Search Results (836)

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

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

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

Motivated by the inefficiencies where multi-agent systems fail to reconcile individual agent self-interest with global optimality and accommodate dynamic tasks as its population increases, this paper investigates a clustering allocation problem for large-scale multi-agent systems. A novel coalitional game clustering allocation scheme that can simultaneously reconcile individual agent self-interest and adapt to dynamic tasks is proposed. In this scheme, a coalition switching strategy is newly constructed and incorporated to select optimal switching operation and obtain stable coalition partition. Simulation and comparative results are provided to verify the effectiveness of the developed allocation scheme. It is shown both theoretically and simulation experimentally that in the case of large-scale multi-agent systems, the generated clustering allocation strategy is Nash stable using the proposed scheme. Full article

Plastic pollution in aquatic environments is a major ecological problem requiring scalable autonomous solutions for cleanup. This study addresses the coordination of multiple Autonomous Surface Vehicles by formulating the problem as a Partially Observable Markov Game and decoupling the mission into two tasks: exploration to maximize coverage and cleaning to collect trash. These tasks share navigation requirements but present conflicting goals, motivating a multi-objective learning approach. The proposed multi-agent deep reinforcement learning framework involves the utilisation of the same Multitask Deep Q-network shared by all the agents, with a convolutional backbone and two heads, one dedicated to exploration and the other to cleaning. Parameter sharing and egocentric state design leverages agent homogeneity and enable experience aggregation across tasks. An adaptive mechanism governs task switching, combining task-specific rewards with a weighted aggregation and selecting tasks via a reward-greedy strategy. This enables the construction of Pareto fronts capturing non-dominated solutions. The framework demonstrates improvements over fixed-phase approaches, improving hypervolume and uniformity metrics by 14% and 300%, respectively. It also adapts to diverse initial trash distributions, providing decision-makers with a portfolio of effective and adaptive strategies for autonomous plastic cleanup. Full article

This study explores the potential of educational game design as a pedagogical strategy for teaching Mathematics in lower secondary education, addressing persistent challenges related to students’ motivation and engagement with the subject. The research focuses on the creation and implementation of a game, CriaMat, an ideation tool developed to support students in designing their own mathematical games. A qualitative approach was adopted, structured as a case study conducted in four classes and involving a total of 50 students. Data collection followed a mixed-methods strategy, combining participant observation, document analysis, and questionnaire-based inquiry, each applied during different phases of the intervention. The results indicate a positive reception of the approach, particularly in terms of student engagement, collaboration, and perceived learning. Analysis of the games produced demonstrates students’ ability to create functional games that integrate the knowledge and skills developed throughout the process. The findings also suggest that learning to design games was perceived as a valuable strategy for engaging with and consolidating mathematical content, while simultaneously providing a privileged context for developing essential competencies—such as critical thinking, creativity, and problem-solving—aligned with the national competency framework for compulsory education. The study does not aim to measure learning gains, but rather to explore students’ perceptions and experiences of learning mathematics through the process of game creation. Full article

Background: Immersive virtual reality (VR) has emerged as a promising tool to enhance neuroplasticity, motivation, and engagement during post-stroke motor rehabilitation. However, evidence on its feasibility and data-driven integration into clinical practice remains limited. Objective: This pilot study aimed to evaluate the feasibility, usability, and short-term motor outcomes of an immersive VR-assisted rehabilitation program using the Travee-VR system. Methods: Fourteen adults with post-stroke upper-limb paresis completed a 10-day hybrid rehabilitation program combining conventional therapy with immersive VR sessions. Feasibility and tolerability were assessed through adherence, adverse events, the System Usability Scale (SUS), and the Simulator Sickness Questionnaire (SSQ). Motor outcomes included active and passive range of motion (AROM, PROM) and a derived GAP index (PROM–AROM). Correlations between clinical changes and in-game performance metrics were explored to identify potential digital performance metrics of recovery. Results: All participants completed the program without adverse events. Usability was rated as high (mean SUS = 79 ± 11.3), and cybersickness remained mild (SSQ < 40). Significant improvements were observed in shoulder abduction (+7.3°, p < 0.01) and elbow flexion (+5.8°, p < 0.05), with moderate-to-large effect sizes. Performance gains in the Fire and Fruits games correlated with clinical improvement in shoulder AROM (ρ = 0.45, p = 0.041). Cluster analysis identified distinct responder profiles, reflecting individual variability in neuroplastic adaptation. Conclusions: The Travee-VR system proved feasible, well tolerated, and associated with measurable short-term improvements in upper-limb function. By linking clinical outcomes with real-time kinematic data, this study supports the role of immersive, feedback-driven VR as a catalyst for data-informed neuroplastic recovery. These results lay the groundwork for adaptive, clinic-to-home rehabilitation models integrating clinical and exploratory digital performance metrics. Full article

