Search Results (560)

Active methodologies place the student at the core of the teaching–learning process, with the teacher becoming a companion and guide. Among these methodologies, gamification is demonstrating great capacity to attract students and promote interest, being of particular relevance in STEM subjects. While gamification and Project-Based Learning (PBL) have been extensively studied independently, their integration into Vocational Education and Training (VET) computer science courses remains underexplored, particularly regarding approaches where students develop games themselves rather than merely incorporating game elements or playing serious games. This work presents a novel gamified PBL approach specifically designed for VET Programming education, with three distinctive features: (i) students develop a complete game based on graph theory and Object-Oriented Programming, with each student working under personalised conditions and constraints; (ii) a custom-developed software tool that simultaneously serves as a pedagogical scaffold for students to validate their solutions iteratively and as an automated evaluation platform for teachers; and (iii) empirical validation through action-research with first-year VET students, employing mixed-methods analysis including qualitative observations and descriptive quantitative comparisons. The approach was implemented with first-year Web Application Design students in the Programming subject, where students developed a game integrating graph theory algorithms, Object-Oriented Programming, and Markup Language. Despite the small sample size (10 students), qualitative observations and descriptive analysis indicated promising results, and grade distributions were comparable to those in more accessible subjects. Teacher diary observations, follow-ups, and questionnaires documented sustained engagement, peer collaboration, and strategic problem-solving throughout the project phase. These preliminary findings suggest that gamification through game development, particularly when supported by automated tools enabling personalised conditions and iterative validation, represents a promising approach for teaching and learning Programming in VET contexts. Full article

This exploratory mixed-methods study examined whether a narrative-driven digital gamification platform, FantasyClass, grounded in the MDA (Mechanics–Dynamics–Aesthetics) framework and Bartle’s player typology (used as a cohort-level design input), was associated with science attitudinal change in preservice primary teachers. The quantitative component employed a one-group pretest–posttest (pre-experimental) within-participant design using a validated 22-item attitudes questionnaire (N = 23), structured across three temporal dimensions: past (retrospective experiences), present (current perceptions), and future (teaching expectations). Significant improvements were observed across all attitudinal dimensions with large effect sizes, most notably in students’ future expectations and confidence to teach science. Exploratory correlation analyses indicated that participants’ perceived motivational value of narrative and immersion elements was moderately associated with Future-dimension attitudinal gains. Qualitative thematic analysis of open-ended responses (n = 15) revealed enhanced motivation, reduced science anxiety, more positive perceptions of physics and chemistry, and strong intentions to adopt game-based and gamified strategies in future teaching practice. Convergence across quantitative and qualitative strands suggests that structurally coherent, player-type-informed narrative gamification may be associated with attitudinal transformation and early professional identity development in STEM teacher education, while recognizing that the design does not permit causal attribution. Full article

The transition from high school to university-level mathematics is often accompanied by significant challenges. During the COVID-19 pandemic, these difficulties were further exacerbated by the abrupt shift to online learning. In response, educators increasingly turned to gamification—“a process of enhancing a service with affordances for gameful experiences in order to support users’ overall value creation”—as a strategy to address the limitations of remote instruction. In this study, we designed a gamified environment for a first-year Number Theory course. The system was constructed using targeted game elements such as leaderboards, optional challenge exams, and recognition for elegant solutions. These features were then integrated into a comprehensive point-based assessment system, which accounted for weekly quizzes and active participation. Following a quasi-experimental design, this study compared two groups of pre-service mathematics teachers: the class of 2017 (N = 62), which received traditional in-person instruction (control group), and the class of 2020 (N = 61), which participated in an online, gamified version of the course (experimental group). Both groups were taught by the same lecturer, using identical content, concepts, and similar tasks throughout the course. Academic performance was measured using midterm exam results. While no significant difference emerged on the first midterm in week 6 (their average percentages were 50% and 51%), the experimental group significantly outperformed the control group on the second midterm at the end of the term (their average percentages were 65% and 49%). These results suggest that a thoughtfully designed, gamified approach can enhance learning outcomes in an online mathematics course. 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

