Search Results (104)

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

Background: Gamification is a promising approach to support rehabilitation, but implementing new devices after hand surgery (HS) faces challenges, especially in patient motivation and compliance. Technology-based, personalized solutions may encourage patients to perform gamified exercises consistently. This study investigated the impact of a tablet-based gamified hand-mobilization system on functional outcomes after HS compared to standard finger-expander training. Methods: Forty inpatients at BG Klinikum Duisburg were randomly assigned to a gamified or control group. Both groups underwent four weeks of stationary rehabilitation. Outcomes were assessed using the Disabilities of Arm, Shoulder, and Hand questionnaire (DASH), SF-36 health-related quality of life, and a visual analog scale (VAS) at pre- (T0) and post-training (T1). Tablet use frequency and duration were recorded. Results: DASH scores improved significantly over time (F(1.55, 58.85) = 16.36, p < 0.001, partial η² = 0.137) with no Group or Time × Group effects (p > 0.40), exceeding the MCID in both groups. SF-36 MCS, PCS, and VAS pain also improved over time (all p < 0.05) with no between-group differences (p > 0.40). Exercise duration differed (p = 0.007), but training frequency did not. Conclusions: Both gamified and conventional rehabilitation programs led to clinically meaningful improvements in hand function after hand surgery. No significant differences were observed between groups, indicating that the tablet-based system was feasible and well-accepted but not superior to standard training. 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

In this paper, we present a conceptual design framework for developing immersive learning experiences at scale with generative AI and extended reality (XR) for primary and secondary education. Based on the synthesis of current literature, our framework asserts a practical five-step pipeline: curriculum ingestion, AI-powered blueprinting, asset assembly, educator review, and classroom deployment with formative assessment. The model is designed to be flexible, focusing on narrative and gamification for primary students, moving on to sophisticated simulations and analytical activities for secondary students. We place this framework into the context of recent developments in generative 3D models, bridging fundamental technical and ethical gaps between concept and classroom practice. Finally, we summarize a prioritized research agenda around evaluation, access, and teacher workflows to enable near-term pilot studies. This work is intended to inform educators, researchers, and stakeholders who are interested in implementing effective AI-XR solutions in schools in a pedagogically sound way. Full article

Gamification and learning management systems (LMSs) are increasingly being used across educational levels. Hence, the adoption of gamified LMSs, that is, LMSs that integrate gamification elements, is also gaining ground due to the potential benefits they can yield. This study aims to examine the integration of gamification into LMSs through a systematic literature review by exploring 139 related studies from Scopus, Web of Science, and IEEE that were published from 2013 to 2025. This study focuses on identifying the most prominent gamification elements and the main implications in terms of benefits and challenges. Based on the outcomes, gamified LMSs can positively affect the overall educational process. Specifically, gamified LMSs showcase great potential to improve the educational process, support education stakeholders, provide meaningful learning opportunities, satisfy students’ innate needs, and increase their learning outcomes, including academic performance, motivation, engagement, interest, enjoyment, and satisfaction. Gamified LMSs can enrich existing teaching and learning practices and are positively assessed by education stakeholders. They can improve students’ self-regulated learning and satisfy their innate needs for autonomy, relatedness, and competences. They support social and collaborative learning, foster a sense of accomplishment, and provide new methods of assessment and new metrics to analyze students’ learning. However, the effectiveness of gamified LMSs is ultimately determined by the quality of their design and the extent to which gamification strategies and activities are pedagogically grounded and appropriately aligned with the learning goals, population, and context. Full article

Smart thermostats are a key technology for reducing residential energy consumption in smart cities, but their real-world effectiveness depends on the interaction between automation, occupant behavior, and the design of behavioral interventions. This study presents a physics-informed assessment of thermostat strategies across Luxembourg’s single-family home stock, using an aggregate thermal model calibrated to eight years of hourly national heating demand and meteorological data. We simulate five categories of behavioral scenarios: dynamic thermostat adjustments, heat-wasting window-opening behavior, flexible comfort models, occupancy-based automation, and a portfolio of four probabilistic nudges (social comparison, real-time feedback, pre-commitment, and gamification). Results show that occupancy-based automation delivers the largest energy savings at 12.9%, by aligning heating with presence. In contrast, behavioral savings are highly fragile, as a stochastic window-opening behavior significantly erodes the 9.8% savings from eco-nudges, reducing the net gain to 7.6%. Among nudges, only social comparison yields significant savings, with a mean reduction of 7.6% (90% confidence interval: 5.3% to 9.8%), by durably lowering the thermal baseline. Real-time feedback and pre-commitment fail, achieving less than 0.5% savings, because they are misaligned with high-consumption periods. Thermal comfort, the psychological state of satisfaction with the thermal environment drives a large share of residential energy use. These findings demonstrate that effective smart thermostat design must prioritize robust, presence-responsive automation and interventions that reset default comfort norms, offering scalable, policy-ready pathways for residential energy reduction in urban energy systems. Full article

