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Background: Pokémon Go is a mobile app that offers both continuous and intermittent (gamified) gameplay, but no previous research in adolescents is known to have addressed changes in physical activity and body composition according to playing style. For this reason, the aims of the present investigation were (1) to establish the differences in the level of physical activity, and its influence on the kinanthropometric and body composition, of the adolescent population, considering their Pokémon Go playing style; and (2) to analyze whether the practice of previous physical activity has an influence on the effects of the use of Pokémon Go on the level of physical activity and changes in kinanthropometric and body composition variables. Methods: A total of 94 adolescents (50 males and 44 females; mean age: 13.66 [1.17] years-old; mean body mass index: 20.82 [4.03] kg/m2) whose physical activity level and body composition were measured, participated in the investigation. Two groups of adolescents completed a 10-week intervention using Pokémon Go continuously (n = 30) or intermittently (n = 31), while the control group (n = 33) did not use any after-school app. A one-way analysis of variance (ANOVA), a multivariate analysis of variance, and 2 repeated-measures ANOVA were performed to analyze the data. Results: Inactive adolescents in the continuous use group increased their physical activity between the pretest and posttest (P =.038), but this did not occur in the active group. Regarding body composition variables, the increase in body mass (P <.001) and body mass index (P =.006) in the control group was significantly higher than in the continuous use group of adolescents who were inactive, but not in the active group, while the decrease in fat mass (P <.001–.036) and sum of 3 skinfolds (P <.001–.003) was significantly higher in both Pokémon Go use groups as compared to the control group, regardless of the previous physical activity level. Conclusions: The continuous style of play seems to be more effective in increasing physical activity in adolescents, but the changes in body composition and kinanthropometric variables occur similarly with continuous and intermittent gameplay. Therefore, the playful use of Pokémon Go can be used in educational and health fields to produce changes in body composition in this population. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) games offer significant potential to enhance learning experiences, yet the impact of when these games are introduced during the educational process remains underexplored. This study explored how the timing of providing the AR game influenced learners' achievement, satisfaction and acceptance. Using a quasi‐experimental design, 68 second‐graders engaged with the AR game AR Easy Sign Language: Grams and Kilograms, either before class or in class. Additionally, perspectives from eight students, one teacher and 24 parents (from the before‐class group) were collected. Results indicated that providing the AR game in class significantly improved learners' achievement and acceptance compared to providing it before class. While overall satisfaction was unaffected by timing, students' cognitive focus differed: in‐class participants emphasised the game's educational value, whereas those using it before class viewed it more as an entertaining tool with educational functionality. Both the teacher and parents acknowledged the educational value of AR games but expressed concerns regarding the cost and potential health issues. This study contributes to theoretical understanding and practical implementation strategies for AR games in education, particularly in optimising their timing for maximal impact. Practitioner notes What is already known about this topic AR games integrate the advantages of augmented reality and games, enabling learners to interact with virtual and physical objects in a fun way, bringing a new dynamic to education. Prior research has shown that AR games contribute to the improved learning process and learning outcomes. However, applying technologies such as AR games to authentic educational contexts is still challenging, as it involves many decision‐making issues to be investigated. One key issue that remains unresolved is determining the optimal timing of providing AR games. What this paper adds Providing AR games in class significantly enhanced students' learning achievement and acceptance, emphasising the need to carefully time such interventions. The timing of providing AR games influenced students' cognition, with in‐class use promoting a focus on learning, while before‐class use emphasised entertainment. Teachers and parents acknowledged the educational value of AR games for students, but they had concerns regarding potential visual health risks and the associated costs. Implications for practice and/or policy Educators should determine the timing of providing AR games depending on the desired goal. Providing AR games before class allows students to focus more on the game experience while providing AR games in class allows for a focus on learning through the game and enhancing learning achievement. Students' cognition of technology may influence their usage and outcomes. Developers should design AR games with mechanisms that guide learners' cognition of educational content, while researchers should explore the effectiveness of such designs to achieve better learning outcomes. Educational institutions should select devices with built‐in eye protection features and enforce screen time limits to mitigate visual health risks, addressing concerns raised by teachers and parents. AR games incorporating sign language have the potential to improve students' learning achievement, holding promise for applications in special education. What is already known about this topic AR games integrate the advantages of augmented reality and games, enabling learners to interact with virtual and physical objects in a fun way, bringing a new dynamic to education. Prior research has shown that AR games contribute to the improved learning process and learning outcomes. However, applying technologies such as AR games to authentic educational contexts is still challenging, as it involves many decision‐making issues to be investigated. One key issue that remains unresolved is determining the optimal timing of providing AR games. What this paper adds Providing AR games in class significantly enhanced students' learning achievement and acceptance, emphasising the need to carefully time such interventions. The timing of providing AR games influenced students' cognition, with in‐class use promoting a focus on learning, while before‐class use emphasised entertainment. Teachers and parents acknowledged the educational value of AR games for students, but they had concerns regarding potential visual health risks and the associated costs. Implications for practice and/or policy Educators should determine the timing of providing AR games depending on the desired goal. Providing AR games before class allows students to focus more on the game experience while providing AR games in class allows for a focus on learning through the game and enhancing learning achievement. Students' cognition of technology may influence their usage and outcomes. Developers should design AR games with mechanisms that guide learners' cognition of educational content, while researchers should explore the effectiveness of such designs to achieve better learning outcomes. Educational institutions should select devices with built‐in eye protection features and enforce screen time limits to mitigate visual health risks, addressing concerns raised by teachers and parents. AR games incorporating sign language have the potential to improve students' learning achievement, holding promise for applications in special education. [ABSTRACT FROM AUTHOR]

