyrotomy. To evaluate our intervention (VR cricothyrotomy) we took the time participants needed to perform a cricothyrotomy on a plastic model of a trachea and evaluated the correct procedural steps., Results: The majority of students that performed the VR simulation agreed that they improved in speed (81%) and procedural steps (92%). All participants completed the cricothyrotomy in 47s ± 16s and reached a total score of 8.7 ± 0.7 of 9 possible points. We saw no significant difference in time needed to perform a cricothyrotomy between study and control group (p > 0.05). However, the total score of correct procedural steps was significantly higher in the study group than in the control group (p < 0.05)., Conclusions: Virtual reality is an innovative learning tool to improve teaching of emergency procedures. The VR cricothyrotomy subjectively and objectively improved correct procedural steps. Digitized education fills an educational gap between pure haptic experience and theoretical knowledge. This is of great value when focusing on extension of factual knowledge., Trial Registration: DRKS00031736, registered on the 20th April 2023., (© 2024. The Author(s).)

Nonadherence to medical interventions and other advice leads to increased care costs and poorer health outcomes across a range of medical fields. An approach to increasing adherence is gamification. To maximize the benefits of gamification, a more structured and informed implementation is required. In this paper, a novel web-based personality determiner has been outlined, the integration of which could provide the personalisation required for an optimized gamification implementation.

The effectiveness of digital treatments can be measured by requiring patients to self-report their state through applications, however, it can be overwhelming and causes disengagement. We conduct a study to explore the impact of gamification on self-reporting. Our approach involves the creation of a system to assess cognitive load (CL) through the analysis of photoplethysmography (PPG) signals. The data from 11 participants is utilized to train a machine learning model to detect CL. Subsequently, we create two versions of surveys: a gamified and a traditional one. We estimate the CL experienced by other participants (13) while completing surveys. We find that CL detector performance can be enhanced via pre-training on stress detection tasks. For 10 out of 13 participants, a personalized CL detector can achieve an F1 score above 0.7. We find no difference between the gamified and non-gamified surveys in terms of CL but participants prefer the gamified version., (©2023 AMIA - All rights reserved.)

Gamification is an innovative pedagogy involving immersive technology that acknowledges learner-centric milieus and dynamic teaching practices. Gamification is positioned well in nursing education because learners can translate tools from team experiences, communication, and critical thinking questions into the healthcare setting. This article introduces an escape-the-room format that was constructed for a preceptor program at a large academic medical center. The results of the implementation encourage gamification as an engaging methodology in clinical education., (Copyright © 2023 Wolters Kluwer Health, Inc. All rights reserved.)

This study conducted a conceptual analysis of gamification in healthcare utilizing Rogers’ evolutionary concept analysis methodology to identify its attributes and provide a method for its applications in the healthcare field. Gamification has recently been used as a health intervention and education method, but the concept is used inconsistently and confusingly. A literature review was conducted to derive definitions, surrogate terms, antecedents, influencing factors, attributes (characteristics with dimensions and features), related concepts, consequences, implications, and hypotheses from various academic fields. A total of 56 journal articles in English and Korean, published between August 2 and August 7, 2023, were extracted from databases such as PubMed Central, the Institute of Electrical and Electronics Engineers, the Association for Computing Machinery Digital Library, the Research Information Sharing Service, and the Korean Studies Information Service System, using the keywords “gamification” and “healthcare.” These articles were then analyzed. Gamification in healthcare is defined as the application of game elements in health-related contexts to improve health outcomes. The attributes of this concept were categorized into 2 main areas: attraction and achievement. These categories encompass various strategies for synchronization, enjoyable engagement, visual rewards, and goal-reinforcing frames. Through a multidisciplinary analysis of the concept’s attributes and influencing factors, this paper provides practical strategies for implementing gamification in health interventions. When developing a gamification strategy, healthcare providers can reference this analysis to ensure the game elements are used both appropriately and effectively.

Objective: Physical rehabilitation by virtual reality (VR) gamification is gaining acceptance. This study was designed to verify whether neck movements invoked by a fully immersive VR game environment may be physiotherapist-prescribed rehabilitation exercise. Methods: This was a single-visit prospective clinical trial (NCT03104647). Healthy participants put on VR headsets and entered a fully immersive game environment (VRPhysio, XRHealth, Tel Aviv, Israel) that prompted neck movement (flexion, extension, rotation, lateral bend, and combinations repeated twice in random order) accompanied by feedback encouraging correct performance. Four board-certified physiotherapists independently viewed videotapes recorded during the session, identified movements, and determined whether they were recommended as neck rehabilitation exercises. Results: Twenty ( n  = 20) participants (male-female ratio = 13:7; age = 38 ± 14 years old) completed the training session (16 movements per participant). All movements were identified correctly and determined to be appropriate for neck rehabilitation. No adverse events were reported. Conclusions: The VRPhysio software invoked movements identified by board-certified physiotherapists as appropriate for neck rehabilitation. The potential advantage of home-based VR gamification of cervical spine rehabilitation programs over common practice in motivating patient adherence warrants evaluation by randomized controlled trials.

Education is a pivotal pillar in modern society, and technology has brought about major changes in how students learn. Online learning is becoming an increasingly popular form of education, especially since the coronavirus disease (COVID-19) pandemic broke out. However, the challenge of maintaining student engagement and motivation in online learning environments remains a concern for many educators. This is where the concept of gamification erupts as an innovative solution to this problem. This study aimed to examine the effect of case and project-based gamification models on student engagement and academic achievement in online learning in tertiary institutions. Quasi-experimental post-test only non-equivalent control group design was chosen as the method of this research. The subjects of this study were 117 students from Universitas Pendidikan Ganesha. The instrument used to measure student engagement was a questionnaire developed by researchers with reference to the online student engagement (OSE) indicator; meanwhile, an objective test was to assess student academic achievement. The data were analyzed using a one-way multivariate analysis of variance (MANOVA) technique. The study results show significant differences in student engagement and academic achievement between groups of students taught using case and project-based gamification models and direct e-learning models. Case and project-based gamification models used in online learning were effective in increasing student engagement and student academic achievement.

