Search Results (58)

In the Industry 4.0 era, the Architecture, Engineering, Construction, and Operation (AECO) sector faces a strategic challenge in integrating Mechanical, Electrical, and Plumbing (MEP) systems during early design stages, where a lack of “Design for Maintainability” contributes to building defect rates of up to 28%. These failures not only incur significant resource waste but also undermine long-term building sustainability. This study evaluates a digital innovation framework synthesizing Serious Games and Cooperative Problem-Based Learning (CPBL) via Minecraft to foster systemic thinking and spatial reservation logic at Level of Development (LOD) 100–150 as a catalyst for digital transformation. Utilizing a mixed-methods design (n = 25), the curriculum employed a “Mirror Mapping” mechanism, translating game physics into real-world electrical and plumbing logic. While results showed 93% management competency, a significant 13% “Symbolic Transformation Gap (STG)” (80% in system analogy) persisted, indicating that symbolic fluency does not automatically yield professional engineering reasoning. These findings validate the framework’s potential for spatial externalization and emphasize the necessity of “bridging activities” and Digital Twin linkages to optimize building lifecycle performance and reduce carbon footprints, ultimately achieving sustainable building goals. Full article

The impact of oncological diseases extends far beyond the clinical patient, profoundly affecting the mental health of caregivers, family members, and volunteers who navigate complex emotional landscapes of grief, anxiety, and trauma. While the domain of digital health has seen a proliferation of serious games aimed at pediatric patient education and treatment adherence, the specific perspective of the “second-order patient”, the caregiver or survivor, remains significantly under-explored. The primary objective of this study is to systematically review the current state of interactive narratives in oncology, palliative care, and grief support, identifying research gaps to inform the broader design space of empathy-driven serious games. Following the PRISMA guidelines, 31 articles were selected from an initial query of 116 records. Interventions were categorized into Serious Games, Games, and Gamification. The analysis reveals a critical thematic transition: early interventions relied heavily on biological “battle” metaphors to empower patients, whereas the current literature advocates for “thanatosensitive” designs that foster empathy. However, a distinct research gap persists regarding narratives that explore post-loss meaning reconstruction and the hospital volunteer experience. Synthesizing these findings, this paper establishes an evidence-based theoretical framework demonstrating a significant opportunity for games that prioritize dialogue and emotional processing over traditional winning conditions. As a practical application of these findings, we also briefly outline the conceptualization of a prototype simulating a widower’s experience volunteering in a palliative ward, shifting the ludic focus from defeating a disease to navigating loss. Full article

International students at English-medium universities in Australia whose first language is not English often struggle with language learning due to challenges sustaining motivation and managing anxiety, while simultaneously needing to strengthen their English skills to succeed academically and fully engage in university life. Although serious games are increasingly used in second-language education, many are not explicitly grounded in established pedagogical strategy frameworks, and grammar-focused serious board games remain underrepresented. In response, this study designed a strategy-embedded serious board game (The Pyramid of Time) that integrates Oxford’s indirect Language Learning Strategies to support grammar-focused practice. Following a Design Thinking process informed by desk-based evidence and refined through two rounds of playtesting, the final prototype was evaluated in a single-session, between-subjects quasi-experiment with 64 international L2 English students studying in Australian English-medium universities, comparing a collaborative board-game condition with an individual textbook self-study condition. Outcomes were assessed using pre- and post-measures of grammar test performance, language learning motivation, and grammar-learning anxiety. The strategy-embedded, collaborative game-based condition showed larger short-term gains in grammar test performance and more favourable changes in motivation and anxiety than the individual textbook self-study condition. An exploratory bootstrapped mediation analysis was consistent with an indirect pattern in which anxiety reduction related to grammar gains primarily via increased motivation, although evidence was modest. Findings provide initial support for theory-informed, strategy-embedded game-based instruction as a promising approach for grammar-focused practice that also improves learners’ short-term motivational and affective experiences. These results should be interpreted in light of differences in instructional format, collaborative structure, and time-on-task across conditions. Full article

Background: The impact of screen time is having serious adverse effects on people’s lives. Unfortunately, early childhood is the most vulnerable stage in the lifespan, and most children are using television, computers, parents’ and mothers’ mobile phones, or tablets, for longer than recommended. For this reason, the interest of the education community in proposing programs for reducing screen time has grown, which could be of interest for families and professionals in early childhood development and care for children adhering to a healthy lifestyle. For this reason, the objective of this study is to compile programs including families that have tried to reduce preschool-aged children’s time in front of screens. Method: The search strategy is designed based on the PICOS framework. A review was conducted in three databases (PubMed, Web of Science, and ProQuest Central) on 11 October 2024, following the PRISMA guidelines. The systematic review is registered in PROSPERO. Results: A total of 287 articles were initially found, and 15 met all inclusion criteria. Conclusions: The results reveal that programs based on training parents in addition to performing games with children have positive effects for reducing screen time in children up to six years old, even in a specific population. Full article

