Search Results (1,395)

This systematic literature review analyzes the role of dynamic difficulty adaptation (DDA) in serious games (SGs) to provide an overview of current trends and identify research gaps. The purpose of the study is to contextualize how DDA is being employed in SGs to enhance their learning outcomes, effectiveness, and game enjoyment. The review included studies published over the past five years that implemented specific DDA methods within SGs. Publications were identified through Google Scholar (searched up to 10 November 2025) and screened for relevance, resulting in 75 relevant papers. No formal risk-of-bias assessment was conducted. These studies were analyzed by publication year, source, application domain, DDA type, and effectiveness. The results indicate a growing interest in adaptive SGs across domains, including rehabilitation and education, with DDA methods ranging from rule-based (e.g., fuzzy logic) and player modeling (using performance, physiological, or emotional metrics) to various machine learning techniques (reinforcement learning, genetic algorithms, neural networks). Newly emerging trends, such as the integration of generative artificial intelligence for DDA, were also identified. Evidence suggests that DDA can enhance learning outcomes and game experience, although study differences, limited evaluation metrics, and unexplored opportunities for adaptive SGs highlight the need for further research. Full article

The Extended Digital Narrative (XDN) research project explores how experimental creative practice with emerging technologies generates critical insights into algorithmic narrativity—the intersection of human narrative understanding and computational data processing. This article presents five case studies demonstrating that direct engagement with AI and Extended Reality platforms is essential for humanities research on new genres of digital storytelling. Lina Harder’s Hedy Lamar Chatbot examines how generative AI chatbots construct historical personas, revealing biases in training data and platform constraints. Scott Rettberg’s Republicans in Love investigates text-to-image generation as a writing environment for political satire, documenting rapid changes in AI aesthetics and content moderation. David Jhave Johnston’s Messages to Humanity demonstrates how Runway’s Act-One enables solo filmmaking, collapsing traditional production hierarchies. Haoyuan Tang’s video game project reframes LLM integration by prioritizing player actions over dialogue, challenging assumptions about AI’s role in interactive narratives. Sérgio Galvão Roxo’s Her Name Was Gisberta employs Virtual Reality for social education against transphobia, utilizing perspective-taking techniques for empathy development. These projects demonstrate that practice-based research is not merely artistic production but a vital methodology for understanding how AI and XR platforms shape—and are shaped by—human narrative capacities. 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

Serious games are increasingly recognized as powerful pedagogical tools, often offering engaging, interactive, and practical learning experiences. This paper presents the design, implementation, and evaluation of a 3D virtual serious game specifically tailored for cybersecurity governance and policy education. In particular, the nature of the game is an escape room, drawing on military training principles: players must solve a problem to escape one room before advancing to the next. Set within a virtual company environment, the game features three interactive zones that guide students through analyzing cyber risks, aligning security frameworks, and drafting appropriate policies. This structure cultivates critical thinking and decision-making skills and strengthens practical cybersecurity competencies. The primary contribution lies in the integration of game-based learning and 3D virtual technology to create robust, hands-on educational materials. The design incorporates structural features that create barriers to generative AI delegation to address challenges related to generative AI misuse, ensuring that the activities cannot be easily replicated and thereby supporting academic integrity. A post-activity perception survey (n = 20) suggests that students found this approach both engaging and effective, with participants self-reporting enhanced understanding and enthusiasm toward cybersecurity governance and policy concepts. These findings highlight the potential of gamified environments to bridge theory and practice in cybersecurity education, equipping learners with industry-relevant skills while fostering deeper engagement and active learning. Full article

The Immersive Decentralized Digital space (IDDs), derived from blockchain technology and Massively Multiplayer Online Games (MMOGs), enables real-time multisensory interactions that support social connection under metaverse concepts. Although recognized as a technology with significant potential for educational innovation, IDDs remain underutilized in health professions education. Health profession students are often unaware of how IDDs’ features can be applied to their learning through in- or after-classroom activities. This study employs a quantitative research design to evaluate students’ perceptions of next-generation digital learning without any prior exposure to IDDs. An electronic survey was developed to examine four dimensions of learning facilitation: “Remote Learning” for capturing past experiences with digital competence during the COVID-19 era; “Digital Evolution,” reflecting preferences in utilizing digital spaces; “Interactive Communication” and “Knowledge Application” for applicability of IDDs in the health professions education. Statistical analyses revealed no significant differences in perceptions based on gender or major on all factors. Nevertheless, significant differences emerged based on nationality in “Digital Evolution”, “Interactive Communication”, and “Knowledge Application”, highlighting the influence of cultural and educational backgrounds on receptiveness to virtual learning environments. By recognizing the discrepancies and addressing barriers to digital inclusion, IDDs hold strong potential to enhance health professional learning experiences and educational outcomes. Full article

