Search Results (734)

This study explores how gamification can be incorporated when facilitating theoretical content in Computer Applications Technology (CAT) to promote self-directed learning of Generation Z learners. The CAT curriculum consists of practical and theoretical content, and Generation Z learners tend to perceive theoretical content as less engaging and less stimulating. The dynamic nature of CAT, however, requires CAT learners to be self-directed learners who take ownership of their learning and are motivated and engaged in learning both the practical and theoretical components. A basic interpretive study, within an interpretivist paradigm, was applied as the research design. Purposive sampling was utilized, and 106 CAT learners at a South African high school participated in the research. A traditional teacher-centered approach was first followed to facilitate theoretical content. Thereafter, gamification with Classcraft was applied as an intervention. Data collection was performed by implementing post-open-ended questionnaires and focus group interviews. Results indicate that Generation Z learners crave instant gratification and lack skills such as self-motivation and critical thinking. A teacher-centered approach was found unsuitable for facilitating theoretical content to Generation Z learners. Gamification has the potential to entice Generation Z learners from different socioeconomical and cultural backgrounds to experience theoretical content in a more engaging and enjoyable manner and foster self-directed learning. Full article

Out-of-hospital cardiac arrest (OHCA) mortality remains alarmingly high in most countries. The majority of pharmacological attempts to improve outcomes have failed. Randomized trials have shown limited survival benefits with vasopressin, fibrinolysis, amiodarone, or lidocaine. Even the benefits of adrenaline remain a matter of debate. In this context, relying on technology may seem appealing. However, technological strategies have also yielded disappointing results. This is exemplified by automated external chest compression devices. When first introduced, theoretical models, animal studies, and early clinical trials suggested they could improve survival. Yet, randomized trials failed to confirm this benefit. Similarly, to date, extracorporeal membrane oxygenation (ECMO), therapeutic hypothermia, and primary angioplasty have demonstrated inconsistent survival advantage. Other technological innovations continue to be explored, such as artificial intelligence to improve the diagnosis of cardiac arrest during emergency calls, mobile applications to dispatch citizen responders to patients in cardiac arrest, geolocation of defibrillators, and even the delivery of defibrillators via drones. Nevertheless, it is clear that the focus and investment should prioritize the initial links in the chain of survival: early alerting, chest compressions, and defibrillation. Significant improvements in these critical steps can be achieved through the education of children. Modern technological tools must be leveraged to enhance this training by incorporating gamification and democratizing access to education. These strategies hold the potential to fundamentally improve the management of cardiac arrest. Full article

Although scientific literature already shows the connections between gamification, tourism and sustainability, there is still a gap in research into how gamification can transform cities into more playful, sustainable and intelligent tourism destinations. Gamification in tourism promotes engagement, education and innovation, enriching experiences and driving the development of smart destinations. This study advances this debate by employing a mixed methodology, combining a systematic review (supported by Rayyan, an artificial intelligence) and content analysis (supported by Iramuteq, a textual software, version 0.7 Alpha 2). Additionally, we used Dreamscape by Voyant Tools online for a geographical analysis of the textual corpus formed by n = 61 abstracts. The intersection of main findings from the techniques applied provides eight new insights on urban tourism education through gamification, which are as follows: (1) exchange between the Global North and South; (2) local and global participation; (3) collaborations to achieve the 17 SDGs; (4) improve urban destination marketing by ethics principles; (5) deepening disruption technology and ethics studies; (6) the transformation of reality by sciences; (7) gamification on interdisciplinary perspectives; and (8) the role of gamification on the tourism and hospitality industry. The results suggest that gamification in tourism can offer a new ontological approach to addressing sustainable urban development, highlighting both theoretical and practical challenges. This research has both theoretical and practical implications, advancing the concept of ecogaming by integrating technology, entertainment and sustainability, and reinforces its potential to educate and engage in sustainable urban tourism practices. Full article

Efficient disaster response requires dynamic and adaptive resource allocation strategies that account for evolving public needs, real-time sentiment, and sustainability concerns. In this study, a sentiment-driven framework is proposed, integrating reinforcement learning, natural language processing, and gamification to optimize the distribution of resources such as water, food, medical aid, shelter, and electricity during disaster scenarios. The model leverages real-time social media data to capture public sentiment, combines it with geospatial and temporal information, and then trains a reinforcement learning agent to maximize both community satisfaction and equitable resource allocation. The model achieved equity scores of up to $0.5$ and improved satisfaction metrics by $30\%$, which outperforms static allocation baselines. By incorporating a gamified simulation platform, stakeholders can interactively refine policies and address the inherent uncertainties of disaster events. This approach highlights the transformative potential of using advanced artificial intelligence techniques to enhance adaptability, promote sustainability, and foster collaborative decision-making in humanitarian aid efforts. Full article

This systematic review explores the potential of the gamified brain–machine interfaces (BMIs) and brain–computer interfaces (BCIs) to enhance the quality of life for individuals with disabilities. These technologies promise to solve complex problems by delivering customized interventions considering individual needs, ethical dilemmas, and practical constraints. This review follows the PRISMA statement. The search process extensively explored multiple registered databases for studies published between 2015 and 2024. Articles were selected based on strict eligibility criteria, focusing on empirical research evaluating gamified BCIs and BMIs in rehabilitation and learning. The final analysis included 56 studies. A thorough examination emphasizes the transformative potential of gamified BCIs and BMIs for people with disabilities, highlighting the need for interdisciplinary collaboration, user-centered design principles, and ethical consciousness for gamified neurotechnology. These technologies mark a significant change by providing enjoyable and effective treatments for disabled individuals. It also delves into how gamification, neurofeedback, and adaptive learning techniques can enhance motivation, engagement, and overall well-being. This evaluation underscores the efficiency of gamified BCIs and BMIs as potential instruments for improving the quality of life and empowering disabled people. However, despite their apparent potential for rehabilitation and learning, more research is needed to validate their effectiveness, accessibility, and long-term benefits. Full article