This paper discusses the design of interactive gamified assessments for an introductory programming course based on the multimedia segmenting principle and gamification. The objective is to develop more engaging online programming assessments for low-achieving students. The general design follows Nielsen's design guidelines and incorporates Zaharias' usability evaluation framework with the motivation to learn. The methodology employed the Successive Approximation Model Version 2 (SAM2), comprising two key phases: preparation and iterative design. In the initial phase, a comparative analysis was performed to determine the design principles. The iterative design phase encompassed the application's design via storyboards, the development of the high-fidelity prototype, and users' reviews. A qualitative approach was adopted, involving a user-centred design (UCD) session through focus group discussions with 12 first-year students from the Diploma of Computer Science program, all of whom were low achievers in programming. The participants need to review and rate the prototype based on the scales of the usability recommendations, which are visual design, content design, navigation, interaction, gamification design, and multimedia design. The results from the UCD session revealed that all participants agreed with the usability recommendations integrated into the interactive gamified programming assessments, with the highest mean score of 5.00.

Given the rapid advancement of modern information and communication technologies, as well as the increasing demand for distance and hybrid learning models, it is imperative that prospective teachers attain a high level of digital competence. This study aimed to determine how effective the technique of using Kahoot! to develop the digital competence of prospective primary school teachers. To diagnose the effectiveness of the developed methodology, testing was used which included various types of tasks and questionnaires in order to assess prospective primary school teachers' readiness to use digital tools in their professional activities. The results obtained (tcrit = 1.982) made it possible to conclude that utilizing Kahoot! interactive platform in prospective primary school teachers' professional training contributes to enhancing their digital competence. According to the findings, the gamified application Kahoot! contributes to students' study motivation, creates a favorable psychological atmosphere. A promising area for further research is to explore the prospective teachers' readiness to create multimedia products using state-of-the-art software iClone Pro, Toon Boom Harmony, Anime Studio Pro, etc.

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.

The objective of the study is to present a systematic review and meta-analysis protocol for evaluating the effects of health education gamification-based interventions, on health parameters (food consumption, sleep quality and physical activity) of adolescent students. This protocol was registered on the International Prospective Register of Systematic Reviews (PROSPERO) database (CRD42022373833). The search will be performed in the following databases: MEDLINE, Embase, Scopus, ERIC, ScienceDirect, Web of Science, Cochrane, LILACS, APA, and ADOLEC. Intervention studies (clinical trials - randomized or non-randomized) and quasi-experimental studies will be included. The risk of bias will be assessed using the Risk of Bias in Non-randomized Studies of Interventions tool for randomized controlled trials, non- randomized controlled trials and quasi-experimental trials. Two independent researchers will conduct all assessments, and any disagreements will be consulted with a third reviewer. Data analysis and synthesis will be analyzed using RevMan 5.4.1 software. We will conduct the study in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Protocols (PRISMA-P) guideline. The review will summarize the current evidence on gamification health education changes in parameters related to the health of adolescents. Gamification has been used to verify the increase in adherence to healthy habits or the development of health-related skills, but there are still few results for the adolescent population. We expect that the systematic review could indicate strategies with gamification interventions and also determine how these strategies can improve health parameters of adolescent students, and they will be available as a reference for these interventions., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 dos Santos et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

Background: The use of health technologies and gamification to promote physical activity has increasingly been examined, representing an opportunistic method for harnessing social support inherent within existing social ties. However, these prior studies have yielded mixed findings and lacked long-term follow-up periods. Thus, a pilot cluster randomized controlled trial was conducted to gauge the feasibility and preliminary efficacy of a digital gamification-based physical activity promotion approach among teams of insufficiently active adults with existing social ties., Methods: Teams (N = 24; 116 total participants) were randomized to either a 12-week intervention (Fitbit, step goals, app, feedback; TECH) or the same program plus gamification (TECH + Gamification). Mixed effects models were used to compare group differences in treatment adherence, and changes in social support, steps, and moderate-to-vigorous physical activity at 12 weeks and 52 weeks from baseline, adjusted for sociodemographic characteristics and team size., Results: TECH had a lower mean number of days of Fitbit self-monitoring versus TECH + Gamification during the intervention (adjusted difference: -.30; 95% CI, -.54 to -.07; P = .01). Post-intervention, TECH had 47% lower odds of self-monitoring 7 days per week versus TECH + Gamification (.53; 95% CI, .31 to .89; P = .02). No differences were observed between TECH + Gamification and TECH in increases in social support (0.04; 95% CI, -.21 to .29; P = .76), ActiGraph-measured daily steps (-425; 95% CI, -1065 to 215; P = .19), or moderate-to-vigorous physical activity minutes (-3.36; 95% CI, -8.62 to 1.91; P = .21) from baseline to 12 weeks or in the regression of these improvements by 1 year (Ps > .05). Although not significant in the adjusted models (Ps > .05), clinically meaningful differences in Fitbit-measured daily steps (TECH, 7041 ± 2520; TECH + Gamification, 7988 ± 2707) and active minutes (TECH, 29.90 ± 29.76; TECH + Gamification, 36.38 ± 29.83) were found during the intervention., Conclusions: A gamified physical activity intervention targeting teams of adults with existing social ties was feasible and facilitated favorable, clinically meaningful additive physical activity effects while in place but did not drive enhanced, long-term physical activity participation. Future investigations should explore optimal team dynamics and more direct ways of leveraging social support (training teams; gamifying social support)., Trial Registration: Clinicaltrials.gov ( NCT03509129 , April 26, 2018)., (© 2023. The Author(s).)

