Search Results (723)

As technology advances, interest in video games is extending to broader audiences. This makes gamification as a mechanism for improving educational outcomes increasingly attractive. This article reports on a study in which a 3D third-person video game was used to develop proficiency in spatial reasoning abilities relating to symmetry. The video game, called Triskelion, interleaves elements of traditional gameplay with educational elements. Gameplay includes non-violent shooter elements, parkour, searching, and exploring. Educational elements include points, leaderboards, a theme, clear goals, feedback, and a group challenge in the form of a clan-based match. This composition of elements makes Triskelion unique in the genre of academic educational games. Our study compares one Triskelion match to a longer educational sequence consisting of a “practice test”, followed by engagement with a 3D digital experience called the Kessel Run. Analysis of the results using the Mann–Whitney U test revealed (p = 0.9297) that both pedagogical pathways yielded similar proficiency results. This suggests that Triskelion might create a learning environment more aligned with the characteristics of deliberate practice. Full article

Background: Stroke is a leading cause of long-term disability, often resulting in upper extremity impairment. Telerehabilitation offers a promising approach to deliver therapy in home settings. This review aimed to evaluate the effects of home-based telerehabilitation interventions delivered to address upper extremity function in stroke patients. Methods: A systematic review was conducted following the Pyramid Review methodology. Quantitative and qualitative studies examining home-based telerehabilitation for upper extremity function in stroke patients were included. Data were synthesized using meta-analysis where possible and narrative synthesis. Results: Thirty studies (24 quantitative, four qualitative, and two mixed-methods studies) were included. Telerehabilitation interventions demonstrated improvements in upper extremity function for both subacute and chronic stroke patients, with varying effect sizes across intervention types. Constraint-induced movement therapy adaptations and some sensor-based approaches showed consistently positive results. Qualitative findings revealed generally positive effects, with convenience, gamification, and social support as key motivators for adherence. Conclusions: Home-based telerehabilitation shows promise for improving upper extremity function in stroke patients. However, heterogeneity in intervention designs and outcomes limits definitive conclusions. Future research should focus on larger trials, observational studies, standardized outcome measures, and long-term follow-up as well as qualitative studies with focus on perceived effectiveness to optimize telerehabilitation approaches for stroke recovery. Full article

This paper explores contemporary approaches to preserving and promoting cultural heritage by integrating game elements and advanced technologies, such as Virtual Reality (VR) and Augmented Reality (AR). In an era increasingly shaped by digital innovation, preserving cultural heritage demands new strategies to sustain engagement with historical narratives and artifacts. Emerging technologies like VR and AR offer immersive, interactive experiences that appeal to modern audiences, especially younger generations accustomed to digital environments (Bekele and Champion). Gamification—the use of game design principles in non-game contexts—has gained significant traction in education and cultural heritage, providing new methods for increasing user engagement and retention (Werbach and Hunter). By incorporating gamified features, heritage can be made more accessible, fostering emotional connections and deeper understanding (Huotari and Hamari; Zichermann and Cunningham). This aligns with the shift toward interactive digital storytelling as a tool to transform static heritage presentations into dynamic, participatory experiences (Champion and Rahaman). Central to this research is the conceptualization and development of a mobile application leveraging VR and AR to enhance user engagement and education around cultural heritage. Drawing on the principles of self-determination theory (Deci and Ryan) and empirical findings on gamified learning (Landers and Landers), the application combines educational content with interactive elements, creating an immersive learning environment. By addressing both content accessibility and interactive immersion, this application bridges the gap between traditional heritage preservation and the expectations of a digitally native audience. The recent literature underscores the potential of VR and AR in cultural preservation, emphasizing their ability to transcend physical boundaries, simulate historical environments, and promote active participation (Milgram and Kishino, Addison; Azuma). As virtual environments evolve, platforms like the metaverse expand possibilities for experiencing cultural heritage in spaces free of geographical limitations (Cipresso et al.; Radianti et al.). Such advancements have already demonstrated significant educational and experiential benefits (Wu et al.; Akçayır and Akçayır). This study employs both quantitative and qualitative methods to examine the target group’s attitudes toward gamified technologies for cultural heritage preservation. The initial results indicate substantial interest and willingness among users to engage with applications employing VR and AR. This aligns with findings in the literature that suggest immersive experiences can enhance learning outcomes and foster long-term engagement (Merchant et al.; Speicher et al.). The project has garnered significant recognition, receiving the Rector’s Award for the best scientific paper in the technical field at the University of Zagreb and earning bronze medals at the ARCA Innovation Fair and the INOVA Fair. These accolades underscore the project’s innovative approach and its potential for real-world application. By presenting a robust framework for integrating gamification and immersive technologies into cultural heritage preservation, this paper contributes to the growing discourse on utilizing advanced digital tools to ensure the sustainability and relevance of cultural heritage for future generations. Full article