Mobile augmented reality games (MARGs) generate rich digital traces of how students engage with complex, place-based learning tasks. This study analyses gameplay logs from the Art Nouveau Path, a location-based MARG within the EduCITY Digital Teaching and Learning Ecosystem (DTLE), to develop a learning analytics workflow that uses detailed gameplay logs to inform sustainability-focused educational design. During the post-game segment of a repeated cross-sectional intervention, 439 students in 118 collaborative groups completed 36 quiz tasks at 8 Art Nouveau heritage Points of Interest (POI). Group-level logs (4248 group-item responses) capturing correctness, AR-specific scores, session duration and pacing were transformed into interpretable indicators, combined with error mapping and cluster analysis, and triangulated with post-game open-ended reflections. Results show high overall feasibility (mean accuracy 85.33%) and a small subset of six conceptually demanding items with lower accuracy (mean 68.36%, range 58.47% to 72.88%) concentrated in specific path segments and media types. Cluster analysis yields three collaborative gameplay profiles, labeled ‘fast but fragile’, ‘slow but moderate’ and ‘thorough and successful’, which differ systematically in accuracy, pacing and engagement with AR-mediated tasks. The study proposes a replicable event-based workflow that links mobile AR gameplay logs to design decisions for heritage-based education for sustainability. Full article

Game-based learning has become an increasingly popular educational methodology due to its ability to enhance student interest and engagement. The aim of this study was to analyze the effect of game-based learning on motivation, self-efficacy, and academic performance in Natural Sciences learning. A systematic review and meta-analytic methodology was employed, following PRISMA guidelines. For this purpose, the databases consulted were Web of Science and Scopus, from which a total of 234 documents were retrieved and reduced to 15 studies after rigorously applying the established eligibility criteria. These studies were included in the systematic review and meta-analysis to ensure the validity and relevance of the meta-analytic findings. The meta-analytic results revealed a very strong and highly significant positive effect across all subgroups, benefiting the experimental groups (Z = 6.29; p < 0.00001). In conclusion, the implementation of game-based learning has a positive impact on motivation, self-efficacy, and academic performance in the teaching and learning of Natural Sciences content. Therefore, its incorporation into pedagogical practices represents an opportunity to strengthen student engagement and promote more meaningful learning. Full article

With the advancement of digital technology, serious games have become an essential tool for disseminating and educating individuals about cultural heritage. However, systematic empirical research remains limited with respect to how visual elements influence users’ cognitive and emotional engagement through interactive behaviors. Using the “Macau Historic Centre Science Popularization System” as a case study, this mixed-methods study investigates the mechanisms by which visual elements affect user experience and learning outcomes in digital interactive environments. Eye-tracking data, behavioral logs, questionnaires, and semi-structured interviews from 30 participants were collected to examine the impact of visual elements on cognitive resource allocation and emotional engagement. The results indicate that the game intervention significantly enhanced participants’ retention and comprehension of cultural knowledge. Eye-tracking data showed that props, text boxes, historic buildings, and the architectural light and shadow shows (as incentive feedback elements) had the highest total fixation duration (TFD) and fixation count (FC). Active-interaction visual elements showed a stronger association with emotional arousal and were more likely to elicit high-arousal experiences than passive-interaction elements. The FC of architectural light and shadow shows a positive correlation with positive emotions, immersion, and a sense of accomplishment. Interview findings revealed users’ subjective experiences regarding visual design and narrative immersion. This study proposes an integrated analytical framework linking “visual elements–interaction behaviors–cognition–emotion.” By combining eye-tracking and information dynamics analysis, it enables multidimensional measurement of users’ cognitive processes and emotional responses, providing empirical evidence to inform visual design, interaction mechanisms, and incentive strategies in serious games for cultural heritage. Full article

