Search Results (56)

Scientific collections are recognized as important instruments for research, conservation, and teaching of biodiversity; however, they remain underused as pedagogical resources for Education for Sustainable Development (ESD). The Ichthyological Collection of the Federal University of Western Pará (UFOPA), in western Pará, gathers representative specimens of Amazonian ichthyofauna, constituting a regional scientific and cultural heritage. This article describes the methodology for using technical–scientific data from this collection to produce four educational products about the diversity of fishes in the Tapajós River: a memory game, a coloring book, an illustrated species guide, and a school activity workbook. The research combined document review, interviews, data systematization, and translation into accessible language, integrating principles of ESD and science teaching. The results demonstrate that using the collection to produce educational materials, when based on contextualized methodologies, enhances scientific literacy for conservation. By translating scientific data into accessible pedagogical materials, this study provides practical support for environmental education policies and for the inclusion of local biodiversity content in school curricula, expanding the social reach of scientific collections and promoting direct impacts on conservation and sustainable development, thereby strengthening SDGs 4, 14, and 15. Full article

Small local museums play a crucial role in safeguarding cultural heritage, but often lack the necessary resources and digital capabilities to engage younger visitors effectively. This study examines whether a mobile serious game can enhance engagement, intrinsic motivation, and cultural knowledge among Generation Z museum visitors. This study introduces Thai-Craft-To-Go, a mobile serious game that mediates intangible cultural heritage—specifically Thai textiles and handicrafts—for Generation Z. Grounded in Self-Determination Theory (SDT) and Flow Theory and operationalized through the Mechanics–Dynamics–Aesthetics (MDA) framework, the game translates cultural content into interactive play. We conducted an exploratory evaluation with 30 Generation Z participants using the Game Engagement Questionnaire (GEQ), the Intrinsic Motivation Inventory (IMI), and a 10-item knowledge test administered before and after gameplay. Results indicated high engagement—particularly Presence and Absorption on the GEQ—strong intrinsic motivation on the IMI (notably perceived competence and value), and significant knowledge gains (mean scores increased from 4.40 to 8.03; t(29) = 8.39, p < 0.001, d = 1.53). These findings suggest that a well-designed serious game can align museum learning with the digital habits of younger audiences, enhancing engagement, motivation, and cultural understanding. For small local museums, serious games provide a feasible and cost-conscious pathway to revitalize visitor experiences and support the intergenerational transmission of intangible cultural heritage in the digital age. Full article

Traditional culture plays a vital role in shaping national identity and emotional belonging, making it imperative to explore innovative strategies for its digital preservation and engagement. This study investigates how interaction design in cultural digital games influences users’ emotional experiences and cultural understanding. Centering on the Chinese intangible cultural heritage puppet manipulation, we developed an interactive cultural game with three modes: gesture-based interaction via Leap Motion, keyboard control, and passive video viewing. A multimodal evaluation framework was employed, integrating subjective questionnaires with physiological indicators, including Functional Near-Infrared Spectroscopy (fNIRS), infrared thermography (IRT), and electrodermal activity (EDA), to assess users’ emotional responses, immersion, and perception of cultural content. Results demonstrated that gesture-based interaction, which aligns closely with the embodied cultural behavior of puppet manipulation, significantly enhanced users’ emotional engagement and cultural comprehension compared to the other two modes. Moreover, fNIRS data revealed broader activation in brain regions associated with emotion regulation and cognitive control during gesture interaction. These findings underscore the importance of culturally congruent interaction design in enhancing user experience and emotional resonance in digital cultural applications. This study provides empirical evidence supporting the integration of cultural context into interaction strategies, offering valuable insights for the development of emotionally immersive systems for intangible cultural heritage preservation. Full article

Gaming has evolved into a cultural phenomenon with a global reach, captivating millions of individuals. Nevertheless, little is known about this population. We aim to physiologically characterise the Portuguese gamers, bearing in mind that phase angle (PhA) is a general indicator of health, to check possible correlations between body composition, strength, and nutrition. A sample of 35 male gamers (individuals who play video games) was evaluated for anthropometry; body composition through DXA for whole-body bone mineral content (BMC), fat-free mass (FFM, kg), fat mass, and visceral adipose tissue, and through BIA (bioelectrical impedance analysis) for total body water (TBW), water pools (extracellular water and intracellular water, ICW), and PhA; strength through maximal isometric handgrip strength using a dynamometer; and nutritional intake using a three-day food record. Results show that participants are within reference metrics for all the analysed variables except regarding protein and carbohydrate intake (all values are above and below the Acceptable Macronutrient Distribution Ranges, respectively). A positive correlation was observed between PhA and TBW, ICW, handgrip strength, BMC and FFM, and a negative correlation with fat mass (absolute, percentage and visceral). In conclusion, PhA correlates with body composition variables, which aligns with previous research as a predictor of health and performance. Full article

