Search Results (40)

Background and Objectives: Depression is a leading cause of disability globally, with treatment challenges including limited access, stigma, and poor adherence. Gamification, which applies game elements such as points, levels, and storytelling into non-game contexts, offers a promising strategy to enhance engagement and augment traditional treatments. Our research is the first study designed to explore the implementation of gamification within the Malaysian context. The objective was to explore the feasibility of implementation of gamification as an adjunctive treatment for adults with depression. Materials and Methods: Focus group discussions were held with five mental health professionals and ten patients diagnosed with moderate depression. The qualitative component assessed perceptions of gamified interventions, while quantitative measures evaluated participants’ depressive and anxiety symptomatology. Results: Three key themes were identified: (1) understanding of gamification as a treatment option, (2) factors influencing its acceptance, and (3) characteristics of a practical and feasible intervention. Clinicians saw potential in gamification to boost motivation, support psychoeducation, and encourage self-paced learning, but they expressed concerns about possible addiction, stigma, and the complexity of gameplay for some patients. Patients spoke of gaming as a source of comfort, escapism, and social connection. Acceptance was shaped by engaging storylines, intuitive design, balanced difficulty, therapist guidance, and clear safety measures. Both groups agreed that gamification should be used in conjunction with standard treatments, be culturally sensitive, and be presented as a meaningful therapeutic approach rather than merely as entertainment. Conclusions: Gamification emerges as an acceptable and feasible supplementary approach for managing depression in Malaysia. Its success depends on culturally sensitive design, robust clinical oversight, and seamless integration with existing care pathways. Future studies should investigate long-term outcomes and establish guidelines for the safe and effective implementation of this approach. We recommend targeted investment into culturally adapted gamified tools, including training, policy development, and collaboration with key stakeholders to realistically implement gamification as a mental health intervention in Malaysia. Full article

In today’s market, consumers appear to be less interested in promotional strategies, particularly those that rely on text-based advertisements. Graphic storytelling can be seen as providing a more engaging visual approach to attract audiences and is increasingly being used by marketers and food packaging designers. However, the questions of whether and how graphic storytelling influences consumers’ purchase intentions remain underexplored. Based on the Transportation–Imagery Model, two experimental studies were conducted to examine the effect of graphic storytelling on narrative transportation and food purchase intention, and to explore its underlying mechanism from the perspective of cognitive fluency. The results demonstrated the positive effect of graphic storytelling on narrative transportation (Studies 1 and 2), as well as a significant impact on food purchase intention (Study 2). Furthermore, cognitive fluency was identified as a critical factor impacting narrative transportation, facilitated by graphic storytelling (Studies 1 and 2). This study extends the Transportation–Imagery Model by positioning cognitive fluency as an important antecedent of narrative transportation. Practically, the suggestion would be for restaurants and food firms to optimize their advertising by displaying cooking processes, particularly for part-prepared foods. Full article

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlining the environment for cultivating the knowledge community. The teacher’s narrative reveals clues to his success, emphasizing his use of storytelling to foster the community and share educational ideas. Students’ narratives reflect their growth, validating the classroom as a safe space for development and language learning. The significance of this research is that the classroom knowledge community consisted of the teacher, his undergraduate students, and his post-graduates. The three layers existed because of this unrestrained character, devoid of conflicts of interest, created a safe place for students’ development. This research study adds to the literature on how knowledge communities form in school contexts. It focuses on a particular space and time and involves multiple layers of participants, which is prerequisite to the conceptualization of classroom knowledge community. This research has important implications for college language education. Full article

Blending child-led exploration with purposeful teacher guidance and clearly defined learning goals, playful learning has been promoted as a promising approach for introducing computational thinking (CT) in early childhood education (ECE). However, there is a lack of practical guidance for teachers on how to design and implement playful CT learning effectively. To address this gap, we conducted a collaborative action research project and asked these two questions: (1) How can teachers effectively prepare and design a playful learning CT program using tangible CT toys? (2) How do teachers facilitate playful learning in the CT program? Through iterative cycles of planning, acting, observing, and reflecting, the first and second authors (teacher-researchers) designed and implemented their CT programs in a preschool classroom and an afterschool program respectively, and collected data including video recordings of sessions, participant-generated artifacts, program documentation, and anecdotal reflection notes. Based on our thematic analysis of the data, we identified practical principles for selecting CT toys, three key themes for CT program design and preparation—interest, ownership, and application, and two forms of teacher scaffolding during implementation: embodied approach and storytelling as scaffolding and assessment. The findings highlight practical ways that teachers can enhance children’s engagement, problem-solving skills, and conceptual understanding of CT, while also promoting autonomy and creativity through coding and storytelling. Full article

