Search Results (50)

This mixed-methods study investigated how a personalized, narrative-integrated digital gamification framework (with FantasyClass) was associated with motivation and presence among preservice elementary teachers in a science education course. The intervention combined HEXAD-informed personalization (aligning game elements with player types) with a branching storyworld, teacher-directed AI-generated narrative emails, and multimodal cues (visuals, music, scent) to scaffold presence alongside autonomy, competence, and relatedness. Thirty-four students participated in a one-group posttest design, completing an adapted 21-item PENS questionnaire and responding to two open-ended prompts. Results, which are exploratory and not intended for broad generalization or causal inference, indicated high self-reported competence and autonomy, positive but more variable relatedness, and strong presence/immersion. Subscale correlations showed that Competence covaried with Autonomy and Relatedness, while Presence/Immersion was positively associated with all other subscales, suggesting that presence may act as a motivational conduit. Thematic analysis portrayed students as active decision-makers within the narrative, linking consequential choices, visible progress, and team-based goals to agency, effectiveness, and social connection. Additional themes included coherence and organization, fun and enjoyment, novelty, extrinsic incentives, and perceived professional transferability. Overall, findings suggest that narrative presence, when coupled with player-aligned game elements, can foster engagement and motivation in STEM-oriented teacher education. Full article

As new technologies shape education, helping students develop historical consciousness remains a challenge. Building on Nordic curricula that emphasize students as both “history-made” and “history-making” citizens, this paper proposes an approach that integrates artificial intelligence (AI) with implicit digital game-based learning (DGBL) to learn and develop historical consciousness in education. We outline how traditional, lecture-driven history teaching often fails to convey the abstract principles of historicity (the idea that individual identity, social institutions, values, and ways of thinking are historically conditioned) and the interpretation of the past, understanding of the present, and perspective on the future. Building on Jeismann’s definition of historical consciousness, we identify a gap between the theory-rich notions of historical consciousness and classroom practice, where many educators either do not recognize it or interpret it intuitively from the curriculum’s limited wording, leaving the concept generally absent from the classroom. We then examine three theory-based methods of enriching teaching and learning. Game-based learning provides an interactive environment in which students assume roles, make decisions, and observe consequences, experiencing historical consciousness instead of only reading about it. AI contributes personalized, adaptive content: branching narratives evolve based on individual choices, non-player characters respond dynamically, and analytics guide scaffolding. Implicit learning theory suggests that embedding core principles directly into gameplay allows students to internalize complex ideas without interrupting immersion; they learn by doing, not by explicit instruction. Finally, we propose a model in which these elements combine: (1) game mechanics and narrative embed principles of historical consciousness; (2) AI dynamically adjusts challenges, generates novel scenarios, and delivers feedback; (3) key concepts are embedded into the game narrative so that students absorb them implicitly; and (4) follow-up reflection activities transform tacit understanding into explicit knowledge. We conclude by outlining a research agenda that includes prototyping interactive environments, conducting longitudinal studies to assess students’ learning outcomes, and exploring transferability to other abstract concepts. By situating students within scenarios that explore historicity and temporal interplay, this approach seeks to transform history education into an immersive, reflective practice where students see themselves as history-made and history-making and view the world through a historical lens. Full article

