Search Results (23)

Background: This study aimed to examine whether a physical education program based on the ecological dynamics approach, implemented through small-sided games (SSG), produces greater improvements in motor skills, daily physical activity levels, and perceived physical fitness in middle school students. Methods: Forty-eight students were assigned to an SSG group (ecological dynamics lessons including small-sided games, n = 26) or a Control group (traditional lessons based on teacher-centered instruction and analytical exercises, n = 22). The intervention lasted 12 weeks, with two sessions per week. Motor performance was assessed using the standing broad jump, 5-standing broad jump, 20 m sprint, 10 × 5 m shuttle run, 5-0-5 agility test, and sit-and-reach test. Daily physical activity was evaluated using the International Physical Activity Questionnaire—Short Form (IPAQ-SF), and perceived physical fitness was assessed using the Visual Analogue Fitness Perception Scale for Adolescents (FPVASA). Results: Significant group-by-time interactions were found in all motor tests. IPAQ-SF data revealed significant group-by-time interactions for vigorous and moderate physical activity. Perceived physical fitness showed significant group-by-time interactions for all items except flexibility. Conclusions: Physical education lessons structured according to the ecological dynamics approach and implemented through SSG-based protocols led to greater improvements than traditional methods. The dynamic and variable nature of SSG likely enhances neuromuscular stimulation, motor engagement, and motivation during physical education lessons. Full article

Classical Game Theory underpins much of AI and multi-agent research, but hybrid Human–AI systems require a framework in which execution authority can alternate within a digital environment. We introduce Neo-Game Theory, an extension of Classical Game Theory for hybrid Human–AI coalitions operating under Virtual Nature, the algorithmic analogue of classical (physical) Nature. The framework combines a lexicographic coalition utility with a delegation rule based on the Jensen–Shannon divergence between Human and AI policies. Two thresholds define agreement, contextual, and disagreement regions. In the contextual region, execution follows a scenario-specific rule. Apart from the theory, in this paper we develop the first regime, Human arbitration, in which the AI learns by observation and frequency matching while the Human retains final execution authority. We establish the axiomatic basis of the framework and characterize a frequency-convergence equilibrium, providing the foundation for later extensions and computational validation. Full article

Mental fatigue (MF) has been hypothesized to contribute to injury risk in athletes, but observational studies have not directly investigated this relationship. Therefore, the current study evaluates potential relationships between mental fatigue and subsequent injury occurrence in basketball. Using an observational design, we monitored fourteen male semi-professional basketball players (age: 22 ± 4 years; stature: 192.6 ± 8.8 cm; body mass: 85.5 ± 9.1 kg; Tier 3) from a single team for 21 weeks throughout the competitive season. Each week, the players participated in 5 team-based training sessions, 2–4 individual training sessions, and 1–2 official games. Subjective MF ratings were collected using 100 mm visual analogue scales twice a week (the day before and after the official game) and then averaged. Time-loss injuries were registered, noting the body location, mechanism, and context (training and games). Generalized logistic mixed models were employed to evaluate whether MF levels were associated with injury occurrence in the subsequent 1, 3, and 5 days and 1, 2, 3, and 4 weeks of basketball activity. A total of 11 injuries were registered during the study (7.40 per 1000 h of basketball activity), with an average time loss of 12 ± 19 days. There were no associations between MF and injury occurrence in the following 1, 3, 5 days nor 1, 2, 3, 4 weeks (all p > 0.05, odds ratios: 1.00–1.28). In male semi-professional basketball settings, preliminary evidence indicates that MF might not be associated with injury occurrence. However, due to the dearth of injury events, the statistical power of this study is insufficient to detect potential small–medium effects. Therefore, the current results should be considered exploratory as opposed to a definitive rejection of the hypothesis. Future studies should evaluate the relationship between MF and injury risk in larger samples and among professional athletes. Full article