Digital storytelling in cultural and heritage tourism offers significant potential for youth engagement through social media platforms. However, current digital storytelling frameworks illustrate research gaps in integrating digital storytelling guidelines with social-media-specific requirements. Therefore, this review aims to develop an integrated digital storytelling for social media framework that extends traditional digital storytelling guidelines with four additional elements of contemporary digital engagement. The investigation employs bibliometric analysis through VOSviewer software version 1.6.20 to examine four paired domains: digital storytelling and cultural tourism, digital storytelling and social media, youth and cultural tourism, and youth interaction with digital storytelling through social media. Results revealed thematic clusters informing the development of four new framework elements: (1) social media platform integration, (2) multimedia engagement, (3) community participation, and (4) cultural authenticity. This review contributes to the knowledge by advancing digital storytelling theory through social-media-specific elements, providing methodological innovation through comprehensive domain analysis, and offering practical implementation strategies for cultural tourism practitioners. Full article

Stories are widely used by parents or educators to teach children the virtue of honesty. However, the existing empirical findings on the effect of story-telling on children’s honesty are limited and mixed. This study examined whether moral stories involving honesty can promote honesty in Chinese preschool children (N = 208). The Temptation Resistance Paradigm (TRP) was used to assess children’s honesty. Study 1 showed that children in the positive moral story condition were more likely to tell the truth than those in the control condition, while negative moral story-telling did not have this effect. Study 2 further examined whether combining external appeals with positive moral story-telling could further promote children’s honesty, and the results showed that the combination of the two techniques was equally as effective as moral story-telling alone. These findings have important implications for moral development and moral education. Full article

In recent decades, various communities and organizations have been working to promote LGBTQ+ inclusion and justify their equal rights. This task becomes more complex within religious communities that are based on traditional values that reject homosexuality. This historical-anthropological study presents “K’Afikim BaNegev”—a special manual that includes more than 347 pages and incorporates 73 diverse sources distributed in early 1994 in American Conservative Jewish congregations aimed at combating homophobia. I clarify how the documents reveal progressive qualitative methodologies for identifying and understanding barriers and mechanisms of community change. Textual analysis of personal letters, educational programs, workshops, and rabbinical sermons revealed two methods for creating this egalitarian change and constructing the Jewish community as a safe space for gay men and lesbian women and their family members: (1) using and promoting personal narrative (storytelling) as a channel to voice LGBTQ+ people’s stories and (2) adapting a text-centered approach that considers biblical sources as authoritative in recognizing LGBTQ+ identity. Thus, the acceptance of homosexuality was not conceptualized in terms of liberal human rights rhetoric but rather as a religious commandment. Thus, I define this novel initiative as an act of ‘queer Jewish activism,’ offering a new typology for community development and practice that advocates for LGBTQ+ individuals within contemporary religious communities. Full article

In an increasingly competitive global tourism context, territorial branding plays a key role in enhancing the visibility, identity, and resilience of regions. This study focuses on the Algarve, a region in southern Portugal, and investigates how innovation and competitiveness are reflected in its digital communication strategy. Using a mixed-methods approach, this research combines the quantitative analysis of 689 social media posts published in 2024 on Facebook, Instagram, and YouTube with the qualitative content analysis of 38 documents and the official website of Algarve. The findings reveal a coherent and visually appealing brand narrative centred on the coastal identity of the Algarve, complemented by content related to nature, gastronomy, and cultural heritage. Instagram stands out as the most engaging platform, particularly when posts adopt a participatory tone, emotional storytelling, and references to specific locations. However, only 6.4% of the content surpassed the 1% engagement threshold, suggesting limited audience connection. The website presents a broader thematic range but under-represents intangible heritage and local products.The Algarve brand successfully projects an aspirational image based on landscape and leisure but would benefit from greater content diversification, enhanced stakeholder integration, and expanded narrative strategies to strengthen digital engagement and destination competitiveness. Full article

Introduction: The food environment is an important determinant of children’s eating behavior. Improving the environment to encourage healthier choices is crucial to prevent obesity, especially in restaurants where the majority of kids’ menus are unhealthy. This study explored the perceptions, attitudes, motivations, influencing factors, and opportunities of restaurant owners, managers, and chefs for implementing healthier kids’ menus in Dutch restaurants. Method: We used a mixed methods design in two consecutive study parts. Part I consisted of an online unstandardized questionnaire that was completed by 44 restaurant owners, 26 chefs, 18 managers, and 6 other restaurant employees (n = 94). This was followed by semi-structured interviews with 3 restaurant owners, 2 chefs, and 1 manager, to gather exploratory information in Part II (n = 6). The quantitative data were categorized into three groups: restaurants without kids’ menus (n = 18), restaurants with unhealthy kids’ menus (n = 24), and restaurants with (partially) healthy kids’ menus (n = 52). Group differences were assessed using the Kruskal–Wallis test. We used thematic analysis for the interviews. Results: Parts I and II showed that the restaurant sector is aware of the need, and willing and motivated to offer healthier kids’ menus. Nevertheless, the concerns about food waste, the unhealthy demand from children and parents, and seeing eating out as a free pass to consume unhealthy meals by children and parents were important factors limiting the implementation of healthier kids’ menus. Discussion: We discussed potential solutions to enhance demand and acceptance of healthier kids’ menus, such as attractive names, storytelling, offering children’s portions based on adult menus, and using participatory approaches in which parents, children, and chefs co-create meal composition. Full article