Stunting remains a major public health challenge in Indonesia, with a national prevalence of 21.6% in 2022. Rural regions such as Madura face heightened vulnerability due to cultural dietary taboos, gendered caregiving structures, intergenerational authority, and digital disparities that shape household nutrition decision-making. This formative qualitative study explores stakeholders’ perceptions to inform the conceptual development of gender-sensitive serious games for nutrition communication in rural Indonesia. Using an exploratory design, 42 informants, including mothers of children under five, brides-to-be, health cadres, midwives, religious and community leaders, and local digital actors, were recruited across rural Madura. Thematic analysis examined trust-based communication patterns, gender dynamics, perceptions of artificial intelligence (AI), and contextual conditions influencing digital health acceptance. Findings indicate that acceptance of gender-sensitive serious games depends on cultural alignment, institutional endorsement, perceived credibility, and usability in low-resource settings. Participants consistently positioned serious games and AI-supported features as complementary communication layers rather than replacements for health workers. Game-based tools were considered potentially relevant when designed to support intergenerational co-play, integrate local narratives and religious values, and function in low-connectivity environments. Rather than evaluating an implemented intervention, this study proposes a conceptual design framework grounded in feminist communication perspectives, serious games scholarship, and technology acceptance theory. The findings provide context-sensitive insights to guide future prototype development and pilot testing within hybrid, community-based nutrition communication systems. Full article

There is a growing need for accessible and engaging rehabilitation tools for individuals with neurodevelopmental disorders such as Cerebral palsy (CP), Down syndrome (DS), and Autism spectrum disorder (ASD). Serious games offer a promising approach, yet few are tailor-made to meet the therapeutic demands of these populations. A tailor-made, non-immersive virtual reality (VR) serious games framework featuring a basketball task was developed, with therapist-controlled modules for customization and monitoring. Twenty-eight participants (CP: 14; DS: 7; ASD: 7) completed the game across eight sessions, grouped into three practice phases: an initial session, an early adaptation phase, and a consolidated practice phase. Performance metrics included accuracy, reaction time, and number of victories. All groups improved performance across phases, with accuracy increasing significantly in central (p = 0.005) and total positions (p = 0.007). The number of victories also increased from the initial to the early adaptation phase (p = 0.019) and from the initial to the consolidated practice phase (p = 0.008). Participants with ASD showed significantly higher accuracy than the DS group, while CP and DS participants showed a temporary increase in reaction time during the early adaptation phase, followed by a reduction in the consolidated phase, suggesting task adaptation. These findings support the feasibility and short-term effectiveness of a modular, tailor-made serious games platform for telerehabilitation. Full article

Adolescents are heavy users of digital media but often lack critical skills, increasing their vulnerability to harmful online content. The integration of game elements into learning and training offers a promising strategy to support positive behavioural change and strengthen adolescents’ skills. This paper describes the development of a conceptual framework for Dress-DIGITARIAN, a serious game aimed at improving health literacy, coping skills, and self-esteem, grounded in Self-Determination Theory (SDT). The framework was constructed to generate higher-order understanding through a multi-level process: analyzing general theory (SDT), integrating mid-range models (the Octalysis framework), and incorporating empirical insights derived from two data collection phases with the target population. This integrative approach informed and guided the game’s design through participatory methods. Developed through collaboration between schools and research institutions, this approach bridges theory and practice by aligning game mechanics with adolescents’ psychological needs. It also underscores the value of involving adolescents in research, not only to enhance scientific rigour but also to empower them as agents of change capable of contributing to health promotion policies and educational innovation. This study does not report the results of a completed intervention or outcome evaluation, which will be conducted in the sixth phase at the end of the current school year. Future research is needed to assess the model’s effectiveness and scalability and to identify areas for further refinement. Full article