The objectives of the present study were to analyze the adherence of normal weight and overweight/obese adolescents to intervention with mobile applications; to establish the differences in the evaluation of the mobile application and in the problematic use of the mobile phone between normal weight and overweight/obese adolescents; and to determine the relationship between the distance travelled, the evaluation of the mobile applications, and the conflictive use of the mobile phone. A quasi‐experimental design was carried out with the participation of 70 adolescents between 12 and 16 years old (mean age: 14.25 ± 1.23 years old; 38 normal weight and 32 overweight/obese). The adolescents completed a 10‐week intervention in which they used step tracker mobile applications for the promotion of physical activity, a minimum of three times per week. Problematic mobile phone use and adolescent ratings of the application used were measured. The results showed no significant differences in adolescents' adherence to the intervention according to the mobile application used (p = 0.191) or weight status (p = 0.202). In addition, significant differences were not found in the assessment of mobile applications within the group of overweight and obese adolescents: engagement (p = 0.471), functionality (p = 0.319), aesthetics (p = 0.378), information (p = 0.184), usability (p = 0.154), or perceived impact (p = 0.139), although differences were found in the assessment made by normal‐weight adolescents in information (p = 0.029), usability (p = 0.029), and perceived impact (p = 0.044), where Pacer had better scores than Pokémon Go in the first two dimensions. No greater problematic mobile phone use was found after the intervention according to weight status (p = 0.311) nor the mobile application used (p = 0.985). It can be concluded that there is similar adherence among normal weight and overweight/obese adolescents to interventions with mobile applications to promote physical activity. It is noteworthy that adolescents, regardless of weight status, showed a positive perception towards the use of these mobile applications. [ABSTRACT FROM AUTHOR]

Focusing on three ludic journeys through an autoethnographic account of Wellington, New Zealand, this paper explores how the performance of playful movements can alter the meaning, practice, and feeling of urban spaces. Attention is drawn to becoming hybrid, how technology mediates and augments the power to transform the everyday and support playful engagement with the city. These three ludic stories focus on e-scootering, cycling, and playing an augmented reality game, and highlight how play orientates our bodies through a sense of 'with-ness', with our environment and others. It also looks at orientations of 'against-ness', a leaning away from the materiality of objects, spaces, and events through play. This paper concludes by drawing on how space feels, and how it may open up the design potentials that these mediated practices offer. [ABSTRACT FROM AUTHOR]

"Repairing Play: A Black Phenomenology" by Aaron Trammell is a book that challenges traditional theories of play by examining the intersection of race and play. Trammell argues that play theory, often seen as positive and Eurocentric, overlooks the negative effects of play and fails to center the experiences of BIPOC players. The book takes a broad view of play, including analog and digital games, and aims to offer a more nuanced understanding of play. "The Privilege of Play" by Darshana Jayemanne explores the history of analog hobby games in the US, focusing on the role of privilege and race in geek culture. The book examines how privilege shaped the development of games like Diplomacy and Dungeons & Dragons, while also highlighting the resistance and subversion by diverse players and creators. It also considers the connections between analog and digital gaming and provides valuable insights into the politics of game design and the cultural dynamics of play. [Extracted from the article]