In the digital age, mobile games have become a new frontier for cultural identity and virtual consumption among Chinese Generation Z youth. With the development of the internet, users have gradually adapted to the coexistence of virtual and real identities, enriching the “small society” within games. However, virtual consumption and its underlying driving mechanisms have not received sufficient attention. Through interviews with 20 young people of Chinese Generation Z, this study argues that virtual consumption is not only about material consumption but also serves as a link between emotions and identity. In China’s increasingly atomised society, the idea of the “mimetic homeland” has become an essential interactive domain for Generation Z in the digital age. It offers individuals a dynamic space to engage with their cultural identity and sustain emotional resonance amid fragmented social conditions. In the “mimetic homeland”, game content, broadcaster charm, symbolic consumption, and player creation intertwine, allowing mobile games to create a diverse cultural identity mechanism. This mechanism rekindles players’ recognition of cultural identity and provides them with spiritual support. In mobile games, players continuously produce and consume cultural identity, using digital means to shape and spread spiritual consciousness symbols, ultimately achieving cultural identity commodification. Full article

The interpretation of archaeological heritage encounters inherent challenges due to the fragmentation and contextual loss of the physical site. Virtual reality has emerged as an innovative medium for enhancing user engagement and promoting meaningful dissemination of culture. This exploratory study investigates the design and preliminary expert-based evaluation of arkeOyun, a virtual reality game created to better understand archaeological sites’ spatial and cultural significance, by sampling the Kültepe Archaeological Site. The aim of this study is to evaluate the usefulness of virtual game-based approaches in the dissemination of cultural heritage and user interaction, emphasising spatial clarity, narrative integration, and immersive engagement. Our study incorporates qualitative and quantitative methods, utilising concurrent think-aloud and heuristic evaluation with participants who were selected due to their expertise in heritage, design, and human–computer interaction domains. Participants engaged with arkeOyun via a head-mounted display, and their real-time comments and post-experience evaluations were systematically evaluated. Results indicate that although participants responded positively to the game’s immersive design, interface simplicity, and spatial organisation, notable deficiencies were seen in narrative coherence, emotional resonance, and multimodal feedback. Navigation and the presentation of informative content were seen as critical areas requiring improvement. The data triangulation revealed both consistent and varying assessments, highlighting the need for context-specific support, varied task structures, and emotionally compelling narratives for enhanced interpretation of cultural significance. The findings of our study illustrate the potential of virtual reality games as a medium for cultural heritage interpretation via arkeOyun. For experiences to evolve from immersive simulations to major interpretative platforms, it is vital to integrate narrative frameworks, multimodal scaffolding, and user-centred interaction tactics more deeply. The results of this exploratory pilot study present preliminary findings on integrating virtual reality games in archaeological heritage interpretation and contribute to further projects. Full article

This paper presents an augmented reality (AR) mobile application developed for Android devices, which brings five bust sculptures of historical personalities of the city of Komotini, Greece, to ‘life’ using the Unity engine. These busts narrate their achievements in two languages, Greek and English, to educate visitors on historical and cultural heritage and provide a comprehensive glimpse into the area’s past using 3D models, textures, and animations tailored to the educational content. Based on the users’ location, the application provides an interactive educational experience, allowing the users to explore the history and characteristics of the busts in an innovative way. The users may interact with the busts using markerless AR, discover information and historical facts about them, and stimulate their understanding of the busts’ significance in the context of local history and culture. Interactive elements, such as videos and 3D animations, are incorporated to enrich the learning experience. A location-based knowledge quiz game was also developed for this purpose. The application was evaluated by statistical analysis to measure the effect of using the application on the involvement of users in the educational process and to study the users’ satisfaction and experience. This approach revealed that the proposed AR app is effective in providing educational content, promotes active user participation, and provides a high level of user satisfaction. Full article

