Search Results (17)

Pursuit–evasion involves coupled, antagonistic decision-making and is prone to local-optimal behaviors when solved online under nonlinear dynamics and constraints. This study investigates a dual-AUV pursuit–evasion problem in ocean-current environments by integrating game theory with model predictive control (MPC). We formulated a game-theoretic MPC scheme that optimizes pursuit and evasion actions over a finite receding horizon, producing Nash-like responses. To solve the resulting nonconvex and multi-modal optimization problems reliably, we developed an Enhanced Adaptive Quantum Particle Swarm Optimization (EA-QPSO) method that incorporates chaos-based initialization and adaptive diversity-aware exploration with stagnation-escape perturbations. EA-QPSO is benchmarked against representative solvers, including fmincon, Differential Evolution (DE), and the Marine Predator Algorithm (MPA). Extensive 2D and 3D simulations demonstrate that EA-QPSO mitigates local-optimum trapping and yields more effective closed-loop behaviors, achieving longer escaping trajectories and more persistent pursuit until capture under the game formulation. In 3D scenarios, EA-QPSO better preserves high-speed motion while coordinating agile angular-rate adjustments, outperforming competing methods that exhibit premature deceleration or degraded maneuvering. These results validate the proposed framework for computing reliable competitive strategies in constrained underwater pursuit–evasion games. Full article

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New possibilities are emerging for adopting active pedagogical approaches. One example is the use of educational online escape games. In the theoretical part of this paper, we present online escape games as a tool that broadens pedagogical opportunities for schools in primary school chemistry education. These activities are known to foster pupils’ transversal or soft skills. We investigate the practical dimension of implementing escape games in education. This pilot study aims to analyse primary school teachers’ perceptions of online escape games. We collected data using Q methodology and conducted the Q-sort through digital technology. Data analysis utilised both the PQMethod programme and ChatGPT 4-o, with a subsequent comparison of their respective outputs. Although some numerical differences appeared between the ChatGPT and PQMethod analyses, both methods yielded the same factor saturation and overall results. Full article

The impact of stress on students’ well-being and academic success is tremendous. This paper addresses the issue of balancing stress with the realm of a digital educational escape room (deER). This article demonstrates how a deER can serve as a means of providing knowledge on stress management and health promotion for university students. The objective was twofold—to explore the state of research regarding deERs in stress management and health promotion for students and to investigate the user experience and acceptance of a deER prototype. The methodology combines a rapid literature review and the conceptual as well as technical development of the deER prototype. Additionally, pilot testing was conducted in alignment with relevant theory. The rapid review included four publications meeting the inclusion criteria. Data for deER prototype testing were collected from students at the University of Siegen (first Bachelor’s and Master’s degree). The pilot study results (n = 4 participants) indicated that deER education on coping strategies, which incorporates mindfulness exercises, increases productivity and is considered helpful for stress management. This suggests that deERs can provide enjoyable and effective support for students in acquiring personal stress management strategies, potentially enhancing health promotion at universities. However, larger, more diverse studies are needed to fully assess their feasibility and integration into university structures. Full article

The evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educational settings. This study investigated the impact of collaboration within a virtual reality serious escape room game in the Metaverse that was designed for English as a Foreign Language (EFL) learners to explore how this approach influences their academic performance and overall learning experience. A comparative research approach was adopted using twenty (n = 20) adult learners divided into two equal-sized groups; the experimental group completed the virtual reality escape room in pairs, while the control group completed it individually. Mixed methods were employed, utilising a pre- and post-test to measure academic performance, as well as a questionnaire and two focus groups to evaluate participants’ learning experiences. Results indicated a trend of learners working collaboratively showing better learning outcomes and experience, offering valuable insights regarding the integration of serious Metaverse games in language-focused educational contexts. Full article