Both industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full AL implementation typically requires costly resources and institutional support. However, it is possible to maintain a traditional teaching structure and include low-cost AL activities that enhance the students’ performance and satisfaction. This proposal suggests a methodology where lectures become more dynamic, the practical teaching is student-centered, the lab teaching is fully open, and the learner’s progress is gamified. A full subject design is presented in a comprehensive manner aiming for satisfying courses with a heterogeneous students’ profile. All activities are carefully selected with a social constructivist approach in order to promote critical thinking, social interaction and students’ engagement. The assessment of the course design implementation is performed considering multiple aspects, such as satisfaction, performance, social relationships and self-regulation. Results confirm the adequacy of the proposal to develop technical skills, excite non-technical competences and motivate scholars with an inclusive approach. Full article

This research focuses on applying Game Theory to teach the PERT scheduling method to civil engineering students. The work was carried out with students from the Construction Planning and Scheduling course, who were given face-to-face classes on Game Theory applied to teaching the PERT method. This proposal considers that gamification plays a role in user engagement, while Game Theory contributes to data analysis and decision strategies. It began with an initial pre-test evaluation consisting of questions classified by items and evaluation criteria to teach the PERT method using Game Theory, followed by a post-test and a quantitative evaluation that allowed to know the perception and interests of the students. Using Game Theory principles in teaching the PERT method demonstrated improvements in students. In addition, the results presented statistically significant differences in favor of using Game Theory, which would allow it to be proposed as a viable option for teaching PERT and other scheduling methods. Full article

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal a significant increase in student motivation (23%) and knowledge retention (31%) with the use of these tools. Augmented reality stands out with a mean effect size of 0.67 on academic performance. The bibliometric analysis shows a concentration of research in countries such as Spain, Colombia and China, suggesting the need for more diverse studies. Challenges such as the digital divide and lack of teacher training were identified, with 42% of teachers reporting difficulties in implementation. The findings underline the transformative potential of interactive technologies in online higher education, but emphasize the importance of a holistic approach that considers technical, pedagogical and socioeconomic aspects. It is recommended to invest in teacher professional development, promote equitable access policies and encourage research in diverse educational contexts to maximize the benefits of these technologies. Full article

Augmented reality (AR) has garnered significant attention in educational research due to its potential to enhance learning experiences. AR technology offers an innovative approach to interactive education by employing virtual content and dynamic interfaces. CurioCity is an AR-based educational game that aims to enhance learning experiences by combining formal education and recreational games. The game was developed for smartphones and tablets, allowing users to interact with virtual content and dynamic interfaces in real-world environments. The game design is based on the principles of intuitive learning, which emphasise curiosity, exploration, and discovery. The game also incorporates gamification elements, such as challenges, rewards, and feedback, to increase user engagement and motivation. CurioCity serves as a proof-of-concept and a preliminary investigation into the future possibilities of AR in educational game settings. Through user testing and surveys, the project evaluates the game’s usability, user satisfaction, and learning outcomes. The initial usability results with expert users show that CurioCity is an effective and enjoyable educational tool that can foster learning outcomes and user engagement. The project also provides insights and recommendations for future research and development. Full article