The automated analysis of pool game videos presents significant challenges due to complex object interactions, precise rule requirements, and event-driven game dynamics that traditional computer vision approaches struggle to address effectively. This research introduces TCGA-Pool, a novel video analytics framework specifically designed for comprehensive 9-ball pool game understanding through advanced object attention mechanisms and temporal context modeling. Our approach addresses the critical gap in automated cue sports analysis by focusing on three essential classification tasks: Clear shot detection (successful ball potting without fouls), win condition identification (game-ending scenarios), and potted balls counting (accurate enumeration of successfully pocketed balls). The proposed framework leverages a Temporal Context Gated Attention (TCGA) mechanism that dynamically focuses on salient game elements while incorporating sequential dependencies inherent in pool game sequences. Through comprehensive evaluation on a dataset comprising 58,078 annotated video frames from diverse 9-ball pool scenarios, our TCGA-Pool framework demonstrates substantial improvements over existing video analysis methods, achieving accuracy gains of 4.7%, 3.2%, and 6.2% for clear shot detection, win condition identification, and potted ball counting tasks, respectively. The framework maintains computational efficiency with only 27.3 M parameters and 13.9 G FLOPs, making it suitable for real-time applications. Our contributions include the introduction of domain-specific object attention mechanisms, the development of adaptive temporal modeling strategies for cue sports, and the implementation of a practical real-time system for automated pool game monitoring. This work establishes a foundation for intelligent sports analytics in precision-based games and demonstrates the effectiveness of specialized deep learning approaches for complex temporal video understanding tasks. Full article

This paper presents the design and evaluation of a multisensory tangible game device aimed at promoting pre-Braille literacy in children with varying visual abilities, including those who are blind, partially sighted, and sighted. The prototype integrates tactile, auditory, and visual elements to provide an inclusive and engaging learning experience. The device combines educational content with game-based learning, allowing users to interact with Braille characters through touch while receiving auditory feedback and visual cues. A focus group evaluation was conducted to assess the prototype’s effectiveness, engagement, and educational value. Results indicated that the device successfully captured users’ attention, with 83% recognizing its potential as a valuable educational tool for teaching pre-Braille literacy, 92% of participants reporting high engagement, and 75% of participants agreeing with the serious game approach. Feedback also highlighted areas for improvement, including the need for clearer tactile differentiation and more adaptive learning features. This study demonstrates the potential of combining multisensory feedback and serious gaming to enhance literacy education in children with visual impairments and provides insights into the further development of inclusive educational technologies. Full article

Location-based games offer innovative approaches for health promotion among older adults, but their effectiveness depends on understanding complex contextual factors beyond technological design. In our study, we aimed to adapt a location-based game in the form of a smartphone application which originally targeted younger people. We employed ethnographic observations in a field test under real-world conditions for identifying the needs and preferences of older adults in this regard. Field notes of one co-creative workshop were analyzed using thematic analysis. Four key contextual factor categories emerged that significantly influenced user engagement: (1) temporal/spatial factors including weather conditions, topography, and traffic safety that impacted screen visibility and cognitive function; (2) virtual-physical orientation challenges requiring high cognitive load to transfer abstract digital maps to real environments; (3) individual factors such as technical competence, mobility levels, and prior accessibility experiences that shaped usage patterns; and (4) social dynamics that provided motivation and peer support while potentially creating exclusionary practices. Successful digital health innovations for older adults require a socio-technical systems approach that addresses environmental conditions, reduces cognitive transfer demands between virtual and physical navigation, leverages social elements while preventing exclusion, and accounts for heterogeneity among older adults as contextually interactive factors rather than merely individual differences. Full article

Serious games are an important tool for education and training that offers interactive and powerful experience. However, a significant challenge lays with adapting a game to meet the specific needs of each player in real-time. The present paper introduces a framework to guide the development of serious games using a phased approach. The framework introduces a level of standardization for the game elements, scenarios and data descriptions, mainly to support portability, interpretability and comprehension. This standardization is achieved through semantic annotation and it is utilized by digital twins to support self-adaptation. The proposed approach describes the game environment using ontologies and specific semantic structures, while it collects and semantically tags data during players’ interactions, including performance metrics, decision-making patterns and levels of engagement. This information is then used by a digital twin for automatically adjusting the game experience using a set of rules defined by a group of domain experts. The framework thus follows a hybrid approach, combing expert knowledge with automated adaptation actions being performed to ensure meaningful educational content delivery and flexible, real-time personalization. Real-time adaptation includes modifying the game’s level of difficulty, controlling the learning ability support and maintaining a suitable level of challenge for each player based on progress. The framework is demonstrated and evaluated using two real-word examples, the first targeting at supporting the education of children with syndromes that affect their learning abilities in close collaboration with speech therapists and the second being involved with training engineers in a poultry meat factory. Preliminary, small-scale experimentation indicated that this framework promotes personalized and dynamic user experience, with improved engagement through the adjustment of gaming elements in real-time to match each player’s unique profile, actions and achievements. Using a specially prepared questionnaire the framework was evaluated by domain experts that suggested high levels of usability and game adaptation. Comparison with similar approaches via a set of properties and features indicated the superiority of the proposed framework. Full article