In pursuit–evasion scenarios, the pursuer typically possesses a lethal zone. If the evader effectively utilizes perceptual information, they can narrowly escape the lethal zone while minimizing energy consumption, thereby avoiding excessive and unnecessary maneuvers. Based on optimal control theory, we propose a guidance law for achieving critical safe miss distance evasion under bounded control. First, we establish the zero-effort miss (ZEM) state equation for the evader, while approximating disturbances from the pursuer. Next, we formulate an optimal control problem with energy consumption as the objective function and the ZEM at the terminal time as the terminal constraint. Subsequently, we design an iterative algorithm that combines the homotopy method and Newton’s iteration to solve the optimal control problem, applying Pontryagin’s Maximum Principle. The simulation results indicate that the designed iterative method converges effectively; through online updates, the proposed guidance law can successfully achieve critical safe miss distance evasion. Compared to programmatic maneuvering and norm differential game guidance law, this approach not only stabilizes the evader’s evasion capabilities but also significantly reduces energy consumption. Full article

Active learning techniques are taking the classroom by storm. Numerous research articles have highlighted the benefits of active learning techniques on student understanding, knowledge retention, problem solving, and teamwork. One avenue to introduce active learning into the classroom is the gamification of course learning content. Educational escape rooms are one such example in which students solve a series of puzzles related to course content to “escape” within a set time frame. Escape games play an interesting role in motivating students, building communication skills and allowing for multimodal learning, having been shown to increase students’ test results and enjoyment of the course content. In lieu of the traditional escape room format, a fully immersive room(s) with classical escape room puzzles (finding items, riddles, alternative locking mechanisms) is used alongside learning activities, and educators have begun to develop truncated activities for easier applications in larger classrooms. In this review, we explore several escape room activities: immersive, paper-based, Battle Boxes, condensed escape activities, and online/virtual, providing examples of the types of puzzles included therein. We similarly discuss the creation of escape room materials and recommendations for the interested educator, as well as the learning benefits of engaging in puzzle development. Finally, we provide an overview on methods to assess active learning through escape rooms, establishing an overview of empirical evidence towards their effectiveness as a learning tool. Full article

A new postmodern depression type, named “Modern-Type Depression” (MTD), is emerging in Western countries. MTD is often underdiagnosed, mainly due to potentially higher comorbidity with technology-based addictions, including Internet Gaming Disorder (IGD). However, the definition of the relationship between MTD and IGD is still controversial, as few data have been published thus far. In particular, there are no data specifically investigating the prevalence of MTD within Italian young subjects with IGD, as well as their mutual association. Hence, within the SWATCH (Social Withdrawal and TeCno-mediated mental Health issues) project, our study aimed to identify the prevalence of MTD in a sample of Italian young adults who play video games by providing a clinical characterization of MTD within a group of IGD individuals (IGD+) versus a group without IGD (IGD−) who play video games. Our cross-sectional case–control study recruited a sample of 543 Italian young video-gaming players (aged 18–35) from the larger SWATCH database, stratified as IGD+ versus IGD−. Subjects were administered the 22-item Tarumi’s Modern-Type Depression Trait Scale (TACS-22), the Motives for Online Gaming Questionnaire (MOGQ), and the Internet Gaming Disorder Scale-Short Form (IGDS9-SF). Around 21.7% of the total sample was represented by MTD individuals, while within the IGD sample, around 34% of subjects had MTD. Within the MTD group, significantly higher scores at IGDS-9SF (p < 0.001), MOGQ “Escape from reality” (p < 0.001), “Fantasy” (p < 0.001), and MOGQ total score (p = 0.003) were found compared to MTD−. According to the multivariate regression model, controlled for sex and age, higher scores in the TACS-22 were positively predicted by the total score of IGDS9-SF (p = 0.003), the MOGQ “Escape from Reality” subscale (p = 0.014), and MOGQ “Fantasy” (p = 0.011), and negatively predicted by the MOGQ “Competition” subscale (p = 0.035) [F (4538) = 17.265; p < 0.001]. Our findings suggested that MTD displays a strong association with IGD. Video-gaming players who do not have IGD appear to be less prone to MTD; this suggests that further studies could be carried out to specifically investigate whether pathological use of video games could also be determined by the presence of MTD. Full article

