Search Results (340)

Cyber security has become a growing concern for an increasing number of organizations, many of which are investing significant resources to address the issue. Cyber security education, based on serious games, can enhance learners’ interest, motivation and engagement. Players’ gaming experience, enjoyment and immersion can also be enhanced by the implementation of non-player characters (NPCs) into serious games. The present systematic review was based on the updated PRISMA guidelines and identified 28 papers, each one referring to a different serious game with one or more NPCs. The actions, characteristics, roles and educational benefits NPCs can offer in the context of serious games for cyber security education were examined, as well as the evaluation methods and data collection techniques researchers used. The analysis of the results revealed that NPCs supported players during the game by providing them with feedback, guidance and encouragement primarily through verbal communication and also that NPCs have the potential to increase players’ interest. The evaluation methods and data collection techniques used in serious games for cyber security education involved mostly qualitative and quantitative data collection methods with pre-, in-, and post-game activities, focusing mainly on target users and less on the comparison of the control and experimental groups. The development of a comprehensive classification of NPCs’ actions and characteristics could help fill the gap identified in the literature and could be useful for researchers and designers aiming to implement NPCs into serious games for cyber security education. Full article

Serious games have demonstrated significant potential for supporting learning, cognitive stimulation, and skill development. However, most existing solutions rely predominantly on visual and auditory interaction, while the integration of real tactile experiences remains limited despite their potential to support richer multisensory interaction. Frutopia is a hybrid tangible serious game designed to integrate physical interaction with digital gameplay in order to support tangible interaction and tactile exploration. The game was developed following a structured process that combines the iPlus methodology for educational game design with the Scrum agile framework, enabling the systematic definition, implementation, and refinement of gameplay mechanics, tangible interaction, and usability-oriented features. The resulting system incorporates tangible user interaction through conductive physical objects with different textures connected via a Makey Makey interface, enabling players to control in-game actions through real tactile exploration. The game features progressive maze-based challenges inspired by Ecuadorian cultural environments and representative fruits from Ecuadorian regions, integrating multisensory feedback, gamification techniques, and embodied interaction principles to foster engagement and sensory exploration. The system was implemented using the Godot Engine and evaluated through functionality and usability assessments. Functional validation achieved a success rate of 94.74% across the defined test cases, demonstrating the technical stability of the proposed solution. Additionally, a usability evaluation involving 50 participants was conducted using the Serious Games Usability Evaluation Instrument (SGUEI). The assessment produced a final rating of 90.37%, reflecting favorable perceptions of the interaction quality and overall user experience. The results demonstrate the feasibility of integrating tangible interaction and multisensory feedback within serious game environments and suggest that hybrid tangible interfaces can enrich user engagement and interaction quality. This work contributes to the design and development of hybrid tangible serious games by presenting a structured development workflow and providing preliminary evidence of the technical feasibility and usability of tangible interaction in serious game environments. The proposed system establishes a foundation for future studies involving the intended target population and the evaluation of educational and cognitive outcomes. Full article