Medical education requires learners to integrate complex basic science knowledge with clinical reasoning, with endocrinology posing particular challenges due to nonlinear feedback and system-level interactions. Although serious games may enhance learning, many implementations are individual/solitary, and evidence for analog serious trading card games is limited. This study evaluated a mnemonic-driven Medimon Learning Card Game (LCG) designed to support systems-based endocrine education. A quasi-experimental study was conducted with first-year medical students during an endocrine course block. All students received identical instruction, while a subset participated in a guided, competitive Medimon LCG session. Achievement was assessed using a pretest and a delayed posttest administered two weeks after the intervention, along with course examination performance. Engagement was measured using the Situational Interest Survey for Multimedia (SIS-M) and open-ended responses. Students who participated in the Medimon LCG demonstrated significantly greater delayed learning gains than controls, while course examination performance did not differ between groups. SIS-M results indicated high levels of interest and perceived value, and qualitative findings highlighted affective engagement, cognitive reinforcement, and social interaction. These findings suggest that an analog serious trading card game can enhance engagement and support longer-term retention of complex endocrine concepts, offering a transferable framework for socially mediated game-based learning in medical education. Full article

The rapid proliferation of misinformation on social media underscores the urgent need for scalable digital-literacy instruction. This study presents the design and evaluation of a Generative AI-enhanced serious game system that integrates Large Language Models (LLMs) to drive adaptive non-player characters (NPCs). Unlike traditional scripted interactions, the system employs role-based prompt engineering to align real-time AI dialogue with the Currency, Relevance, Authority, Accuracy, and Purpose (CRAAP) framework, enabling dynamic scaffolding and authentic misinformation scenarios. A mixed-method experiment with 60 undergraduate students compared this AI-driven approach to traditional instruction using a 40-item digital-literacy pre/post test, the Intrinsic Motivation Inventory (IMI), and open-ended reflections. Results indicated that while both groups improved significantly, the game-based group achieved larger gains in credibility-evaluation performance and reported higher perceived competence, interest, and effort. Qualitative analysis highlighted the HCI trade-off between the high pedagogical value of adaptive AI guidance and technical constraints such as system latency. The findings demonstrate that Generative AI can be effectively operationalized as a dynamic interface layer in serious games to strengthen critical reasoning. This study provides practical guidelines for architecting AI-NPC interactions and advances the theoretical understanding of AI-supported educational informatics. Full article

Serious games are increasingly recognized as powerful pedagogical tools, often offering engaging, interactive, and practical learning experiences. This paper presents the design, implementation, and evaluation of a 3D virtual serious game specifically tailored for cybersecurity governance and policy education. In particular, the nature of the game is an escape room, drawing on military training principles: players must solve a problem to escape one room before advancing to the next. Set within a virtual company environment, the game features three interactive zones that guide students through analyzing cyber risks, aligning security frameworks, and drafting appropriate policies. This structure cultivates critical thinking and decision-making skills and strengthens practical cybersecurity competencies. The primary contribution lies in the integration of game-based learning and 3D virtual technology to create robust, hands-on educational materials. The design incorporates structural features that create barriers to generative AI delegation to address challenges related to generative AI misuse, ensuring that the activities cannot be easily replicated and thereby supporting academic integrity. A post-activity perception survey (n = 20) suggests that students found this approach both engaging and effective, with participants self-reporting enhanced understanding and enthusiasm toward cybersecurity governance and policy concepts. These findings highlight the potential of gamified environments to bridge theory and practice in cybersecurity education, equipping learners with industry-relevant skills while fostering deeper engagement and active learning. Full article

With the advancement of digital technology, serious games have become an essential tool for disseminating and educating individuals about cultural heritage. However, systematic empirical research remains limited with respect to how visual elements influence users’ cognitive and emotional engagement through interactive behaviors. Using the “Macau Historic Centre Science Popularization System” as a case study, this mixed-methods study investigates the mechanisms by which visual elements affect user experience and learning outcomes in digital interactive environments. Eye-tracking data, behavioral logs, questionnaires, and semi-structured interviews from 30 participants were collected to examine the impact of visual elements on cognitive resource allocation and emotional engagement. The results indicate that the game intervention significantly enhanced participants’ retention and comprehension of cultural knowledge. Eye-tracking data showed that props, text boxes, historic buildings, and the architectural light and shadow shows (as incentive feedback elements) had the highest total fixation duration (TFD) and fixation count (FC). Active-interaction visual elements showed a stronger association with emotional arousal and were more likely to elicit high-arousal experiences than passive-interaction elements. The FC of architectural light and shadow shows a positive correlation with positive emotions, immersion, and a sense of accomplishment. Interview findings revealed users’ subjective experiences regarding visual design and narrative immersion. This study proposes an integrated analytical framework linking “visual elements–interaction behaviors–cognition–emotion.” By combining eye-tracking and information dynamics analysis, it enables multidimensional measurement of users’ cognitive processes and emotional responses, providing empirical evidence to inform visual design, interaction mechanisms, and incentive strategies in serious games for cultural heritage. Full article