As digital literacy becomes central to cybercrime prevention, we examine how adults of different ages engage with online learning, moving beyond age alone to consider additional drivers of preference. We analyzed a nationally representative U.S. adult sample (N = 1113; Nov 2024). Ordinal logistic regressions assessed associations between preferences for cybersecurity education and age, education, income, subjective well-being (SWB), and high-speed internet access. Interaction terms (e.g., age × internet access) were tested but not retained. Preferences declined with age across most tools, with the sharpest drop being for highly interactive or novel formats (VR/AR, gamification). Actor-based, non-interactive videos showed no age advantage. Education displayed selective positive links, especially for interactive features, while income was largely unrelated. SWB was a broadly enabling correlate, often with nonlinear patterns, and reliable high-speed internet was consistently aligned with stronger preferences. Overall, the model fit was moderate. Effective cybersecurity education should not rely on age-based assumptions. Designing offerings that emphasize clear purpose and ease of use, pair reliable broadband with skills supports, and account for learners’ well-being can improve engagement and potential scam resilience across age groups. Full article

Background: This study examined the relationship between gamification experience, fitness performance, and physical activity patterns according to gender. Methods: A total of 622 students aged 13–14 years (52.1% boys, 47.9% girls) completed a six-week gamified PE program via the Sworkit platform, integrating progress tracking, digital rewards, and challenge-based progression into three weekly instructor-led sessions. Fitness was measured pre- and post-intervention using the Youth Fitness International Test (YFIT) battery—BMI, 20 m shuttle run, handgrip strength, and standing long jump. Gamification experience was assessed with the Gamification User Experience Scale (GAMEX), and the Y-PATHS framework was applied to classify physical activity patterns. Results: Significant improvements were observed across all physical fitness indicators following the six-week gamified intervention. The largest gains occurred in the 20 m shuttle run (Δ = +4.3; F = 48.22; p < 0.001; η² = 0.60) and handgrip strength (Δ = +2.6; F = 39.74; p < 0.001; η² = 0.51), indicating substantial improvements in aerobic and muscular fitness. Standing long jump also showed notable progress (Δ = +7.7 cm; F = 35.12; p < 0.001; η² = 0.48), while BMI decreased modestly but significantly (Δ = −0.3; F = 7.85; p < 0.001; η² = 0.55). Overall, the ANOVA confirmed significant pre–post changes across all domains (p < 0.01; η² = 0.41–0.62). Higher GAMEX scores correlated strongly with total fitness gains (r = 0.54; p < 0.001) and predicted performance improvement (R² = 0.29). Conclusions: Gamified PE can enhance both fitness performance and physical activity patterns, with clear gender-specific trends. Integrating YFIT, GAMEX, and Y-PATHS offers a comprehensive framework for designing targeted, effective PE programs for adolescents. Full article

Background: Interactive, narrative-based digital health interventions may positively influence vaccination-related attitudes, intentions, and uptake. However, evidence on their implementation and evaluation for vaccine communication has not yet been comprehensively synthesized. Our research questions (RQs) were to describe the use of interactive, narrative-based digital health interventions for vaccine communication (RQ1), their impact on individuals’ vaccine intention or uptake (RQ2), and factors associated with their implementation (RQ3). Methods: A scoping review was conducted using Arksey and O’Malley’s 5-stage framework and the PRISMA-ScR guidelines. We searched PubMed, Embase, Scopus, Web of Science, CINAHL, and PsycINFO from inception to 18 April 2023. To be included in the review, studies had to include empirical findings from primary data collection, address vaccine communication, use narrative communication that enabled audience engagement (i.e., interactivity), and deliver the narrative through a digital health device or modality. Results: The search identified 6834 records, with 25 studies meeting the inclusion criteria. For RQ1, the interventions most often focused on HPV vaccination (12 studies). Communication objectives included addressing vaccine hesitancy and increasing vaccination confidence or knowledge. Intervention delivery formats included multi-device compatibility (utilizing more than one device type, 7 studies) and incorporated interactive features, such as gamification and push notifications. Invented narratives were the most frequent narrative approach (8 studies). For RQ2, vaccination outcomes were reported in nearly half the studies (12 studies), with vaccination intention assessed in 8 studies and both vaccination intention and uptake assessed in 4 studies. For RQ3, implementation factors were reported in nearly half the studies (12 studies), with the most frequently reported outcome being acceptability (6 studies). Conclusions: Evidence supporting interactive, narrative-based digital health interventions for vaccine communication can be strengthened by diversifying narrative strategies, expanding the range of interactivity modalities tested, and focusing on a broader range of vaccines. Further research is needed to assess the effectiveness of these interventions, particularly of vaccine uptake. The insights from this scoping review may inform the development of novel future interventions for vaccine communication. The generalizability of these findings may be limited by the small number of studies in some categories and the preponderance of studies from high-income settings. Full article