Background: School-based sustainable and healthy diet (SHD) interventions often inadequately capture the multidimensional nature of sustainability, with socioeconomic and cultural dimensions frequently underrepresented. While digital interventions can facilitate the integration of multiple SHD components, maintaining user engagement remains a persistent challenge that can compromise intervention effectiveness. Digital serious games represent a promising intervention strategy that can address both limitations by delivering multidimensional SHD content through interactive and engaging learning, while enabling real-time behavioral monitoring. Objectives: To assess the feasibility, as well as the acceptability and user experience of “Sustainable ePlate”, a web-based serious game for multidimensional SHD educational interventions in schools, during school-based sessions. Methods: Sustainable ePlate integrates food-level sustainability indicators into a scaffolded nine-challenge serious game. Challenges are presented through the healthy eating plate structure, while addressing eight food-level sustainability indicators transformed into 1–5 ordinal game scores. A database of 138 food items was developed from publicly available LCA and TCA databases. The game design draws on established learning theories implemented through progressive challenge sequencing, tiered feedback, and social features. Feasibility was assessed in guided school sessions in Northern Greece using the eGameFlow questionnaire and system in-app metrics. Results: The assessment sample comprised n = 59 students from two secondary schools, of whom n = 57 completed the eGameFlow questionnaire. Mean overall enjoyment was 82.54 ± 16.33%. Mean session duration was 22.39 ± 12.68 min. Across all sessions, 6003 food selections were recorded, with 5179 correct and 824 incorrect placements, corresponding to an 86.27% placement accuracy rate. In-app metrics indicated strong technical feasibility, with all sessions completing the full game sequence. Behavioral metrics demonstrated active interaction, characterized by placement interval duration, hesitation times, and high placement accuracy. Conclusions: Sustainable ePlate demonstrated feasibility and a positive user experience as a school-based serious game for multidimensional SHD education, and as a research platform for capturing in-app behavioral metrics. Further studies are required to assess its educational effectiveness in improving knowledge, attitudes, and practices related to sustainable healthy diets through pre–post design interventions. Full article

Dynamic difficulty adjustment in Serious Games remains challenging because most adaptive approaches respond primarily to performance variables and insufficiently incorporate the player’s psychophysiological state in real time. Prior studies have shown the potential of biofeedback and heart rate variability based adaptation; however, many proposals rely on isolated indicators, limited temporal integration, or mechanisms that do not explicitly stabilize state transitions before modifying gameplay. In response, this article proposes a dynamic difficulty adjustment mechanism based on cardiac signals and Cellular Automata for Serious Games. The novelty of the proposal lies in combining individualized instantaneous heart rate ranges, time and frequency domain heart rate variability features, a hybrid multilayer caching for resolving discrepancies between short and longer window estimates, and a Cellular Automaton that introduces temporal inertia before applying adaptive changes to game parameters. Methodologically, the study follows a design and implementation research process in which the mechanism is integrated with a Polar H10 sensor, structured as a modular architecture, and evaluated through functional and architectural, including real time tests of arousal band assignment, adaptive response, and trace level coherence. The engine assigns three classes of operational arousal bands, defining individualized low, target, and high BPM/HRV control regions for DDA actuation. The results demonstrate technically stable operation and effective real time adaptation, with an average response latency of approximately two seconds, supporting the feasibility of the proposed mechanism. Overall, the findings indicate that cardiac signal driven adaptation combined with Cellular Automata based transition control constitutes a technically viable approach for Serious Games. Full article

The implementation of circular solutions instead of single-use plastic requires a stronger alliance between science and the private sector, which could be achieved by means of knowledge and strategy co-creation. To investigate their benefits, this study applies common-pool resource theory in serious game design. While other serious games focused on the circular economy exist, none of them consider different modes of knowledge acquisition. To test the game’s potential, we used a convenience sample of 188 biology and geography students (researchers-to-be) from Jagiellonian University. Each of the 20 groups was divided into playing the roles of science and business actors. Two versions of the game were assessed—one with separation and one with personnel exchange. The results of the games were analyzed in relation to the structure of the shared social values as a differentiating co-factor. Science–business collaboration and environmental attitudes were evaluated using pre- and post-questionnaires. Results suggest that the successful resolution of the presented common-pool resource dilemma correlates with the introduced collaboration (p = 0.004, t value = 3.400, df = 1) and the Self-Transcendence values (p = 0.001, t value = 4.329, df = 1). We observed desirable changes in participants’ attitudes after the game (p = 0.000, χ² = 18.810, df = 1). Further investigation into gaming as a science communication tool and its long-term effects is recommended to facilitate the implementation of knowledge co-creation principles in practice. Full article