Non-digital traditional games such as board and card formats are increasingly recognised as valuable tools for active learning in higher education. These analogue approaches promote engagement, collaboration, and conceptual understanding through embodied and social interaction. This scoping review mapped research on the use of traditional, non-digital games as active learning strategies in tertiary education and examined whether the rise in generative artificial intelligence (GenAI) since 2022 has influenced their pedagogical role. Following the PRISMA-ScR framework, a systematic search of Scopus (October 2025) identified 2480 records; after screening, 26 studies met all inclusion criteria (explicitly using card and/or board games). Whilst this was a scoping, not a systematic review, some bias due to using only one database and evidence could have missed some studies. Results analysed the use and impacts of the games and whether AI was a specific driver in its use. Studies spanned STEM, business, health, and social sciences, with board and card games most frequently employed to support engagement, understanding, and collaboration. Most reported positive learning outcomes. Post-2023 publications suggest renewed interest in analogue pedagogies as authentic, human-centred responses to AI-mediated education. While none directly investigated GenAI, its emergence appears to have acted as an indirect catalyst, highlighting the continuing importance of tactile, cooperative learning experiences. Analogue games therefore remain a resilient, adaptable form of active learning that complements technological innovation and sustains the human dimensions of higher-education practice. Full article

Background: Prostate cancer is a major public health concern in Ghana, where most cases present late and mortality remains high. Community education is essential for improving awareness and early detection. Traditional health talks are widely used, but interactive approaches such as board games have received little evaluation. Aim: To compare the effectiveness of a Social Cognitive Theory–Socioecological Model-based literacy board game (S-S-LIBOG) with a traditional health talk in improving prostate cancer knowledge, attitudes, and perceptions. Methods: A quasi-experimental, two-arm interventional study was conducted in a semi-urban Ghanaian cohort. Participants (n = 197) were allocated to either the board game arm (n = 80) or the health talk arm (n = 61) after accounting for attrition. A structured questionnaire measured knowledge, attitudes, and perceptions (KAP) before and after intervention. Statistical analyses at 5% alpha level included chi-square tests, two-proportion Z-tests, Wilcoxon signed-rank tests, and multivariate logistic regression. Results: Among participants, 29.4% were female, 64.5% male, and 6.1% other genders. Tertiary education was reported by 81.7%, secondary 9.6%, postgraduate 5.6%, and primary 3.0%. Ethnicities: Ewe 41.6%, Akan 26.9%, Northern 13.7%, Ga 6.6%, Guan 1.5%, others 9.6%. Rural dwellers: 29.9%. LIBOG improved ‘good knowledge level’ from 35.0% at baseline to 60.0% post-intervention, compared to 35.0% to 62.3% by the Health Talk (HT). S-S-LIBOG also narrowed gender, education, and lifestyle disparities in KAP, with males showing higher odds of positive attitude (OR = 4.16, p = 0.004) and perception (OR = 2.79, p = 0.047), and rural residents having increased odds of good knowledge (OR = 4.39, p = 0.041) post—its intervention. HT similarly equalized disparities, except for perception, which remained linked to education. The significant improvements in knowledge were (LIBOG: z = 2.85, p = 0.004; HT: z = 3.10, p = 0.002). Even though health talks achieved higher overall knowledge gains, no statistically significant difference in overall effectiveness was observed between the two methods (Wilcoxon W = 102.0, p = 0.107). Acceptability of the board game was high, with over 80% of participants reporting satisfaction. Conclusions: The S-S-LIBOG board game was not inferior to the traditional health talk, showing particular strengths in enhancing attitudes and perceptions. Its interactive and culturally adapted design makes it a feasible adjunct to conventional health education methods. Future studies should examine long-term impacts and application in more diverse populations. This study was retrospectively registered by the Pan African Clinical Trial Registry on 10 October 2025; with the Trial Registration number PACTR202510512711680. Full article

