Search Results (65)

Virtual reality (VR) survival horror is often discussed in terms of heightened fear and immersion, yet less attention has been paid to how fear is organized across different atmospheric conditions and how this organization differs from non-VR gameplay. This study approaches immersive fear as a process emerging from the interaction among atmospheric configuration, embodied regulation, and post-play interpretation. A sequential mixed-methods design was employed using Resident Evil Village as the empirical context. Study 1 combined scene-based observation, synchronized gameplay recordings, and post-play interviews with eight participants to examine how fear was enacted across three contrasted atmospheric configurations: combat pressure, psychological ambiguity, and spatial disorientation. Study 2 extended this analysis through a within-subject experiment with 30 participants who completed both VR and non-VR versions of the same gameplay content under standardized conditions. The findings show that immersive fear is not a uniform increase in emotional intensity. In Study 1, different atmospheric configurations elicited distinct modes of embodied regulation, including defensive retreat, hesitant exposure, and cautious reorientation, while behavioral responses and retrospective accounts often diverged in systematic ways. In Study 2, paired-samples tests showed that VR produced lower valence, higher arousal, reduced perceived control, higher fear ratings, stronger immersion, and greater motion sickness than non-VR gameplay. Although VR increased fear ratings across all scenes, the display mode × scene interaction was not significant; descriptively, psychologically ambiguous environments produced the highest absolute fear ratings under VR. Across both studies, prior VR and genre experience appeared to shape how players interpreted and narrated threat, while short-term residual effects suggested that fear may extend beyond gameplay. These results suggest that VR modifies not only the intensity but also the organization of fear, while the scene-level and experience-related patterns should be interpreted cautiously. More broadly, the study reframes immersive fear as a temporally distributed process linking atmospheric configuration, embodied regulation, and post-play interpretation in survival horror gameplay. Full article

This study examines NPC dialogue mechanisms as an independent design factor in task-oriented digital games. Although generative NPCs are often discussed in relation to narrative richness, conversational naturalness, and social presence, limited controlled evidence exists on whether dialogue mechanisms themselves affect player outcomes when task information is held constant. To address this gap, the study combined a formative user study with a single-factor between-subject experiment using a controlled game prototype. The LLM-NPC and Script NPC conditions shared identical task goals, scene structure, completion criteria, predefined fact set, and task-stage prompting boundaries. The experimental contrast was therefore framed as a comparison between a script-based branching dialogue interface and a boundary-controlled LLM-based adaptive dialogue interface, rather than as a comparison involving unequal task information. The results showed that, under controlled information boundaries, LLM-NPCs significantly improved task efficiency, as reflected in shorter completion time, fewer NPC inquiries, and fewer incorrect searches. For immersion, the overall multivariate effect was not statistically significant, and no confirmatory evidence of an LLM-NPC advantage in immersion was found. For satisfaction, the LLM-NPC condition showed significantly higher total satisfaction, which was specified as the primary satisfaction endpoint. Secondary affective and overall evaluative satisfaction outcomes showed consistent uncorrected differences in the same direction. These findings suggest that, under the implemented factual and procedural controls, the value of LLM-NPCs in this task-oriented setting is less likely to lie in providing more information than in reorganizing predefined task facts in a more context-sensitive and player-adaptive manner. Boundary-controlled adaptive dialogue may therefore provide a useful design perspective for future task-oriented NPC systems. Full article

Fibromyalgia is a chronic pain condition associated with reduced quality of life, psychological symptoms, cognitive impairment, and low adherence to exercise-based interventions. Immersive virtual reality (IVR) has gained attention as a rehabilitation approach; however, the relationship between user experience, adherence, and clinical outcomes remains unclear. This post hoc exploratory secondary analysis was derived from a randomized controlled clinical trial (NCT07605143) and included 16 women with fibromyalgia who completed a six-week IVR-based rehabilitation program. Associations between user experience, adherence, and clinical outcomes were explored among participants exposed to IVR. Quality of life was assessed using the Fibromyalgia Impact Questionnaire-Revised (FIQ-R), psychological symptoms using the Depression Anxiety Stress Scales (DASS-21), and user experience using the Player Experience of Need Satisfaction (PENS) questionnaire. Within-group changes were observed in FIQ-R scores (p = 0.001; d = 1.08) and DASS-21 stress levels (p = 0.025). Participants demonstrated favorable adherence and positive user experience. A significant correlation was identified between intuitive control and changes in depression scores (ρ = 0.63, p = 0.008). This exploratory analysis identified favorable user experience and adherence among women participating in an IVR-based rehabilitation program. However, due to the absence of a concurrent control group, no conclusions regarding treatment efficacy can be drawn. These findings should be considered hypothesis-generating. Full article