Physical inactivity represents a significant public health challenge globally. Mobile applications, particularly those utilizing augmented reality (AR), have emerged as innovative tools for promoting physical activity. However, a systematic evaluation of their efficacy is essential. This systematic review aims to evaluate and synthesize the evidence regarding the effectiveness and benefits of mobile applications with augmented reality in enhancing physical activity and improving health outcomes. A comprehensive search was conducted in Scopus, PubMed, WOS, and the Cochrane Library databases following PRISMA guidelines. Observational and interventional studies evaluating AR mobile applications for physical exercise were included, without restrictions on publication date or language. The search terms included "Mobile Applications", "Augmented Reality", "Physical Fitness", "Exercise Therapy", and "Health Behavior". The methodological quality was assessed using the ROBINS tool. The review identified twelve eligible studies encompassing 5,534,661 participants. The findings indicated significant increases in physical activity and improvements in mental health associated with the use of AR applications, such as Pokémon GO. However, potential risk behaviors were also noted. The evidence suggests that AR interventions can effectively promote physical activity and enhance health. Nonetheless, further research is needed to address limitations and optimize their efficacy. Future interventions should be tailored to diverse cultural contexts to maximize benefits and mitigate risks. AR mobile applications hold promise for promoting physical activity and improving health outcomes. Strategies to optimize their effectiveness and address identified risks should be explored to fully realize their potential. [ABSTRACT FROM AUTHOR]

There has long been an increased focus on and investment in digital technology in schools to improve the quality of education. While digital tools have gained access to pedagogical spheres, physical activity has been overlooked, as pupils often engage in activities that require minimal bodily movement. In this article, we discuss pupils' experiences with learning through an augmented reality (AR)-based game application and explain how the application supports embodied learning. Digital tools, including gaming, can supplement traditional activities, motivate children to become physically active and enhance their learning experiences. Integrating technology and physical activity can create a more varied, meaningful, and dynamic school day, positively supporting pupils' learning processes. The AR game associated with this study facilitated physical activity and learning experiences through a mobile device application. The empirical material for the study includes interviews with pupils participating in an AR game in mathematics. The findings show that participating in an AR game promoted embodied learning and positively impacted pupils' motivation, engagement and learning processes. More specifically, AR facilitated learners' engagement in the learning process by fostering their active involvement through physical and social collaboration and by enhancing the pupils' joy of learning. Additionally, the pupils expressed that they enjoyed the application's variations and the experiences that followed working collaboratively with the tasks. Moreover, they commonly found the physical and collaborative components of the AR game exciting and academically motivating. Studies on AR games and technology focusing on the opportunities and pedagogical foundations for their use in education are relevant in these precarious times. Indeed, more knowledge is needed on the ways creative and flexible learning processes that transpire within a technological learning environment influence embodied learning, knowledge that is essential for designing teaching and learning in the technical future. [ABSTRACT FROM AUTHOR]

The augmented reality (AR) technology had been proliferating for years. However, the implementation of AR technology still has room to be explored, especially in the form of cultural heritage preservation. The aim of this study is to enhance AR technology in game-based cultural heritage and history preservation in Sarawak, as well as supplement the gamified experiences in learning James Brooke’s history. Three research objectives are proposed: to design an AR game prototype for the history of James Brooke; to develop an AR game prototype with a collaborative learning element; and to evaluate an AR game prototype for enhancing cultural heritage preservation. This study proposes a game-based prototype that contains AR markers to assign each with different game features. Furthermore, collaborative learning theory is enhanced through AR experiences with multiplayer support. The game-based prototype is evaluated by a group of participants through prototype measuring and testing. The participants feel mediocre about the challenge and knowledge factors of the prototype. Overall, this study highlights the enhancement of cultural heritage preservation through AR game-based experiences intensively learned from James Brooke’s history in Sarawak. These implementations have an apparent promising contribution to make in protecting the available cultural heritage in Sarawak and extensively to the country’s cultural heritage preservation. [ABSTRACT FROM AUTHOR]

Children's interest in new technologies and games creates opportunities to use these tools to facilitate their thinking processes for scientific content and education, especially to support abstract reasoning in the areas of Science, Technology, Engineering, Maths (STEM). Chemistry concepts, in particular, can benefit from being presented through hybrid physical/digital interfaces. However, the actual impact of immersive gaming technologies on learning and teaching chemistry to young children can benefit from further evaluations. We developed the "Periodic Fable Discovery" AR game to fill this gap. "Periodic Fable Discovery" is an AR serious game that uses a tangible interface and storytelling to introduce and teach basic chemistry concepts to young children from 9 to 13 years old. After designing and implementing the game, we conducted a study with 30 children, using a mixed-method approach, comparing the AR game versus a traditional method of teaching activity. The results show a significant positive learning outcome, higher motivation and engagement in the AR experience. [ABSTRACT FROM AUTHOR]