This study presents the validation of the Player Personality and Dynamics Scale (PPDS), designed to identify player profiles in educational gamification contexts with narrative elements. Through a sample of 635 participants, a questionnaire was developed and applied, covering sociodemographic data, lifestyle habits, gaming practices, and a classification system of 40 items on a six-point Likert scale. The results of the factorial analysis confirm a structure of five factors: Toxic Profile, Joker Profile, Tryhard Profile, Aesthetic Profile, and Coacher Profile, with high fit and reliability indices (RMSEA = 0.06; CFI = 0.95; TLI = 0.91). The resulting classification enables the design of personalized gamified experiences that enhance learning and interaction in the classroom, highlighting the importance of understanding players’ motivations to better adapt educational dynamics. Applying this scale fosters meaningful learning through the creation of narratives tailored to students’ individual preferences. Full article

Background and Objectives: Depression is a leading cause of disability globally, with treatment challenges including limited access, stigma, and poor adherence. Gamification, which applies game elements such as points, levels, and storytelling into non-game contexts, offers a promising strategy to enhance engagement and augment traditional treatments. Our research is the first study designed to explore the implementation of gamification within the Malaysian context. The objective was to explore the feasibility of implementation of gamification as an adjunctive treatment for adults with depression. Materials and Methods: Focus group discussions were held with five mental health professionals and ten patients diagnosed with moderate depression. The qualitative component assessed perceptions of gamified interventions, while quantitative measures evaluated participants’ depressive and anxiety symptomatology. Results: Three key themes were identified: (1) understanding of gamification as a treatment option, (2) factors influencing its acceptance, and (3) characteristics of a practical and feasible intervention. Clinicians saw potential in gamification to boost motivation, support psychoeducation, and encourage self-paced learning, but they expressed concerns about possible addiction, stigma, and the complexity of gameplay for some patients. Patients spoke of gaming as a source of comfort, escapism, and social connection. Acceptance was shaped by engaging storylines, intuitive design, balanced difficulty, therapist guidance, and clear safety measures. Both groups agreed that gamification should be used in conjunction with standard treatments, be culturally sensitive, and be presented as a meaningful therapeutic approach rather than merely as entertainment. Conclusions: Gamification emerges as an acceptable and feasible supplementary approach for managing depression in Malaysia. Its success depends on culturally sensitive design, robust clinical oversight, and seamless integration with existing care pathways. Future studies should investigate long-term outcomes and establish guidelines for the safe and effective implementation of this approach. We recommend targeted investment into culturally adapted gamified tools, including training, policy development, and collaboration with key stakeholders to realistically implement gamification as a mental health intervention in Malaysia. Full article

This work was conducted within the framework of French university reforms undertaken since 2022. Regardless of learning level and target audience, project-based learning has proved its effectiveness as a teaching strategy for many years. The novelty of the present contribution lies in the gamification of this learning method. A popular game, Trivial Pursuit, was adapted to enable students to acquire knowledge in a playful manner while preparing for upcoming technical challenges. Various technical subjects were chosen to create new cards for the game. A total of 180 questions and their answers were created. The colored tokens were then used to trace manufactured products. This teaching experiment was conducted as part of a project-based learning program with third-year Bachelor students (Electrical Engineering and Industrial Computing Department). The game components associated with the challenge proposed to the students comprised six key elements: objectives, challenges, mechanics, components, rules, and environment. Within the framework of the Industry 4.0 concept, this pedagogical activity focused on the knowledge, understanding, development, and application of an RFID (Radio Frequency Identification) system demonstrating the capabilities of this technology. This contribution outlines the various stages of the work assigned to the students. An industrial partner was also involved in this work. Full article