Free-to-Play games (F2P) have spread widely all over the world in recent years. The current economic model for these games is based on microtransactions, where gamers can purchase additional items or services inside the game. The aim of the present study was (1) to describe the profiles and gaming patterns of F2P gamers, and (2) to compare F2P gamers who spend money and those who do not, in terms of sociodemographic characteristics, gaming experience, motivations, impulsivity, and risk of Internet gaming disorder (IGD), in a representative sample of 5062 French online gamers. Among the total sample, 68.6% were past-year F2P gamers. Among the F2P gamers, 26.1% had spent money in the game. Spending in the game was strongly associated with IGD (6.9% of F2P gamers were disordered gamers). Flow (gaming experience) and escape (motivation) were strongly associated with spending in the game and IGD. Negative urgency (impulsivity) was positively associated with spending in the game while positive urgency was positively associated with IGD. Given the strong association between spending in the game and IGD, these results highlight the importance of prevention and regulation in the field. Full article

Educational and training initiatives for natural hazard reduction, climate change, and environmental sustainability are increasingly common. We describe educational games in which the protagonist, a fictional character girl, saves herself and others from natural disasters. This girl faces risk situations, from earthquake to flood to environmental challenges, and for each of these she is the protagonist of educational quizzes and of an escape room. These games were designed and played online during the COVID-19 pandemic, to introduce an engaging activity, reducing the difficulties of both students and teachers in distance learning. Simultaneous challenges between several classes were played during special scientific events, with a total of more than 8000 students flanked by about 500 teachers, always with very positive feedback. We pooled our knowledge to embrace innovation in gamification at school. Our games aim at increasing the response capacity of future more resilient citizens to protect themselves and others, adapting to natural risks, and to spread good practices in support of the civil protection. Each online race between classes from primary and middle school (ISCDE 2) is based on cooperative learning and followed by an important debriefing moment of reflective learning, guided by researchers to deeply analyze scientific topics. Full article

Excessive online behaviors refer to harmful or disproportionate use of digital network applications. Such behaviors are likely to be associated with escapist motives. Our aim was to analyze whether escapism predicts excessive gambling, excessive gaming, and excessive internet use over time. A longitudinal sample of Finnish residents aged 18–75 years (n = 1022, 51.27% male) was surveyed at three time points during the COVID-19 pandemic in 6-month intervals: April 2021 (Time 1), October–November 2021 (Time 2), and April–May 2022 (Time 3). Of the original Time 1 respondents, 66.80% took part in the surveys at both Time 2 and Time 3. All surveys included measures for excessive gambling (Problem Gambling Severity Index), excessive gaming (Internet Gaming Disorder Test), and excessive internet use (Compulsive Internet Use Scale). Three escapism-specific questions were used to construct a dedicated escapism variable. Socio-demographic variables, alcohol consumption, and psychological distress were used as controls. The study was conducted with multilevel regression analyses using hybrid models. Our research showed that escapism had strong within-person effects on excessive gambling, B = 0.18, p = 0.003; excessive gaming, B = 0.50, p < 0.001; and excessive internet use, B = 0.77, p < 0.001 over time. The between-person effect of escapism was demonstrated on excessive gaming B = 0.91, p < 0.001, and excessive internet use B = 0.61, p = 0.036. Adverse societal events and uncertain times can manifest in excessive online behaviors motivated by escapism, highlighting a need to focus prevention efforts on healthy coping methods. Full article

