Search Results (369)

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

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 paper presents a qualitative case study on the design, implementation, and validation of the Art Nouveau Path, a mobile augmented reality game developed to foster sustainability competences through engagement with Aveiro’s Art Nouveau built heritage. Grounded in the GreenComp framework and developed through a Design-Based Research approach, the game integrates location-based interaction, narrative storytelling, and multimodal augmented reality and multimedia content to activate key competences such as systems thinking, futures literacy, and sustainability-oriented action. The game was validated with 33 in-service schoolteachers, both through a simulation-based training workshop and a curricular review of the game. A mixed-methods strategy was used, combining structured questionnaires, open-ended reflections, and curricular review. The findings revealed strong emotional and motivational engagement, interdisciplinary relevance, and alignment with formal education goals. Teachers emphasized the game’s capacity to connect local identity with global sustainability challenges through immersive and reflective experiences. Limitations pointed to the need for enhanced pedagogical scaffolding, clearer integration into STEAM subjects, and broader accessibility across technological contexts. This study demonstrates that these games, when grounded in competence-based frameworks and inclusive design, can meaningfully support multimodal, situated learning for sustainability and offer valuable contributions to pedagogical innovation in Education for Sustainable Development. Full article

Serious games (SGs) have been widely employed in the digital preservation and transmission of architectural heritage. However, the key determinants and underlying mechanisms driving users’ continuance intentions toward ancient-architecture cultural heritage serious games (CH-SGs) have not been thoroughly investigated. Accordingly, a conceptual model grounded in the stimulus–organism–response (S–O–R) framework was developed to elucidate the affective and behavioral effects experienced by CH-SG users. Partial least squares structural equation modeling (PLS-SEM) and artificial neural networks (ANNs) were employed to capture both the linear and nonlinear relationships among model constructs. By integrating sufficiency logic (PLS-SEM) and necessity logic (necessary condition analysis, NCA), “must-have” and “should-have” factors were identified. Empirical results indicate that cultural authenticity, knowledge acquisition, perceived enjoyment, and design aesthetics each exert a positive influence—of varying magnitude—on perceived value, cultural identification, and perceived pleasure, thereby shaping users’ continuance intentions. Moreover, cultural authenticity and perceived enjoyment were found to be necessary and sufficient conditions, respectively, for enhancing perceived pleasure and perceived value, which in turn indirectly bolster CH-SG users’ sustained use intentions. By creating an immersive, narratively rich, and engaging cognitive experience, CH-SGs set against ancient architectural backdrops not only stimulate users’ willingness to visit and protect heritage sites but also provide designers and developers with critical insights for optimizing future CH-SG design, development, and dissemination. Full article

Currently, exploring digital immersive experiences is a new trend in the innovation and development of cultural tourism. This study addresses the growing demand for digital immersion in cultural tourism by examining the integration of spatial narrative and digitally gamified architectural scenarios. This study synthesizes an optimized framework for narrative design in digitally gamified architectural scenarios, integrating spatial narrative theory and feedback-informed design. The proposed model comprises four key components: (1) developing spatial narrative design methods for such scenarios; (2) constructing a spatial language system for spatial narratives using linguistic principles to organize narrative expression; (3) building a preliminary digitally gamified scenario based on the “Wuhu Jiaoji Temple Renovation Project” after architectural and environmental enhancements; and (4) optimization through thermal feedback experiments—collecting visitor trajectory heatmaps, eye-tracking heatmaps, and oculometric data. The results show that the optimized design, validated in the original game Dreams of Jiaoji, effectively enhanced spatial narrative execution by refining both on-site and in-game architectural scenarios. Post-optimization visitor feedback confirmed the validity of the proposed optimization strategies and principles, providing theoretical and practical references for innovative digital cultural tourism models and architectural design advancements. In the context of site-specific architectural conservation, this approach achieves two key objectives: the generalized interpretation of architectural cultural resources and their visual representation through gamified interactions. This paradigm not only enhances public engagement through enabling a multidimensional understanding of historical building cultures but also accelerates the protective reuse of heritage sites, allowing heritage value to be maximized through contemporary reinterpretation. The interdisciplinary methodology promotes sustainable development in the digital transformation of cultural tourism, fostering user-centered experiences and contributing to rural revitalization. Ultimately, this study highlights the potential use of digitally gamified architectural scenarios as transformative tools for heritage preservation, cultural dissemination, and rural community revitalization. Full article