In this paper, we investigated the role of generative AI in education in academic publications extracted from Web of Science (3506 records; 2019–2024). The proposed methodology included three main streams: (1) Monthly analysis trends; top-ranking research areas, keywords and universities; frequency of keywords over time; a keyword co-occurrence map; collaboration networks; and a Sankey diagram illustrating the relationship between AI-related terms, publication years and research areas; (2) Sentiment analysis using a custom list of words, VADER and TextBlob; (3) Topic modeling using Latent Dirichlet Allocation (LDA). Terms such as “artificial intelligence” and “generative artificial intelligence” were predominant, but they diverged and evolved over time. By 2024, AI applications had branched into specialized fields, including education and educational research, computer science, engineering, psychology, medical informatics, healthcare sciences, general medicine and surgery. The sentiment analysis reveals a growing optimism in academic publications regarding generative AI in education, with a steady increase in positive sentiment from 2023 to 2024, while maintaining a predominantly neutral tone. Five main topics were derived from AI applications in education, based on an analysis of the most relevant terms extracted by LDA: (1) Gen-AI’s impact in education and research; (2) ChatGPT as a tool for university students and teachers; (3) Large language models (LLMs) and prompting in computing education; (4) Applications of ChatGPT in patient education; (5) ChatGPT’s performance in medical examinations. The research identified several emerging topics: discipline-specific application of LLMs, multimodal gen-AI, personalized learning, AI as a peer or tutor and cross-cultural and multilingual tools aimed at developing culturally relevant educational content and supporting the teaching of lesser-known languages. Further, gamification with generative AI involves designing interactive storytelling and adaptive educational games to enhance engagement and hybrid human–AI classrooms explore co-teaching dynamics, teacher–student relationships and the impact on classroom authority. Full article

This study investigates how religious rhetoric and popular mobilisation contributed to the preservation and propagation of Daoist traditions at the mountain Maoshan 茅山 from late Qing to Republican China (1864–1937), focusing particularly on the corpus of religious texts related to Maoshan and its tutelary gods, the Three Mao Lords 三茅真君. Through a detailed analysis of primary sources, including editions of the Maoshan Gazetteer, liturgical manuals such as the scripture (jing 經), litany (chan 懺), and performative texts such as the precious scroll (baojuan 寶卷) of the Three Mao Lords, this study identifies six key rhetoric strategies employed by Maoshan Daoists, using the acronym IMPACT: (1) Incorporation: Appending miracle tales (lingyan ji 靈驗記) and divine medicine (xianfang 仙方) to address immediate and practical needs of contemporary society; (2) Memory: Preserving doctrinal continuity while invoking cultural nostalgia to reinforce connections to traditional values and heritage; (3) Performance: Collaborating with professional storytellers to disseminate vernacularized texts through oral performances, thereby reaching broader audiences including the illiterate. (4) Abridgment: Condensing lengthy texts into concise and accessible formats; (5) Canonization: Elevating the divine status of deities through spirit-writing, thereby enhancing their religious authority; (6) Translation: Rendering classical texts into vernacular language for broader accessibility. Building upon J.L. Austin’s speech act theory, this study reconceptualizes these textual innovations as a form of “text acts”, arguing that Maoshan texts did not merely transmit religious doctrine but actively shaped pilgrimages and devotional practices through their illocutionary and perlocutionary force. Additionally, this study also highlights the crucial role of social networks, particularly the efforts of key individuals such as Zhang Hefeng 張鶴峰 (fl. 1860–1864), Long Zehou 龍澤厚 (1860–1945), Jiang Daomin 江導岷 (1867–1939), Wang Yiting 王一亭 (1867–1938) and Teng Ruizhi 滕瑞芝 (fl. 1920–1947) who facilitated the reconstruction, reprinting and dissemination of these texts. Furthermore, this study considers pilgrimages to Maoshan as a form of popular mobilisation and resistance to anti-clerical and anti-superstition campaigns, illustrating how, against all odds, Maoshan emerged as a site where religious devotion and economic activity coalesced to sustain the local communities. Ultimately, despite the challenges identified in applying speech act theory to textual practices, the findings conclude that the survival and revival of Daoist traditions at Maoshan was not only a result of textual retention and innovation but also a testament to how religious rhetoric, when coupled with strategic social engagement, can fuel popular mobilisation, reignite collective devotion, and reshape cultural landscapes in transformative ways. Full article

