Search Results (47)

Background: This study aimed to compare the immediate effects of small-sided games (SSGs) and running-based high-intensity interval training (HIITrb) on serum brain-derived neurotrophic factor (BDNF) levels, cognitive performance, and enjoyment in young, male soccer players. Methods: Twenty-four soccer players [age: 19.2 ± 0.8 years] completed one session each of four-a-side SSG or HIITrb in a randomized, counterbalanced, and crossover design, with a one-week washout period. Blood samples and Trail Making Tests (TMTs) A and B were measured before and after exercise. Heart rate (HR) was monitored throughout the games, and ratings of perceived exertion (RPE) and enjoyment were collected at the end of the measurements. Results: The results show no significant effects of time (p > 0.775), group (p > 0.276) or time × group interaction (p > 0.199) on BDNF levels. For TMT-A, the time effect (p = 0.866) and group effect (p = 0.057) were not significant; however, the time × group interaction was significant (p < 0.019), indicating a superior performance in the SSG compared to HIITrb. In the TMT-B, significant effects were observed for both time (p < 0.001) and group (p < 0.001), while the time × group interaction effect was not statistically significant (p > 0.061). Furthermore, enjoyment levels did not differ significantly between conditions (p = 0.976). Conclusions: These findings suggest that four-a-side SSG may enhance processing speed compared to HIITrb without changes in serum BDNF levels. Coaches may consider using 4v4 SSG formats in early training sessions or warm-ups to stimulate processing speed and mental readiness in young soccer players. Full article

Over the past decade, a growing body of evidence has highlighted the positive impact of full and equal participation in sport on the quality of life (QoL) of people with intellectual disabilities (IDs). However, access to mainstream sports remains limited due to persistent barriers, which leads to low participation levels among people with IDs. In this context, the Mixed Ability (MA) model offers an innovative approach by promoting the inclusion of people with and without disabilities in the same mainstream teams, without classification processes or modifications to the rules of the sport. Therefore, this study aimed to explore the relationship between rugby MA and the QoL and the needs of players with IDs. Using a convergent mixed methods design, the quantitative aspect involved 46 participants aged 18–57, engaged in eight different rugby teams, while the qualitative component included a focus group with four ID players from a rugby team. The findings revealed a positive correlation between higher QoL and the duration of participation in mainstream sports among the participants. Furthermore, a positive trend was also observed among individuals with moderate and severe intellectual disabilities. Qualitatively, participants highlighted the model’s emphasis on inclusivity, familial bonds, enjoyment, community spirit, active engagement, and opportunities to experience new activities. The shift towards inclusion requires modifying the community so that every person has opportunities to lead a valuable, meaningful, and self-determined life. In this sense, the MA sports model emerges as a potent instrument for fostering inclusive communities and enhancing the QoL of people with IDs. Full article

Linguistic tasks such as Part-of-Speech (PoS) tagging can be tedious, but are crucial for the development of Natural Language Processing (NLP) tools. Games With A Purpose (GWAPs) aim to reduce the monotony of the task for native speakers and non-experts who contribute to crowdsourcing projects. This study focuses on revising and correcting PoS tags in the Corpus Oral y Sonoro del Español Rural (COSER), the largest collection of oral data in the Spanish-speaking world, to create a parsed corpus of European Spanish dialects. It also examines how game design elements (GDEs) affect players’ enjoyment. Three games—Agentes, Tesoros, and Anotatlón—were developed, incorporating different GDEs, such as rewards and challenges. The results show two levels of enjoyment: at the concept level with Anotatlón, and at the level of individual GDEs with Tesoros. This suggests that certain GDEs influence player enjoyment and, consequently, their preference for certain games. However, the study also shows the complexity of evaluating triggers for player enjoyment in games with more than one implemented GDE. Full article

Computer games have emerged as valuable tools for education and training. In particular, serious games, which combine learning with entertainment, offer unique potential for engaging users and enhancing knowledge acquisition. This paper presents a case study on the design, development, and evaluation of two serious games, “Silent Kingdom” and “Job Interview Simulator”, created using Unreal Engine 5 and incorporating speech emotion recognition (SER) technology. Through a systematic analysis of the existing research in SER and game development, these games were designed to elicit a wide range of emotion responses from player and collect voice data for the enhancement of SER models. By evaluating player engagement, emotional expression, and overall user experience, this study investigates the effectiveness of serious games in collecting speech data and creating more immersive player experiences. The research also explores the technical limitations of SER integration within game environments in real-time, as well as its impact on player enjoyment. Although there are some technology limitations due to the latency provided for real-time SER analysis, the results reveal that a properly developed game with integrated SER technology could become a more engaging and efficient tool for crowdsourcing speech data. Full article