We introduce and describe a new risk-taking game, Helsinki Aiming Task (HAT), and test its construct (internal) and convergent (external) validity. HAT is a shooting game, in which the participants aim at a target under varying levels of “gun” inaccuracy and penalty for missing the target. It allows fine-grained examination of risk-taking behaviour, as it contains information on the effects of penalties and rewards on single, isolated decisions, immediately after each isolated event outcome. We validate HAT by studying individual responses to changing penalty levels and the accuracy of the “gun”, and by comparing it to behavioural and self-reported risk measures, personality traits, and socioeconomic variables. In study one (n = 51), we evaluated risk-taking responses (measured by aiming point) and their relation to other task variables (such as penalty levels and “gun” inaccuracy). In studies two to four (Ns = 66, 21, and 50), we evaluated the associations between risk-taking (measured by aiming point and accrued penalties) and sensitivity to punishment and reward (measured by shift in aiming after reward or punishment), and contrasted performance in HAT with performance in the Balloon Analogue Risk Task (BART) and self-reported risk variables. The game worked as expected: the participants became more cautious with increasing penalty levels and inaccuracy. The HAT risk-taking indicators (aiming point and accrued penalties) were weakly correlated with those of BART. HAT reward and punishment sensitivity was associated with extraversion, socioeconomic variables, and self-reported risk-taking. In combined analyses, HAT reinforcement sensitivity explained self-reported risk-taking rather well, whereas BART did not. HAT provides a new way to measure behavioural risk-taking, especially responses to positive and negative outcomes that could be interpreted as reward and punishment sensitivities. Full article

Background/Objectives: The aim was to identify patterns of autonomic and neuroendocrine reactivity to an immersive virtual reality (VR) social-emotional stressor and explore their associations with perceived stress and eating behavior. Methods: This one-group pretest–posttest study included 30 children and adolescents with obesity (15 boys and 15 girls), aged 8 to 17 years. The VR protocol consisted of two consecutive phases: a 5 min relaxation phase using the Forest application and a 5 min stimulation phase using a cognitively engaging VR game designed to elicit social-emotional stress. Physiological responses were measured using heart rate variability (HRV) indices and salivary stress biomarkers, including cortisol and alpha amylase. Subjective stress and eating responses were assessed via visual analogue scales (VAS) administered immediately post-exposure. The Three-Factor Eating Questionnaire (TFEQ-R21C) was used to evaluate cognitive restraint (CR), uncontrolled eating (UE), and emotional eating (EE). Results: The cortisol reactivity was blunted and may reflect both the attenuated HPA axis responsiveness characteristic of pediatric obesity and the moderate psychological challenge of the VR stressor used in this study. Two distinct autonomic response patterns were identified via exploratory factor analysis: (1) parasympathetic reactivity, associated with increased RMSSD and SDNN and decreased LF/HF, and (2) sympathetic activation, associated with increased heart rate and alpha-amylase levels and reduced RR intervals. Parasympathetic reactivity was correlated with lower perceived stress and anxiety, but also paradoxically with higher uncontrolled eating (UE). In contrast, sympathetic activation was associated with greater cognitive restraint (CR) and higher anxiety ratings. Conclusions: This study demonstrates that immersive VR game exposure elicits measurable autonomic and subjective stress responses in children and adolescents with obesity, and that individual differences in physiological reactivity are relevantly associated with eating behavior traits. The findings suggest that parasympathetic and sympathetic profiles may represent distinct behavioral patterns with implications for targeted intervention. Full article

This review analyses the evolution of digital creativity from 2000 to 2022, defining it as a dynamic process where digital technologies foster collaboration, inclusion, self-expression, and automation. Based on 29 studies from databases such as Dialnet, UOC, Scopus, the Web of Science, and PsyINFO, and utilising the PRISMA and SPIDER methodologies, the research provides a comprehensive overview of the field. Digital creativity is described as the generation of new and valuable ideas, products, or solutions through digital tools that combine cognitive and socio-emotional skills in collaborative environments. Intuition, understood as the ability to make quick and effective decisions based on pattern recognition and prior experiences, plays a crucial role in the creative process. The study highlights its impact on education, enabling students to explore self-expression and solve problems creatively, merging analogue and digital creativity. In the professional realm, it optimises innovative processes, promoting efficiency and collaboration. The integration of emerging technologies, such as programming and 3D animation, in educational curricula is emphasised to prepare students for future challenges. Additionally, interdisciplinary research is advocated to ensure that digital tools amplify creativity, addressing ethical issues such as intellectual property and the social implications of automated creativity. Finally, the current trends such as game-based learning, innovation driven by social networks, and artificial intelligence are examined, proposing directions for future research. Full article