The transition of Sketchfab, a widely used platform for hosting and sharing 3D cultural heritage content, to Epic Games’ Fab marketplace has raised concerns within the cultural heritage community about the potential loss of years of work and thousands of 3D models, highlighting the risks of relying on commercial solutions for preservation and dissemination. This shift, together with the unprecedented investments by the European Commission on infrastructures for digitised heritage, present a critical opportunity to restart conversations about the future of 3D scholarship and infrastructures for cultural heritage. Using a mixed-methods approach, this paper analyses data from a literature review, two surveys, a focus group, and community responses to Sketchfab’s announced changes. Our findings reveal critical user requirements, including robust metadata and paradata for transparency, advanced analytical tools for scholarly use, flexible annotation systems, mechanisms for ownership, licensing, and citation, as well as community features for fostering engagement and recognition. This paper proposes models and key features for a new infrastructure and concludes by calling for collaborative efforts among stakeholders to develop a system that will ensure that 3D cultural heritage remains accessible, reusable, and meaningful in an ever-changing technological landscape. Full article

In this paper, we investigated the role of generative AI in education in academic publications extracted from Web of Science (3506 records; 2019–2024). The proposed methodology included three main streams: (1) Monthly analysis trends; top-ranking research areas, keywords and universities; frequency of keywords over time; a keyword co-occurrence map; collaboration networks; and a Sankey diagram illustrating the relationship between AI-related terms, publication years and research areas; (2) Sentiment analysis using a custom list of words, VADER and TextBlob; (3) Topic modeling using Latent Dirichlet Allocation (LDA). Terms such as “artificial intelligence” and “generative artificial intelligence” were predominant, but they diverged and evolved over time. By 2024, AI applications had branched into specialized fields, including education and educational research, computer science, engineering, psychology, medical informatics, healthcare sciences, general medicine and surgery. The sentiment analysis reveals a growing optimism in academic publications regarding generative AI in education, with a steady increase in positive sentiment from 2023 to 2024, while maintaining a predominantly neutral tone. Five main topics were derived from AI applications in education, based on an analysis of the most relevant terms extracted by LDA: (1) Gen-AI’s impact in education and research; (2) ChatGPT as a tool for university students and teachers; (3) Large language models (LLMs) and prompting in computing education; (4) Applications of ChatGPT in patient education; (5) ChatGPT’s performance in medical examinations. The research identified several emerging topics: discipline-specific application of LLMs, multimodal gen-AI, personalized learning, AI as a peer or tutor and cross-cultural and multilingual tools aimed at developing culturally relevant educational content and supporting the teaching of lesser-known languages. Further, gamification with generative AI involves designing interactive storytelling and adaptive educational games to enhance engagement and hybrid human–AI classrooms explore co-teaching dynamics, teacher–student relationships and the impact on classroom authority. 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

Background: Youth suicide remains a significant public health concern in Japan, driven by multifaceted factors such as academic pressures, social isolation, bullying, and family dysfunction. Recent societal changes, including the rise of internet addiction and subcultural influences from anime, manga, and gaming, have further shaped the psychological landscape of Japanese youth. The COVID-19 pandemic has exacerbated these challenges, intensifying feelings of loneliness and anxiety about the future. Methods: This study explores the impact of these factors on youth suicide risk through a systematic review of existing literature and statistical data, focusing on trends from 2000 to 2024. Results: In 2023, 513 school-aged youth in Japan died by suicide, marking persistently high rates. High school students accounted for the majority of cases, followed by middle and elementary school students. Key risk factors include intense academic expectations, cyberbullying, and internet addiction, which are often compounded by cultural stigmas surrounding mental health. Subcultures offer both solace and potential alienation, influencing youth emotions in complex ways. The COVID-19 pandemic has also worsened mental health issues and heightened suicide risks among this vulnerable group. Conclusions: The findings highlight the urgent need for comprehensive mental health support systems tailored to Japanese cultural contexts. Recommendations include enhancing access to school-based counseling, promoting family-based interventions, and implementing policies to regulate harmful online content. Additionally, efforts must address cultural attitudes that stigmatize mental health care. Collaborative societal and policy-level interventions are crucial for mitigating youth suicide and fostering a supportive environment for young people in Japan. Full article

