Search Results (247)

Class III malocclusions, a dentofacial deformity requiring early intervention, pose significant challenges due to the need for prolonged use of facemasks by young patients. The SuperPowerMe project aims to improve compliance with the orthodontic treatment by integrating personalised, sensor-equipped facemasks with gamification. Through a design thinking process, the facemasks were custom-fitted using 3D facial scanning and 3D-printed with biocompatible materials to ensure comfort and ergonomic fit. Sensors embedded in the mask monitored wear time, and data collected were used to engage children in a video game allowing children to progress through game challenges as they complied with the treatment. Observational studies were conducted, evaluating patients’ adherence and comfort levels. The results indicated a substantial increase in daily wear time and patient satisfaction, with self-reported compliance closely matching sensor data. The personalised design and gamified elements fostered higher patient autonomy over the treatment period, although minor technical issues with the facemasks were noted. In conclusion, the results suggest that gamification paired with custom devices holds promise as a strategy for improving adherence to long-term orthodontic treatments in children. Further refinement of the system and broader trials are promoted to fully validate the efficacy of therapy gamification. Full article

With the global population of individuals aged 60 and above steadily increasing, the need for effective and realistic solutions to promote healthy aging has become imperative. Leveraging the potential of serious games, gamification, and immersive technologies, this study focuses on developing and implementing a practical and tailored gamified platform to foster active aging in older adults. This platform was designed to incorporate game elements such as points, badges, levels, rankings, achievements, and immersive 360-degree images to provide a realistic and captivating user experience. Six distinct games and challenges have been developed through an extensive and iterative design process, each carefully calibrated to accommodate the aging population’s diverse cognitive abilities and interests. By combining the engagement-enhancing features of gamification with the immersive realism of 360-degree images, our platform offers a gamified and immersive solution for older adults. The gamified experiences are enjoyable and directly target cognitive functions, enhancing memory, attention, and problem-solving skills. The platform’s design has been refined through user feedback and usability testing, ensuring its relevance and effectiveness in real-life scenarios. The outcomes of this research shed light on a practical approach to active aging, emphasizing the importance of incorporating gaming experiences to engage and stimulate older adults. This study provides insights for the design and implementation of future interventions aimed at promoting digital literacy and technological proficiency among older populations, ultimately contributing to their active and fulfilling participation in the digital age. Full article

As global energy concerns escalate, there is a growing need for effective strategies to promote sustainable energy practices among individuals and communities. Gamification, the integration of game-design elements in non-game contexts, emerges as a promising tool to enhance user engagement and foster sustainable behaviour in energy management. In this review, we examine the theoretical aspects of gamification and its application in energy management in users’ households, highlighting its potential to transform repetitive or even monotonous tasks into engaging activities, focusing on studies that measure a long-term effect. We delve into various gamified elements adopted in long-term studies, such as feedback, social interactions, point systems, leader boards, narrative-driven challenges, etc., to understand their effect on user motivation and behavioural changes. From our set of studies, we found out that strong social game elements contribute the most to the long-term behaviour change of energy usage. One more condition of behaviour change is strong positive user satisfaction: the game should be engaging. We highlight the possible limitations of gamification in an energy management situation, a strong need for better practices of design and evaluation, and innovative approaches (such as DSM; Demand Side Management) in gamification for long-term engagement in household energy management. Full article

The present article explores the impact of educational robotics on fostering computational thinking and problem-solving skills in elementary school students through a problem-based learning approach. This study involved the creation of a framework which includes a robot and two eBooks designed for students and teachers. The eBooks serve as a guide to the construction and programming of a small Arduino-based robot. Through integration with gamification elements, the model features a narrative with three characters to boost a student’s engagement and motivation. Through iteration of heuristic evaluations and practical tests, we refined the initial theoretical framework. An empirical study was conducted in two phases involving 350 students. The first empirical test involved a small group of 21 students, similar to end users, from five European schools. With a 100% completion rate for the tasks, 73.47% of these tasks were solved optimally. Later, we conducted a larger validation study which involved 329 students in a Portuguese school. This second phase of the study was conducted during the 2022–2023 and 2023–2024 school years with three study groups. The results led to a 91.13% success rate in problem-solving activities, and 56.99% of those students achieved optimal solutions. Advanced statistical techniques, including ANOVA, were applied to account for group differences and ensure the robustness of the findings. This study demonstrates that the proposed model which integrates educational robotics with problem-based learning effectively promotes computational thinking and problem-solving skills, which are essential for the 21st century. These findings support the inclusion of robotics into primary school curricula and provide a validated framework for educators. Full article