Single-player role-playing games (RPGs) combine two promises that do not always align: delivering a compelling narrative experience (world, characters, choices, and consequences) while sustaining a demanding ludic trajectory in which players face obstacles, master systems, and progress over time. This Systematic Literature Review (SLR) synthesizes existing evidence on the evolution of narrative and challenge in single-player RPGs from a player-centered perspective, with particular attention paid to immersion, engagement, flow, and perceived agency. A multi-database search strategy was conducted across Google Scholar, Scopus, IEEE Xplore, and the ACM Digital Library using query strings targeting narrative/agency, challenge and dynamic difficulty adjustment (DDA), adaptive difficulty, and the historical evolution of RPG narrative design, following a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)-reported selection flow and Rayyan-supported screening. From 423 identified records, duplicates and non-eligible records were removed through staged screening, yielding 43 reports sought for retrieval; because six were not accessible in full text at consolidation, the synthesis was conducted on 37 full-text articles. The findings indicate (i) a predominance of work on narrative and agency, where agency is framed as a design effect rather than merely the presence of explicit branching choices; (ii) a recent rise in challenge/adaptation research, frequently tied to flow, fairness, and differentiated player profiles; and (iii) the emergence of artificial intelligence (AI)-driven approaches, including non-player character (NPC) systems, combat AI, reinforcement learning, and large language model (LLM)-based narrative control, which amplify core design trade-offs between narrative coherence and perceived agency. Beyond synthesizing a dispersed body of literature, the review contributes an integrated player-centered analytical framework that brings together narrative, challenge, and player experience, while also highlighting the need for more consistent measurement practices, stronger comparative designs, and longer-term empirical work in single-player RPG research. Full article

Competitive eSports impose substantial cognitive workload, yet performance evaluation still emphasizes post-match statistics without considering players’ cognitive states. We reviewed 30 papers that recorded physiological signals using sensors and utilized machine learning (ML) for predicting cognitive states and/or game performance. Findings showed that cardiovascular monitoring (heart rate variability/HRV) was the most prevalent modality (20/30 studies), followed by oculometry (10), electrodermal activity/EDA (9), and electroencephalogram/EEG (5); however, no standardized protocols (device/pre-processing/feature subset) were observed across HRV studies despite it being the most common measure. The best outcomes per construct (measure, accuracy) were: mental workload (pupillometry, ~82%), stress/arousal (EDA, p < 0.001), cognitive fatigue (pupil diameter/EEG, ~88%), expertise (EEG, ~92%), and tilt (EDA/HRV/eye-tracking, ~82–87%). Notably, current studies used small samples and were gender-imbalanced, while ML studies often lacked cross-validation. Only 2 of 30 studies examined flow state—a mental state of optimal performance characterized by total immersion and effortless execution—and interestingly, HRV showed decreases during stress/workload but increases during flow, suggesting context-dependent autonomic regulation. To address this gap, a new framework for flow detection is presented. This review will be of interest to game developers, eSports players, and coaches, and the reported findings may help towards improving player experience and game performance. Full article

Virtual reality (VR)-based evacuation training provides a safe and immersive environment for participants to experience disaster scenarios. However, existing systems often prioritize the experience itself, leaving the critical stage of reflection—essential for refining and stabilizing evacuation knowledge—under-supported. This study presents a qualitative pilot investigation into an extended reflection support function for a VR-based evacuation training system. Unlike traditional replay functions that only visualize avatar movements, our system synchronizes spatialized environmental sounds and recorded verbal utterances, i.e., voices of the user and non-player characters (NPCs), with the visual replay. A preliminary experiment involving eight university students was conducted to evaluate how these auditory clues influence the reflection-on-action process. Qualitative results indicate that audio clues help participants recall their internal decision-making processes and provide essential context for understanding the actions of others (NPCs). The findings suggest that the integration of auditory information facilitates evacuation knowledge refinement, i.e., the transition from mere experience to the formulation of concrete survival concepts. Although limited by a small sample size, this study highlights the potential of multi-modal reflection support in VR-based evacuation training. Full article