Recent studies highlight the potential of modern board games (MBGs) to foster computational thinking (CT) skills in students. This research explored the impact of integrating MBGs into a primary education classroom through an embedded concurrent mixed-methods approach, with a pre-experimental design in its quantitative aspect and content analysis in its qualitative dimension, with 20 fourth-grade students from a school in Portugal. The students participated in 10 game sessions, each lasting 50 min, and their CT skills were assessed using Bebras tasks in both the pre-test and post-test phases. Statistical analysis, including the Shapiro–Wilk test for normality and paired sample t-tests, revealed significant improvements in key CT areas, particularly abstraction, algorithmic thinking, and decomposition. Descriptive statistics were also calculated, and content analysis using Nvivo software was conducted on field notes, corroborating the quantitative data. The results suggest that MBGs can serve as a valuable educational tool for developing CT skills in young learners. This study not only highlights the effectiveness of MBGs but also emphasises the need for further research using more robust experimental designs to enhance CT development in educational settings. Full article

The medial patellofemoral ligament (MPFL) is critical for patellar stability. This study investigates the efficacy of a one-year physical therapy rehabilitation program following MPFL reconstruction using Synthetic Graft (SG) and Quadriceps Tendon Autograft (QTA). Thirty-five patients aged 18–38 underwent MPFL reconstruction (20 SG, 15 QTA). They participated in a structured rehabilitation program to improve their range of motion (ROM), muscle strength, pain management, and overall quality of life (QoL). The program included physiotherapy and MLS laser, Game Ready Therapy, EMS, TENS, TECAR, and lymphatic drainage. Before and after the program, assessments included knee flexion and extension using goniometry, muscle strength via the Medical Research Council (MRC) scale, knee circumference, pain intensity on the Visual Analogue Scale (VAS), and QoL with the EQ-5D instrument. Significant improvements were observed in knee flexion (37.57° vs. 114.71°, p < 0.001), muscle strength (MRC scale 1–4 points vs. 4–5 points, p < 0.001), and pain reduction (VAS 6.66 vs. 0.46, p < 0.001). The functional coefficient of mobility and QoL scores also markedly increased. Patients with QTA improved some parameters better than those with SG. These findings support the effectiveness of a comprehensive rehabilitation program in enhancing knee functionality, reducing pain, and improving QoL post-MPFL reconstruction. Personalized rehabilitation protocols are recommended to optimize recovery outcomes. Full article

Game-based learning refers to an educational approach where games (digital or analogue) are used in order to engage students in interactive and immersive experiences designed to teach specific concepts, skills or subjects. Gamification refers to the application of game design elements, such as point systems, rewards, narratives, and competition, to non-game contexts. Game elements, mechanics and structures, when incorporated into the learning process, can enhance student understanding and increase engagement, motivation and retention of educational content. Teaching Biology can present challenges mainly due to the complexity of the subject matter, the different scales of biological organisation, and because it often includes challenging and counterintuitive concepts that may contradict students’ preconceived notions. Integrating gaming into the high school Biology curriculum not only tackles the challenges of teaching complex concepts but can also promote student engagement. Customising gaming experiences to Biology intricacies enhances critical thinking and creates a dynamic learning environment tailored to the demands of high school biological education. This entry explores the integration of gaming and gamification in high school Biology education to overcome challenges in sustaining student interest. Additionally, the article highlights the diverse applications of games in education, showcasing their versatility in enriching the educational process. Future research should evaluate specific games, explore design principles, and consider challenges associated with implementation. In conclusion, using games in Biology education promises to enhance engagement, promote active learning, and deepen understanding, contributing to narrowing the gap in biological literacy. Full article

Chronic hepatitis B is still prevalent globally. Many patients are treated for many years with nucleos(t)ide analogues to prevent the virus from actively replicating. However, although it typically requires consecutive treatment for more than 10 years, patients can achieve a functional cure from this virus. This case series presents details of functional cures in patients who received varying nucleos(t)ide therapies for an average of 15.3 years before losses of hepatitis B surface antigen and viral load were observed. It is imperative to understand that abbreviating therapy once a functional cure is achieved may be a possibility in treating patients in order to limit the associated costs and side effects of an otherwise lifelong therapy until other cure drugs are approved. Full article