Indigenous students remain significantly underrepresented in medical education, contributing to persistent health inequities in their communities. Systemic barriers, including cultural isolation, inadequate resources, and biased curricula, hinder their success. But what if generative artificial intelligence (GAI) could be the game-changer? This scoping review explores the potential of generative artificial intelligence (GAI) in making medical education more inclusive and supportive for Indigenous students through a comprehensive analysis of existing literature. From AI-powered engagement platforms to personalised learning systems and immersive simulations, GAI can be harnessed to bridge the gap. While GAI holds promise, challenges like biased datasets and limited access to technology must be addressed. To unlock GAI’s potential, we recommend faculty development, expansion of digital infrastructure, and Indigenous-led AI design. By carefully harnessing GAI, medical schools can take a crucial step towards creating a more diverse and equitable healthcare workforce, ultimately improving health outcomes for Indigenous communities. Full article

Advances in technology and changes in the way people entertain themselves have made video games a cultural agent on a par with more traditional games, including language learning. In addition, the use of video games in education is becoming increasingly common and numerous benefits associated with their use have been discovered. The aim of this article is to analyze the search trends in studies dealing with the use of video games in language learning. To this end, a bibliometric analysis was carried out by applying the traditional laws of bibliometrics (Price’s law, Bradford’s law of concentration, Lotka’s law, Zipf’s law and h-index) to documents published in journals indexed in the Core Collection of the Web of Science (WoS). Annual publications between 2009 and 2022 show an exponential growth R2 = 86%. The journals with the most publications are Computer assisted language learning (Taylor & Francis) and Computers and Education (Elsevier). Jie Chi-Yang and Gwo Jen-Hwan were the most cited authors. The United States and Taiwan were the countries with the highest scientific output. The use of video games in language learning has been of particular interest in recent years, with benefits found for students who use them in their classes, although more research is needed to establish criteria and requirements for each video game for its intended purpose. Full article

Inclusive music education refers to the use of musical experiences and practices as tools for promoting participation, equity, and meaningful engagement among all learners, including those with Special Educational Needs (SEN). Music education has long been recognized not only for its value in emotional expression and cultural transmission but also for its cognitive and relational benefits. This entry examines the inclusive and transformative potential of music, highlighting how it can foster equitable, accessible, and culturally relevant learning environments. Drawing from pedagogy, neuroscience, and educational technology, the entry explores how music contributes to cognitive, emotional, and social development, with a focus on learners with SEN. It emphasizes the importance of early exposure to music, the strong connections between music and language acquisition, and the need to challenge persistent misconceptions about innate musical talent. The findings demonstrate that when supported by digital tools and educational games, music education becomes a powerful driver of inclusion, enhancing participation, relational dynamics, and cognitive engagement. The entry concludes by advocating for a reimagining of music not as a secondary subject, but as a foundational component of holistic and inclusive education, capable of building more empathetic, connected, and equitable societies. Full article

This study examines how international mega-events have adapted to post-pandemic conditions, with a focus on sustainability, resilience, and the integration of public health. Employing a qualitative comparative case study design, the analysis spans events such as the Olympic Games, FIFA World Cup, Lollapalooza, and NASCAR’s Chicago Street Race. Drawing on numerous secondary sources, the study explores shifts in infrastructure planning, socio-cultural engagement, marketing strategies, and environmental practices. The findings reveal a pivot toward modular infrastructure, hybrid formats, and community-centered governance. The research contributes to event management theory by highlighting emergent adaptive strategies and offering a framework for more resilient, inclusive, and sustainable mega-event planning. Full article

Evidence from the lab suggests that women perform less well than men under competitive conditions, but the majority of this evidence relates to Western countries. Our study explores gender differences in performance in competitive environments among Chinese individuals. Using a five-round online experimental design, we recruited undergraduate and postgraduate students from a Shanghai university. Participants completed a series of word memory games under varying incentive schemes, including baseline, piece-rate, risk-based, and tournament-style competition. The results of this study suggest that there are no differences in performance under competitive conditions between Chinese men and women. However, women perform slightly better than men when the element of risk is added in a competitive environment. This study underscores the importance of examining cultural nuances when evaluating gender dynamics in competition and contributes to a more comprehensive understanding of these dynamics in the Chinese context. 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