What are the political, gender, and theological implications at stake when associating Jesus with modern combat and righteous violence? Jesus is rendered in combative form across media—i.e., live-action films and shorts, animated television, sketch comedy, graphic novels, and video games. This rendition occurs at a confluence of meaning, most immediately for the sake of generating comedy through juxtaposition (in this case, rendering the meek with a sword) and/or reaffirming Jesus’ prominent cultural value through an association with other popularly mediatized entities. Beyond these initial layers of significance, however, I argue that Jesus becomes associated with violence and brutality for the sake of de/legitimizing politically conservative ideologies with respect to Christianity and American exceptionalism, redeeming the crisis of “domesticated masculinity” and fortifying traditional masculine norms, and theologically reinstituting popular paradigms of low Christology. Ideological “manhood” remains traced to one’s ability to perform traditional gender roles (i.e., family provider, community protector, and father/procreator). To capture the discrepancy that Jesus of Nazareth, as presented in canonical gospels, largely concerns none of these roles, I analyze the hypermasculine Christ, and the various weapons he employs, as part of a popular genealogy of Western value systems and discourse. Though in this article I reference some examples of non-American media, I reserve my analysis and commentary for the stakes and implications of what it means for U.S. Americans to produce and consume such content. In short, I submit that popular America idolizes itself in the form—one amidst many—of a naïve, combative, and boorish Christ: an arrogant and, at times, narcissistic man with delusional views of the world made dangerous through invasive power and authority. Western entertainment has deemed the United States (through its fictional stand-ins) as morally failing yet still chosen. Within this logic, American Christians need not reform their ways as long as they cultivate evidence of their exceptionalism. Full article

As traditional cultural heritage education gradually reduces students’ exposure to the physical environment, it is more difficult to stimulate students’ awareness of and interest in local culture. The concepts of cultural preservation and sustainable development have not yet been effectively integrated into teaching. Therefore, this study developed an alternative reality game (ARG) combined with a learning scaffold to enable students to gain a deeper understanding of the history and cultural heritage of Taiwan during the Japanese rule period through an immersive learning experience and to explore and solve real-world problems in an interactive environment, which helped students understand the concepts of cultural preservation and sustainable development. The results of the study showed that the experimental group of students using the ARG integrated learning scaffold significantly outperformed the control group in terms of learning effectiveness and engagement. Students in the experimental group not only had a deeper understanding of the curriculum content but also showed higher behavioral and emotional engagement. In addition, students’ awareness of cultural preservation and sustainable development increased, which indicates that the materials developed in this study are effective in promoting their deeper understanding of local educational development and cultural identity. This study confirms that the combination of innovative technology and gamified instruction not only enhances students’ learning effectiveness but also promotes their understanding of cultural heritage. Future research should further optimize the use of technology to reduce the impact of operational difficulties on students’ learning experience and explore how alternative reality game (ARG) technology can be used in more subject areas. Full article

This study focused on the use of gamification, specifically the UrbanGame activity, to enhance heritage education related to the bombings of the Spanish Civil War in Alicante. The research aimed to evaluate the effectiveness of active methodologies in raising cultural heritage awareness among university students, particularly those in primary and secondary teacher training programs. The methods included the design and implementation of the UrbanGame, followed by surveys to collect quantitative and qualitative data on students’ perceptions, satisfaction, and learning outcomes. The results indicated that meaningful learning showed a positive trend towards content comprehension, and that motivation and concentration significantly influenced learning outcomes. Additionally, the UrbanGame activity promoted memory and cultural heritage by emotionally connecting students with local history, providing future teachers with innovative pedagogical tools for their teaching. Full article

Traditional sports games (TSGs), deeply rooted in local culture, serve as valuable resources for educating in sustainable development, aligning with guidelines set forth by international resolutions such as the Agenda 2030. This study investigated how ethnomotor variables in the educational use of TSGs with objects influenced emotional well-being and the acquisition of significant and contextualised physical and social sustainability learning involving various educational agents. The study adopted a qualitative and inductive approach centred on an ethnomotor intervention to promote sustainable learning within and beyond the educational setting. A total of 226 primary school students aged between 11 and 12 from seven primary education centres in the Canary Islands, Spain participated. Seven intervention sessions were conducted, including out-of-school activities involving family members and in-school activities with the collaboration of teaching staff and a specialised researcher. Various data collection instruments were employed (field notes, questionnaires, and interviews). A content analysis of qualitative data was conducted and subsequently transformed into quantitative data. For statistical analyses of these data, multidimensional frequency areas, crosstab (Pearson’s chi-square), associated effect size (Cramer’s V), and decision trees were utilised. This research discusses the relevance of TSGs as tools for promoting physically and socially sustainable learning. Furthermore, the role of various educational agents, including family members, teachers, and teacher-researchers, in developing these experiences is highlighted. The findings also highlight emotional well-being (psychosocial and socio-emotional affectivity) as a key aspect in the process of meaningful and contextualised sustainable learning. Full article