This study examines how gamification can improve the satisfaction level of foreign learners studying the Indonesian language using the innovative multiplatform application named Belajar Indo. In consideration of the Indonesian government’s heightened focus on language proficiency for foreign workers and students, this study examines the challenges encountered in Bahasa Indonesia for Foreign Speakers (BIPA) programs. Integrating gamified elements into a Progressive Web App (PWA) presents an engaging alternative to traditional learning resources, which frequently fall short in terms of interactivity and accessibility. Data gathered from surveys, online observation, and user engagement metrics indicate that gamification greatly improves learner motivation, resulting in a success rate of 93.51% and a Net Promoter Score (NPS) of 8.11. The findings demonstrate that gamification enhances language acquisition while simultaneously cultivating a greater enthusiasm for learning Indonesian, proving advantageous for both beginners and advanced learners. This study advances the domain of educational technology by presenting a model that integrates language acquisition with digital innovation, highlighting gamified learning as an effective instrument for foreign language education. Future recommendations involve fine-tuning user interface components to improve usability and maintain elevated engagement levels. Full article

Children with speech and language difficulties often face significant challenges in expressing their needs, emotions, and thoughts, which can lead to frustration, social isolation, and hindered participation in educational and social activities. Addressing this issue, we present a customizable communication board designed to facilitate effective and autonomous communication for these children. Unlike traditional solutions, this application offers a culturally adaptive and user-centered approach, enabling the inclusion of personalized pictograms, such as representations of familiar objects, to create a more relatable and engaging gamified experience. The platform “PictoAndes” leverages modern technology and gamification principles to transform therapy into an interactive and motivating process. By integrating pictograms that resonate with users’ unique contexts, the board enhances communication, strengthens emotional connections, and fosters a sense of belonging. Built on agile methodologies, the application provides a dynamic solution that adapts to individual needs and evolving challenges, ensuring accessibility and inclusivity. The evaluation of the platform, guided by WCAG 2.1 accessibility standards, demonstrates its effectiveness in reducing communication barriers and promoting active participation. Aligned with the United Nations Sustainable Development Goals (SDGs) 4 and 10, this project contributes to inclusive education and reduced inequalities by offering a practical and transformative tool. By empowering children to express themselves in meaningful ways, the customizable communication board represents a significant step toward enhancing the quality of life and fostering social inclusion for individuals with speech and language difficulties. Full article

Many university students report anxiety and low confidence when undertaking research courses. In the field, healthcare professionals have further identified that new graduates lack basic research skills. The research aims were to (1) ascertain what research concepts were deemed challenging to inform the development of a gamified resource (named OGRE) and (2) to determine if the resource influenced students’ research attitudes, confidence, and knowledge. Adopting a mixed-method approach, four student group interviews were conducted and pre- and post-course surveys were embedded in two large research courses as measures. Additionally, the qualitative component of student evaluations from six courses served as secondary data. Descriptive statistical analysis and thematic analysis techniques were applied. Whilst students understood the relevance of research to practice, only a minority expressed enthusiasm for the topic. The game did not significantly impact on confidence to undertake research, nor could the increase in student knowledge be attributed to the game alone. Gamified resources can be helpful for visual learners and can assist students with ‘real-life’ applications to practice problems, but are not essential to achieve a course’s learning outcomes. Further multidisciplinary team scenarios could be incorporated in OGRE to enhance practice preparedness. Full article

This study introduces a comprehensive phygital framework tailored for small local museums, addressing the unique challenges of textile exhibitions. By seamlessly integrating physical artifacts with advanced digital tools through a user-centered design–thinking approach, the platform transforms traditional museum visits into hybrid experiences. The research addresses challenges faced by small museums, such as limited interactivity, static information presentation, and resource constraints. The findings demonstrate that the phygital platform significantly enhances visitor satisfaction, usability, and engagement. Features like mobile applications, chatbots, and gamification foster dynamic interactions, increasing interest in historical textile collections. The evaluation highlights positive impacts on visitor learning and accessibility, with high usability scores and favorable feedback confirming the platform’s success. By bridging physical and digital realms, the platform empowers small local museums to modernize their exhibition experience offerings while preserving their authenticity and cultural significance. This study contributes to the growing literature on phygital strategies in museum contexts, offering practical recommendations for implementing such platforms in resource-constrained settings. The findings underscore the potential of phygital approaches to foster deeper connections with cultural heritage, ensure broader accessibility, and support sustainable visitor engagement. Full article

The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts. Full article

This study explores the integration of gamification into social and environmental systems to enhance urban biodiversity and foster the co-creation of ecosystems. It focuses on two key contributions: the development of tangible ecosystemic interventions, such as habitat extensions and edible landscapes, and the gamification of these interventions to engage communities. The interventions were codesigned using systems-oriented design methods, including gigamapping and prototyping, to produce scalable DIY solutions that empower communities to replicate these practices on their own. Additionally, urban games were created to incentivize participation by rewarding individuals for their contributions to biodiversity restoration. Full article

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