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

Mega-event-led urban waterfront regeneration has played a key role in shaping public open spaces, particularly in newly developed areas within the Chinese context. However, public perceptions and their influence on the use of newly built open spaces created through mega-event-led regeneration have not been examined in existing research. To address this gap, this study establishes an integrated assessment framework to evaluate the quality of urban waterfront open spaces. A mixed methods approach was adopted, including direct observations and 770 online questionnaires collected between July and October 2024 at the South Bank of the Qiantang River (SBQR) in Hangzhou, China. Spatial analysis and Importance–Performance Analysis (IPA) were employed to determine priority improvement areas that should inform future waterfront regeneration strategies. The results indicate that inclusiveness emerged as the most important factor for enhancing waterfront open space quality, while spatial aesthetics ranked the lowest. Among the sub-sub factors, elements related to improving water accessibility, enhancing natural surveillance, providing artificial shelters and diverse seating options, introducing distinctive water features, and shaping collective memory through digital technologies are the key priorities for improvement in the future urban waterfront regeneration policies. Finally, the study highlights that the intangible legacies of the Asian Games and the adaptive reuse of informal built heritage have the potential to reshape a distinctive new city image and collective memory, even in the absence of tangible and formally recognised heritage buildings. Full article

Background: Gamification is an innovative pedagogical strategy for improving learning outcomes, motivation, engagement, and knowledge retention. Nevertheless, evidence on the effectiveness of gamification remains heterogeneous. Methods: A systematic review was conducted. Searches were performed across PubMed/MEDLINE, CINAHL, PsycINFO, Scopus, Web of Science, Google Scholar, and grey literature (2010–2025). Eligible studies included quantitative, qualitative, and mixed-methods research involving undergraduate nursing students exposed to gamification interventions. Data extraction and quality assessment were independently performed using RoB-2, ROBINS-I, and JBI tools. Narrative synthesis was adopted due to the heterogeneity of interventions and outcome measures. Results: A total of 48 studies were included. Gamification strategies varied widely and included interactive quizzes, gamified flipped classroom models, serious games with explicit game elements, escape rooms, digital badges, and audience-response systems. For learning outcomes, most studies reported improvements in knowledge or performance, particularly when gamification included immediate feedback and repeated practice. While the knowledge retention was evaluated less frequently (12%), it was generally maintained or improved up to 2–4 weeks and across semester assessments. Strong positive trends of motivation and engagement were found across most studies, especially with competitive quizzes, missions, and narrative-based activities. Self-efficacy and satisfaction frequently improved, particularly in gamified simulations and team-based activities. Risk of bias was variable, with many quasi-experimental and descriptive studies limiting causal inference. Evidence certainty ranged from low to moderate according to GRADE criteria. Conclusions: Gamification is a promising educational approach in undergraduate nursing programs. Effects on long-term retention and practical skills remain less clear due to methodological variability and limited follow-up data. Future research focused on standardized outcome measures and longer follow-up intervals is required to consolidate evidence and guide educational policy. Protocol registered on PROSPERO (CRD420251117719). Full article

This study analyses how preservice mathematics teachers reflect on the incorporation of gamification in their teaching practices after participating in a training cycle focused on this active methodology. The cycle, applied to 31 students in the Secondary Mathematics Teacher Education Master’s programme in Catalonia, integrated game elements—such as narratives, quests, and badges—alongside the Didactical Suitability Criteria as a tool for developing competency in the analysis and evaluation of didactical suitability. The reasons preservice teachers provided for using gamification in mathematics teaching were analysed at two points: upon completing the training cycle and after implementing teaching proposals incorporating gamification with secondary education students in Catalonia. The results show that preservice teachers show an improvement in their reflective competency regarding gamification, as well as increased use of this active methodology. Additionally, the knowledge and competencies considered relevant by preservice teachers for working with gamification in mathematics teaching were identified. It is concluded that training in the use of gamification in mathematics teaching is necessary to apply this methodology appropriately, and that tools such as the Didactical Suitability Criteria are fundamental for reflection on, and improvement in, the use of active methodologies. Full article