Small local museums play a crucial role in safeguarding cultural heritage, but often lack the necessary resources and digital capabilities to engage younger visitors effectively. This study examines whether a mobile serious game can enhance engagement, intrinsic motivation, and cultural knowledge among Generation Z museum visitors. This study introduces Thai-Craft-To-Go, a mobile serious game that mediates intangible cultural heritage—specifically Thai textiles and handicrafts—for Generation Z. Grounded in Self-Determination Theory (SDT) and Flow Theory and operationalized through the Mechanics–Dynamics–Aesthetics (MDA) framework, the game translates cultural content into interactive play. We conducted an exploratory evaluation with 30 Generation Z participants using the Game Engagement Questionnaire (GEQ), the Intrinsic Motivation Inventory (IMI), and a 10-item knowledge test administered before and after gameplay. Results indicated high engagement—particularly Presence and Absorption on the GEQ—strong intrinsic motivation on the IMI (notably perceived competence and value), and significant knowledge gains (mean scores increased from 4.40 to 8.03; t(29) = 8.39, p < 0.001, d = 1.53). These findings suggest that a well-designed serious game can align museum learning with the digital habits of younger audiences, enhancing engagement, motivation, and cultural understanding. For small local museums, serious games provide a feasible and cost-conscious pathway to revitalize visitor experiences and support the intergenerational transmission of intangible cultural heritage in the digital age. Full article

The creation of digital educational games often lacks strong user-centered design despite available frameworks, which tend to focus on technical and instructional aspects. This paper presents the Empathic Design Thinking Framework (EDTF), a structured methodology tailored to digital educational game creation. Rooted in human–computer interaction (HCI) principles, the EDTF integrates continuous co-design and iterative user research from ideation to deployment, involving both learners and instructors throughout all phases; it positions empathic design (ED) principles as an important component of HCI, focusing not only on identifying user needs but also on understanding users’ lived experiences, motivations, and frustrations. Developed through design science research, the EDTF offers step-by-step guidance, comprised of 10 steps, that reduces uncertainty for novice and experienced designers, developers, and HCI experts alike. The framework was validated in two robust phases. First, it was evaluated by 60 instructional game experts, including designers, developers, and HCI professionals, using an adapted questionnaire covering dimensions like clarity, problem-solving, consistency, and innovation, as well as standardized scales such as UMUX-Lite for perceived ease of use and usefulness and SUS for perceived usability. This was followed by in-depth interviews with 18 experts to understand the feasibility and conceptualization of EDTF applicability. The strong validation results highlight the framework’s potential to guide the design and development of educational games that take into account HCI principles and are usable, efficient, and impactful. 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

Serious games for children with Autism Spectrum Disorder (ASD) require rigorous evaluation frameworks that capture neurodivergent interaction patterns. This pilot study designed, developed, and evaluated a serious game for children with ASD, focusing on operability assessment aligned with ISO/IEC 25010:2023 standards. A repeated-measures design involved ten children with ASD from the Carlos Garbay Special Education Institute in Riobamba, Ecuador, across 25 gameplay sessions. A bespoke operability algorithm incorporating four weighted components (ease of learning, user control, interface familiarity, and message comprehension) was developed through expert consultation with certified ASD therapists. Statistical study used linear mixed-effects models with Kenward–Roger correction, supplemented by thorough validation including split-half reliability and partial correlations. The operability metric demonstrated excellent internal consistency (split-half reliability = 0.94, 95% CI [0.88, 0.97]) and construct validity through partial correlations controlling for performance (difficulty: r_partial = 0.42, p = 0.037). Eighty percent of sessions achieved moderate-to-high operability levels (M = 45.07, SD = 10.52). In contrast to requirements, operability consistently improved with increasing difficulty level (Easy: M = 37.04; Medium: M = 48.71; Hard: M = 53.87), indicating that individuals with enhanced capabilities advanced to harder levels. Mixed-effects modeling indicated substantial difficulty effects (H = 9.36, p = 0.009, ε² = 0.39). This pilot study establishes preliminary evidence for operability assessment in ASD serious games, requiring larger confirmatory validation studies (n ≥ 30) to establish broader generalizability and standardized instrument integration. The positive difficulty–operability association highlights the importance of adaptive game design in supporting skill progression. Full article