Location-based games (LBG) impose virtual spaces on top of physical locations. Studies have explored LBG from various perspectives. In this paper, we leverage several of the most popular LBG (circa 2019) to identify the players of such games: their traits, gratifications, and links therein. To achieve our objective, we deployed surveys to 2390 active LBG players utilising Tondello et al.'s Player Traits Model and Scale of Game Playing Preferences and Hamari's scale of LBG gratifications. Our findings (1) illustrate an association between player satisfaction and social aspects of the studied games, (2) illustrate how the core loops of the studied games impact the expressed gratifications and the affine traits of players, and most centrally, (3) indicate a vital distinction between hardcore and casual players based on both traits and gratifications. Overall, our findings elucidate the players of LBG, their traits, and the gratifications they derive from playing LBGs. [ABSTRACT FROM AUTHOR]

Gaming is no longer just a recreational activity, but also a potential therapeutic tool for improving physical and mental well-being. Recent studies have shown that gaming can have positive effects on physical fitness, cognitive function, and brain development. Exergaming, which combines exercise and gaming, has been particularly effective in enhancing cardiovascular health, muscle strength, and coordination. Games like Pokémon Go can also improve psychological health and social outcomes. Additionally, gaming can foster social interaction and combat feelings of loneliness. However, it is important to moderate gaming and consider potential risks, such as musculoskeletal issues and exacerbation of mental health conditions. Overall, gaming has the potential to promote health and well-being when approached mindfully. [Extracted from the article]

Fake news is increasingly becoming a major problem for global social coexistence, for example by undermining trust in democracies. There is a consensus that educational institutions need to respond and prepare students to recognize fake news. Teachers have a central role to play in preparing students and therefore need to learn about fake news during their studies. Previous research has shown that games are particularly effective for learning about fake news, but the group of pre-service teachers has not yet been investigated. The aim of this study is to address this gap by examining whether pre-service teachers can learn about fake news using the augmented reality escape game Escape Fake. To investigate this question, a pre-/post-test design was conducted with 45 pre-service teachers (four males, mean age=22.59 years, standard deviation=1.80). The results show that after playing Escape Fake, the pre-service teachers demonstrate significantly higher knowledge about fake news, are significantly more critical towards online information, and are significantly more confident in being able to recognize fake news in the future. However, playing the game did not promote the ability to discern real from false information. The paper discusses reasons for this finding and suggests ways to improve learning with the game. Implications and future research needs are discussed. [ABSTRACT FROM AUTHOR]

Digital games are widely used in education to motivate students for science. Additionally, augmented reality (AR) is increasingly used in education. However, recent research indicates that these technologies might not be equally beneficial for students with different background characteristics. Moreover, students with different backgrounds may differ in their self‐efficacy and interest when playing games and this could lead to differences in performance. Given the increased use of games and immersive technologies in education, it is important to gain a better understanding of the effectiveness of games for different student groups. This study focused on the role of students' socio‐economic status (SES) and examined whether SES was associated with in‐game performance and whether interest and self‐efficacy mediated potential associations between SES and in‐game performance. Since log data are increasingly used to predict learning outcomes and can provide valuable insights into individual behaviour, in‐game performance was assessed with the use of log data. In total, 276 early secondary school students participated in this study. The results indicate that SES has no direct or indirect effect through self‐efficacy and interest on in‐game performance. However, a lower self‐efficacy increased the likelihood to drop out of the game. These findings suggest that students from different socio‐economic backgrounds are equally interested and self‐efficacious while playing the game and that their performance is not affected by their background. The affordances of AR as an immersive learning environment might be motivating enough to help mitigate possible SES differences in students. Practitioner notesWhat is already known about this topic Digital games are an effective tool to increase motivation and learning outcomes of students.Students' self‐efficacy and situational interest influence learning outcomes and in‐game performance.It is unclear whether digital games are equally effective for students with different socio‐economic status.What this paper adds Socio‐economic status (SES) of students does not affect in‐game performance.Students with different SES are equally interested and self‐efficacious.Lower self‐efficacy and lower school track influence the likelihood of dropout.Implications for practice and/or policy Socio‐economic status does not fortify the possible performance differences between students and games can be utilized as a learning tool that motivates all students equally.There are students who do not optimally benefit when games are implemented in education and who may need additional support. [ABSTRACT FROM AUTHOR]

Emerging literature has begun to investigate the role of technology in public health. Yet, a minimal amount is understood about whether, how, and why digital games, notably mobile games, might affect mental health, particularly depression. In this work, we examine the effect of location-based mobile gaming on local depression trends. We measure population-level depression using a well-established mechanism from the medical and public health literature, internet search of depression-related terms. We argue that the introduction of Pokémon Go, a mobile game that encourages outdoor physical activity, face-to-face socialization, and exposure to nature, may alleviate non-clinical forms of mild depression for users playing the game. To identify the effect, we employ a difference-in-differences approach to exploit the staggered release of Pokémon Go into 166 regions in 12 English-speaking countries. We empirically document a disproportionate decrease in depression-related search in those regions where users are able to play Pokémon Go. This finding lends credence to anecdotal claims that location-based mobile games may alleviate symptoms of depression of their users, underscoring the mental health opportunities of location-based mobile gaming and creating new opportunities for information systems research. [ABSTRACT FROM AUTHOR]

