Search Results (543)

Games are considered a suitable and standard benchmark for checking the performance of artificial intelligence-based algorithms in terms of training, evaluating, and comparing the performance of AI agents. In this research, an application of the Intrinsic Curiosity Module (ICM) and the Asynchronous Advantage Actor–Critic (A3C) algorithm is explored using action games. Having been proven successful in several gaming environments, its effectiveness in action games is rarely explored. Providing efficient learning and adaptation facilities, this research aims to assess whether integrating ICM with A3C promotes curiosity-driven explorations and adaptive learning in action games. Using the MAME Toolkit library, we interface with the game environments, preprocess game screens to focus on relevant visual elements, and create diverse game episodes for training. The A3C policy is optimized using the Proximal Policy Optimization (PPO) algorithm with tuned hyperparameters. Comparisons are made with baseline methods, including vanilla A3C, ICM with pixel-based predictions, and state-of-the-art exploration techniques. Additionally, we evaluate the agent’s generalization capability in separate environments. The results demonstrate that ICM and A3C effectively promote curiosity-driven exploration in action games, with the agent learning exploration behaviors without relying solely on external rewards. Notably, we also observed an improved efficiency and learning speed compared to baseline approaches. This research contributes to curiosity-driven exploration in reinforcement learning-based virtual environments and provides insights into the exploration of complex action games. Successfully applying ICM and A3C in action games presents exciting opportunities for adaptive learning and efficient exploration in challenging real-world environments. Full article

Blockchain technology has become a game changer in sectors like accounting and auditing. Its usage is still restricted due to a lack of insight into what drives people to adopt it for financial services like accounting and auditing. This research delves into the factors that influence the adoption of blockchain systems in accounting and auditing services by utilizing an enhanced edition of the Theory of Planned Behavior. In this study, alongside the previously established elements like Attitude, subjective norm, and Perceived Behavioral Control, self-perception and personal moral values are included to reflect how identity and ethics impact decision-making processes. Data were gathered via an online survey (N = 751) conducted on the Prolific platform, and the hypotheses were tested using Structural Equation Modeling. The hypotheses were examined through the Structural Equation Modeling method. The findings indicate that each of the five predictors plays a significant role in influencing Behavioral Intention, with personal moral values being the influential factor followed by subjective norm and Perceived Behavioral Control. Attitude plays an important role in shaping adoption choices and showcases the complexity involved in such decisions. As such, it is crucial to take into account ethical factors when encouraging the use of blockchain technology. This study adds to the existing knowledge of the Theory of Planned Behavior framework, offering insights for companies aiming to boost the implementation of blockchain systems in professional settings. Future research avenues and real-world implications are explored with an emphasis placed on developing targeted strategies that align technological adoption with personal values and organizational objectives. Full article

Serious games in nursing education provide students with unique opportunities to increase knowledge and enhance decision-making and problem-solving skills. Hence, serious games from simple quizzes that test students’ knowledge to Virtual Reality simulations that gauge students’ ability skills have been developed. This evidence-based review examines the latest initiatives in serious games for nursing curriculum focusing on the design and their technological features to highlight the need of pre-selecting the appropriate elements when conceptualizing a nursing serious game. Using search algorithms in Scopus and PubMed, 1969 articles published between 2019 and 2023 were screened, resulting in 81 studies and 69 unique nursing serious games involving over 7000 nursing students. Geographical distribution of serious games, the games’ type, teaching subject, nursing courses incorporating the games, technologies embarked, and different gaming platforms/engines utilized for their development are reported. Furthermore, common gamification elements (e.g., score, avatars, and quests) and key-design features (e.g., player mode, player–game interaction, feedback provision, and failure option) are described. By reporting on the latest technological advancements, a useful guide is formed, enabling both programmers and educators to easily grasp the newest trends on serious game design and use the produced knowledge to further enhance the nursing curriculum. Full article