Gamification has emerged as a powerful strategy in digital education, enhancing engagement, motivation, and learning outcomes. However, most research lacks theoretical grounding and often applies multiple and uncontextualized game elements, limiting its impact and replicability. To address these gaps, this study introduces a Systemic Gamification Theory (SGT)—a comprehensive, human-centered model for designing and evaluating inclusive and effective gamified educational environments. Sustained in Education, Human–Computer Interaction, and Psychology, SGT is structured around four core principles, emphasizing the importance of integrating game elements (1—Integration) into cohesive systems that generate emergent outcomes (2—Emergence) aligned synergistically (3—Synergy) with contextual needs (4—Context). The theory supports inclusivity by accounting for individual traits, situational dynamics, spatial settings, and cultural diversity. To operationalize SGT, we developed two tools: i. a set of 10 Heuristics to guide and analyze effective and inclusive gamification; and ii. a Framework for designing and evaluating gamified systems, as well as comparing research methods and outcomes across different contexts. These tools demonstrated how SGT enables robust, adaptive, and equitable gamified learning experiences. By advancing theoretical and practical development, SGT fosters a transformative approach to gamification, enriching multimedia learning through thoughtful system design and reflective evaluation practices. Full article

Citizen science now relies heavily on digital platforms to engage the public in environmental data collection. Yet, many projects face declining participation over time. This study examines the effect of three elements of gamification—points, daily streaks, and real-time leaderboards—on student engagement, achievement, and immersion during a five-day campus-wide intervention utilising the GAME and a spatial crowdsourcing app. Employing a convergent mixed-methods design, we combined behavioural log analysis, validated psychometric scales (GAMEFULQUEST), and post-experiment interviews to triangulate both quantitative and qualitative dimensions of engagement. Results reveal that gamified elements enhanced students’ sense of accomplishment and early-stage motivation, which is reflected in significantly higher average scores for goal-directed engagement and recurring qualitative themes related to competence and recognition. However, deeper immersion and sustained “flow” were less robust with repetitive task design. While the intervention achieved only moderate long-term participation rates, it demonstrates that thoughtfully implemented game mechanics can meaningfully enhance engagement without undermining data quality. These findings provide actionable guidance for designing more adaptive, motivating, and inclusive citizen science solutions, underscoring the importance of mixed-methods evaluation in understanding complex engagement processes. While the sample size limits the statistical generalizability, this study serves as an exploratory field trial offering valuable design insights and methodological guidance for future large-scale, controlled citizen science interventions. Full article

Interventions based on improving athletes’ adaptive capacity to game environment conditions have been widely developed in sports science. The objective of this study was to systematically review the scientific literature on interventions and applications, from an ecological perspective, for the tactical performance of volleyball players. A systematic search was conducted in five electronic scientific databases in accordance with PRISMA guidelines: Web of Science (WOS), PubMed (Medline), Scopus, SportDiscus and Google Scholar. A total of eight studies met the inclusion criteria, all published after 2014. The risk of bias and main characteristics of the articles in different contexts were assessed. Particular attention was paid to recording data related to the characteristics of manipulation or the timing of the intervention. The results showed that these approaches influenced tactical variables in volleyball game situations. In this sense, short-session interventions with small-sided games and modifications of structural elements aid athletes’ self-regulation in different environments. Furthermore, results show that this approach allows for improvements in individual and collective tactical behavior. Based on the data analyzed, we recommend the use of ecological tasks, based on representative and modified practices that promote player adaptation, as a methodological tool in the volleyball training process. Full article