Archaeological sites are fragile, non-renewable heritage environments where visitors’ inappropriate behavior may cause irreversible damage. This study designed and evaluated a VR serious game, Guarding the Terracotta Warriors, to promote visitors’ responsible visiting behavior intention at archaeological sites. Examining the Terracotta Warriors Museum as a case study, this study identified conservation needs through literature and case analysis, expert interviews, and preliminary visitor interviews, and translated them into four design requirements: path guidance for visiting boundaries, reflection on visiting order, contextualized risk decisions, and concrete feedback on behavioral consequences. Based on the MDA framework, these requirements were further transformed into interactive game mechanisms. A within-subject experiment with 46 participants compared the VR serious game with conservation-content-matched video instruction, followed by semi-structured interviews with 20 participants. Quantitative results showed that the VR serious game produced significantly higher scores than video instruction in presence, experience satisfaction, conservation-related attitude, awareness of consequences, personal norms, and responsible visiting behavior intention. Task load was slightly higher in the VR condition, but its mean score remained below the midpoint of the seven-point scale, indicating a relatively modest level of perceived task load. Qualitative findings further indicated that embodied exploration, safe-to-fail risk decisions, visitor-order feedback, and irreversible restoration feedback helped participants understand conservation boundaries and behavioral consequences. This study provides a design framework and empirical evidence for using VR serious games to support responsible visitor education at archaeological sites. Full article

The intersection of artificial intelligence (AI) and gamification in language education has attracted increasing attention, but its link to sustainability is still largely unexamined. This study looks at whether and how much this area of research tackles two aspects of sustainability: the ability of AI-driven gamified tools promoting lasting independent language learning (pedagogical sustainability) and their potential to reduce educational inequalities in line with Sustainable Development Goal 4 (SDG 4) (social sustainability). Using a sequential explanatory mixed-methods design, a bibliometric analysis of 105 documents retrieved from Scopus and Web of Science (WoS) (2018–2026), processed with bibliometrix R package (4.6.0) and VOSviewer (1.6.20), and a thorough qualitative content analysis of 27 studies were combined. The bibliometric mapping uncovered four thematic clusters around gamification design, motivational theory, serious games, and AI-driven vocabulary learning. No sustainability-related terms had enough density to form a clear cluster. The qualitative analysis showed that SDG 4 is missing from all 27 reviewed documents. Only three (11.1%) operationalizing pedagogical sustainability and mediation as a CEFR competence are absent. These findings suggest that sustainability is still on the fringe of this field and support a research agenda focusing on long-term measurement, self-directed learning support, low-resource design and mediation in AI-driven gamified environments. Full article

Background/Objectives: Most children and adolescents do not meet recommended physical activity (PA) levels. Artificial intelligence (AI) may enable personalized and adaptive interventions, but evidence across delivery formats remains unclear. This scoping review mapped AI-enabled PA interventions for children and adolescents aged 6–18 years. Methods: Following PRISMA-ScR and Joanna Briggs Institute guidance, six databases were searched on 24 May 2026 for English-language studies published since 2018. Eligible studies used AI in intervention delivery and empirically evaluated at least one participant-level PA-related outcome following exposure to the intervention. The review protocol was registered during data analysis. Results: Seven studies published between 2022 and 2026 were included. Primary AI techniques were computer vision (n = 3), generative AI or large language models (n = 2), reinforcement learning (n = 1), and evolutionary computation (n = 1). Interventions included immersive systems (n = 2), conversational agents (n = 2), exergames or serious games (n = 2), and a robot (n = 1). Three studies used controlled designs and four were single-arm pilot or feasibility studies. Conclusions: AI supported movement recognition, content generation, personalization, and adaptive feedback. However, the small, heterogeneous, and predominantly early-stage evidence base precludes conclusions about effectiveness. Rigorous controlled studies and transparent AI-specific reporting are needed. Full article