Following the significant disruption of traditional teaching by the COVID-19 pandemic, gamified education—an approach integrating technology and cognitive strategies—has gained widespread attention and use among educators and learners. This study explores how game-based learning, supported by situated learning theory and game design elements, can boost learner motivation and knowledge construction. Using 20,293 user comments from the Chinese video platform Bilibili, the study applies sentiment analysis and LDA to uncover users’ sentimental tendencies and cognitive themes. The analysis identifies four core themes: (1) The application of contextual strategies in language learning, (2) Autonomous exploration and active participation in gamified learning, (3) Progressive enhancement of logical thinking in gamified environments, and (4) Teaching innovation in promoting knowledge construction and deepening. Building on these findings, the study further develops a cognitive scaffolding model integrating “contextualization–procedural logic–active construction” to explain the mechanisms of motivation–cognition interaction in gamified learning. Methodologically, this study innovatively combines LDA topic modeling with sentiment analysis, offering a new approach for multidimensional measurement of learner attitudes in gamified education. Theoretically, it extends the application of situated learning theory to digital education, providing systematic support for instructional design and meaning-making. Findings enrich empirical research on gamified learning and offer practical insights for optimizing educational platforms and personalized learning support. Full article

The global forestry discourse frequently highlights the issue of ungulate browsing, which can significantly impact tree regeneration and tree species composition by inhibition of growth and elimination of certain, particularly ecologically valuable, tree species. The forestry field often utilizes the percentage of browsed trees within a specific area, ranging from single hunting grounds to broader provincial scales, as a metric of browsing intensity. This measure correlates with ungulate density, which is known to vary across landscapes, rendering spatially averaged browsing percentages less useful for silvicultural decisions even with accurate results. Addressing this gap, we utilized a GLMM with random effects to assess tree specific browsing pressure more appropriately. We incorporated data from two adjacent areas in the northeastern limestone Alps, focussing on the four important tree species in the region (Abies alba, Acer pseudoplatanus, Fagus sylvatica, and Picea abies). We analyzed data collected with distinct methodologies for the two regions, respectively, Austrian Federal Game Impact Monitoring and Austrian Regeneration and Browsing Monitoring of Federal Forests. Overall, the data documented browsing occurrence on 8933 trees over 632 sampling plots totalling 55,000 hectares. By comparing various models, including those with spatial considerations, we found that treating sampling plot location as a latent state variable improved the model fit and allowed prediction of browsing probability on a landscape scale. This study underlines the value of incorporating spatial elements into models for assessing browsing pressure and its spatial variations, thereby facilitating more informed silvicultural decisions. Full article

Mathematics teaching is a social practice, shaped by distinct ways of recognizing, interpreting, and responding to situations that emerge in the classroom. This professional noticing, however, requires a kind of mathematical knowledge that is specific to teaching. This study aims to identify discussions have taken place in Brazil regarding the mathematical knowledge necessary for teaching the concept of area of plane surfaces in Basic Education, based on a literature review conducted through the CAPES Theses and Dissertations Catalog. The theoretical framework is grounded in Moreira’s distinctions between school mathematics and academic mathematics, as well as in the body of literature concerning the concept of professional noticing. The analysis of the 17 selected studies revealed, among other aspects, that by understanding area as a magnitude through the lens of the Game with Frames—originally developed by Douady and Perrin-Glorian in the 1980s and later expanded by Brazilian researchers—it is possible to infer mathematical knowledge relevant to teaching the area of plane surfaces in Basic Education. This perspective supports the development of professional noticing of students’ errors, difficulties, and misconceptions observed both in classrooms and in teacher education contexts. Some elements of this knowledge are discussed in the present article. Full article

In this paper, an analysis of the feasibility of photovoltaic installations for individual consumers in Poland was carried out. For this purpose, an author’s model of the feasibility of small-scale photovoltaic installations for individual consumers was developed, depending on the following: the adopted strategy for the installed capacity and the changing economic and social environment in which electricity from this installation will be produced. Based on the model built, the costs of obtaining electricity from a photovoltaic installation were determined, using the methodology of calculated costs of electricity production. The lifetime of a small photovoltaic installation is 20 years, during which time the conditions for generating electricity can change significantly. Accordingly, five states of the economic and social environment were determined, ranging from extremely unfavourable to extremely favourable. The total costs of procuring electricity in these states took into account the additional costs or benefits of changing the price of electricity additionally procured from the electricity grid, in years with less sunshine, or sold to the grid, in years with high sunshine, and the possibilities of taxing the production of that energy. Using the method of individual choice, which is an element of game theory, the optimal strategy for equipping the customer with a small photovoltaic installation was determined, taking into account the changing economic and social environment. Full article