Children with Developmental Coordination Disorder (DCD) experience motor competence challenges that hinder their participation in physical activities and affect daily functioning. While traditional motor skills training is commonly used, sport-based interventions offer the potential for greater benefits by providing dynamic, contextually rich environments for learning. This study aimed to evaluate the effectiveness of mini-handball training versus conventional motor skills training in improving coordination in children with DCD. Methods: Forty-four children aged 9–10 years from Khorezm, Uzbekistan, with coordination difficulties (scores below the 16th percentile in the MABC-2) were randomly assigned to three groups: mini-handball training (n = 15), motor skills training (n = 15), and control (n = 14). Both intervention groups participated in three 90 min sessions per week for 12 weeks. The mini-handball group engaged in sport-specific drills including passing, dribbling, shooting, and small-sided games, while the motor skills group performed balance, locomotor, and fine motor exercises. Pre- and post-intervention assessments were conducted using the MABC-2. Data were analyzed using linear mixed models with time, group, and their interaction as fixed effects. Results: Both intervention groups demonstrated significant improvements in motor coordination compared to controls. However, in general, the mini-handball group outperformed the other groups, particularly in domains requiring anticipatory control and visuomotor integration, including aiming and catching, balance, and overall coordination scores. Conclusions: Mini-handball represents a promising, ecologically valid intervention for children with DCD. By integrating motor skills practice with cognitive challenge, social interaction, and intrinsic motivation within a meaningful sport context, mini-handball appears more effective than traditional training approaches. These findings suggest that sport-based, open-skill interventions should be considered in therapeutic protocols, school curricula, and community programs for children with DCD. Future research should examine long-term retention, transfer to daily activities, and implementation across diverse populations. Full article

This paper presents a conceptual model for creating digital educational games that aim to reduce mathematics anxiety (MA) and promote positive emotional engagement in mathematics education. No empirical data were collected or analyzed; the proposed model is based on a synthesis of theory and empirical findings from prior studies. Drawing on Control-Value Theory and recent meta-analyses and systematic reviews, the model identifies key psychological mechanisms underlying MA and proposes game features that address both cognitive and emotional domains. Adaptive difficulty and feedback, safe error handling, narrative, collaborative play, emotional regulation tools, mastery-oriented low-stakes practice, and non-competitive progress tracking are all discussed in terms of their theoretical foundation and empirical support. The paper explains how these features can improve learners’ perceived control and value, reducing anxiety while increasing motivation, self-efficacy, and engagement. The proposed model combines game design principles with evidence-based intervention strategies to provide guidance for the future development and evaluation of anxiety-reducing digital math games. This framework is intended to help researchers and practitioners create digital games that effectively support students with high math anxiety and improve mathematics education outcomes. 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 modern high-demand applications, such as real-time video communication, cloud gaming, and high-definition live streaming, achieving both superior transmission speed and high visual fidelity is paramount. However, unstable networks and packet loss remain major bottlenecks, making accurate and low-latency video error concealment a critical challenge. Traditional error control strategies, such as Forward Error Correction (FEC) and Automatic Repeat Request (ARQ), often introduce excessive latency or bandwidth overhead. Meanwhile, receiver-side concealment methods struggle under high motion or significant packet loss, motivating the exploration of predictive models. SimVP-v2, with its efficient convolutional architecture and Gated Spatiotemporal Attention (GSTA) mechanism, provides a strong baseline by reducing complexity and achieving competitive prediction performance. Despite its merits, SimVP-v2’s reliance on 2D convolutions for implicit temporal aggregation limits its capacity to capture complex motion trajectories and long-term dependencies. This often results in artifacts such as motion blur, detail loss, and accumulated errors. Furthermore, its single-modality design ignores the complementary contextual cues embedded in the audio stream. To overcome these issues, we propose A3DSimVP (Audio- and 3D-Enhanced SimVP-v2), which integrates explicit spatio-temporal modeling with multimodal feature fusion. Architecturally, we replace the 2D depthwise separable convolutions within the GSTA module with their 3D counterparts, introducing a redesigned GSTA-3D module that significantly improves motion coherence across frames. Additionally, an efficient audio–visual fusion strategy supplements visual features with contextual audio guidance, thereby enhancing the model’s robustness and perceptual realism. We validate the effectiveness of A3DSimVP’s improvements through extensive experiments on the KTH dataset. Our model achieves a PSNR of 27.35 dB, surpassing the 27.04 of the SimVP-v2 baseline. Concurrently, our improved A3DSimVP model reduces the loss metrics on the KTH dataset, achieving an MSE of 43.82 and an MAE of 385.73, both lower than the baseline. Crucially, our LPIPS metric is substantially lowered to 0.22. These data tangibly confirm that A3DSimVP significantly enhances both structural fidelity and perceptual quality while maintaining high predictive accuracy. Notably, A3DSimVP attains faster inference speeds than the baseline with only a marginal increase in computational overhead. These results establish A3DSimVP as an efficient and robust solution for latency-critical video applications. Full article