Purpose of Review: Gamification has emerged as a novel technique for improving mental health and enhancing treatment effectiveness. This paper provides an overview of gamification approaches to mental health intervention, identifies factors that may be related to variations in treatment effectiveness, and discusses possible strategies for tailoring gamified interventions to clients' needs., Recent Findings: Recent research has documented the potential of gamified mental health interventions for bolstering mental wellness and mitigating psychological symptoms. However, their effectiveness may vary depending on study design-related factors and gender-specific considerations. Literature reviews have also identified yet-to-be resolved issues surrounding the possible strengths and weaknesses of the personalization versus standardization of gamification, as well as the potential benefits of gamification for increasing engagement versus the potential risks of over-engagement and behavioral addiction to gamified components. This review highlights the need for careful planning and execution of gamified mental health interventions to optimize their effectiveness and suitability for meeting clients' individual needs and preferences., (© 2023. The Author(s).)

Gamification has been applied in different fields over the last years, impacting the development of technologies, services, and products towards a more game-like world. Albeit its success, some results indicated personal differences influencing the success of its application, leading to the creation of user models (e.g., Hexad), a way to represent user profiles in gamified environments. Even though a great effort has been made to create and discuss instruments to represent these user models, many of them lack investigation into their psychometric properties. At the same time, although gamification can be particularly interesting in engaging adolescents, few attempts analyzed instruments considering this population. Addressing this lack, in this study, we evaluated the psychometric properties of the gamification Hexad scale in Brazilian Portuguese considering a sample ([Formula: see text]) of adolescents aged between 13 and 16 years old. Through a quantitative study (i.e., confirmatory factor analysis and correlation), we analyzed the psychometric properties of the scale and the correlations between user types when using data collected from adolescents. Results demonstrated that the current version of the scale needs improvements to better assess the user types of the Brazilian adolescent population, especially regarding the Disruptor user type. Also, the user types presented fewer correlations when compared with the adult sample. At the same time that the results of this study can be used in the academy and industry as a source of measurement of user types from Brazilian adolescents, it also opens several possibilities for new studies in personalized gamification considering this population., (© 2023. The Author(s).)

Background: Research suggests that gamification can increase work engagement by providing employees with a sense of autonomy, competence, and relatedness, and by creating a fun and engaging work environment. Gamification is designed to increase consumer and employee engagement and see that they holistically collaborate to achieve a shared vision. The concept of gamification is as old as learning itself, just that the use of the terminology "Gamification" is of a recent origin. Methods: This article focuses on the impact of gamification in various organizations and simultaneously sees its relationship with job engagement and productivity. A primary investigation was done to determine the nexus between the various variables and data collection from 400 respondents working in various fraternities of the economy from both public and private domains from countries in the Gulf region. The structural equation model and SPSS has been inferred to analyse the results. Results: The study results show that variable such as perceived adoption and usefulness in the gamified system is significantly associated with job engagement. Similarly, employee's recognition and perceived motivation have a positive impact on productivity. The study identified job engagement mediating factor to enhance organisational productivity in a gamified system. Conclusion: The effectiveness of gamification in enhancing work engagement may depend on factors such as the design of the gamification system, the preferences and motivations of individual employees, and the organizational culture and goals. The findings have significant implications for insight into how employees in the service sector are aware of the gamified working environment and react to the system through work engagement and productivity., Competing Interests: No competing interests were disclosed., (Copyright: © 2023 Rahiman HU et al.)

Introduction: Scenario-based learning and gamification have many advantages in comparison to traditional didactic teaching methods, including development of many higher-level skills such as analysis and evaluation. It is hoped that these simulations provide a real-world experience in a format accessible to students. Integration of these tools into teaching excelled during the COVID-19 pandemic, an event that completely changed education and initiated the greatest advancement in digital learning to date. We discuss our experiences using Resimion, a novel scenario-based learning tool that was adapted to biomedical science, both for teaching and assessment. Methods: Our cohort included 769 students studying BSc(Hons) Biomedical Science at the University of the West of England from 2020 to 2023. Data was obtained from assessments within four different modules, two at FHEQ level 5 and two at level 6. Students were grouped based on reasonable adjustment (RA) status, including physical issues, specific learning differences and neurodiversity, with differences between student groups and assessment types analysed by ANOVA. Results: Data clearly demonstrate good engagement from students utilising Resimion software, representing 18,436 student interactions in total, across both assessed and non-assessed activities. RAs of any type did not alter submission rates ( p = 0.53) or student outcome in any of the assessment types analysed. However, submission rates for Resimion assessments were notably higher than for other assessment types ( p = 0.002). Whist outcomes were not significantly different, students with RAs did take significantly longer to complete the Haematology and Transfusion assessments ( p = 0.0012). Specifically, neurodiverse students and those with specific learning differences used on average 81% of their allocated time, students with other RAs used 76%, whereas students without RAs used just 56% ( p ≤ 0.0001), highlighting the appropriate adjustment of extra time provided for these students. It was further observed that 1.3% of Resimion activities undertaken by students utilised the in-built inclusivity features in the software. Both students with known RAs, and those without, utilised these features, therefore also aiding students without a formal diagnosis. Conclusion: The scenario-based learning tool Resimion was successfully integrated into the teaching of biomedical science and provided an engaging platform for students, with comparable results to other traditional assessment types., Competing Interests: DC is employed by Resimion Ltd. as their Chief Learning Officer. His input for this study was needed to be able to access all relevant Resimion data. The remaining authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 May, Anderson, Clark and Hull.)