Switched reluctance motors (SRMs) are promising for applications such as air compressors due to their robust structure and fault tolerance, but suffer from high torque ripple and radial electromagnetic forces that cause vibration and noise. This paper proposes a game-theoretic multi-objective design optimization framework to enhance electromagnetic performance by simultaneously maximizing average torque and minimizing radial force. The optimization problem is transformed into a game model where objectives are treated as players with strategy spaces derived through fuzzy clustering and correlation analysis. Particle swarm optimization (PSO) is employed to solve the payoff functions under both novel cooperative and non-cooperative game scenarios of SRMs’ structural design. Finite element analysis (FEA) validates the optimized motor topology, showing that the cooperative game model achieves a balanced performance with high torque density and reduced vibration, meeting the requirements for air compressor drives. The proposed method effectively resolves the weight selection challenge in traditional multi-objective optimization and demonstrates strong engineering feasibility. Full article

Pedestrian evacuation efficiency is paramount to public safety and sustainable urban resilience. This study utilizes an agent-based model simulating evacuation dynamics in a built environment to assess the impact of route familiarity, interpersonal interactions, and storage layout on evacuation efficiency. The model incorporates an evolutionary game theory framework to capture strategic decision-making, featuring both symmetric and asymmetric interactions among evacuees with varying levels of exit information (complete, partial, or none). Results show that familiarity with exit location is the most decisive element for evacuation, significantly outweighing the influence of crowd interactions, imitation behaviors, group composition, or storage layout. Furthermore, the crowd composition exerts a significant moderating effect, so that asymmetric group structures yield superior evacuation performance compared to symmetric ones. The optimal storage layout for evacuation is contingent upon the availability of exit information. An orderly layout is superior when information is known, whereas a random layout proves more effective in the absence of information by preventing misleading paths. Thus, providing clear information, adaptable spatial designs and consciously constructing a heterogeneous population structure are more critical for evacuation. This work provides actionable insights for architects and safety planners, contributing directly to the development of safer, more sustainable built environments and supporting Sustainable Development Goal (SDG) 11, particularly Target 11.5. Full article

We introduce Causal Incentive Design (CID), a framework that applies causal inference to canonical single-stage principal–agent problems (PAPs) characterized by bilateral private information. Within CID, the operating rules of PAPs are formalized using an additive-noise causal graphical model (CGM). Incentives are modeled as interventions on a function space variable, $\Gamma$, which correspond to policy interventions in the principal–follower causal relation. The causal inference target estimand $V(\Gamma )$ is defined as the expected value of the principal’s utility variable under a specified policy intervention in the post-intervention distribution. In the context of additive-Gaussian independent noise, the estimand $V(\Gamma )$ decomposes into a two-layer expectation: (i) an inner Gaussian smoothing of the principal’s utility regression; and (ii) an outer averaging over the conditional probability of the follower’s action given the incentive policy. A Gauss–Hermite quadrature method is employed to efficiently estimate the first layer, while a policy-local kernel reweighting approach is used for the second. For offline selection of a single incentive policy, a Functional Causal Bayesian Optimization (FCBO) algorithm is introduced. This algorithm models the objective functional $\gamma \mapsto V\left(\gamma \right)$ using a functional Gaussian process surrogate defined on a Reproducing Kernel Hilbert Space (RKHS) domain and utilizes an Upper Confidence Bound (UCB) acquisition functional. Consequently, the policy value $V\left(\gamma \right)$ becomes an interventional query that can be answered using offline observational data under standard identifiability assumptions. High-probability cumulative-regret bounds are established in terms of differential information gain for the proposed FBO algorithm. Collectively, these elements constitute the central contributions of the CID framework, which integrates causal inference through identification and estimation with policy search in principal–agent problems under private information. This approach establishes a causal decision-making pipeline that enables commitment to a high-performing incentive in a single-shot game, supported by regret guarantees. Provided that the data used for estimation is sufficient, the resulting offline pipeline is appropriate for scenarios where adaptive deployment is impractical or costly. Beyond the methodological contribution, this work introduces a novel application of causal graphical models and causal reasoning to incentive design and principal–agent problems, which are central to economics and multi-agent systems. Full article

