In this paper I describe elements of Game-Based Learning that can be used to support mathematics teaching using games. After creating a game that incorporates the elements described, the game was playtested against a small number of people who answered a questionnaire focusing on user experience, learning motivation and game design. The results are attached separately as well as the analysis. I believe that with further development this game-based approach can be a powerful tool to gamify common learning tools and increase learning motivation and appreciation.

Background: Smartphones have become an indispensable part of the daily lives of adolescents in the 21st century, which is characterized by a highly digitized modern world. Besides their many advantages, smartphones might pave the way to compulsive usage and addictive experiences. To remedy this problem, this study proposes an authentic approach which integrates consumer behavior theories and techniques such as unhook and gamification. An education program has been designed based on these approaches to decrease the problematic smartphone use. Method: The participants of the education program consisted of 305 students (48.2% girls and 51.8% boys) with a mean age of 14.57 (SD = 0.74). The Demographic Form and Smartphone Addiction Scale for Adolescents (SASA) were conducted before the education program and three weeks after the education. Results: The results of the paired sample t-test analysis before and after the education program revealed that the SASA total scores decreased significantly (p < 0.01). There are significant differences in terms of gender, mothers’ education and class levels. Conclusion: This research emphasizes the role of an interdisciplinary approach to the addiction problem. The content used in the education program includes strategies that originally aimed at increasing consumption. The effectiveness of the program can be enhanced further in the future along with self-regulatory additions.

Phishing is a set of devastating techniques which lure target users to provide critical resources. They are successful because they rely on human weaknesses. Gamification which is a recent and non-traditional learning method with purpose to motivate and engage user to carry out activities, is more and more applied to prevent such cyber threats. This paper provides the first survey of gamified solutions dedicated to educate against phishing from 2007 to 2019. The investigation is conducted on eight proposals in terms of core concepts, game mechanics and learning process. We provide three taxonomies of dimensions to systematically characterize researches on gamified solutions, discuss lacks of surveyed works and opens further orientations to enhance this research area. Some key results are: solutions do not consider elementary level of knowledge and do no offer basic notions; solutions are not adapted to general audience and therefore not reliably applicable in different contexts; platforms partially educate about phishing; learners are evaluated predictably and within a short period. This study constitutes a cornerstone to understand and enhance research on phishing education.

As consequence of the digital transformation, e-learning methodologies have become an inseparable part of the standard classes in schools and universities, assuming an increasingly significant role in compensating for the difficulties resulting from the COVID-19 pandemic. Numerous pedagogical methodologies and strategies can be easily implemented in high education, promoting students’ motivation and interest in learning. This research study analyses the implementation of gamification pedagogical strategy on 50-60 undergraduate chemical engineering students at the university, by evaluating its effect on the success rate on a specific topic of Chemical Reactions Engineering subject and the motivation effect for the following topics. Our results show a significant positive effect of the gamification strategy on university lectures, increasing up to 25-30 % of the success ratio with an apparent motivation effect. During the subsequent years, the changes in the lifestyle of study also play a role in students’ performance. Therefore, it is necessary to evaluate case studies such as the one presented here to understand better the use of these pedagogical methods and strategies in high education, especially in technical subjects described in this paper.

As sonification is supposed to communicate information to users, experimental evaluation of the subjective appropriateness and effectiveness of the sonification design is often desired and sometimes indispensable. Experiments in the laboratory are typically restricted to short-term usage by a small sample size under unnatural conditions. We introduce the multi-platform CURAT Sonification Game that allows us to evaluate our sonification design by a large population during long-term usage. Gamification is used to motivate users to interact with the sonification regularly and conscientiously over a long period of time. In this paper we present the sonification game and some initial analyses of the gathered data. Furthermore, we hope to reach more volunteers to play the CURAT Sonification Game and help us evaluate and optimize our psychoacoustic sonification design and give us valuable feedback on the game and recommendations for future developments.