Background: For health professionals, gamification is a new teaching method that has achieved an important role in recent years, with excellent results in learning and knowledge acquisition. Thus, the objective of this study was to analyze the gaming experience through different gamification resources in the classroom with physiotherapy students., Methods: A comparative study on gamification-based teaching resources was carried out during the first semester of the 2021-2022 academic year. A total of 33 physiotherapy students participated in this study. After the theoretical topics were taught, the participants were invited to participate in different gamification resources such as Kahoot!, Physiotherapy Party and Escape Room. The gaming experience with the different gamification resources was measured with the GAMEX scale., Results: The Physiotherapy Party showed a higher score in relation to the enjoyment dimension compared to the Kahoot! and Escape Room (p = 0.004). The Escape Room presented higher scores in absorption, creative thinking, activation and dominance compared to Kahoot! and Physiotherapy Party (p < 0.005)., Conclusions: Gamification resources promote enjoyment and creativity in the students in the classroom. The use of new teaching methods based on gamification, such as Escape Room as Physiotherapy Party should be considered as first choice in the use of gamification resources due to the benefits they bring to students., (© 2023. BioMed Central Ltd., part of Springer Nature.)

Purpose: to compare the efficacies of traditional phonological therapy and phonology associated with the gamification strategy in children with Phonological Disorder (PD)., Methods: ten individuals with PD participated who showed the process of replacing liquids. They were randomized into two groups: traditional phonological therapy (control group - CG) and phonological therapy associated with a gamification strategy mediated by computer (gamification group - GG). The phonological intervention comprised, for both groups, stages of speech perception and production. Interventions differed in the perception stage, in which the GG was submitted to the game with gamification strategies. At the end of each session, individuals speech production (% of correct answers) were registered for each therapeutic stage, based on target words and sounding words. For analysis the following were considered: The individuals mean of correct answers for each therapeutic stage; PCC-R value (percentage of correct consonants) pre and post therapy; beyond of the number of sessions used to reach 85% of correct production., Results: there was no statistical difference between the types of intervention considering the average of correct answers of the productions and the number of sessions. There was a significant effect for pre- and post-therapy conditions in the comparison PCC-R values ​​for both models. The individuals in the GC had the PCC-R values higher than those of GG., Conclusion: both models of intervention present similar results, providing an improvement in the individuals phonological performance from the first session.

This preregistered study tests a novel psychological intervention to improve news veracity discernment. The main intervention involved inductive learning (IL) training (i.e., practice discriminating between multiple true and fake news exemplars with feedback) with or without gamification. Participants ( N = 282 Prolific users) were randomly assigned to either a gamified IL intervention, a nongamified version of the same IL intervention, a no-treatment control group, or a Bad News intervention, a notable web-based game designed to tackle online misinformation. Following the intervention (if applicable), all participants rated the veracity of a novel set of news headlines. We hypothesized that the gamified intervention would be the most effective for improving news veracity discernment, followed by its nongamified equivalent, then Bad News, and finally the control group. The results were analyzed with receiver-operating characteristic curve analyses, which have previously never been applied to news veracity discernment. The analyses indicated that there were no significant differences between conditions and the Bayes factor indicated very strong evidence for the null. This finding raises questions about the effectiveness of current psychological interventions and contradicts prior research that has supported the efficacy of Bad News. Age, gender, and political leaning all predicted news veracity discernment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Engaging clinical nurses in quality improvement is essential to achieve improved patient outcomes. By using gamification, nursing professional development specialists can increase motivation and improve attitudes toward quality improvement. This project was designed to create and implement a virtual escape room to engage clinical nurses in nursing-sensitive quality improvement. Results revealed that gamification was a valuable active learning strategy that allowed participants to be more immersed in the learning experience., (Copyright © 2022 Wolters Kluwer Health, Inc. All rights reserved.)

Independent physiotherapy at home is a crucial element of rehabilitative care for a wide range of conditions as it constitutes a large portion of the overall therapy dose. However, up to 80% of individuals who are prescribed at-home physiotherapy do not consistently adhere to their treatment schedule, resulting in poor treatment outcomes. This is likely due to a lack of motivation and progress tracking in the current standard of care. We have developed a novel software prototype that allows users to control commercial entertainment content, such as video games or interactive music videos, with their movements during physiotherapy. By connecting therapy to proven entertainment content, we aim to improve on the current motivational deficits. This study investigated the safety and feasibility of this concept in a controlled environment over four physical therapy sessions with seven patients suffering from musculoskeletal and neurological conditions. As a secondary outcome, patients were asked about their enjoyment, perceived competence and effort using the Intrinsic Motivation Inventory (IMI) questionnaire. All participants were able to interact with the presented entertainment content and completed the study with no adverse events. Despite the diversity in pathology, age and training scenarios, the entertainment content maintained the patients' enjoyment with a high average rate of 6/7 on the IMI scale. Interacting with commercial entertainment content by doing physical therapy exercises was feasible, safe, and well-received over the six-week study period.

The concept of gamification, the use of game elements to improve performance in real-life tasks (such as learning), has been investigated thoroughly. Yet, the results are mixed with a tendency to be cautiously optimistic when it comes to how one can benefit from an application of gamification in education. The research shows that two factors are responsible for the unclear relationship: the context and gamification and the individual characteristics of the users. The purpose of this study was to investigate further the latter one. We tested the relationship between the Self Determination Theory (Basic Psychological Needs) and Gamification motives with a preference for learning new things (PLNT). We hypothesised a mediation effect between the needs and PLNT via gamification motives. Eight hundred seventy-three participants took part in the study, aged between 18 and 24 years old, 34 % were women. We employed two standardised instruments: The Basic Psychological Need Satisfaction and Frustration Scale and The Gamification User Types Hexad Scale, and three questions to measure PLNT. The results showed that only autonomy satisfaction and competence satisfaction predict the PLNT. Furthermore, gamification motives did mediate the relationship between the need and the PLNT. Still, in a limited way - three motives constructed a meta-motive (related to reward, autonomy and purpose) and mediated only the relationship between competence satisfaction and the PLNT. In contrast, the need for autonomy satisfaction directly predicted the PLNT. Whether certain needs and motivations help students learn new things or approach learning new things with keen interest remains an open question. Our study suggests that some needs and motivations might be more related to PLNT, but it may be so for reasons we were unable to test for, for instance, due to adaptive processes. This would, in turn, suggest that, much like in the case of values and their relation to happiness, it is not only the profile of needs and motivations that shape students' learning experience but rather the opportunity created for those students (by their teachers and by the system) to follow the needs and motivations they naturally have., Competing Interests: Declaration of competing interest None. The authors declare no competing interests., (Copyright © 2023 The Authors. Published by Elsevier B.V. All rights reserved.)