Natural and man-made disasters at the urban level represent a major challenge to increasing resilience. According to the UN Agenda 2030, Disaster Risk Reduction (DRR) is a priority at the global level. Different actions can be planned and implemented before and after a disastrous event. The focus of this research is on actions to take before the event to increase preparedness. This paper focuses on exercises and training activities designed to reduce the gaps between actions performed before and after disastrous events. These actions include discussion-based and operation-based actions, classified by increasing levels of complexity and capability. Serious Games (SGs) represent a discussion-based action with the greatest level of complexity and capability. The objective of this paper is to investigate the potential contribution of SG to increasing preparedness for implementing evacuation procedures and thereby enhancing urban resilience. This implies the knowledge of urban mobility in evacuation conditions. This class of SGs combines Transport Risk Analysis (TRA), Transport System Models (TSMs), and emerging Information and Communication Technology (e-ICT) to reproduce, in a virtual environment, a transport system under evacuation conditions. In this way, it is possible to experiment with evacuation planning procedures in a virtual environment. The principal results of a pilot experiment are presented. The SG framework and its pilot implementation show a contribution to reducing orientation time, which may lead to increasing awareness and reducing exposure at the urban level. The paper is of interest to urban scientists and public and private decision-makers involved in disaster risk planning processes. Full article

Mixed Reality (MR) serious games combine immersive technologies with game-based learning to support training, skill development, and decision-making across diverse disciplines in university education. Although previous research has demonstrated improvements in engagement, usability, and learning outcomes, less attention has been devoted to developing design recommendations and methodological approaches for studying MR serious games. A theory-derived Meta Quest 3-based MR serious game for diagnostic classification was developed by integrating learning theories, gameplay mechanics, and gamification features while functioning as both an educational intervention and a research instrument. The system was evaluated through two complementary studies involving undergraduate students: the first compared learning outcomes across instructional approaches, whereas the second examined learner performance and transfer using a mixed-method approach incorporating objective metrics, questionnaires, and interviews. The proposed system achieved learning outcomes comparable to expert-guided field training while significantly outperforming classroom instruction and self-directed study. Significant transfer to real-world diagnostic tasks was demonstrated, and complementary evidence was triangulated to derive preliminary design recommendations and a multi-dimensional methodological framework. These contributions provide an initial foundation for the systematic design and study of MR serious games in higher education. Full article

This study examined changes in students’ self-perceived Sustainability Action Competence (SAC) and Collaboration Competence (CC) associated with participation in the Tequila Game, a multiplayer serious game in which students assume the role of competing retailers and make operational, sustainability, and voluntary collaboration decisions in a shared market. A quasi-experimental pretest–posttest control-group design was conducted with 188 undergraduate engineering students across eight course sections. Students in the treatment group participated in the Tequila Game, whereas the control group completed alternative active-learning activities. Compared with the control group, participants in the Tequila Game achieved significantly larger gains in overall SAC and CC (both p < 0.001). Among the component dimensions, the largest improvements were observed for Learning (t = 7.31, p < 0.001, d_z = 0.79), Willingness to Act (t = 7.01, p < 0.001, d_z = 0.76), and Confidence in One’s Own Influence (t = 5.77, p < 0.001, d_z = 0.63). Gameplay analyses complemented the survey findings by showing that collaboration was conditional rather than automatic: inventory sharing increased primarily when retailers held substantial surpluses, transportation sharing consistently improved vehicle utilization, and collaboration occasionally failed despite broad support and the absence of clear operational incentives for defection. These findings demonstrate that serious games can strengthen sustainability- and collaboration-related competencies while exposing students to the operational and behavioral complexities of collaborative decision making. Full article

The assessment and rehabilitation of fine motor skills are essential in clinical practice, particularly for individuals with neurological or musculoskeletal impairments. The Box and Block Test (BBT) is a widely used standard tool; however, it lacks digital capabilities for automated measurement and remote monitoring. This study presents two digital serious games designed to assess and support fine motor skills. The first game is a direct digital adaptation of the BBT, while the second mimics its core movements while introducing enhanced interaction features and flexibility. A total of 50 participants performed the conventional BBT and both digital games. The present evaluation represents a preliminary validation in healthy adults and provides a foundation for future clinical studies involving individuals with motor impairments. Performance metrics were collected and analyzed to compare outcomes and examine correlations between real-world and digital assessments. The results indicate significant correlations between BBT scores and performance in both digital serious games, supporting their validity as assessment tools. Additionally, the second game provided richer interaction data, suggesting potential for more comprehensive evaluation. These findings highlight the potential of serious games as reliable and engaging tools for fine motor assessment and rehabilitation in both clinical and remote settings. Full article