This paper shares our work in developing and implementing an immersive gamification training platform for students who undergo manufacturing shopfloor training at the School of Engineering, Nanyang Polytechnic, Singapore. In this gamification training platform, we developed a virtual manufacturing shopfloor that is identical to the actual shopfloor located in the school. Students have the freedom to learn the manufacturing shopfloor operations and safety acts through the various game scenarios and training tasks which include workshop safety, CNC machine introduction, CNC machining dynamics, MES, etc. In addition, the assessment feature with immediate feedback were embedded within the gamification platform, which aim to help students to assess their level of understanding and help teachers to monitor the learning progress of their students. To investigate the impact of this gamification training platform on students’ learning outcome and motivation in manufacturing shopfloor technologies and safety acts, a pilot study was conducted in AY2018 semester 2 for a total 134 students from 4 classes of digital & precision engineering diploma. It is found that gamification can be integrated effectively into manufacturing education to motivate students and enhance their learning effectiveness. Based on the collected data from the technical quizzes and satisfactory survey, the results showed that the integration of gamification into the classroom learning not only added a stimulating and captivating game-like layer to the learning experience of the students, but also provided a safe environment for students to learn without fear of making errors. Challenges faced in implementing this gamification training platform will also be discussed in this paper.

Growth hormone (GH) deficiency affects up to 1 in 4,000 children and is usually treated with daily injections of GH whilst the child is still growing. With children typically diagnosed around 5 years old, this can mean over 10 years of therapy, which can place a considerable burden on the child and parent. Over three-quarters of children are estimated to be not fully compliant with therapy, which can compromise their chances of attaining their target height. In recent years, interactive mobile health (smart phone or tablet) interventions using game-like concepts, so called ‘gamification’, have increased in popularity and have demonstrated success in promoting positive self-management behaviour in children with chronic conditions, such as diabetes. The application of gamified interventions has the potential to support adherence to therapy and positive behaviour in children with GH deficiency in a number of ways: 1) By providing education in a format that the child understands and accepts (e.g. using behavioural constructs to facilitate explaining why adherence is important); 2) By providing a mechanism to reduce the anxiety and stress associated with administering the injection (e.g. diversion with a virtual pet); and 3) By providing feedback to encourage on-going engagement (e.g. rewards, progression through levels).

Innovative teaching strategies are designing a new and promising landscape in education. They fill up the lessons with creativity and imagination either for the students and teachers. This article addresses an attempt to make easier the approach to science in a non-scientific environment: primary education at university level. Gamification methodologies were combined with flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semi-structured interviews. The results clearly showed a raise in the students' motivational level, an acknowledgment of good teaching practice and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

Low Back Pain (LBP) is one of the most common problems among adults. The usual physiotherapy treatment is to perform physical exercises. However, some LBP patients have false beliefs regarding their pain and they tend to avoid physical movements which might increase their pain and disability. Virtual Reality (VR) has shown to be an effective intervention in improving motor functions and reducing pain perception. Existing VR interventions for LBP rehabilitation were based on a non-immersive VR, whereas to effectively reduce the pain intensity, we need an immersive VR. In this paper, we introduce the development and evaluation of a serious game called RabbitRun with an immersive experience to engage the patients in a virtual environment and distract them from the pain while performing LBP exercises. The initial usability evaluation results suggest that RabbitRun game is enjoyable and acceptable. The game is easy to play and learn and most of the participants are willing to play the game at home. This solution will enhance the rehabilitation outcome since the patients who are suffering from LBP can use the system at their home and train more for long period of time using a smartphone and low-cost virtual reality device such as Google Cardboard.

The Textile and Clothing (T\&C) value chain is one of the most polluting in the world and one that produces the most waste. It is, therefore, important to encourage the Circular Economy (CE) model in this sector, to reduce pollution and mitigate the effects of waste production, and consequently increase environmental sustainability. For that, the involvement of the final consumer is essential. And, the final consumer's use of an Eco-gamified application for registering and promoting Consumer-to-Consumer (C2C) and Consumer-to-Business (C2B) activities, which extends the life time of textile products, is of utmost importance. In this article, we survey gamification frameworks for analyzing system design level techniques that enable engaging the final consumer in the CE process. Then, we select and use one of such frameworks, Gameful Design Heuristics (GDH), for defining the gamification structure needed to implement on a Business-to-Consumer-to-Consumer (B2C2C) context of a circular economy. As result, we present a B2C2C circular business process model for the T\&C value chain, and propose the design model of a gamified platform for the final consumers, which allows them to register the C2B and C2C activities, from the circular value chain's business process, and benefit from a game-like experience. All model features have been mapped to GDH framework heuristics, validating that it is possible to support a set of defined heuristics of applied gamification for promoting CE in the T\&C value chain.