This action research aimed to study the use the Gamification-Incentive-Feedback (GIF) Model in enhancing the classroom learning experience of Grade 9 students in a private school in Cagayan de Oro, Philippines. The research used convenience sampling and used a combination of Likert scale pre-intervention and post-intervention survey questionnaires as well as focus group discussion (FGD) to gather data and responses. The results were analyzed through the Wilcoxon Signed Rank Test and interview responses from the FGD through thematic analysis. Results reveal a significant difference in students' classroom learning experience in terms of motivation. Further, the participants' responses to the FGD revealed that the GIF Model encourages participation and teamwork; that it promotes competition; that it is motivating, fun, exciting, and interesting; that it encourages learning retention; and that the GIF Model should be implemented face to face; among others. It is concluded that the use of GIF Model is a promising approach for the students in the classroom to create an engaging, motivating, and rewarding experience. Educators are encouraged to adapt the GIF Model in their teaching practice but should make sure that it is properly and fairly organized to avoid student frustration.

Objectives: Gamification involves applying game attributes to non-game contexts and its educational use is increasing. It is essential to review the outcomes and the efficacy of gamification to identify evidence to support its use in pharmacy education., This Article: systematically and quantitatively reviews and evaluates the alignment of learning outcomes and the quality of peer-reviewed literature reporting gamification in pharmacy education., Key Findings: A literature search was undertaken in February 2022 using CINAHL Complete, MEDLINE, Science Direct, Scopus and ERIC databases, via keywords (game* OR gaming OR gamif*) AND pharmac* AND education. Google Scholar was searched using 'gamification of pharmacy education' and 'serious games in pharmacy education'. Data extracted included type of gamified intervention, mode of delivery, game fidelity, intended learning outcomes and outcomes reported. Quality assessments aligned with key aspects of the SQUIRE-EDU Reporting Guidelines. Of 759 abstracts and 95 full-text papers assessed, 66 articles met the inclusion criteria. They described gamification from 12 countries in the education of 8272 pharmacy and health professional students. Gamified interventions ranged from board games to immersive simulations, with escape rooms most frequently reported. Reporting quality was inconsistent, with observed misalignment between intended learning outcomes and outcomes reported, an apparent overreliance on student perceptions as primary data and a lack of reference to reporting guidelines., Summary: Gamification is included in the curricula of many pharmacy degrees, across multiple subject areas. This review identified evidence gaps and reinforces the need for improved quality of gamification research, critical alignment of learning outcomes with evaluation, and use of reporting guidelines., (© The Author(s) 2022. Published by Oxford University Press on behalf of the Royal Pharmaceutical Society.)

Gamification is the use of elements from games in non-game environments, such as education. It is an alternative educational focus that promotes students' motivation and participation in the learning process. Gamification had proven effective in training health professionals and can play an important role in diagnostic radiology training, both at the undergraduate and postgraduate levels. Gamification activities can be carried out in real environments, such as classrooms or session rooms, but there are also interesting online modalities that favor remote access and user management. The possibilities of gamification in virtual worlds to teach undergraduate students radiology are very promising and deserve to be explored in training residents. This article aims to review general concepts in gamification and to present the main types of gamification used in medical training, pointing out its applications and advantages and disadvantages and emphasizing experiences in radiology education., (Copyright © 2022 SERAM. Published by Elsevier España, S.L.U. All rights reserved.)

Purpose: Difficulty understanding speech in noise is a common communication problem. Clinical tests of speech in noise differ considerably from real-world listening and offer patients limited intrinsic motivation to perform well. In order to design a test that captures motivational aspects of real-world communication, this study investigated effects of gamification, or the inclusion of game elements, on a laboratory spatial release from masking test., Method: Fifty-four younger adults with normal hearing completed a traditional laboratory and a gamified test of spatial release from masking in counterbalanced order. Masker level adapted based on performance, with the traditional test ending after 10 reversals and the gamified test ending when participants solved a visual puzzle. Target-to-masker ratio thresholds (TMRs) with colocated maskers, separated maskers, and estimates of spatial release were calculated after the 10th reversal for both tests and from the last six reversals of the adaptive track from the gamified test., Results: Thresholds calculated from the 10th reversal indicated no significant differences between the traditional and gamified tests. A learning effect was observed with spatially separated maskers, such that TMRs were better for the second test than the first, regardless of test order. Thresholds calculated from the last six reversals of the gamified test indicated better TMRs in the separated condition compared to the traditional test., Conclusions: Adding gamified elements to a traditional test of spatial release from masking did not negatively affect test validity or estimates of spatial release. Participants were willing to continue playing the gamified test for an average of 30.2 reversals of the adaptive track. For some listeners, performance in the separated condition continued to improve after the 10th reversal, leading to better TMRs and greater spatial release from masking at the end of the gamified test compared to the traditional test., Supplemental Material: https://doi.org/10.23641/asha.22028789.