Background and Objectives: This systematic review examines the integration of gamified health promotion strategies in school settings, with a focus on their potential to positively influence health behaviors and promote well-being among adolescents. This study explores the incorporation of cognitive behavioral therapy (CBT), artificial intelligence, and neuropsychological principles in gamified interventions, aiming to enhance engagement and effectiveness. Materials and Methods: A narrative synthesis of 56 studies, following PRISMA guidelines, underscores the significant impact of these gamified interventions on mental health outcomes, emphasizing reductions in anxiety, depression, and burnout while improving coping skills and lifestyle habits. The focus of key areas in mental health outcomes, emotional regulation, cognitive flexibility, and adherence mechanisms is explored through quantitative and qualitative syntheses to underscore intervention effectiveness and design principles. Results: This review highlights the high-quality evidence supporting the use of gamification in educational settings and calls for further research to optimize design elements and address implementation barriers. The findings propose that well-designed gamified health interventions can effectively engage students, promote healthy behaviors, and improve mental well-being while acknowledging the need for further studies to explore underlying mechanisms and long-term effects. Conclusions: Gamified health interventions that embed CBT and neuropsychological principles are promising for promoting the mental well-being of schoolchildren. Although the evidence indicates that they are effective in improving psychological and behavioral outcomes, further research is needed to optimize design features and overcome implementation challenges to ensure wider and more sustainable application. Full article

Gamification has been extensively employed in marketing practices to meet the diverse needs of consumers. Previous research suggests that gamification marketing plays a pivotal role in influencing customer purchase intention. However, the precise mechanism through which gamification marketing impacts purchase intention requires further investigation. Drawing on the self-determination theory (SDT), this study explores the relationship between gamification marketing and purchase intention, with customers’ perceived brand coolness as a mediating variable and time poverty as a moderating variable. Using data collected from 184 participants in the experiment, our research demonstrates that, in comparison to non-gamification marketing, gamification marketing significantly influences purchase intention. Furthermore, perceived brand coolness emerges as a mediating factor in this relationship, providing new insights into the gamification mechanism. Customers who are in low time poverty exert more perceived brand coolness and purchase intentions compared with high time poverty in the context of gamification marketing. This study expands the research of gamification by introducing perceived brand coolness to the relationship between gamification marketing and purchase intention. It also contributes to the study of time poverty under the context of gamification marketing. Full article

In modern digital infrastructure, cyber systems are foundational, making resilience against sophisticated attacks essential. Traditional cybersecurity defenses primarily address technical vulnerabilities; however, the human element, particularly decision-making during cyber attacks, adds complexities that current behavioral studies fail to capture adequately. Existing approaches, including theoretical models, game theory, and simulators, rely on retrospective data and static scenarios. These methods often miss the real-time, context-specific nature of user responses during cyber threats. To address these limitations, this work introduces a framework that combines Extended Reality (XR) and Generative Artificial Intelligence (Gen-AI) within a gamified platform. This framework enables continuous, high-fidelity data collection on user behavior in dynamic attack scenarios. It includes three core modules: the Player Behavior Module (PBM), Gamification Module (GM), and Simulation Module (SM). Together, these modules create an immersive, responsive environment for studying user interactions. A case study in a simulated critical infrastructure environment demonstrates the framework’s effectiveness in capturing realistic user behaviors under cyber attack, with potential applications for improving response strategies and resilience across critical sectors. This work lays the foundation for adaptive cybersecurity training and user-centered development across critical infrastructure. Full article

Technological advances have introduced new methods for assessing psychological constructs, moving beyond traditional paper-pencil tests. Game-related assessments (GRAs) offer several advantages for research and practice, though questions about their construct validity persist. This meta-analysis investigated the relationship between indicators derived from computer-based games and traditional cognitive ability measures, examining whether measurement scope (single vs. multiple indicators) or measurement medium of cognitive ability (computer-based vs. paper-pencil) influences this relationship. We identified 52 eligible samples stemming from 44 papers, including data from over 6100 adult participants. The results from three-stage mixed-effects meta-analyses showed an overall observed correlation of r = 0.30 (p < 0.001; corrected r = 0.45) between GRA indicators and traditional cognitive ability measures with substantial heterogeneity in effect sizes. Stronger relationships were found when cognitive ability was measured by multiple indicators, but no differences emerged based on the measurement medium of cognitive ability. Furthermore, GRAs intended to assess cognitive ability did not show stronger relationships with traditional measures of cognitive ability than GRAs not specifically used to measure cognitive ability. Overall, our findings suggest that GRAs are related to traditional cognitive ability measures. However, the overall effect size raises questions about whether GRAs and traditional measures capture the same aspects of cognitive ability or if GRAs also measure other constructs beyond cognitive ability. Full article