Animal welfare education requires pedagogical models that bridge conceptual knowledge with practice. This study presents GamifyWELL, a biomimetic, gamified learning environment for students, farmers, and veterinary technicians. Grounded in ecological principles of adaptation, diversification, and niche specialization, the design emulates how living systems evolve through feedback and cooperation. These principles were translated into an instructional model that integrates a core pathway (Pre-Test, Levels 1–4, Post-Test) with optional enrichment tasks and a role-specific Reward Marketplace. Question formats are constant across levels (MCQ, image-based, video-based) while cognitive difficulty increases, culminating in Positive Welfare scenarios. We describe the learning design structure and report preliminary implementation observations using a mixed-methods evaluation plan (pre/post knowledge assessments and engagement indicators). Results from early deployment indicate strong usability and engagement, with high voluntary uptake of enrichment tasks and positive learner feedback on role-tailored rewards; full empirical testing is in progress. Findings support the feasibility and pedagogical promise of biomimetic gamification to enhance knowledge, motivation, and intended practice in animal welfare education. GamifyWELL offers a replicable framework for nature-inspired instructional design that can be extended to allied sustainability domains. Full article

Gamified recommender systems, which mix game design with recommendation frameworks, are a new way to increase user involvement and satisfaction. Even though they have a lot of potential, there has not been any systematic research on how their design affects how people use them. This study introduces a fuzzy DEMATEL-based framework for the assessment and enhancement of gamified recommender systems. Four theoretically grounded gamified recommender system prototypes were developed as a novel contribution, as no readily available systems exist for these designs. The assessment utilized nine user-centric criteria—Effectiveness, Transparency, Persuasiveness, Satisfaction, Trust, Usefulness, Ease of Use, Efficiency, and Education—systematically derived from a PRISMA-guided literature review. This study integrates gamification theory, systematic review, and fuzzy decision-making to formulate a comprehensive framework for identifying the key factors influencing adoption. The fuzzy DEMATEL was applied to evaluate feedback from 25 end-users, and it was found that usefulness and ease of use were the most essential factors for satisfaction and system effectiveness. Analysis of design showed that competition in Points, Badges, and Leaderboards (PBL) design boosts short-term motivation, Acknowledgments, Objectives, and Progression (AOP) boosts progress and openness, Acknowledgments, Competition, and Time Pressure (ACT) boosts efficiency in competitive situations but might lower satisfaction, and Acknowledgments, Objectives, and Social Pressure (AOS) depends on social influence and accountability. Full article

Background/Objectives: Gamification and game-based learning (GBL) have recently emerged as fresh and appealing ways of health education, and they have been shown to perform better in knowledge acquisition than traditional teaching approaches. Digital serious games are developing as innovative tools for cancer education and behaviour change, yet no review has systematically synthesized their use across key populations. This scoping review aimed to map evidence on serious games for cancer prevention, care, and survivorship among the public, patients, and healthcare professionals, framed through the Capability, Opportunity, Motivation-Behaviour (COM-B) model. Methods: Following Joanna Briggs Institute methodology, we searched Web of Science, MEDLINE, CINAHL, and PsycINFO. Eligible studies evaluated a serious game with a cancer focus and reported outcomes on knowledge, awareness, engagement, education, or behaviour. Data extraction and synthesis followed the PRISMA-ScR checklist. Results: Thirty-five studies met the inclusion criteria, covering diverse cancers, populations, and platforms. Most reported improvements in knowledge, engagement, self-efficacy, and communication. However, heterogeneity in study design and limited assessment of long-term behaviour change constrained comparability. Conclusions: Digital serious games show promise for enhancing cancer literacy and supporting behavioural outcomes across patients, professionals, and the public. By integrating multiple perspectives, this review highlights opportunities for theory-driven design, robust evaluation, and implementation strategies to maximize their impact in cancer education and awareness. Full article