By incorporating elements such as storytelling, problem-solving, and rewards, serious games can appeal to varied users, making the learning process more experiential, engaging, and enjoyable. Gender stereotyping is a prevalent social problem that occurs to a greater or lesser extent in all countries and cultures around the world. However, it is more present in certain places like Latin American countries. This study presents the evaluation of Kiddo, a serious game to raise awareness about gender stereotypes among school-aged children (10–13 years old). After its validation with teachers, this evaluation study was carried out with 210 students in a public school in Mexico. By conducting a pre-post experiment while collecting game learning analytics data, we explore how Kiddo can raise students’ awareness of gender stereotypes. Results show a statistically significant increase in awareness of all gender stereotypes addressed in the game. In addition, we explore the acceptance of the video game, the feelings that it causes in players, and the validity of its design as an educational tool including requirements such as class duration and participants’ reading ability. Kiddo provides a valuable real-world experience in a safe and controlled environment. Full article

The changing habits of consuming entertainment via digital channels have been well researched in contemporary academic papers, as has the migration of different forms and formats into digital environments. Often these migrations are based on familiarity for facilitating the smooth transition into the new format, with additions specific to the digital channel (e.g., animations, sound effects, 3D perspectives, etc.) that are supposed to enhance user experience. In this paper, we present a comparative study of visual elements used in physical and digital versions of two tabletop games (Monopoly and UNO). Results from a sample of 100 players of both versions show higher overall satisfaction when engaging with the physical version of the games and significantly lower satisfaction with various visual elements in digital versions, such as overall visual perception, colors, and visual appearance of some key elements of the games. On closer inspection, the results show that the tendency to overload user interfaces with an abundance of interactive and visually enhanced features may reduce game enjoyment and overall satisfaction with the game, presumably due to factors such as information overload and cognitive distraction. In conclusion, it seems that the rule “less is more” could also be applied to the digital transition explained in this article. Full article

Background/Objectives: The educational system thinking approach (ST) takes a holistic vision of instructors/teachers and learners’ relationships, making sports pivotal for reflection on education. This study evaluated the efficacy of a multisport ST-based course on minirugby instructors’ teaching competence and children players’ motor conduct. Methods: The twenty-five rugby instructors (IAC) attended the 25 h course and the children of their teams (n = 109, Ch-IAC) participated in this study as experimental groups. Twenty-five rugby instructors who were not attending the course (I-CON) and their pupils (n = 111, Ch-CON) acted as control groups. Changes in instructors’ teaching competence (by the Instrument for Identifying the Teaching Style and the System for Observing Fitness Instruction Time) and children’s motor conduct (by the Körperkoordinationtest für Kinder test, the Game Performance Assessment Instrument, the Physical Activity Enjoyment Scale, and the physical self-efficacy scale for children) were assessed. Results: Thanks to the education received, IAC improved in didactics and methodological competence. They learned to use more production teaching styles than CON (10.5 ± 9.3% vs. 0% of the lesson time, p < 0.05), reduce children’s inactive lesson time for management (−5.1 ± 3.3% vs. 1.1 ± 3.1%, p < 0.05) and promote more outside lesson topics (4.4 ± 3.2% vs. 0%, p < 0.05). In addition, compared to Ch-CON, Ch-IAC significantly improved motor coordination, game performance, enjoyment, and self-efficacy (p < 0.05). Conclusions: Children’s enjoyment and self-efficacy acted as mediators that amplified the effects of the multisport training course. At the same time, the instructor’s didactical and methodological competence were moderators directly favoring or worsening children’s motor competence. Such an integrated multisport model is applicable and suggested for improving sports performance and education processes. Full article