The international community has devoted substantial resources to advancing Sustainable Development Goal 4—Quality Education—but achievement gaps persist. In English as a foreign language (EFL) setting, vocabulary acquisition is often regarded as a tedious task. Game-based learning in playful narratives and rule-based interactions has established the premise of enhancing undergraduates’ learning outcomes and motivation; thus, it may also enhance learning outcomes and motivation among students. This study examines the impact of game-based learning on students’ learning outcomes and motivation compared to that of a lecture-based learning context. It also aims to explore the impact of demographic factors, such as gender and prior English proficiency. There are 129 participants: 42 male and 87 female. To ensure that all students benefit from the GBL environment, we explored their demographic background, including their prior English proficiency and gender. The results showed that students had greater gains in the GBL environment, especially those with lower English proficiency. The study finds a gender preference for game types, as well as an association between students’ satisfaction and confidence. The results indicated that integrating board games into English instruction can enhance undergraduates’ motivation and learning outcomes. A game-based context can enhance students’ motivation and learning outcomes regardless of their gender or prior English proficiency. Full article

Background: Game-based learning (GBL) grounded in constructivist and experiential learning theories has emerged as a promising strategy to improve engagement, motivation, and knowledge retention in higher education, particularly within STEM disciplines. Methods: This mixed-methods study evaluated the impact of GBL on student engagement, self-efficacy, and knowledge retention in undergraduate biology and architecture courses—two fields where GBL remains underexplored. Results: Thirty-three students (age 19.6 ± 1.6 years) participated, with near-equal representation from biology (51.4%) and architecture (48.6%) majors. Following GBL implementation, students reported significantly higher levels of engagement, participation, and perceived retention (p < 0.0001; effect size V ≥ 0.43). Biology students demonstrated greater gains in engagement and retention, while architecture students showed stronger improvements in participation and self-confidence. Qualitative feedback highlighted GBL’s interactivity and enjoyability, though some students noted distractions and accountability as challenges. Conclusions: Despite limitations such as small sample size and reliance on self-reported outcomes, the findings suggest that GBL is an effective, student-centered instructional tool with distinct benefits across disciplines. Broader, longitudinal studies using objective assessments are recommended to further validate its impact and inform scalable applications in STEM education. Full article

In practice, platforms are likely to target popular or niche product markets to introduce store brands (SBs). However, existing studies on horizontal SB positioning mainly focus on product similarity or attribute differentiation and do not clarify how such positioning should be chosen when national brand manufacturers (NBMs) strategically respond through innovation. Motivated by the conflict between the NBs and SBs, as well as the upstream–downstream co-opetition induced by the platform’s dual role, we develop a game-theoretic model to analyze the interplay between the platform’s SB positioning strategy and the NBM’s core category innovation decisions to provide new insights for promoting supply chain coordination. We find that first, when consumers prefer the SB product intended for the popular market, the platform should introduce an SB targeting the popular market if the NBM is expected to either refrain from innovation or allocate innovation efforts to the popular NB product. However, this decision may change if the NBM directs innovation efforts toward the niche NB product instead. Second, when confronting the invasion of SB, the NBM should reduce the wholesale price of the affected NB product and increase innovation efforts for that product. Additionally, under the reselling mode, a “win-win” outcome can only be achieved when the NBM directs innovation efforts to the product categories affected by SB invasion. In contrast, under the agency mode, Pareto optimality can be achieved regardless of whether the NBM allocates innovation efforts to affected or unaffected product categories. Full article

Objectives: An increasing number of older adults, including those with mild cognitive impairment, are undergoing cardiac surgery. Despite strong recommendations for preoperative cognitive screening and peri-operative monitoring, routine implementation faces challenges, such as limited time in busy outpatient clinics and lack of patient motivation. To address this issue, gamification and self-administration of cognitive screening using BAMCOG were explored in patients undergoing transcatheter aortic valve replacement (TAVR). Methods: A multi-methods prospective repeated-measures within-subject cohort study was conducted between January 2021 and December 2022 to assess usability and concurrent validity. The initial part after game development focused on qualitatively examining the usability of BAMCOG in eight patients, using the System Usability Scale (SUS). The second part, with 40 patients, evaluated concurrent validity by comparing BAMCOG with the widely used Montreal Cognitive Assessment (MoCA). Results: The average SUS score was 79.7, indicating good usability. In the preoperative period, the correlation between BAMCOG and MoCA scores was r = 0.33 (p < 0.05), which increased to r = 0.59 (p < 0.001) on the first postoperative day. Conclusions: In conclusion, peri-operative self-monitoring of cognition around a TAVR procedure is feasible, but the concurrent validity of the BAMCOG and the MoCA scores is moderate to low. This warrants further research on gamified cognitive screeners to optimize their use in perioperative cognitive monitoring. Full article