Nowadays, the European Union and the governments of the different countries have focused on the development of the Sustainable Development Goals (SDG) and the 2030 agenda, something that has been translated into education itself. Video Games, Gamification, and Game Based Learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in the classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically its learning benefits for Higher Education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found which, after the filtering phases, the number of articles has been reduced to nine, which subsequently were analyzed in depth. The results indicated that among the benefits of the use of games mediated by technologies are the following: it favors education for sustainability and it promotes the educational inclusion and the work of various social skills such as collaborative and cooperative work. Also, showed an increase of the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gap in this field.

Eating Disorders (ED) constitute a serious public health issue affecting predominantly women and appearing typically in adolescence or early adulthood. EDs are extremely difficult to treat as these disorders are ego-syntonic and many patients do not seek treatment. It is vital to focus on the development of successful early-intervention programs for individuals presenting at-risk and are on a trajectory towards developing EDs. This study is a randomized controlled trial evalu-ating an innovative digital gamified Acceptance and Commitment early-intervention program (AcceptME) for young females showing signs and symptoms of an ED and at high-risk for an ED. Participants (N=92; Mage=15.30 years, SD=2.15) received either AcceptME (N=62) or a waitlist control (N=30). Analyses indicated that the AcceptME program effectively reduced weight and shape concerns, with large effects when compared to waitlist controls. Most participants scored below the at-risk cut-off (WCS score<52) in the AcceptME at end-of-intervention (57.1%) com-pared to controls (7.1%) with odds of falling into the at-risk group being 14.5 times higher for participants in the control group. At follow-up, 72% of completers reported scores below the at-risk cut-off in the AcceptME group. The intervention also resulted in a decrease in ED symp-tomatology and increased body image flexibility. Overall, results suggest that the AcceptME program holds promise for early-intervention of young women at-risk for developing an ED.

Financial capacity instruments are psychometric tools designed to evaluate individual decisional capacity based on financial decisions. As tests are complex and need special conditions for administration and evaluation, it is difficult to use them in daily geriatric clinics. Our scoping review objective was to evaluate existing financial capacity instruments from the perspective of simplicity and portability. We evaluated one English speaking knowledge database (Medline) using a dedicated MeSH terminology. The review yielded one independent instrument, The Semi-Structured Clinical Interview for Financial Capacity, that can be easy adapted for every-day clinical use. It is simple to understand and perform and do not need trained personnel for administration. It can be finalized in 15 minutes. Initially validated on 261 subjects (with different forms of cognitive impairment), it showed good accuracy and precision mainly in subjects with cognitive impairment. The test is less apt to detect early or fluctuating cognitive impairment. Simplicity, the main advantage of the test, allows gamification fact that increases portability. Familiar images (coins, money) that are used for performing simple tasks does not need complex translation and adaptation. In form of a game, the test is suitable for serial administration, increasing the chance for early capacity reduction detection. Results reflect a physician judgement related to the subjects’ capacity to understand and execute simple financial instructions and not financial proficiency scores. The main limitation of our review is that we investigated only one, English speaking, knowledge database. The scoping strategy generated a financial capacity instrument that can be used in geriatric clinics for early diagnostic of decisional capacity reduction. Further studies are needed to evaluate the reliability and validity of the test in conditions of serial administration and in populations having various financial experience.

Human-Computer Interaction, including technology-aided instruction, is beginning to focus on virtual reality (VR) technology due to its ability to support immersive learning, teaching through simulation, and gamification of learning. These systems can deliver high-level multisensory learning experiences that are important in the teaching of many subjects, especially those involving abstract concepts or requiring spatial skills, such as organic chemistry. Haptic experiences with VR, however, remain a challenge. In addition, development have focused on general entertainment/gaming; VR systems in chemistry implement simulations of the chemistry laboratory and other advanced systems whereas those that support safe, game-like, immersive and multisensory learning of organic chemistry with haptics at pre-university education levels are scarce. We developed the VR Multisensory Classroom (VRMC) as an immersive learning environment within a VR head-mounted display, where learners employ hand movements to build hydrocarbon molecules and experience haptic feedback through gloves with built-in sensors and hand-tracking with the Leap Motion system. We report here the evaluation of the first prototype by learners from diverse backgrounds who reported on the ability of the VRMC to support high engagement, motivation, interest and organic chemistry learning as well as diverse learning styles. The VRMC is a novel VR classroom that supports immersive learning in molecular organic chemistry with haptics for multisensory learning.