We propose a method for automatically extracting new trends and best practices from the recent literature on online learning, aligned with the learning cycle perspective. Using titles and abstracts of research articles published in high ranked educational journals, we assign topic proportions to the articles, where the topics are aligned with the components of the learning cycle: engagement, exploration, explanation, elaboration, evaluation, and evolution. The topic analysis is conducted using keyword-based Latent Dirichlet allocation, and the topic keywords are chosen to reflect the nature of the learning cycle components. Our analysis reveals the time dynamics of research topics aligned on learning cycle components, component weights, and interconnections between them in the current research focus. Connections between the topics and user-defined learning elements are discovered. Concretely, we examine how effective learning elements such as virtual reality, multimedia, gamification, and problem-based learning are related to the learning cycle components in the literature. In this way, any innovative learning strategy or learning element can be placed in the landscape of the learning cycle topics. The analysis can be helpful to other researches when designing effective learning activities that address particular components of the learning cycle. Full article

The integration of digital technologies in managing technical and design information is transforming architecture, engineering, and construction (AEC) processes within educational institutions. Despite this, construction education lacks practical, interactive learning tools, and there is insufficient collaboration between academia and the construction industry. To address these challenges, the CAMPUS 2.0 project at Pontificia Universidad Javeriana developed a web-based platform that integrates building information modeling (BIM) and gamification elements. This platform improves project coordination, facilitates interdisciplinary learning, and enhances the management of technical and design information for campus buildings. CAMPUS 2.0 also promotes collaboration and active user engagement, filling a critical gap in the practical tools in construction education. This study assesses the usability of CAMPUS 2.0 among 235 students, teachers, and staff members, demonstrating a positive impact on the university community. The findings provide insights into how digital tools can improve project management, interdisciplinary collaboration, and knowledge sharing within educational settings, offering broader implications for other institutions. Full article

This study explores the development and evaluation of a game aimed at fostering sustainable self-help and mutual help education for disaster prevention. The game, developed using Unity and Blender, addresses the critical need for effective disaster preparedness, emphasizing the importance of community cooperation, as evidenced by the Great Hanshin-Awaji Earthquake, in which most rescues were performed by neighbors. Additionally, it features realistic disaster scenarios, and the game’s design incorporates gamification and simulation elements to enhance learning and engagement. An experiment involving 20 participants aged 20–21 years was conducted to evaluate the game’s effectiveness. Participants played the game on desktop personal computers for at least 10 min, and their performance and awareness were measured through pre- and post-gameplay questionnaires. The results indicated no statistically significant improvement in the ability to cooperate with strangers, provide correct instructions, or overall consciousness of helping others. However, a slight increase in the average scores was observed. Participant feedback highlighted the game’s realistic approach and suggested improvements in operability and platform compatibility. The study concludes that while the game shows promise, further development and research are needed to enhance its educational impact and effectiveness in disaster preparedness. Full article

Gamification is a specific type of experiential learning theory (ELT) that emphasizes student choice and activities to transform mundane tasks into a desirable opportunity to learn. This pedagogical approach is particularly useful in information-heavy courses, such as courses that engage in the study of religious mysticism or “hagiology”. In hagiology classes, students are exposed to new hagiographic media and discuss methods that are particularly complicated because this content is not only heavy on data but also engages the affective dimensions of human experience. This article explores leessons learned from the successes and failures of gamification pedagogy in my “Masters and Mystics” course, where students comparatively study Christian mysticism and Muslim Sufism. In particular, this article analyzes gamifacation’s ability to promote intrinsic student motivation through “game mechanics and experience design”, which is particularly salient in the hagiological classroom. I end the article with a discussion of how I have reworked the course with new gamification practices into a “Comparative Mysticism: Christianity and Islam” course. Full article

We explored the correlation between consumer characteristics and international coffee chain brand membership apps. From the perspective of a gamified system, we analyzed differences in members’ experiences when using the app. Three elements of the gamification system of the MDE theory were used to analyze members’ gamification sentiments: “Achievement”, “Challenges”, and “Immediate Feedback”. Variables representing members’ characteristics included gender, age, education level, occupation, monthly income, and recent consumption frequency. In using branded apps, males experienced a stronger sense of “Achievement” compared to females. However, there was no significant difference among members with varying monthly incomes regarding these three gamification elements. Members who made one to four purchases displayed higher levels of “Challenge” and “Immediate Feedback” than those who made no purchases. Such results underscore the importance of member characteristics in diverse gamification experiences. It is recommended that coffee chain brands customize their apps to align with the distinct preferences of their member demographics. Additionally, for members who make frequent purchases, brands must design various challenge levels and provide advanced feedback to enhance their engagement in the gamified system. Full article