As universities grapple with contentious socio-political climates, promoting intergroup relations efforts remains critical in mitigating these conflicts. Intergroup dialogue (IGD) provides one approach to improving intergroup relations in higher education. Prior evidence suggests that IGD reduces prejudice, increases empathy, builds critical consciousness, and improves intergroup relations. However, scant studies document virtual and multi-site IGD, especially those that include varied stakeholders. The current study sought to close these gaps by offering a facilitated and sustained four-stage model of IGD that concluded with collaborative action projects. A total of 32 students, faculty, and staff from eight universities in California participated in a virtual 20-hour, two-semester IGD program aimed to (1) generate dialogue around systemic barriers to graduation and (2) create action projects that address equity issues. Pre- and post-surveys with 22 participants showed increased intergroup empathy, improved comfort in having difficult conversations, and increased interest in future action behaviors. The participants also developed 10 action projects aimed at closing equity gaps through data storytelling, resource dissemination, dialogue programming, and policy advocacy. Our study adds to the effectiveness of IGD in higher education, offers important lessons learned, and highlights the implications of this work for both IGD practitioners and universities. Full article

Digital storytelling has been applied in research in varied contexts and with varied purposes. Implicit in the process of digital storytelling is the potential to develop and/or enhance a range of individual skills (e.g., multimedia, literacy, communication, etc.). However, further research is needed to gain a deeper understanding of the potential impact of digital storytelling on skill enhancement for disabled youth. This paper provides an overview of Phase 1 of the study “My life. My story: The Youth Digital Storytelling Project” that utilized elements of a community-based participatory action research approach to host a peer-facilitated digital storytelling workshop for young adults with developmental disabilities aimed at capturing and sharing their lived experiences with, knowledge of, and perspectives on significant life-stage transitions in the areas of education, employment, or living. The results from the pre- and post-workshop questionnaires suggest that the participants improved skills in media literacy, communication, and leadership. Additionally, the participants highlighted the importance of considering the delivery format, fostering connections, and enhancing self-confidence in the development of the workshop’s design and delivery. This research adds to the extant literature demonstrating the potential of digital storytelling as a pedagogical tool, offering implications for the design and implementation of online workshops for disabled youth. Full article

Disney animation studios created and subsequently shaped the animation genre for the last two-thirds of the 20th century, but the appearance of Pixar in the industry and their unstoppable success changed the rules of the game. (1) Apart from a new and revolutionary technology, Pixar introduced a new type of storytelling in animation based on characters and stories that we believe ended up tremendously influencing Disney’s storytelling starting in 2006, when the big animation studio purchased its most threatening competitor. Our study also tries to shed some light on whether the changes happened only at the level of storytelling or also crystallized into better box office and rating data. (2) We aim to clarify this belief and turn it into a reality through the content analysis of Disney animation features before and after the purchase of Pixar. (3) Our results show that Pixar’s influence on Disney is remarkable, both in the movies’ narrative and in their reception by the audience and the critics. (4) This confirms not only the change in the story-telling strategies of the company, enhancing psychological construction of the protagonists of Disney animation features, but also the subsequent impact on its audiences. Full article

This purpose of this research is to understand the role of networked narratives in social media in modulating viewer prejudice toward ethnic neighborhoods. We designed experimental videos on YouTube based on intergroup contact theory and narrative frameworks aimed at (1) gaining knowledge, (2) reducing anxiety, and (3) fostering empathy. Despite consistent storytelling across the videos, we observed significant variations in viewer emotions, especially in replies to comments. We hypothesized that these discrepancies could be explained by the influence of the surrounding digital network on the narrative’s reception. Two-stage research was conducted to understand this phenomenon. First, automated emotion analysis on user comments was conducted to identify the varying emotions. Then, we explored contextual factors surrounding each video on YouTube, focusing on algorithmic curation inferred from traffic sources, region, and search keywords. Findings revealed that negative algorithmic curation and user interactivity result in overall negative viewer emotion, largely driven by video placement and recommendations. However, videos with higher traffic originating from viewers who had watched the storyteller’s other videos result in more positive sentiments and longer visits. This suggests that consistent exposure within the channel can foster more positive acceptance of cultural outgroups by building trust and reducing anxiety. There is the need, then, for storytellers to curate discussions to mitigate prejudice in digital contexts. Full article