Physical activity integration in elementary education seeks to promote academic performance and the physical, emotional and social health of students. This study aims to examine the effect of active methodologies involving physical activity in primary school students through a detailed review of the scientific literature. A systematic review was conducted regarding PRISMA guidelines. Searches were performed in Web of Science, Scopus and SPORTDiscus. Studies published between 2018 and April 2024 were selected. The studies focused on the application of active methodologies in primary school populations. The quality of the studies was assessed using the Standard Quality Assessment Criteria for Evaluating Primary Research Articles from Various Fields. After screening and review, 22 articles were included. Most of the studies had longitudinal quasi-experimental or repeated measures designs with a randomized cluster-controlled pilot trial. Cross-sectional studies with descriptive data and mixed methods were also included. Cooperative learning and active breaks were found to improve engagement, classroom behavior, and academic outcomes. In addition, gamification and challenge-based learning also showed positive effects on motivation and engagement, although these were more context-dependent. Shorter or small-scale interventions produced promising but less robust results. Active methodologies improve primary education outcomes, but inconsistent designs limit generalization. Full article

Background: Gamification may enhance engagement and higher-order learning in health-care profession education, but evidence from undergraduate nursing programs—particularly in the Middle East—is limited. We evaluated whether integrating structured gamified activities into an anatomy and physiology course improves class engagement and knowledge-based critical thinking. Methods: In this pragmatic, nonrandomized, section-allocated quasi-experimental study at a single Saudi institution, 121 first-year female nursing students were assigned by existing cohorts to traditional instruction (control; n = 61) or instruction enhanced with gamified elements (intervention; n = 60) groups. The intervention (introduced mid-semester) comprised time-limited competitive quizzing with immediate feedback and aligned puzzle tasks. Outcomes were measured at baseline, mid-semester, and end-semester using a four-item Class Engagement Rubric (CER; scale 1–5) and a 40-item high-cognitive multiple-choice (MCQ) assessment mapped to course objectives. Analyses used paired and independent t-tests with effect sizes and 95% confidence intervals. Results: No attrition occurred. From baseline to end-semester, the intervention group had a mean CER increase of 0.59 points (95% CI, 0.42 to 0.76; p < 0.001)—approximately a 15% relative gain—and a mean MCQ increase of 0.30 points (95% CI, 0.18 to 0.42; p < 0.001), an ~8% relative gain. The control group showed no material change over the same interval. Between-group differences in change favored the intervention across CER items and for the MCQ outcome. Semester grade-point average did not differ significantly between groups (p = 0.055). Conclusions: Embedding a brief, structured gamification package within an undergraduate nursing anatomy and physiology course was associated with measurable improvements in classroom engagement and modest gains in knowledge-based critical thinking, with no detectable effect on overall semester GPA. Given the nonrandomized, single-site design, causal inference is limited. Multi-site randomized trials using validated critical-thinking instruments are warranted to confirm effectiveness and define dose, durability, and generalizability. Full article

Background/Objectives: In recent years, the use of gamification has been growing in health education. In undergraduate nursing programs, it aims to enhance motivation, engagement, knowledge retention, and professional competencies. However, the evidence often combining nursing students with other disciplines or focusing on specific tools rather than the broader concept. This systematic review will synthesize the impact of gamification strategies on educational outcomes in undergraduate nursing education. Methods: This protocol was written according to PRISMA-P guidelines and is registered in PROSPERO (CRD420251117719). Eligible studies will include randomized controlled trials, quasi-experimental, and observational designs involving undergraduate nursing students exposed to gamification interventions in classroom, online, or clinical training settings. Comparators may include traditional lecture-based instruction or other non-gamified methods. We will search the PubMed, CINAHL, PsycINFO, Web of Science, Scopus, and Google Scholar databases, covering January 2010 to July 2025, without language restrictions. Two reviewers will independently screen studies, extract data, and assess risk of bias using Cochrane RoB-2, ROBINS-I, and JBI Critical Appraisal Tools. Where possible, a meta-analysis will be conducted; otherwise, findings will be synthesized narratively. Results: Not applicable; this is a protocol. Findings will be synthesized as specified in the Methods. Conclusions: This review will provide a comprehensive synthesis of gamification’s effectiveness in undergraduate nursing education, identifying the most effective strategies and the contexts in which they perform best. Full article