Two recent studies addressed the problem of reducing transitional turbulence in applications developed in C# on.NET. The first study investigated this problem in desktop and Web GUI applications and the second in virtual and augmented reality applications using the Unity3D game engine. The studies used similar solution approaches, but both were somewhat embedded in the details of their applications and implementation platforms. This paper examines these two families of applications and seeks to extract the common aspects of their problem definitions and solution approaches and codify the problem-solution pair as a new software design pattern. To do so, the paper adopts Wellhausen and Fiesser's writer's path methodology and follows it systematically to discover and write the pattern, recording the reasoning at each step. To evaluate the pattern, the paper applies it to an arbitrary C#/.NET GUI application. The resulting design pattern is named Dynamically Coalescing Reactive Chains (DCRC). It enables the approach to transitional turbulence reduction to be reused across a range of related applications, languages, and user interface technologies. The detailed example of the writer's path can assist future pattern writers in navigating through the complications and subtleties of the pattern-writing process. [ABSTRACT FROM AUTHOR]

In industrial environments, maintenance technologies developed under Industry 5.0 are important to ensure trouble-free production and reduce downtime. Compressed Air Systems (CASs) are an integral part of industrial production processes and require competent and correct maintenance. Maintenance personnel should be equipped with continuous and up-to-date training and their knowledge should be tested. There is a significant gap in the field of interactive educational games to improve the technical skills of the care staff, especially in the field of CAS. This research proposes a theoretical framework for a game based on Extended Reality (XR) technologies adapted for CAS maintenance training. The game leverages the trio of Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) to provide immersive and interactive learning encounters aimed at improving technical proficiency, problem-solving skills, and safety awareness among maintenance workers. The aim is to take advantage of the rewards of game-oriented learning, such as enhanced user engagement and knowledge absorption, to increase the effectiveness of training. In this context, the CAS game framework was created with three frameworks: education, game, and CAS. The study concludes by highlighting the potential benefits, research areas, and technologies that underpin the proposed structure. [ABSTRACT FROM AUTHOR]

This article explores the networked, affective, and embodied gameplay and potential of Niantic's 2016 augmented reality smartphone game, Pokémon Go. Following affective critique in videogame and digital studies (Anable, Hayles, et al.,) and literary notions of the "grotesque and carnivalesque" (Bakhtin), I emphasize the important and often overlooked role of embodiment in hypertext, hypermedia, and digital smartphone technology. By framing Pokémon Go in relation to Shelley Jackson's 1995 hypertext, Patchwork Girl, I identify a specific transformative moment that reactivates Bakhtin's carnivalesque through the embodied gameplay of the digital mobile network. Pokémon Go 's digitally mediated gameplay demonstrates how mobile gaming, and perhaps all mobile computing, in general, serves to further expand the transformative implications and uncertain possibilities of embodiment as the digital takes on new forms. This observable, transductive transformation, I argue, demonstrates a reactivation of Bakhtin's carnivalesque in the digitally mediated mode of the technological carnivalesque. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecno Lógicas is the property of Instituto Tecnologico Metropolitano and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the event of a disaster, we evacuate to a shelter. However, if we do not know where to go for refuge, we consume time or end ourselves at an unknown shelter. Furthermore, we cannot decide on a suitable shelter if we do not know its capacities and features. To promote knowing shelters in advance is essential for successful emergency evacuation. A promoting approach is the use of a location-based game. Thus, a prototype of a multiplayer location-based game known as "Shelter GO" was developed to promote players to become acquainted with shelters by adopting a game element similar to Pokémon GO. The game feature allows players to not only earn points by visiting and observing shelters and collecting digital creatures at disaster-related spots but also exchange their collected digital creatures with encountered players. The digital creature exchange entails knowledge exchange. A preliminary comparative experiment demonstrated that Shelter GO can promote knowing shelters and that knowledge exchange may not be frequently done but promote knowing shelters. [ABSTRACT FROM AUTHOR]