Background: Mouth rinsing (MR) with a carbohydrate solution is one of the most popular methods athletes use to improve their game-based performance due to its acute ergogenic effect. Objectives: This study aimed to evaluate the effects of the carbohydrate MR intervention on psychophysiological responses and kinematic profiles during intermittent (_INT) and continuous (_CON) 4-a-side small-sided soccer games (SSGs). Methods: Thirty-two adolescent soccer players (age: 16.5 ± 0.5 years) played six bouts of 4-a-side SSGs with MR_INT or MR_CON at 3-day intervals in a randomized, double-blinded, placebo-controlled, and crossover study design. Psychophysiological responses and kinematic profiles were continuously recorded during all games. The rating of perceived exertion (RPE), the rating scale of mental effort (RSME), and the physical enjoyment scores (PES) were also determined at the end of each game. Results: The MR_CON induced higher psychophysiological responses such as RPE, internal training load (ITL), and RSME (p ≤ 0.05, d values ranging from 0.50 to 1.04 [small to moderate effect]). Conversely, the MR_INT induced higher PES (p ≤ 0.05, d values = 1.44 [large effect]) compared to MR_CON. Although the MR intervention led to similar improvements in the performance of 4-a-side MR_INT and MR_CON, there was no significant difference between the groups. Conclusions: Our results suggest that the MR intervention can be used as an effective ergogenic supplement for acute game performance enhancement, regardless of the game’s structure. Full article

The aim of this study was to examine the relationship between perceived mother- and father-initiated motivational climates and players’ fear of failure in youth male team sports. A sample of 336 youth male players from five team sports (basketball, football, handball, volleyball, and water polo) completed the Parent-Initiated Motivational Climate Questionnaire-2 and the Performance Failure Appraisal Inventory. The results showed that perceived mother- and father-initiated motivational climates were related to fear of failure predispositions. While a mastery orientation (perceived learning-enjoyment climate) had a low association with fear of failure, an ego orientation (perceived worry-conducive and success-without-effort climates) was highly related to fear of failure. Father-initiated climates had stronger associations with fear of failure than mother-initiated ones, revealing that mothers and fathers may have different influences when considering the developmental origins of fear of failure. The relationships between mother- and father-initiated motivational climates and fear of failure varied according to the type of sport, with basketball, football, and volleyball presenting stronger associations. The dimensions “Fear of important others losing interest” and “Fear of upsetting important others” presented the highest explained variance in all sports when predicted by the father-initiated motivational climate. The findings can inform important evidence-based guidelines and recommendations for parents, coaches, and organizations, enabling them to create supportive environments that aid athletes in developing the necessary psychological skills for long-term success and well-being. Full article

Maintaining player engagement is pivotal for video game success, yet achieving the optimal difficulty level that adapts to diverse player skills remains a significant challenge. Initial difficulty settings in games often fail to accommodate the evolving abilities of players, necessitating adaptive difficulty mechanisms to keep the gaming experience engaging. This study introduces a custom first-person-shooter (FPS) game to explore Dynamic Difficulty Adjustment (DDA) techniques, leveraging both performance metrics and emotional responses gathered from physiological sensors. Through a within-subjects experiment involving casual and experienced gamers, we scrutinized the effects of various DDA methods on player performance and self-reported game perceptions. Contrary to expectations, our research did not identify a singular, most effective DDA strategy. Instead, findings suggest a complex landscape where no one approach—be it performance-based, emotion-based, or a hybrid—demonstrably surpasses static difficulty settings in enhancing player engagement or game experience. Noteworthy is the data’s alignment with Flow Theory, suggesting potential for the Emotion DDA technique to foster engagement by matching challenges to player skill levels. However, the overall modest impact of DDA on performance metrics and emotional responses highlights the intricate challenge of designing adaptive difficulty that resonates with both the mechanical and emotional facets of gameplay. Our investigation contributes to the broader dialogue on adaptive game design, emphasizing the need for further research to refine DDA approaches. By advancing our understanding and methodologies, especially in emotion recognition, we aim to develop more sophisticated DDA strategies. These strategies aspire to dynamically align game challenges with individual player states, making games more accessible, engaging, and enjoyable for a wider audience. Full article