Background/Objectives: The cognitive processes underlying learning are critical for educational practices. While mindfulness-based approaches to strengthening these cognitive processes have become widespread, studies focusing on game-based development of executive functions, particularly in preschool settings, are limited. The primary objective of this study is to develop a play-based mindfulness intervention program for preschool children and to examine the effects of this program on preschool children’s resilience, emotion regulation skills, and executive functions. Methods: The study employed a pretest–post-test control-group experimental design. The study group consisted of 40 children (20 experimental and 20 control) aged 5–6 years, attending a kindergarten in Malatya province, Türkiye. The Devereux Early Childhood Assessment Scale (DECA-P2), Emotion Regulation Scale (ERS), and Childhood Executive Functions Inventory (CHEXI) were used as data collection tools. Independent-samples t-tests were used for baseline analysis, and a two-way repeated-measures ANOVA was used to evaluate the program’s effects. Results: Findings showed that there was a statistically significant difference between the pre-test and post-test mean scores of the children in the experimental group compared with those in the control group for resilience, emotion regulation, and executive function (p < 0.05). Conclusions: Strong evidence was obtained that play-based mindfulness training has positive effects on the cognitive and emotional development of preschool children. Full article

Background/Objectives: The present study aimed to examine the associations among achievement motivation, meaning in life, and well-being among video game players and to investigate differences between players with approach- and avoidance-oriented motivations. Methods: The sample consisted of 296 university students who reported playing video games (192 men and 104 women), aged 18 to 35 years (M = 22.62; SD = 2.64). Participants completed a battery of self-report measures, including the Achievement Goal Questionnaire, the Meaning in Life Questionnaire, and the WHO-5 Well-Being Index, administered anonymously. Results: Mediation analyses revealed that meaning in life was a significant mediator in the relationship between approach-oriented mastery goals and well-being (Ind = 0.07; 95% CI [0.02, 0.12]). However, no significant mediation effect was found for approach-oriented performance goals (Ind = 0.04; 95% CI [−0.01, 0.09]). Independent-samples t-tests indicated that participants with approach-oriented motivations reported significantly higher levels of meaning in life (t(294) = 4.44; p < 0.001), presence of meaning (t(294) = 5.74; p < 0.001), and well-being (t(294) = 5.52; p < 0.001) compared to those with avoidance-oriented motivations. Conclusions: The findings suggest that approach-oriented achievement motivations among players are positively associated with meaning in life and are indirectly associated with higher well-being, whereas avoidance-oriented motivations are associated with lower levels of well-being. These results carry potential implications for game design, education, and psychotherapy. Full article

Coastal flooding can result from multiple interacting drivers and can be a complex, challenging topic for learners to grasp. Interactive learning with apps offers new opportunities for improving comprehension and engagement. We present the Floodport app, an educational interactive tool that puts students in the role of coastal risk analysts exploring how natural hazards threaten port safety. Users have to adjust key parameters, including high tides, storm surges, terrestrial rainfall contribution, sea-level rise, and engineered features such as dock height. These forces, individually or jointly, result in water-level rises that may flood the app’s port. The app supports exploration of mitigation designs for the port. Developed in Excel and Python 3.11.4 and deployed as an R/Shiny application, Floodport was used as a classroom game by 153 students with no prior knowledge on coastal flooding concepts. Pre–post survey statistical analysis showed significant learning gains and positively correlation with willingness to engage further. Floodport was found to be a useful tool for basic introduction to flooding concepts. The results indicate strong pedagogical promise and potential for using the app beyond the classroom, in contexts such as stakeholder engagement and training. Full article

Gamification is widely used to enhance student motivation, yet many educational design proposals remain conceptual and provide limited operational guidance for digital learning environments. This paper introduces APAR (Activities, Points, Achievements and Rewards), a content-independent structural framework for designing and implementing educational gamification in learning platforms. Grounded in motivation theories (including Self-Determination Theory and Relatedness–Autonomy–Mastery–Purpose) and reward taxonomies (Status, Access, Power and Stuff), APAR distinguishes high-level design constructs from concrete game elements (e.g., points, badges and leaderboards) and provides a systematic design loop linking learning activities, feedback, intermediate goals and reinforcement. The contribution includes (i) a mapping table relating each APAR construct to motivation models, supported dynamics and typical learning-platform implementations; (ii) an actionable design guide; and (iii) an empirical illustration implemented in Moodle in a higher-education Computer Networks course. In this setting, the proportion of enrolled students taking the final exam increased from 58% to 72% in the first year, and the proportion of enrolled students passing increased from 17% to 38%; in 2022–2023 these values were 70% and 39%, respectively (56% of exam takers passed). While the use case relies on quantitative course-level indicators and is observational, the findings support the potential of structural gamification as an integrated methodological tool and motivate further mixed-method validations. Full article