There is currently concern about the decrease in physical activity participation among university students. To address this issue, different pedagogical approaches have been developed to improve participants’ motivation, with gamification standing out among them. Gamification integrates game design elements into learning environments to increase responsibility, motivation, and engagement in physical activities in different educational stages through intrinsic and extrinsic rewards, although evidence is limited and diverse. Therefore, this study investigates how gamification affects the motivational profile of university students in the context of physical activity. The study was conducted with university students of Physical Activity and Sports Sciences (n = 72), using an experimental design that included a gamified group (GG) and a control group (CG) without gamification. A questionnaire was used to measure motivation before and after the intervention. The results showed a significant increase in intrinsic motivation and a decrease in amotivation in the gamified group, while no significant changes were observed in the control group. However, there were increases in extrinsic motivation in both groups. These findings suggest that gamification can be effective in improving intrinsic motivation and reducing amotivation in university students for physical activity as well as enhancing extrinsic motivation considering the rewards used. Full article

Gamification is being incorporated into university classrooms due to its educational benefits for students learning, including encouraging student behavior and engagement, and consequently improving learning outcomes. Despite gamification being increasingly used in education, little has been developed related to Very-Large-Scale Integration (VLSI). In this article, we describe two different gamification experiences applied to integrated circuit processing and design in an introductory VLSI design course for Electronic Engineers. While gamification in universities is still not very mature and our experience spans only two academic years, we observed that, with the practice of gamifying part of our course, the topics treated in games were profoundly learned and the experience was very positive in every aspect of the teaching–learning process. Full article

Higher Education Institutions (HEIs) face new challenges in regard to technological development in light of necessary pedagogical and didactic innovations in educational action. This article proposes a Technological–Pedagogical Gamification Model (MGTP) that guides the design of gamified educational practices in Virtual Teaching and Learning Environments (EVEAs). The MGTP proposal is based on theoretical cores of Pedagogy and Computer Science theories, as well as works related to gamified experiences in EVEA where the social, cognitive, and teaching presences were analyzed. This work also presents an initial validation of the MGTP through expert judgment, and its results are analyzed from both a qualitative (content analysis and comments) and quantitative (using the Content Validity Coefficient method) perspective. These results reveal a high level of acceptance of the model by experts that is corroborated by reliability tests (Cronbach’s alpha and split-half reliability test). The results facilitated the development of a final version of the model for its subsequent application and evaluation in university practice. Full article

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning. Full article

Remote operations have been greatly enhanced by advancements in technology, enabling remote control of machinery in hazardous environments. However, it is still a challenge to design remote control interfaces and provide feedback in a way that would enhance situational awareness without negatively affecting cognitive load. This study investigates how different audio feedback designs can support remote boom operation and, additionally, explores the potential impact of gamification elements on operator performance and motivation. Due to COVID-19 restrictions, this study was conducted remotely with 16 participants using a simulated environment featuring a virtual excavator. Participants performed digging tasks using two audio feedback designs: frequency-modulated beeping and realistic spatialized steam sounds. The findings indicate that both audio designs are beneficial for remote boom operations: the beeping sound was perceived as more comfortable and efficient in determining the proximity of a hidden object and helped in avoiding collisions, whereas spatial sounds enhanced the sense of presence. Therefore, we suggest combining both audio designs for optimal performance and emphasize the importance of customizable feedback in remote operations. This study also revealed that gamification elements could both positively and negatively affect performance and motivation, highlighting the need for careful design tailored to specific task requirements. Full article

Pain is the most common reason for medical consultation and use of health care resources. The high socio-economic burden of pain justifies seeking an appropriate therapeutic strategy. Immersive virtual reality (VR) has emerged as a first-line non-pharmacological option for pain management. However, the growing literature has not been accompanied by substantial progress in understanding how VR could reduce the pain experience, with some user experience factors being associated with the hypoalgesic effects of immersive VR. The aim of this review is (i) to summarize the state of the art on the effects of VR on adults and children suffering from pain conditions; (ii) to identify and summarize how mechanisms across immersive VR user experience influence hypoalgesic effects in patients with acute and chronic pain among adults and children. A critical narrative review based on PICOT criteria (P = Patient or Population and Problem; I = Intervention or Indicator; C = O = Outcome; T = Type) was conducted that includes experimental studies or systematic reviews involving studies in experimentally induced pain, acute pain, or chronic pain in adults and children. The results suggest an association between immersive VR-induced hypoalgesia and user experience such as distraction, presence, interactivity, gamification, and virtual embodiment. These findings suggest that hierarchical relationships might exist between user experience-related factors and greater hypoalgesic effects following an immersive VR intervention. This relationship needs to be considered in the design and development of VR-based strategies for pain management. Full article