Touch can have a strong effect on interactions between people, and as such, it is expected to be important to the interactions people have with robots. In an earlier work, we showed that the intensity of tactile interaction with a robot can change how much people are willing to take risks. This study further develops our understanding of the relationship between human risk-taking behaviour, the physiological responses by the user, and the intensity of the tactile interaction with a social robot. We used data collected with physiological sensors during the playing of a risk-taking game (the Balloon Analogue Risk Task, or BART). The results of a mixed-effects model were used as a baseline to predict risk-taking propensity from physiological measures, and these results were further improved through the use of two machine learning techniques—support vector regression (SVR) and multi-input convolutional multihead attention (MCMA)—to achieve low-latency risk-taking behaviour prediction during human–robot tactile interaction. The performance of the models was evaluated based on mean absolute error (MAE), root mean squared error (RMSE), and R squared score ($R^2$), which obtained the optimal result with MCMA yielding an MAE of 3.17, an RMSE of 4.38, and an $R^2$ of 0.93 compared with the baseline of 10.97 MAE, 14.73 RMSE, and 0.30 $R^2$. The results of this study offer new insights into the interplay between physiological data and the intensity of risk-taking behaviour in predicting human risk-taking behaviour during human–robot tactile interactions. This work illustrates that physiological activation and the intensity of tactile interaction play a prominent role in risk processing during human–robot tactile interaction and demonstrates that it is feasible to use human physiological data and behavioural data to predict risk-taking behaviour in human–robot tactile interaction. Full article

Gambling disorder (GD) and internet gaming disorder (IGD) are formally recognized behavioral addictions with a rapidly growing prevalence and limited treatment options. Recently, transcranial electrical stimulation (tES) techniques have emerged as potentially promising interventions for improving treatment outcomes by ameliorating cognitive functions implicated in addictive behaviors. To systematize the current state of evidence and better understand whether and how tES can influence gambling and gaming-related cognitive processes, we conducted a PRISMA-guided systematic review of the literature, focusing on tES effects on gaming and gambling in a diverse range of population samples, including healthy participants, participants with GD and IGD, as well as participants with substance abuse addictions. Following the literature search in three bibliographic databases (PubMed, Web of Science, and Scopus), 40 publications were included in this review, with 26 conducted on healthy participants, 6 focusing on GD and IGD patients, and 8 including participants with other addictions. Most of the studies targeted the dorsolateral prefrontal cortex, using transcranial direct current stimulation (tDCS), and assessed the effects on cognition, using gaming and gambling computerized cognitive tasks measuring risk taking and decision making, e.g., balloon analogue risk task, Iowa gambling task, Cambridge gambling task, etc. The results indicated that tES could change gambling and gaming task performances and positively influence GD and IGD symptoms, with 70% of studies showing neuromodulatory effects. However, the results varied considerably depending on the stimulation parameters, sample characteristics, as well as outcome measures used. We discuss the sources of this variability and provide further directions for the use of tES in the context of GD and IGD treatment. Full article

Constraints are common in soccer training to develop physical, technical-tactical, and mental training concurrently. This study examined how different scoring systems influence physical, tactical, and mental demands during large-sided games in soccer. Eighteen youth-elite male (17.39 ± 1.04 y) soccer players completed three 8 vs. 8 large-sided games where the different score systems were i) official score system (OSS; i.e., 1 goal = 1 goal), ii) double the value of the goal—4 min (DVx4; i.e., 1 goal = 1 goal from 0.00 to 7.59 min, and 1 goal = 2 goals from 8.00 to 12.00 min), and iii) double the value of the goal—8 min (DVx8; i.e., 1 goal = 1 goal from 0.00 to 3.59 min, and 1 goal = 2 goals from 4.00 to 12.00 min). Physical demands and tactical behaviors were recorded during tasks using a global positioning system and video camera. Mental fatigue was recorded pre- and post-task using a visual analogue scale. Also, the ratio of perceived exertion and mental load were recorded after tasks were finished. Results reported the highest values of mental and physical demands in DVx4. Mental fatigue increased during all three large-sided games, although this increase was significantly higher in DVx4 compared with OSS (p = 0.006) and DVx8 (p = 0.027). Tactical behavior showed a trend towards more direct play during DVx4, which was less observed during DVx8, and not at all during OSS. In conclusion, changing the scoring system affects physical, tactical, and mental demands. Full article