Although conventional lectures can provide a wide range of information to a large group of people, maintaining attention and ensuring knowledge transfer can be a challenge. Therefore, it is important to look for new, engaging, and effective approaches. This pilot feasibility study explores the effectiveness of virtual reality (VR) in increasing student engagement and knowledge transfer during lectures in the field of supply chain logistics and inventory selection systems. An educational VR game was developed through the systematic design of application logic, the creation of 3D assets, the construction of virtual scenes, and the implementation of gameplay. The application simulates three inventory picking methods: conventional selection, Pick by Light, and Pick by Vision systems. A total of 22 master’s students participated in the pilot study. They tested three different versions of the VR game, compared the time they needed to complete it, and participated in a guided discussion and questionnaire. The preliminary student reports indicated that students felt more engaged in the learning process and reported a perceived higher engagement with inventory picking systems compared to the traditional lecture format. On the other hand, participants mentioned concerns about nausea and the unavailability of VR headsets. The pilot results indicate that VR shows potential as an educational tool for teaching industrial logistics because it transforms the typical classroom environment into a more active and playful one, leading to a more natural understanding of the subject. Full article

Background: Pancreatic cancer is the least survivable malignancy, with five-year survival below 10%. Its vague, non-specific symptoms contribute to late diagnosis and poor outcomes. Targeted education for healthcare professionals, students, patients, carers, and the public may improve awareness, confidence, and early help-seeking. This scoping review aimed to map and synthesize peer-reviewed evidence on pancreatic cancer education, identifying intervention types, outcomes, and gaps in knowledge. Methods: A scoping review was undertaken using the Joanna Briggs Institute (JBI) framework and the Arksey and O’Malley framework and reported in accordance with PRISMA-ScR guidelines. The protocol was registered on the Open Science Framework. Four databases (MEDLINE, Embase, CINAHL, PsycINFO) were searched for English-language, peer-reviewed studies evaluating educational interventions on pancreatic cancer for healthcare students, professionals, patients, carers, or the public. Grey literature was excluded to maintain a consistent methodological standard. Data were charted and synthesised narratively. Results: Nine studies (2018–2024) met inclusion criteria, predominantly from high-income countries. Interventions targeted students and professionals (n = 3), patients (n = 2), the public (n = 2), or mixed groups (n = 2), using modalities such as team-based learning, workshops, virtual reality, serious games, and digital animations. Four interrelated themes were identified, encompassing (1) Self-efficacy; (2) Knowledge; (3) Behavior; and (4) Acceptability. Digital and interactive approaches demonstrated particularly strong engagement and learning gains. Conclusions: Pancreatic cancer education shows clear potential to enhance knowledge, confidence, and engagement across diverse audiences. Digital platforms offer scalable opportunities but require quality assurance and long-term evaluation to sustain impact. The evidence base remains limited and fragmented, highlighting the need for validated outcome measures, longitudinal research, and greater international representation to support the integration of education into a global pancreatic cancer control strategy. Future studies should also evaluate how educational interventions influence clinical practice and real-world help-seeking behaviour. Full article

Objectives/Background: In this study, we aimed to examine the associations of participation in leisure dance activity with perceived health status, happiness level, and perceptions of leisure, and the relevance of demographic characteristics to these associations. Moreover, we sought to explore ways of revitalizing leisure dance activity. Methods: We used data from the 2022 Korea National Leisure Activity Survey organized by the Korean Ministry of Culture, Sports, and Tourism. The 2022 Korea National Leisure Activity Survey was conducted from September to November 2022. The survey was conducted among 10,046 Koreans aged ≥15 who lived in 17 cities and provinces across the country. The participants were informed about the survey schedule in advance, and interviews were conducted at the participants’ homes using tablet PCs. Random telephone verification was performed on the recovered questionnaires to ensure the accuracy of responses. Questionnaires that passed the first verification were subjected to secondary verification by a computerized program, and questionnaires that did not pass the verification were supplemented and re-examined. The collected data were entered electronically through an encoding process, and only the data that passed the final test were compiled in the multi-stage verification process. The data were analyzed using frequency analysis, chi-squared tests, and multivariate logistic regression analysis. Results: Of the 1004 participants, 655 (6.5%) participated in leisure dance activity. Women, individuals in their twenties and thirties, college graduates or those with lower-level educational qualifications, and unmarried individuals were more likely to participate in leisure dance activities. In addition, leisure dance activities were found to be likely to increase happiness levels and leisure life satisfaction, and leisure expenses were likely to be low. Conclusions: Schools should provide high-quality dance education and enhance the professionalism of physical education teachers in the management of dance classes. This is because dance-related experiences in childhood can increase the likelihood of engaging in dancing in adulthood. Efforts are also needed to increase men’s awareness of and participation in leisure dance activities and to lower barriers to entry. The convergence of dance, games, and technology can make this possible. Full article