Metro stations, while essential for urban transportation, pose unique evacuation challenges due to confined layouts and high densities; existing models often struggle to accurately capture individual pedestrian behaviors and the dynamic spread of fires. This study introduces a human–fire–agent interaction model designed to enhance the understanding and simulation of critical interactions among pedestrians, fire dynamics, and the underground environment of a metro station. The model integrates social force modeling and fluid dynamics to accurately represent pedestrian behavior and fire spread, for a more complete analysis of evacuation scenarios. Using Lumu Station in Suzhou as a case study, this study develops a detailed simulation framework implemented in an integrated PyroSim-Python-AnyLogic platform to model the evacuation process. The framework is employed to evaluate the effectiveness of turnstile reversal strategies—an approach that involves temporarily reversing the direction of turnstiles to facilitate faster evacuation during emergencies. Beyond mitigation, this study extends to the preparedness phase by functioning as a high-fidelity digital twin. It enables immersive “Serious Game” training and provides a quantitative tool for railway managers, decision-makers, and engineers to optimize operating procedures and performance-based station designs. Full article

Cities face increasingly complex sustainability challenges that demand cross-sector collaboration, yet existing participatory tools rarely integrate internationally recognised sustainability frameworks with systems-based visualisation in a way that supports coordinated action across diverse stakeholders. This paper presents the Placemaking Maptivity, a card-based serious game that operationalises the ISO 37101 cross-analysis matrix—six sustainability purposes against twelve areas of action—as a shared analytical scaffold for participatory neighbourhood planning. Following a Design Science Research approach, this formative artefact-development study iteratively refined the tool through four rounds of beta testing in online, in-person, and mixed-stakeholder international configurations, drawing use cases from the EU-funded REEFLEX, PROBONO, and eFORT projects. Each game mechanic is traced to a defined learning objective using the Learning Mechanics–Game Mechanics (LM-GM) framework. Stakeholder feedback across iterations provides preliminary observations that the Maptivity supports identification of multi-purpose contributions, mapping of interdependencies, and collaborative prioritisation of next steps while highlighting facilitation, timing, and contextual adaptation as critical success factors. Whether the tool improves planning quality, learning outcomes, or decision-making effectiveness compared to alternative approaches remains a question for future, more rigorously designed evaluation studies. We discuss the formative character of these results, set out limitations, and propose a more rigorous summative evaluation protocol to support broader scaling and adoption of the methodology. Full article

Agriculture is one of the most hazardous occupational sectors, with conventional safety training often suffering from limited realism, low engagement, and reduced opportunities to reproduce hazardous scenarios safely. This article provides a structured analysis of digital and technology-enhanced approaches for safety education and training in agriculture. A literature-based framework was developed by combining five groups of digital tools—immersive technologies, simulators and digital twins, serious games and gamification, e-learning systems, and AI-based educational tools—with five learning contexts: formal education, vocational education and training, apprenticeships and traineeships, lifelong and on-the-job learning, and peer or community-based learning. In addition, a heuristic Application Priority Score (APS) was proposed to assess each technology–context combination according to evidence availability, cost–benefit feasibility, technology–learner fit, and inclusivity/accessibility. The results show that evidence is unevenly distributed, with stronger attention to immersive technologies, simulation-based approaches, and game-based learning in formal education, whereas lifelong, on-the-job, and peer/community learning remain less explored. The scoring framework also indicates that no single digital tool is universally suitable: the most promising solutions depend on the training context, learner experience, implementation costs, and accessibility barriers. The study provides a context-sensitive framework to support future research and the design of more inclusive and effective digital safety training solutions in agriculture. Full article