Understanding how cognitive differences shape visitor behavior in digital heritage experiences is essential for designing inclusive and engaging museum technologies. This study explores the relationship between cognitive level and interaction behavior, affective responses, and sensor-based engagement using a publicly available dataset from a digital museum game. Participants (N = 1000) were categorized into three cognitive levels (Early, Developing, and Advanced), and their data were analyzed across three domains: user interaction behavior, affective and performance states, and sensor-based interaction measures. Our findings suggest that sensor-level interactions are more sensitive indicators of cognitive differences than observable behavior or inferred affect. This work contributes to the heritage HCI field by highlighting the potential for cognitively adaptive systems that personalize the museum experience in real-time, enhancing accessibility, engagement, and learning in cultural settings. Full article

This study explores the potential of mobile augmented reality games (MARGs) in promoting sustainability competencies within the context of a smart learning city environment. Anchored in the EduCITY project, which integrates location-based AR-enhanced games into an interactive mobile app, the research investigates how these tools support Education for Sustainable Development (ESD). Employing a mixed-methods approach, data were collected through the GreenComp-based Questionnaire (GCQuest) and anonymous gameplay logs generated by the app. Thematic analysis of 358 responses revealed four key learning domains: ‘cultural awareness’, ‘environmental protection’, ‘sustainability awareness’, and ‘contextual knowledge’. Quantitative performance data from game logs highlighted substantial variation across games, with the highest performance found in those with more frequent AR integration and multiple iterative refinements. Participants engaging with AR-enhanced features (optional) outperformed others. This study provides empirical evidence for the use of MARGs to cultivate sustainability-related knowledge, skills, and attitudes, particularly when grounded in local realities and enhanced through thoughtful design. Beyond the EduCITY project, the study proposes a replicable model for assessing sustainability competencies, with implications for broader integration of AR across educational contexts in ESD. The paper concludes with a critical reflection on methodological limitations and suggests future directions, including adapting the GCQuest for use with younger learners in primary education. Full article

The COVID-19 pandemic introduced new challenges for the Galleries, Libraries, Archives, and Museums (GLAM) sector, including drastically reduced visitation, constrained funding, and pressure to increase the amount and richness of digital rather than physical interaction. The authors draw upon explorative projects to examine the potential of serious games, augmented and virtual reality, and community-led design to address GLAM sector challenges raised by COVID-19. The initial findings suggest that while digital heritage projects often suffer from limited interactivity and accessibility, participatory game design and low-cost XR (extended reality) tools can enhance engagement and learning. The article concludes that open-ended, collaborative, and context-aware game frameworks offer a promising path for GLAM institutions to sustain relevance, support digital literacy, and adapt to post-pandemic challenges. Full article

Gaming is a popular leisure activity with an increasing number of participants worldwide. It has positive aspects as well as a problematic side—Internet Gaming Disorder (IGD). This behavior attracts concern among mental health and education professionals because of possible negative psycho-emotional factors. This study aimed to assess IGD among Japanese and Israeli university students and other young adults. We explored the association of culture and IGD based on gender, burnout, and loneliness. It was hypothesized that IGD would differentiate based on the respondent country (i.e., Japan or Israel) and gender, with males reporting higher levels. Furthermore, IGD would be associated with higher levels of loneliness and burnout, regardless of country. Qualtrics and Excel platforms were used to collect responses to the Internet Gaming Disorder Scale–Short Form, De Jong Gierveld Loneliness Scale, and Short Burnout Measure (SBM). Data was gathered from a cross-cultural sample of 1318 male and female university students and other young adults in Japan and Israel, between 2022 and 2023. Japanese gamers showed less IGD (p < 0.05); and males evidenced higher levels regardless of their country (p < 0.001). IGD was significantly associated with loneliness (p < 0.001) and burnout (p < 0.001). However, multiple regression analysis showed that IGD is predicted only by burnout and gender (p < 0.001), Adjusted R² = 0.234. This study provides information for policy, prevention, and intervention purposes targeting burnout particularly among males who are a high-risk group. Additionally, this study contributes to possible joint online program development to reduce IGD among Japanese and Israeli gamers. Further research should examine the association between IGD and loneliness, controlling gender and other factors such as substance use, religiosity, eating behavior, depression, game genre, and motivation to play. Full article