This paper provides an approach that addresses the negative social awareness of games and improves psychological and mental healing effects. It has been perceived that games can lead to reduced physical activity and psychological withdrawal. However, exercise games can simultaneously provide positive aspects of gaming enjoyment and the sensations of physical activities. In this study, we aim to verify a preliminary experiment for treating game-addicted adolescents with exercise games using augmented-reality (AR) technology. In this work, 20 students (average age: 19.5, male: six; female: 14) carried out offline exercise protocols or played an experimental game called AR Earthman with HoloLens2 AR devices. Regarding the measurement tools, a survey and NIRSIT were carried out (game addiction, mood state, and motion recognition), and heart rate and motor awareness were monitored. The experimental results showed no difference in exercise effectiveness between offline and AR exercise. It was confirmed that exercise based on AR technology is effective in treating game-addicted students. The results of this study are as follows: AR exercise games increase a subject's mental pleasure, and they become satisfied with the exercise's positive effect. Rather than offline exercise, fun AR exercise games with gamification effects can be suggested as a more helpful method for teenagers. There are differences between game addiction and over-immersion in gaming, but the treatment methods are similar. Therefore, it was confirmed that applying the AR exercise protocol to students who are overly immersed in games could realize psychological and mental healing effects due to excessive immersion in games. [ABSTRACT FROM AUTHOR]

This research examines motives for engagement in Augmented Reality (AR) games. The research field examined in this study was Pokémon Go, due to the game’s rapid rise in popularity. The study is based on semi-structured interviews with 35 Pokémon Go players. The theoretical framework guiding this study is the uses and gratifications theory, which deals with media consumers’ uses of various media and content types to satisfy psychological and social needs (Ruggiero, 2000). Pokémon Go satisfies diverse player needs, and players’ main uses of the game are related to escapism, social interaction, and challenging others. The study revealed multiple motivations for playing Pokémon Go, which were consistent with previous research, and identified two additional motivations of Pokémon Go players, which are also applicable to AR use in general: increased physical activity and location-dependent escapism integrated into everyday activities outside the home. This consumption pattern is apparently part of the revolution of data accessibility online and on mobile phones, which also function as social means for satisfying needs for entertainment, escapism, and highly accessible information.

Augmented reality (AR) is gaining recognition among executives as a powerful marketing tool. Unlike virtual reality, AR integrates virtual content into the real world, providing consumers with interactive experiences. AR applications like IKEA Place and Dulux Visualizer allow users to visualize furniture or paint colors in their homes, while AR games like Pokémon Go generate new revenue streams. The increasing availability of AR capabilities in smartphones and the creation of efficient developer tools have contributed to ist breakthrough. AR offers various levels of local presence, ranging from simple overlays to highly immersive mixed-reality experiences. The potential of AR extends beyond virtual reality, as it can create a new form of integrated three-dimensional Internet. AR marketing can enhance brand evaluations and emotional consumer-brand relationships, particularly through inspiration and closeness. Companies should consider AR as a tool for branding, as it has shown positive effects on brand attitudes, product evaluations, purchase intentions and word-of-mouth. Managers are encouraged to experiment with AR to understand ist potential and stay competitive in the evolving digital landscape. [ABSTRACT FROM AUTHOR]

To explore the design of the virtual reality (VR) augmented reality (AR) mobile platform and game decision model based on deep learning (DL), the gesture-based interaction of VR games based on Leap Motion is researched. Based on the interactive features of gestures, a set of general gesture interaction rules in VR games is established. In the meantime, according to the theoretical basis and the characteristics of VR, a set of general models of VR gesture interaction is designed, the factors affecting the efficiency of VR gesture interaction are studied, and reasonable interaction feedback is designed. By using the computer vision and image processing technology, gesture-based interaction can collect natural gestures, extract gesture features, recognize gesture indications, and respond to the user demands. Also, it can extract the basic gestures from gesture-based interaction in VR, analyze the basic features of gestures and gesturebased interaction in VR games, and describes the gesture features by mathematical vectors and sets. The research results show that the application of gesture feature design method in the game can analyze the factors affecting the interaction efficiency. Also, the usability of the gesture-based interaction designed by the gesture design method is verified by tests. Therefore, the AR&DL platform of "ARþDL" establishes a learning platform supported by DL and AR technology. The game decision model is used to describe the process of gesture-based interaction in the game, and the factors affecting the interaction efficiency are reduced, which has certain reference and guidance for VR applications using gesture-based interaction. [ABSTRACT FROM AUTHOR]