Higher education plays a critical role in achieving the Sustainable Development Goals established in the 2030 Agenda, especially the fourth goal (quality and equality in higher education). Therefore, teacher education must play a central role in providing transformative learning experiences for future teachers that can lead the change to create high quality programs in every school. The purpose of this study was to conduct a gamified experience in Physical Education Teacher Education with two goals: assess the students' views on the framework and evaluate the teachers' feelings and thoughts. One teacher-researcher (36 years) and 74 students (19-27 years) enrolled in a Spanish university agreed to participate. A qualitative descriptive method and an action-research design were used. The teacher-researcher completed a personal diary, while the students answered two open-ended questions. From the students' responses emerged three positive themes (framework, motivation, and transference) and two negatives (boredom and group work); from the teacher-researcher, we received three positive responses (mixed emotions, expectations, and students' motivation) and one negative (workload). As a conclusion, gamification could be considered a framework that promotes transformative learning.

Introduction: Traditionally, dental students learn the skills for dentist-patient interaction and communication via on-site contact with patients, when they start clinical training. However, preclinical students (who have not started clinical practice) have fewer chances to realize the context of dentist-patient interaction. It has remained unclear if a gamification approach via digital media, i.e., a computer role-playing game, can help to learn clinical communication skills. The intervention-based study investigates the effectiveness of the clinical dentist-patient communication (CDPC) game on students' motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication., Methods: Fifty-two dental students (Preclinical group) and 18 dental interns and dentists (Clinical group) played the CDPC game, which consists of 16 scenes of clinical context about dentist-patient communication (less than 40 min for playing), via web browsers. Pre-test and post-test questionnaires were used to assess their motivation, beliefs, and self-efficacy to learn behavioral issues of clinical communication. The effectiveness was examined by comparing pre-test and post-test scores within-subject and between-group difference was compared between Preclinical and Clinical groups, via non-parametric statistical tests., Results: (A) In the Preclinical group, participants showed a significant increase in motivation and self-efficacy in learning after playing the CDPC game (p < 0.05, adjusted of multiple comparison). (B) In contrast, the Clinical group did not show a significant difference before vs. after playing the game. (C) After playing the game, the Preclinical group showed a significant association between motivation and beliefs (p = 0.024) and between motivation and self-efficacy (p = 0.001); the Clinical group showed a significant association between motivation and beliefs (p = 0.033)., Conclusions: The current evidence suggests that gamification of learning helps preclinical students to understand the context of clinical dentist-patient interaction and increase their motivation and self-efficacy to learn behavioral issues of clinical communication., (© 2023. The Author(s).)

A key factor for successfully implementing gamified learning platforms is making students interact with the system from multiple digital platforms. Learning platforms that try to accomplish all their objectives by concentrating all the interactions from users with them are less effective than initially believed. Conversational bots are ideal solutions for cross-platform user interaction. In this paper, an open student-player model is presented. The model includes the use of machine learning techniques for online adaptation. Then, an architecture for the solution is described, including the open model. Finally, the chatbot design is addressed. The chatbot architecture ensures that its reactive nature fits into our defined architecture. The approach's implementation and validation aim to create a tool to encourage kids to practice multiplication tables playfully.

Over 70% of men are overweight, and most desire weight loss; however, men are profoundly underrepresented in weight loss programs. Gamification represents a novel approach to engaging men and may enhance efficacy through two means: (1) game-based elements (e.g., streaks, badges, team-based competition) to motivate weight control behaviors and (2) arcade-style "neurotraining" to enhance neurocognitive capacities to resist the temptation of unhealthy foods and more automatically select healthy foods. This study will use a 2 × 2 factorial design to examine the independent and combinatory efficacy of gamification and inhibitory control training (ICT). Men with overweight/obesity (N = 228) will receive a 12-month mobile weight loss program that incorporates behavioral weight loss strategies (e.g., self-monitoring, goal setting, stimulus control). Men will be randomly assigned to a non-gamified or gamified version, and an active or sham ICT. A game design company will create the program, with input from a male advisory panel. Aims of the project are to test whether a gamified (versus non-gamified) weight loss program and/or ICT (versus sham) promotes greater improvements in weight, diet, and physical activity; whether these treatment factors have combinatory or synergistic effects; to test whether postulated mechanisms of action (increased engagement, for gamification, and inhibitory control, for ICT) mediate treatment effects; and whether baseline gameplay frequency and implicit preferences for ICT-targeted foods moderate effects. It is hoped this study will contribute to improved mHealth programs for men and enhance our understanding of the impact of gamified elements and neurocognitive training on weight control., Competing Interests: Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Evan M. Forman receives royalties from Oxford Press for a published acceptance-based behavioral weight loss treatment manual and workbook and is on the Scientific Advisory board for Nutrisystem Health. Meghan Butryn serves as a behavioral weight loss consultant for Education Initiatives, Inc. and receives royalties from Oxford Press for published books on acceptance-based behavioral weight loss., (Copyright © 2022 Elsevier Inc. All rights reserved.)

Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.

Educational games, prevalent in contemporary settings, leverage game-based learning (GBL) to actively engage and enhance learners' knowledge and skill acquisition through captivating in-game learning activities. To assess the effectiveness of GBL, game-based assessment (GBA) has emerged. GBA employs gameplay for learners to attain educational objectives while capturing data for analyzing their in-game competencies. The integration of gameplay in assessments has garnered increasing attention to GBA. This review of 21 studies provides an overview of the application of GBA in the field of education, covering aspects of the publication nature, theoretical frameworks, game types, in-game assessment details, and the assessed subjects and knowledge. Key findings include: (1) the annual number of publications fluctuates; a majority of studies originate from the USA; (2) the supporting theory tends to be unitary, with the evidence-centered design model cited the most; (3) simulation, immersive, and video games with rich game elements are applied most as assessment tools, and in-game assessment details are associated with game features; and (4) GBA is predominantly used in physics education. These findings indicate that applying GBA in education is promising with solid theoretical support, and practitioners are suggested to design GBA according to their educational needs and game features.