Serious games are increasingly recognized as valuable tools in educational settings due to their capacity to enhance learning through engaging and interactive experiences. However, existing usability evaluation instruments often fail to account for the specific features and pedagogical goals inherent to serious games, thereby limiting their utility in iterative design improvement. This study presents a usability evaluation questionnaire SGU specifically designed for serious games, developed through a systematic literature review (SLR) following the methodology of Kitchenham and Charters. The resulting tool is a standardized questionnaire intended to comprehensively assess key usability dimensions, including gameplay mechanics, interface design, narrative engagement, and gamification elements. The questionnaire was applied in multiple serious game case studies developed within educational contexts, allowing for the identification of recurring usability issues and context-specific design challenges. The findings highlight the instrument’s relevance, clarity, and diagnostic potential, demonstrating its practical value for evaluating and refining serious games. This research contributes to the field by addressing a critical gap in usability assessment and offering a structured, context-sensitive approach for improving user experience in educational game design. Full article

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

The integration of gamification in online journalism and communication is an emerging trend aimed at enhancing user engagement and interactivity. As a digital marketing strategy, gamification involves incorporating game-like elements into non-game contexts, such as news websites, to motivate user participation and increase retention. This study explores the topic of gamification within the context of online journalism, advances in digital journalism, and the impact of technology in media and journalism, focusing on the perspectives of media owners through in-depth interviews. By exploring how media owners perceive and implement gamification elements in online journalism, this research aims to uncover valuable insights into the integration of game mechanics to enhance user engagement and content delivery. The methodology involved conducting interviews and analyzing the data qualitatively to identify key themes and patterns, shedding light on the challenges, opportunities, and best practices associated with gamification in the digital news landscape. Ultimately, this research contributes to a deeper understanding of the role of gamification in shaping the future of online journalism and offers practical recommendations for media organizations looking to leverage gamified strategies for audience interaction and retention. Full article

This mixed-method study explores the impact of the Raising Climate Heroes: Ecological Game Camp on climate change knowledge, awareness, behavior, and emotional engagement among primary school students and adult participants. Designed with experiential and game-based learning approaches, the program aimed to enhance environmental literacy through interactive, nature-centered activities. The quantitative findings from pre- and post-tests revealed significant increases in climate-related knowledge, awareness, climate-friendly behavior, hope, and reductions in climate anxiety. All measurement tools demonstrated high internal consistency (α = 0.809–0.914), indicating strong reliability across both age groups. Qualitative data, analyzed using descriptive thematic analysis, showed high levels of participant satisfaction. The adults emphasized educational gains, professional relevance, and appreciation of academic facilitation. The children focused on enjoyment, outdoor experiences, and social interaction. Activities such as ecological experiments, composting, and collaborative cooking were most favored. The results suggest that combining cognitive and emotional elements through play and hands-on learning can effectively promote pro-environmental attitudes. This study contributes to the literature by demonstrating how climate education can be both engaging and transformative for diverse learner groups. Full article

Ultra-High-Performance Concrete (UHPC) is a game-changing, innovative material with the merits of exceptional tensile strength, making it suitable for stirrup-free UHPC beams. In this study, two 4.0 m-long large-scale stirrup-free I-shaped UHPC beams were experimentally explored in bending tests and shear tests. Cracking patterns, failure modes, and ultimate load-bearing capacity were obtained. Experimental findings revealed that the shear capacity of the stirrup-free I-shaped UHPC beams with a web thickness of merely 50.0 mm reached more than 20.0 MPa and demonstrated excellent post-cracking shear behavior. Finite element models were established and verified with experimental results to investigate the shear behaviors of stirrup-free I-shaped UHPC beams, considering the parameters of shear span-depth ratio and longitudinal reinforcement strength. The results demonstrated that as the shear span-depth ratio increases, the shear capacity of UHPC beams exhibits a declining trend, accompanied by increased mid-span deflection and a degradation in stiffness. French code and PCI report were suggested for design purposes, due to rationally conservative prediction and explicit physical indication. Full article

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

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

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