Digital Game-Based Learning (DGBL) promises to support learning processes and behavioral change, which are fundamental to sparking change towards sustainable behaviors. The present study aimed to examine how a gamified educational activity—Play IT Cool—affects students’ emotions, motivation, and enjoyment. This novel tool, developed by integrating self-determination theory and the Mechanics, Dynamics, Aesthetics (MDA) model of game design, harnesses the power of storytelling and interactivity to engage learners regarding climate change issues and sustainable behaviors. The aim was to assess how students’ experiences with Play IT Cool differ from those with a comparable non-gamified sustainability program, and two studies were conducted. The first study involved 28 university students (5 males) divided into two conditions: gamified and non-gamified. The second study involved 37 participants (8 males) divided into four experimental conditions: individual gameplay, group gameplay, individual non-gamified learning, and group non-gamified learning. Self-reporting pre- and post-surveys were administered in both studies to evaluate the impact on learners. The results showed that Play IT Cool had an impact on enjoyment, emotions, and needs satisfaction, although it was not substantially different from that under the non-gamified condition. These findings suggest that while the use of game elements alone may not enhance outcomes compared to non-gamified tools, the activities promote positive emotional and motivational experiences. Furthermore, working in a group provides additional benefits for relatedness. In conclusion, some observations are drawn about the significant and non-significant results as well. Full article

The growth of electronic word-of-mouth (eWOM) on digital platforms has heightened the need to distinguish authentic user-generated content from covert promotional material. This study proposes an integrated framework combining Natural Language Processing (NLP), machine learning, and Latent Dirichlet Allocation (LDA) to classify sentiment and detect advertising features in online game reviews. Reviews from the Steam platform were analyzed using Support Vector Machine (SVM), Decision Tree, and Naïve Bayes classifiers, with class imbalance addressed through SMOTE and SMOTE–Tomek techniques. The SMOTE-augmented SVM achieved the highest performance, with 98.18% overall accuracy and 97.52% negative sentiment detection. LDA and Quality Function Deployment (QFD) further uncovered latent promotional themes, providing insights into how advertising elements manifest in positive reviews and how negative feedback reflects genuine user concerns. The framework assists platform managers in enhancing eWOM credibility and supports marketers in designing data-driven advertising strategies. By bridging sentiment analysis with covert marketing detection, this research contributes a novel methodological approach for assessing review trustworthiness, improving transparency, and fostering consumer trust in digital information environments. Full article

Providing equitable, high-quality education to all children, including those with intellectual disabilities (ID), remains a critical global challenge. Traditional learning environments often fail to address the unique cognitive needs of children with mild and moderate ID. In response, this study explores the potential of tablet-based game applications to enhance educational outcomes through an interactive, engaging, and accessible digital platform. The proposed solution, GrowMore, is a tablet-based educational game specifically designed for children aged 8 to 12 with mild intellectual disabilities. The application integrates adaptive learning strategies, vibrant visuals, and interactive feedback mechanisms to foster improvements in object recognition, color identification, and counting skills. Additionally, the system supports cognitive rehabilitation by enhancing attention, working memory, and problem-solving abilities, which caregivers reported transferring to daily functional tasks. The system’s usability was rigorously evaluated using quality standards, focusing on effectiveness, efficiency, and user satisfaction. Experimental results demonstrate that approximately 88% of participants were able to correctly identify learning elements after engaging with the application, with notable improvements in attention span and learning retention. Informal interviews with parents further validated the positive cognitive, behavioral, and rehabilitative impact of the application. These findings underscore the value of digital game-based learning tools in special education and highlight the need for continued development of inclusive educational technologies. Full article

In reaction to evolving consumer preferences, prominent platforms, such as Amazon and JD, have progressively established proprietary store brands. However, the problems related to the sourcing of store brands and the disclosure of their quality information remain uncertain. To fill this gap, this paper utilizes game theory to develop a supply chain consisting of a national brand manufacturer, a third-party manufacturer, and a platform, focusing on the platform’s optimal sourcing strategy—determining whether to source its store brand from the national or third-party manufacturer—while also considering its quality disclosure strategy. We then examine how essential elements, specifically the brand spillover effect and the disclosure cost, influence these strategic decisions. Our research reveals that the quality information disclosure of the store brand occurs when the product quality surpasses a predetermined threshold. Additionally, although the elevated disclosure cost consistently diminishes quality disclosure, the impact of the brand spillover effect on quality disclosure is nonlinear. Finally, the platform’s sourcing strategy depends greatly on the brand spillover effect and the disclosure cost. Specifically, when the brand spillover effect is relatively large (small), the platform prefers to source the store brand from the national (third-party) manufacturer; with a moderate brand spillover effect, a higher (lower) disclosure cost encourages the platform to source from the national (third-party) manufacturer. Full article