As part of our technology-enhanced learning (TEL) strategy, we developed a field-based augmented reality (AR) learning system for biodiversity education among senior elementary school students. Using a 2D illustration style to present the appearance of the species and a situational interactive design, the AR app focused on common wild animals in Taiwan. They also gained insight into wild animal species in outdoor settings, gained knowledge about the phenomenon of roadkill and the rescue of wild animals, and promoted their awareness of ecological conservation. Using the design-based research (DBR) method, we integrated user-oriented design processes and iteratively modified the system functions and interface through expert review and field usability testing. During this activity, 26 senior elementary school students were recruited to participate in an interactive AR game designed for a single player. As part of the learning content, students must collect images of species, recognize roadkill, and learn about wildlife rescue. To evaluate the effect of the activity on knowledge learning and the app’s usability, data were collected through pre- and post-test paper tests, questionnaires, and so on. Based on the research results, this system can significantly enhance students’ learning interests and contextual understanding of biodiversity topics as an effective technology-assisted learning tool. Students reported high levels of immersion and learning motivation, and the teachers agreed that it promoted inquiry-based and independent learning. The results of this study contribute to the field of educational and environmental education. Consequently, context-aware AR tools may enhance students’ situational learning experience and environmental literacy. In addition, it provides a practical design reference for future AR educational applications, demonstrating that gamification and outdoor learning can enhance the learning outcomes of traditional science education. 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

Recycling education is important for promoting pro-environmental sustainable behavior, yet traditional approaches often lack engagement and impact, particularly among younger audiences. This study presents a digital, turn-based card strategy game designed to teach recycling principles and concepts through interactive city-building mechanics. Set in an augmented reality environment, the game challenges players to balance population growth, resource use, and waste management to maintain a high well-being score for their city. Players construct digital buildings (houses, recycling facilities, resource infrastructures), each influencing waste production, recycling efficiency, and overall well-being. The game integrates educational content with engaging decision-making, aiming to foster system thinking and eco-conscious behavior. Unlike prior AR approaches, this game focuses on digital interaction, leveraging immersive game-based learning. Usability and engagement were evaluated using the in-game version of the Game Experience Questionnaire (GEQ). Findings support that users responded positively to the prototype’s game experience, suggesting that the digital game is promising. The study contributes to the growing field of digital pro-environmental education, providing insights into how interactive gameplay can support environmental awareness and laying groundwork for future evaluation of its educational impact. Full article

Virtual assistants in academic environments often lack comprehensive multimodal integration and specialized role-based architecture. This paper presents NAIA (Nimble Artificial Intelligence Assistant), a robust artificial intelligence framework designed for multi-role virtual academic assistance through a modular monolithic approach. The system integrates Large Language Models (LLMs), Computer Vision, voice processing, and animated digital avatars within five specialized roles: researcher, receptionist, personal skills trainer, personal assistant, and university guide. NAIA’s architecture implements simultaneous voice, vision, and text processing through a three-model LLM system for optimized response quality, Redis-based conversation state management for context-aware interactions, and strategic third-party service integration with OpenAI, Backblaze B2, and SerpAPI. The framework seamlessly connects with the institutional ecosystem through Microsoft Graph API integration, while the frontend delivers immersive experiences via 3D avatar rendering using Ready Player Me and Mixamo. System effectiveness is evaluated through a comprehensive mixed-methods approach involving 30 participants from Universidad del Norte, employing Technology Acceptance Model (TAM2/TAM3) constructs and System Usability Scale (SUS) assessments. Results demonstrate strong user acceptance: 93.3% consider NAIA useful overall, 93.3% find it easy to use and learn, 100% intend to continue using and recommend it, and 90% report confident independent operation. Qualitative analysis reveals high satisfaction with role specialization, intuitive interface design, and institutional integration. The comparative analysis positions NAIA’s distinctive contributions through its synthesis of institutional knowledge integration with enhanced multimodal capabilities and specialized role architecture, establishing a comprehensive framework for intelligent human-AI interaction in modern educational environments. Full article

This work presents a mixed reality application for drum learning that combines the PocketDrum virtual drumming device with the Meta Quest 3 headset, integrating hand tracking to provide an immersive, responsive experience without the need for a physical drum set. The system features a modular architecture for real-time strike detection, visual guidance synchronized with music, spatial calibration, and audio rendering. The system additionally makes use of the headset’s color Passthrough during the calibration stage to align the virtual drum kit with the player’s position. To evaluate the system’s performance, a technical analysis was conducted to measure latency, jitter, and sampling rate across the technologies involved. Additionally, a functional validation experiment assessed how spatial hand tracking from Meta Quest 3 improved PocketDrum’s classification accuracy. Results showed that the fused system corrected 19.1% of drum assignment errors made by the inertial-only setup, enhancing consistency in complex rhythmic patterns. These findings demonstrate the effectiveness of sensor fusion for immersive percussion training and support its potential use in accessible, feedback-rich musical learning environments. Full article