This research addresses the problem of how to tackle STEM education and its transformation into STEAM education in an inclusive school. It highlights the need for communication competence in collaborative teaching supported by problem-based (PBL), project-based (PrBL) and game-based (GBL) learning. At the same time, it is necessary to highlight the importance of arts in all the listed innovative forms of learning and teaching, as teamwork and cooperation between the members of these teams are extremely important. The key competence of this participation in the mentioned forms of knowledge is communication competence, which is manifested in students' self-confidence/lack of self-confidence, in their level of well-being, collaboration, motivation, their active role and awareness. The empirical research was conducted on a sample of eleven classes from six Slovenian-inclusive schools, with at least one student with SEN in each class. The research focused on the differences between students with and without SEN regarding their perception of STEAM lessons supported by gamification elements. The results showed that using innovative teaching methods can connect and positively affect STEAM, which, with the help of technology, engineering and art, consequently, improves a deeper understanding of the field of Science and Mathematics (S-tea-M).

Programming students need to be informed about plagiarism and collusion. Hence, we developed an assessment submission system to remind students about the matter. Each submission will be compared to others and any similarities that do not seem a result of coincidence will be reported along with their possible reasons. The system also employs gamification to promote early and unique submissions. Nevertheless, the system might put unnecessary pressure as coincidental similarities can still be reported. Further, it does not specifically cover self-plagiarism. We revisit the system and shift our focus to report simulated similarities from student own submission instead of reporting actual similarities across submissions. According to our evaluation with 390 students and five quasi-experiments, students with simulated similarities are slightly more aware of plagiarism and collusion, self-plagiarism in particular. Their awareness of the matter is somewhat acceptable (around 75%) and they see the benefits of our assessment submission system.

Massive open online courses (MOOCs) have significantly advanced online education. Yet, MOOC instructors still grapple with the ongoing challenge of low learner engagement while striving to foster autonomous and self-directed learning (SDL). Integrating gamification into these courses could be a promising solution. However, the extent to which gamification shapes autonomous and SDL behaviors within MOOCs remains underexplored. This mixed-methods sequential explanatory study investigates the interplay between MOOC, gamification, autonomous learning, and SDL behaviors to harness the potential of online education. We address this research void by delving into the intricate relationship between gamification and learners' engagement in autonomous learning and SDL behaviors. Drawing upon self-determination theory (SDT) as a theoretical framework, we scrutinize how gamified MOOCs influence intrinsic motivation and SDL behaviors. Our study utilizes questionnaires and structured interviews to comprehensively examine the users' experiences within a gamified MOOC. The findings suggest that thoughtfully integrated gamification elements not only enhance learner engagement but also stimulate autonomous learning and SDL behaviors. However, it is crucial to approach the integration of gamification thoughtfully, ensuring a balance that promotes intrinsic motivation without undue reliance on extrinsic motivators. These findings hold significant implications for educators, course designers, and policymakers leveraging gamification to enrich online learning experiences and cultivate self-directed educational pathways. They offer valuable insights for educators, course designers, and policymakers aiming to leverage gamification for enriching online learning experiences and nurturing self-directed educational pathways in MOOCs.

This study explores the application of the Project-Based Learning with Gamification Model (PBLGM) through Visual Programming Language (VPL) to enhance digital competencies and problem-solving skills in learners. The PBLGM model integrates project-based learning and gamification techniques using Kodu Game Lab, aiming to develop essential 21st-century skills. The research involved designing, developing, and evaluating the PBLGM model. Participants included 30 undergraduate learners from Rajamangala University of Technology Tawan-Ok. The study's findings indicated significant improvements in digital competencies and problem-solving skills post-intervention. The consistency index values ranged between 0.40 and 1.00, with an average value of 0.84. The difficulty values ranged from 0.38 to 0.57, and the reliability value (KR-20) was 0.83. The model effectively enhanced digital competencies and problem-solving skills, as evidenced by improved test scores and positive expert evaluations. This study underscores the importance of integrating gamification and project-based learning in educational contexts to foster critical digital skills.

As coastal populations grow, so does the exposure to natural hazards such as hurricanes and flooding, creating the potential for increased social and economic disasters. The literature indicates coastal residents remain complacent when planning before, during, and after an event. There is a growing successful use of serious games in natural resources planning, and a growth in the use of digital and electronic games. We developed the serious digital game Plan for It! in response to identified needs and to capitalize on the public's familiarity with gamification and digital gaming.

Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with digital tests were investigated. We hypothesized a relationship between paper test performance and digital item performance. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between phoneme-grapheme knowledge tested on paper and successful digital interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation. [Note: The issue number (1) shown in the citation on the PDF is incorrect. The correct issue number is 2.]

Gamification in second language acquisition research is a popular topic, but there are few empirical comparative studies in the literature. This quasi-experimental mixed-approach study enrolled 77 Japanese university EFL learners to enable a comparison between two digital vocabulary flashcard learning software conditions carefully designed by the author; the gamified group's software (group 1; n = 26) had daily awards (i.e., consecutive day awards, medals related to daily participation, and a bonus point counter in an effort to encourage spaced learning principles and discourage cramming) and the non-gamified group's (group 0; n = 51) did not. The daily awards had a significant effect in encouraging the gamified group to spread out their study efforts throughout the 12-week study period more effectively than the control group as they completed a lower median number of tasks per active study day (non-gamified: 104.76, gamified: 82.11; p = 0.021, r(75) = --0.264) but studied on more days to complete a similar total number of vocabulary tasks (non-gamified: 2313.00, gamified: 2228.50; p = 0.601). Moreover, the gamified group significantly outperformed the non-gamified group in terms of vocabulary knowledge score gains between the pretest and posttest; p = 0.03, r(50) = 0.300. These results show the numerous and significant positive pedagogical impacts of gamified daily awards.