The present study analyzed the relationship between gaming disorder (GD), motives for gaming, and psychological problems in daily life (i.e., depression, loneliness, and self-control deficits) among Polish gamers. More specifically, the purpose of the present study was to analyze the indirect effects between GD and psychological problems in daily life via motives for gaming among male and female gamers. Additionally, the present study examined gender differences in motives for gaming and the relationship between the analyzed variables. The sample comprised 652 gamers (233 females; M = 28.77 years; SD = 7.18; age range: 18–48 years). The nine-item Internet Gaming Disorder Scale-Short Version (IGDS9-SF) was used to assess GD. The motives for gaming were assessed using the Motives for Online Gaming Questionnaire (MOGQ). The nine-item Patient Health Questionnaire (PHQ-9) was used to assess depressive symptoms, and the Brief Self-Control Scale (BSCS) was used to assess self-control. Loneliness was assessed using the De Jong Gierveld Loneliness Scale. In order to examine the relationship between the study variables, path analysis and indirect effects analysis were performed among both male and female gamers. The present study showed that depressive symptoms and self-control exerted a significant indirect effect on GD via escape and fantasy motives for gaming. Additionally, there was an indirect effect between depressive symptoms and GD via social motives for gaming. However, these indirect effects were found among male gamers only. The present study also showed gender differences in all analyzed gaming motives except escape (males scoring higher on all of them) and in the relationship between depressive symptoms and escape. These findings contribute to a better understanding of GD development mechanisms, which are associated with psychological problems in daily life. Full article

A heightened interest in online gaming has emerged during COVID-19, and people have become increasingly vulnerable to internet gaming disorder (IGD). However, playing video games can also have a positive effect; gaming has been recognized as an efficient coping strategy. Currently, relatively little is understood about how online gaming can turn from an efficient coping strategy into an addiction disorder. This study investigated the mediating roles of social cynicism, escape and coping motives on the association between daily disruption during COVID-19 and IGD, seeking to reveal the underlying mechanism that influences the effects of gaming. A total of 203 participants in Hong Kong who reported having played electronic games during COVID-19 were surveyed. We conducted three hierarchical multiple regressions, then tested a serial mediation model using path analysis with structural equation modeling. The results revealed that escape motives significantly mediated the relationship between daily disruption related to COVID-19 and IGD, but no such effect was found for coping motives. Social cynicism alone was not a significant mediator, but social cynicism and escape motives in series mediated the relationship between daily disruption and IGD. These difference outcomes suggested different underlying mechanisms of escape and coping motives. Full article

Science, technology, engineering, and mathematics (STEM) is a meta-discipline employing active, problem-centric approaches such as game-based learning. STEM competencies are an essential part of the educational response to the transformations caused by the fourth industrial revolution, spearheaded by the convergence of multiple exponential technologies. Teachers’ attitude is a critical success factor for any technology-enhanced learning innovation. This study explored in-service teachers’ views on the use of a digital educational escape room in virtual reality. Forty-one (n = 41) K-12 educators participated in a mixed research study involving a validated survey questionnaire instrument and an online debriefing session in the context of a teacher training program. The key findings revealed that such alternative instructional solutions can potentially enhance the cognitive benefits and learning outcomes, but further highlighted the shortcomings that instructional designers should consider while integrating them in contexts different than the intended. In line with this effort, more systematic professional development actions are recommended to encourage the development of additional teacher-led interventions. Full article

The literature on online gaming has generally focused on male gamers and has been dominated by negative aspects of gaming. The present study addresses the gender gap in this field by exploring experiences of female gamers further by unravelling several positive experiences alongside some potentially harmful tendencies connected to gaming, including female gamers’ wishes and ambitions for their future gaming. A total of 20 female adult gamers across Europe were interviewed and results were analysed using thematic analysis. Four main themes were identified: (i) to be or not to be a (female) gamer; (ii) improving social skills and levelling up on mental health; (iii) not always a healthy escape; and (iv) there is more to explore. The present study is one of few empirical studies regarding the construction of self-image, and experiences of female gamers. It has showed participants have a history as gamers from adolescence, but still face problems derived from the stigmatised internal gender self-image. Externally, female gamer stigmatisation may result in sexism, gender violence, harassment, and objectification. Additionally, females may decide against identifying as gamers, engaging in social gaming interaction, or hold back from online gaming in general, thereby missing out on the opportunities for recreation as well as social and psychological benefits that gaming brings. There is, therefore, urgent need for more research and actions to promote change, equity, education, and security for female gamers as well as their male counterparts. Game developers would benefit from understanding this large gamer demographic better and tailoring games for women specifically. Full article

This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements. Full article