Attention and brain focus are essential in human activities that require learning. In higher education, a popular means of acquiring knowledge and information is through serious games. The need for integrating digital learning tools, including serious games, into university curricula has been demonstrated by the students’ preferences that are oriented more towards engaging and interactive alternatives than traditional education. This study examines real-time attention measurement in serious games using wearable brain–computer interfaces (BCIs). By capturing electroencephalography (EEG) signals non-invasively, the system continuously monitors players’ cognitive states to assess attention levels during gameplay. The novel approach proposes adaptive attention measurements to investigate the ability to maintain attention during cognitive tasks of different durations and intensities, using a single-channel EEG system—NeuroSky Mindwave Mobile 2. The measures have been achieved on ten volunteer master’s students in Computer Science. Attention levels during short and intense tasks were compared with those recorded during moderate and long-term activities like watching an educational lecture. The aim was to highlight differences in mental concentration and consistency depending on the type of cognitive task. The experiment was designed following a unique protocol applied to all ten students. Data were acquired using the NeuroExperimenter software 6.6, and analytics were performed in RStudio Desktop for Windows 11. Data is available at request for further investigations and analytics. Experimental results demonstrate that wearable BCIs can reliably detect attention fluctuations and that integrating this neuroadaptive feedback significantly enhances player focus and immersion. Thus, integrating real-time cognitive monitoring in serious game design is an efficient method to optimize cognitive load and create personalized, engaging, and effective learning or training experiences. Beta and attention brain waves, associated with concentration and mental processing, had higher values during the gameplay phase than in the lecture phase. At the same time, there are significant differences between participants—some react better to reading, while others react better to interactive games. The outcomes of this study contribute to the design of personalized learning experiences by customizing learning paths. Integrating NeuroSky or similar EEG tools can be a significant step toward more data-driven, learner-aware environments when designing or evaluating educational games. Full article

Non-player characters (NPCs) play a crucial role in creating engaging and immersive experiences in role playing games (RPGs). Traditional NPC interactions often rely on scripted dialogues, which can limit their ability to adapt dynamically to player input. This study presents a novel framework that enhances NPC interactions by integrating advanced conversational systems. Utilizing Open AI’s natural language processing capabilities, RPG Maker MZ as the game development platform, and JavaScript for customization, the framework introduces context-aware dialogues that respond intelligently to player queries and actions. By bridging the gap between game AI and conversational systems, this approach enables more lifelike and meaningful NPC behavior. Experimental results indicate that the proposed system significantly improves the narrative depth and overall player experience. These findings demonstrate the potential of combining AI-driven chatbots with game development tools to redefine the role of NPCs in modern gaming. Full article

Background/Objectives: Effective clinical handover is a critical component of nursing care, particularly in mental health settings, where the transfer of clinical and behavioral information is essential for both patients’ and health personnel’s safety. Gamification has emerged as a promising strategy to enhance clinical education, yet few interventions have focused specifically on mental health care contexts. This study aimed to evaluate the effectiveness of a serious game designed to teach the SBAR (Situation, Background, Assessment, Recommendation) handover framework to undergraduate nursing students through a psychiatric care unit scenario. Methods: A quasi-experimental pre–post design was employed with a convenience sample of 48 nursing students from a Northern Italian university. Participants completed a test assessing their ability to organize clinical information according to the SBAR model before and after the game intervention. Students’ experience was assessed using the Player Experience Inventory. Results: A statistically significant improvement in SBAR application was observed post-intervention. The majority of students reported a positive experience across PXI domains such as Meaning, Challenge, Progress Feedback, and Enjoyment. Comparisons with a previously validated video-based nursing serious game showed a consistent overall pattern in response trends. Conclusions: The SG was an effective and engaging educational tool for improving structured handover skills in nursing students. Gamification may represent a valuable complement to traditional instruction in nursing education, especially in high-communication clinical areas such as mental health. Further research is needed to assess long-term retention and to explore more immersive formats. Full article

This study investigates the complex interaction between in-game behaviors, post-game emotional expressions, and Game Transfer Phenomena (GTP) among MOBA players. A multidimensional framework is adopted to examine how gaming experiences shape real-world cognition, perception, and behavior through the integration of objective behavioral metrics and affective computing-based emotion recognition. The results indicate that in-game Deaths are negatively associated with altered sensory perceptions—specifically Altered Visual and Auditory Perceptions (AVP and AAP)—suggesting that performance failures may disrupt immersive engagement. In contrast, Assists, as indicators of team-based collaboration, are positively associated with Automatic Mental Processes (AMP), highlighting the cognitive impact of cooperative gameplay. Although no significant mediating effects were observed, emotional dimensions, such as Social Discomfort and Cognitive Focus, offered additional insights into the transfer between in-game and post-game experiences. These findings bridge the gap between virtual and real-world experiences, offering theoretical advancements in GTP research and practical implications for game design, emotional regulation, and psychological interventions. Full article