This research explores the perception of university students of Degrees in Education towards gamification mediated by Information and Communication Technologies (ICT) as an innovative teaching strategy, aligned with the principles of educational quality of the UN Agenda 2030. A quantitative, descriptive, cross-sectional and inferential research has been carried out, based on the survey technique. Research sample includes first year students of Degree in Early Childhood, Primary and Social Education, enrolled at the University of Jaen during the 2022-23 academic year (n=521). A questionnaire was used as an instrument for data collection. Data analysis was carried out using the SPSS software package: descriptive analysis, comparison of means and regression analysis. Results reflect a positive receptiveness on the part of the students towards ICT-supported gamification, considering it fun and dynamic. This strategy is widely known by students, which favors its implementation in the university environment. Specifically, quiz games and classroom management games stand out as the best-known ICT-supported gamification strategies. However, students of the Primary Education Degree show greater knowledge about gamification tools; students who plan to use gamification in their future professional practice have more favorable perceptions towards this didactic strategy. Gamification is considered an active and innovative methodology being a key element for quality improvement in Higher Education.

STEAM education with gamification, a method that integrates game elements into the learning process, has proven to be a powerful tool. It not only encompasses various forms of gamified education but also has the potential to captivate and inspire students, breathing life into the course material. This study aims to present a comprehensive summary of the research carried out in the domain of STEAM education, with a particular emphasis on gamification. The focus will be on analyzing studies published in the past seven years. A meticulous bibliometric analysis was conducted to investigate the patterns in the published literature on STEAM education with gamification from 2017 to 2023. The relevant documents were retrieved by using keywords related to steam and gamification in the title, abstract, and keywords of the documents. Thus, 34 documents were acquired from the Scopus database for bibliometric analysis. The review analyzes the rate of publication growth, identifies the papers with the highest number of citations, determines the primary sources of these articles, evaluates the productivity of authors, examines the leading countries contributing to the field, and identifies the prominent subject areas within the research domain. Thailand has the highest output level in terms of publications and citations, as inferred from the results of our analysis. The Ceur Workshop Proceedings are widely acknowledged as the foremost scholarly resource in their subject. We have identified the most important keywords related to gamified STEAM education by conducting keyword analysis. Factorial Analysis provides a visual summary of the complex relationships between various concepts related to educational technology.

In this study, a scale was created to measure the gamification ability levels of teachers. The rating system is a 5-point Likert scale. The scale has 36 items and 4 variables. The research's study group is made up of 526 instructors who are employed during the academic year 2022-2023 in kindergarten, primary schools, secondary schools, and high schools connected to the Ministry of National Education. By looking at the levels of exploratory and confirmatory component analysis, item discrimination levels, and meeting the goal, the validity of the scale was examined. Stability analyses and internal consistency coefficients were used to examine the scale's reliability. The investigation concluded that the scale is a viable and trustworthy measurement tool that may be used to assess teachers' degrees of self-efficacy with regard to gamification.

This scientometric analysis and systematic review methodologies examine the integration of gamification into steam education from 2017 to 2023. We collected data from the Scopus database. The study employed content analysis to evaluate 34 articles published during the past 7 years. The aggregate magnitude and trajectory of publications. The study examined trends in terms of annual accounts, number of articles, distribution of articles by sources, most productive sources, keywords, top collaboration groups, theme evolutions, contributions, practical consequences, and conceptual framework. The findings revealed the publication of 34 papers across 30 sources between 2017 and 2023, offering significant insights into the data and document formats. The research on steam with gamification revealed fluctuations, alternating between deceleration and positive acceleration. The articles experienced their highest growth rate in 2022. "CEUR workshop proceedings" is the primary source for the most frequently published articles. We request the keyword Plus growth rate for phrases such as "computer-aided instruction," "e-learning," and "embedded systems." The analysis's findings on thematic evolution unveiled three significant advancements: (1) Studies in science and technology have shifted their focus towards steam education. (2) Research on learning environments has expanded to include further investigation into stem education and the integration of science and technology. (3) School students' research has evolved and merged with the study of the learning process. The outcomes, contributions, and real-world significance of incorporating gamification into steam education. The conceptual framework ultimately fosters the development of creativity, problem-solving skills, and innovative abilities.

This article has crafted a detailed bibliometric review of gamified learning in higher education which provides the reader a broad scientific background and an overview of relevant publications and their up-to-date status in this growing domain. The study examines the spread of publications over the time, revealing a development of a dynamic curve from minor to peak in 2021, and then leveled-off of activity in the rest of the years. There is special focus on high-achieving authors and institutions that are praised by the work for their key contributions to the field of gamified learning research. The aspect of global geographical distribution of gamified learning studies in the literature is expounded. While the USA and Turkey rank first in this regard, they also head the discourse. The role of key journals and a citation analysis provide the evidence of the highly reputable and established place the gamified leaning has in higher education. This bibliometric review offers important information about the multifaceted aspects of gamified learning and subsequently may be used by future researchers to dig deeper and contribute to the literature.

Preservice teachers often need help applying classroom management theories to real-world situations due to their abstract nature. Using a case-based instruction strategy for teaching classroom management topics is a common practice to introduce preservice teachers to the contextual complexity of classrooms. This study investigates and compares the effectiveness of two case-based teaching strategies: face-to-face discussion versus a gamified online case-solving platform. Gamification is an instructional approach incorporating game design elements to enhance learners' motivation and engagement in educational environments. It is aimed at increasing students' interest and involvement in learning activities. The study showed that the gamified online case-solving platform group scored higher on the pre-test, post-test, and student perception surveys. The study examines and discusses the possible reasons for the new method's success and provides potential implications.