Color blindness can create challenges in recognizing visual cues, potentially affecting players’ performance, emotional involvement, and overall gaming experience. This study examines the impact of color blindness on player engagement and emotional experiences in digital games. The research aims to analyze how color-blind individuals engage with and emotionally respond to games, offering insights into more inclusive and accessible game design. An experiment-based study was conducted using a between-group design with a total of 13 participants, including 5 color-blind and 8 non-color-blind participants (aged 18–30). The sample was carefully selected to ensure participants had similar levels of digital gaming experience and familiarity with digital games, reducing potential biases related to skill or prior exposure. A custom-designed game, “Color Quest,” was developed to assess engagement and emotional responses. Emotional responses were measured through Emotion AI analysis, video recordings, and self-reported feedback forms. Participants were also asked to rate their engagement and emotional experience on a 1 to 5 scale, with additional qualitative feedback collected for deeper insights. The results indicate that color-blind players generally reported lower engagement levels compared to non-color-blind players. Although quantitative data did not reveal a direct correlation between color blindness and visual experience, self-reported feedback suggests that color-related design choices negatively impact emotional involvement and player immersion. Furthermore, in the survey responses from participants, color-blind individuals rated their experiences lower compared to individuals with normal vision. Participants emphasized that certain visual elements created difficulties in gameplay, and alternative sensory cues, such as audio feedback, helped mitigate these challenges. This study presents an experimental evaluation of color blindness in gaming, emphasizing how sensory adaptation strategies can support player engagement and emotional experience. This study contributes to game accessibility research by highlighting the importance of perceptual diversity and inclusive sensory design in enhancing player engagement for color-blind individuals. Full article

(1) Background: Handball is conceptualized as a complex dynamic system characterized by emergent behaviors, non-linearity, attractors, and self-organization, influenced by players’ interactions, environmental conditions, and tactical elements. This perspective emphasizes the importance of communication, adaptive strategies, and modern teaching methods like Non-linear Pedagogy for improving technical-tactical behaviors, advocating for a multidisciplinary approach to deepen its understanding. Thus, this narrative review aims to explore how modern theories and approaches can be integrated to provide a deeper understanding of handball’s complexity from a broad and multidisciplinary perspective. (2) Methods: A narrative review approach was employed to integrate key concepts such as chaos theory, self-organization, and non-linear pedagogy as they apply to the game’s technical-tactical dynamics. The methodology involved a comprehensive literature review to identify how emergent perceptual and social interactions influence collective performance. (3) Results: Findings indicate that team performance is not solely dependent on individual skills but on their capacity for synchronization, adaptation, and self-organization in response to competitive demands. Communication and internal cohesion emerged as critical factors for adjustment and autonomous decision-making, framed within Luhmann’s social systems theory. (4) Conclusions: The conclusions suggest that training methodologies should incorporate non-linear approaches that promote self-organization, adaptability, and player autonomy. This multidisciplinary perspective offers a deeper understanding of handball and highlights its applicability to other team sports, maximizing performance through an integrative analysis of social, philosophical, and communicative components. Full article

The phenomenal growth of digital learning platforms has brought new learner engagement and retention challenges to higher education. This study proposes a framework that integrates game mechanics—leveling systems, badges, and timely feedback—with artificial intelligence (AI)-driven personalization to meet the challenges of enhanced adaptability, motivation, and learning outcomes in online environments. Key design elements were identified through literature reviews and consultations with instructional design experts, leading to the development an adaptive learning platform prototype. The prototype underwent an eight-week pilot study with 250 Prince Sattam Bin Abdulaziz University (PSAU) students randomly assigned to a control group (non-adaptive system) or an experimental group (adaptive system). Data sources included pre- and post-tests, platform engagement analytics, and learner perception surveys. The results showed that the adaptive group outperformed the control group in the post-test scores (M = 85.2, SD = 6.4 vs. M = 78.5, SD = 7.2) and motivation levels (M = 4.2, SD = 0.7 vs. M = 3.6, SD = 0.8). Additionally, 82% of the adaptive group achieved mastery-level performance compared to 64% in the control group. These findings demonstrate the potential of integrating game mechanics and AI-driven personalization to transform digital learning, offering a roadmap for scalable, data-driven adaptive platforms. Future research will address long-term retention and diverse subject applications. Full article