Many studies, to varying degrees, have confirmed the importance of persuasive approaches in wearable technology. Meanwhile, there are also a growing number of studies in persuasive multimedia, particularly in promoting awareness. Also, many studies reported on wearable multimedia, especially in game-based and VR/AR applications. Given the increasing emergence of these technologies, there is a need to integrate existing diverse research endeavours and consolidate them for improved planned effects on human attitude and behaviour, including one's awareness. However, a similar attempt to incorporate a triad of persuasive, multimedia and wearable design principles toward improved controllability awareness lacks empirical evidence. Here, this study explores the design principles of persuasive, multimedia and wearable technologies that can be leveraged into an integrated design model, especially in promoting controllability awareness of mental health issues. Moreover, this study believes exploring the potential integration of the design principles would significantly impact the application's effectiveness. Therefore, this study conducted a comparative analysis which involved 20 relevant studies pertinent to wearable design principles, persuasive design principles, and multimedia design principles. Furthermore, all identified studies were reviewed regarding the domain, the technology used, target outcomes, and utilisation of the design principles. As a result, this study discovered that many studies were on integrating persuasive and multimedia design principles and persuasive and wearable technologies. Therefore, the outcome of this study could be leveraged to incorporate all three design principles (i.e., wearable, persuasive technology, multimedia) into a conceptual model. The conceptual model is expected to produce a more effective result, especially in enhancing controllability awareness in the mental health domain. [ABSTRACT FROM AUTHOR]

This document is an interview with Tsuyoshi Hirashima, a principal investigator at the Mechanobiology Institute at the National University of Singapore. Hirashima's research focuses on the intersection of mammalian development and reproduction, specifically studying collective cell behavior in tissue development and homeostasis, as well as sperm behaviors and interactions with somatic cells during sperm maturation. He utilizes live cell imaging and mathematical modeling in his research. Hirashima's favorite project involves observing sperm behavior within male reproductive tracts, and he enjoys spending time with his children outside of research. [Extracted from the article]

The educational landscape is an environment prone to change due to the volatile and ever-changing nature of the digital society in which we all live. Although the world moves at different speeds and any generalization is bound to have some exceptions, there is evidence from research conducted in different places and contexts that educational methods are becoming increasingly digitized and driven by technological innovation. Among the technological trends fueled in many cases by the COVID-19 pandemic and the need to stay at home but online, augmented reality solutions received an additional boost as a valid and versatile educational technology worth exploring and eventually integrating into several teaching methods already in use. Although the technology still faces problems related to affordability, accessibility, and the technical skills required of users, some ongoing projects have already provided evidence that using augmented reality solutions as teaching and learning tools can improve teacher and student learning outcomes by increasing engagement and interactivity. The same issues arose when personal computers, tablets, and smartphones were first discussed as valuable tools for education and have now found their way into most classrooms. This paper reviews some of the key concepts related to augmented reality, as well as some current trends, benefits, and concerns related to its integration into educational contexts in areas such as life sciences, engineering, and health. The work conducted and presented in this paper provides an interesting insight into a technology that has given rise to global phenomena such as Pokémon Go, and continues to improve in terms of portability, usability, and overall user experience. Throughout the paper and in the conclusion section, we discuss the relevance of using the best features of augmented reality and how they can contribute to positive educational outcomes. [ABSTRACT FROM AUTHOR]

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The recent advances in Industry 4.0 have promoted manufacturing industries towards the use of augmented reality (AR), virtual reality (VR), and mixed reality (MR) for visualization and training applications. AR assistance is extremely helpful in assembly task visualization during the stages of product assembly and in disassembly plan visualization during the repair and maintenance of a product/system. Generating such assembly and disassembly task animations consume a lot of time and demands skilled user intervention. In assembly or disassembly processes, each operation must be validated for geometric feasibility regarding its practical implementation in the real-time product. In this manuscript, a novel method for automated assembly task simulation with improved geometric feasibility testing is proposed and verified. The proposed framework considers the assembly sequence plan as input in the form of textual instructions and generates a virtual assembly task plan for the product; furthermore, these instructions are used to ensure there are no collisions using a combination of multiple linear directions. Once the textual instructions achieve geometric feasibility for the entire assembly operation, the visual animations of the assembly operations are successively produced in a game engine and are integrated with the AR platform in order to visualize them in the physical environment. The framework is implemented on various products and validated for its correctness and completeness. [ABSTRACT FROM AUTHOR]

Mobile game metrics have received attention since the emergence of big data technology and data-based decision-making. Among different metrics, the monthly active user number is usually significant because it shows the level of players' engagement and the profit of this game as a business. Therefore, the monthly active user number is valuable for researchers, analysts, and decision-makers interested in the mobile game industry. However, the actual monthly active user number data typically have the accuracy, accessibility, granularity, and cost problems. Therefore, a proxy to the monthly active user number would be helpful to facilitate the decision-making process. This paper proposes to capture user activity through the searches on the Internet from an information-seeking perspective. And the online search volume, wiki page view, social media posts and views are proposed as potential proxies. This paper proposes that the online search volume is an acceptable proxy for the monthly active user number in the context of Geo Augmented Reality (AR) mobile games through data analysis. [ABSTRACT FROM AUTHOR]