Using version control tools is an indispensable skill for engineers in the software industry. This study introduces a gamification approach together with a serious game called the Git Education Game (GEG) to teach Git concepts and usage, intending to improve students’ motivation and learning performance compared to traditional lectures. An experiment was designed with two classes of the same course to compare the effect of GEG. A post-test was designed to verify whether the game could help students achieve better learning outcomes and higher motivation. The results show that our approach had a positive effect on students’ motivation, so the experimental group had a higher pass rate than the control group for most items in the post-test. Based on this study’s results, we emphasize the impact of interactive learning environments in software engineering education. Full article

This study examines the effects of competitive versus cooperative gamification mechanics on the learning achievement of female first-year middle school students in flipped classrooms, highlighting its implications for designing sustainable learning environments. Employing a quasi-experimental design, 60 students were randomly assigned to two experimental groups, each engaged in a flipped classroom environment with either competitive or cooperative gamified elements. While both groups showed significant improvement in post-test scores, no significant differences were observed in cognitive achievement or skills acquisition between the groups. These findings emphasize that competitive and cooperative gamification mechanics can be equally effective in enhancing learning, suggesting that the choice of mechanic does not critically impact learning outcomes. The study provides practical guidance for educators and instructional designers in developing balanced gamified learning environments that optimize competitive and cooperative strategies, thus fostering a more versatile and adaptable approach to student motivation and engagement in sustainable technology-enhanced education. Full article

Background/Objectives: Considering the importance of physical activity on the development of cognitive functions in children, the aim of this study was to assess the effects of a ten-week training program using the Interactive Floor device (© Funtronic), i.e., a kinesthetic educational game, and aerobic activity training on executive functions in 9-year-old children. Given current knowledge of the advantages of gamification and on-task switching, stronger improvement was expected for the Interactive Floor device than aerobic exercise activities. Methods: Sixty-four children (29 boys/35 girls) were randomly assigned to the Interactive Floor (n = 22), Aerobic Training (n = 22), or Control groups (n = 20). The participants had their cognitive abilities assessed twice (pre- and post-intervention) using computer tests from the Vienna Test System (VTS) and subtests from the Wechsler Intelligence Scale for Children^® Fifth Edition (WISC^®-V). From VTS, the Stroop Test was used to measure inhibition and attentional control, while the Corsi Block test assessed visuospatial short-term working memory. To assess auditory working memory, the Digit Span subtest from the WISC^®-V was applied. Additionally, fluid intelligence was estimated using Raven’s Progressive Matrices. Results: Repeated-measures mixed ANOVA and post hoc tests with Bonferroni correction for multiple comparisons showed that all intervention program groups improved in terms of intelligence and non-verbal abstract reasoning. The second significant finding in this study was that especially children from the Interactive Floor group developed their executive functions, i.e., inhibition and attentional control as well as their spatial short-term memory capacity. Conclusions: The results suggest that a combination of both physical exercise and cognitive games in the Interactive Floor group resulted in greater improvement in cognitive abilities in children than aerobic exercise or physical education lessons. It seems that a multidisciplinary approach combining physical and cognitive stimulation effectively promotes child development. Future programs aiming to improve cognitive skills in children should consider incorporating interactive and engaging activities that stimulate both the body and the mind. Full article

This paper evaluates a VR (Virtual Reality) application aimed at enhancing the learning of Python collection data types and structures for electrical and electronic engineering students. By incorporating gamification and personalisation features, the application provides an immersive environment where students can interact with virtual representations of complex programming concepts. To further enhance interactivity and engagement, the application integrates a virtual assistant and example generator, developed using Meta Voice SDK (Software Development Kit) and wit.ai. These AI (Artificial Intelligence)-NLP (Natural Language Processing) tools create personalised learning paths and generate dynamic examples based on individual learning progress. A user study was conducted with a total of 48 participants. During the user study, participants were divided into two equal groups of 24, both wearing EEG (Electroencephalography) headsets: one group engaged with the VR application, while the other read the traditional booklet, allowing for the recording and analysis of attention and engagement levels. These measures of engagement and attention were then compared to those extracted from a benchmark cohort of students whose learning experience was through more traditional booklets. The results indicated a statistically significant improvement in understanding Python collections among VR users compared to their baseline scores, highlighting the benefits of interactive and tailored learning environments. Additionally, EEG data analysis showed that VR users exhibited higher average levels of attention and engagement compared to those using the paper-based method, demonstrating the effectiveness of immersive technologies in sustaining learner interest and focus, particularly in enhancing learning for software development. Full article