This study aimed to compare the effects of playing tennis using low-compression balls (Lc-Balls) and standard balls (St-Balls) on psychophysiological responses and match characteristics among recreational adult tennis players. Participants (N = 24; age: 20.5 ± 1.3 years) were randomly matched to play two singles matches over three sets: one match was played with a Lc-Ball and one match was played with a St-Ball, resulting in twenty-four matches. Heart-rate responses and match characteristics were assessed during each match. Post-match measures included retrospective assessments of perceived exertion, ratings of enjoyment towards physical activity, and ratings of mental effort and mood. Results showed higher psychophysiological responses and more intensive play during the game when playing with the Lc-Ball (p ≤ 0.05, d values ranging from 0.24 to 1.93 [small to very large effect]). Further, playing with a Lc-Ball related to reporting a lower rating of perceived exertion (p = 0.00, d = 0.90 [moderate effect]) and greater physical enjoyment (p = 0.00, d = 1.73 [large effect]). Playing with the St-Ball was associated with higher unpleasant mood responses including depression, tension, anger, and fatigue. In conclusion, the results suggest that using the Lc-Ball may lead to better match performance with higher enjoyment in the tennis match-play in recreational adult tennis players. Full article

Modified sports programs aim to encourage children’s participation in sport and develop the skills required for future participation, with existing research supporting their positive influence on participants’ enjoyment, skill performance, and learning. However, limited research in this area and potential difficulties in contextual application underscore the need to understand stakeholders’ perceptions and the dilemmas of practice. Therefore, this study aimed to explore stakeholders’ perceptions of the Gaelic games modified sports program, Go Games, utilising the intended–enacted–experienced curriculum model as a framework. Short semi-structured interviews were conducted with 180 participants, including players (n = 92), parents (n = 62), and coaches (n = 26). Data were analysed using qualitative content analysis. The findings indicate a strong coherence between the experiences and perceptions of coaches and parents with the intended curriculum, but a disparity in understanding the purpose and objectives of modifications amongst parents. This study underscores the role of enjoyment for participants, but also highlights the high variability in the sources of this enjoyment. Prominently, coaches faced a range of dilemmas of practice based on the need to juggle often competing sources of motivation and enjoyment. This study suggests the need for greater parental understanding and significant support for coaches to manage these dilemmas of practice. Full article

Today’s children are prone to becoming involved in exergames, but their positions during play have not been sufficiently investigated to determine whether the positions they adopt result in equal responses. The design of this study involved the collection of physiological and perceptual responses (i.e., heart rate (HR), rating of perceived exertion, and enjoyment score) during exergames in three different sports (bowling, tennis, and boxing) with players in different positions (sitting and standing). The participants played each game for 10 min while their HR was recorded. After the gameplay, each perceptual response was retrieved. The results revealed a significant increase in HR above rest during exergaming overall (p < 0.001). Standing gameplay resulted in a significantly higher HR (p < 0.001) than seated gameplay. Compared to tennis and bowling, boxing produced the highest physiological response (p < 0.001) and perceived exertion (p < 0.05) in both positions. The participants perceived all the sports exergames to be enjoyable, as their enjoyment scores did not significantly differ for each game (p > 0.5). For all the variables, no statistically significant differences between genders were identified (p > 0.5). This home-based intervention demonstrated that sports exergames are not only enjoyable; overall, they can provide at least moderately intense physical activity, whether played seated or standing. Full article

The balance between game difficulty and player skill in the evolving landscape of the video game industry is a significant factor in player engagement. This study introduces a deep learning (DL) approach to enhance gameplay by dynamically adjusting game difficulty based on a player’s skill level. Our methodology aims to prevent player disengagement, which can occur if the game difficulty significantly exceeds or falls short of the player’s skill level. Our evaluation indicates that such dynamic adjustment leads to improved gameplay and increased player involvement, with 90% of the players reporting high game enjoyment and immersion levels. Full article

Video games have become a ubiquitous form of entertainment and have been enjoyed by people of all ages around the world. The gaming industry has evolved rapidly, with new games being released every year that push the boundaries of technology and creativity. To ensure that video games are not just technically advanced, but also enjoyable and engaging, measuring the gaming experience is essential because it helps game designers understand how players interact with the game and identify areas for its improvement. The objective of this paper is to examine an interplay of gaming experience dimensions in the context of platform video games and to determine the extent to which they contribute to players’ behavioral intentions. To fulfil this objective, an empirical study was undertaken, involving participants with diverse gaming backgrounds. They were requested to engage in the gameplay of the Stranded Away platformer game and subsequently respond to a post-use questionnaire. The psychometric features of the introduced conceptual model were evaluated with the partial least squares structural equation modeling (PLS-SEM) method. The reported findings demonstrate the importance of evaluating different facets of the gaming experience in video games and showcase the potential of the proposed model and measuring instrument as tools for game designers to enhance the overall quality of their products. Full article