The use of augmented reality games (ARGs) in education has gained increased attention from curriculum developers, teachers, and researchers in the past decade. Research findings show that ARGs can promote meaningful learning environments that foster key competences for the 21st century. This paper presents the design process of "EcoAegean", an ARG for mobile devices, which was implemented in primary classroom environments to support the development of students' key competences in the context of sustainability. The game was created using an open augmented reality software platform and its design was based on contemporary theoretical underpinnings regarding the use of such games in educational contexts. In the first section of the paper, we describe the design procedures of the learning scenario as well as the game itself. In the last section of the paper, we offer a set of critical insights on the design and implementation of mobile augmented reality games for the purpose of supporting students' development of key 21st century competences. [ABSTRACT FROM AUTHOR]

Immersive learning technologies such as virtual reality (VR), augmented reality (AR) and educational digital games offer many benefits to teaching and learning. With their potential to immerse learners in realistic environments and facilitate higher-order cognitive learning, these technologies could be used to complement current classroom pedagogical practices. However, given that these learning environments differ from conventional classroom learning activities, current assessment practices may be insufficient for assessing learning in immersive environments. This paper develops the concept of a game-based assessment framework (GBAF) for educators interested in the assessment of learning in digital games, VR or AR. Importantly, this paper also presents the application of the framework to the design and implementation of assessments for a VR game during the game design phase. Grounded in the principles of Constructive Alignment and the Evidence-Centred Design (ECD) framework, this assessment framework describes the steps to consider for assessments and outlines the components that must be aligned for the design of assessments. To illustrate the application of the GBAF to the design of assessments for immersive learning environments, a stepwise design of assessments for a VR game is presented. The results of the outcome of the assessment of laboratory health and safety competencies of six engineering students is also presented. The GBAF offers simple and useful guidelines for the design of assessments around game tasks. It could serve as a structured basis for educators and researchers to design assessments to measure lower and higher-order cognitive learning in complex immersive environments. [ABSTRACT FROM AUTHOR]

Gamification is the use of game design elements, such as rules of play, point scoring and competition, in a non-game context, in learning activities. We designed a game, based on the famous augmented reality game Pokémon GO, called Insects GO in which players should capture images of real insects with their mobile phones. The hypothesis was that if students had to struggle in the search for information about the world of insects to fulfill tasks of a game, they could develop skills that would potentialise scientific knowledge on insect morphology and nomenclature and make them more attentive to the issues on the subject. The study has been conducted in a middle school with students aged 11 to 15 enrolled in the 6th to 9th years of middle school, totaling 21 students. This research is a case study and has been evaluated through a learning test called the History Word Association Test (HWAT) that quantitatively ascertains students' perceptions about their conceptions, in this case, regarding entomology. The interest and motivation of students in performing the activity were evaluated using ARCS model of motivational design. Students who participated in the proposed activity showed be motivated to play the game and the, learning test suggests an improvement in matters related to morphology, taxonomy and the insect life cycle. The Insect Go game seems to improve the learning of entomology in middle school. [ABSTRACT FROM AUTHOR]

Research studies show that serious games can increase patient motivation regardless of age or illness and be an affordable and promising solution with respect to conventional physiotherapy. In this paper, we present the latest evolution of our system for shoulder rehabilitation based on hand-finger tracking and projected augmented reality. This version integrates metrics to assess patient performance, monitors the game progress, and allows the selection of the game visualization mode (standard on-screen or projected augmented reality). Additionally, the new software tracks the velocity, acceleration, and normalized jerk of the arm-hand movements of the user. Specifically, sixteen healthy volunteers (eight technical and eight rehabilitation experts) tested our current prototype. The results showed that the serious game is engaging, its design is ergonomically sound, and the overall system could be a useful tool in shoulder rehabilitation. However, clinical validation is needed to assess that the serious game has the same effects as the selected therapy. This is the preliminary step toward laying the foundation for future studies that investigate abnormalities in shoulder movements by using hand-finger tracking. [ABSTRACT FROM AUTHOR]

Augmented Reality Game-Based Learning (ARGBL) is becoming increasingly relevant in Technology-Enhanced Learning. Games with AR characteristics, or even AR applications structured with rules and game elements, are proving to be effective and successful learning experiences. There is a need to include teachers in the design process. In this paper, two case studies are shown in order to validate a methodological approach for the co-design of ARGBL, in which 6 teachers participated. This is a co-design method that proposes a thorough, iterative process guided by design principles and mediated by dialogue among the stakeholders. Here, the process of co-design with teachers is analyzed and assessed using mixed-methods observations on the use of the produced ARGBL games with students on naturalistic environments. The validation process links the usefulness of the ensuing products with the use of the method and shows the benefits of using co-design methods to create ARGBL experiences. [ABSTRACT FROM AUTHOR]