bluuebunny/crossref_metadata_2025 huggingface dataset:
The Role of the Dynorphin/Kappa Opioid Receptor System in the Actions of Alcohol
Authors: Sureshkumar Keerthana , Go Juliane , Tran Michelle , Malhotra Sagunya , Ahmad Syed Muzzammil , Lutfy Kabirullah
Published: October 2022

Alcohol use disorder (AUD) represents major public and socioeconomic issues. Alcohol exerts its pharmacological effects by altering different neurotransmitter systems, such as g-aminobutyric acid (GABA), glutamate, opioids, etc. Recent evidence suggests that the dynorphin (DYN)/kappa opioid receptor (KOR) system mediates the negative affective states associated with alcohol withdrawal. This system is also involved in stress-mediated alcohol intake in alcohol-dependent subjects. The DYN/KOR system probably exerts its action in the central nucleus of the amygdala (CeA) to mediate the negative affective states associated with alcohol withdrawal. This article aims to review the current literature regarding the role of the DYN/KOR system in the actions of alcohol. We first review the literature regarding the effect of alcohol on the level of the peptide and its receptor, and the role of the endogenous DYN/KOR system in alcohol reward and negative affective states associated with alcohol withdrawal is then discussed. We also review the literature regarding the effects of KOR ligands on these processes.
Synthesis and Characterization with Computational Studies of Metal Complexes of Methyl 2-((4-cyanophenyl)(hydroxy) methyl)acrylate: A New Biologically Active Multi-Functional Adduct
Authors: Ishfaq Shazia , Nisar Shazia , Qayum Amtul , Iqbal Sadaf , Fatima Nasreen , Alasmary Fatmah Ali , Almalki Amani Salem , El Din ElSayed M. Tag , Javed Muhammad Sufyan , Bocchetta Patrizia
Published: October 2022

The title ligand (L”x), methyl 2-((4-cyanophenyl)(hydroxy)methyl)acrylate was synthesized following the Morita-Baylis-Hillman reaction scheme. Spectroscopic techniques such as: UV- Visible, FT-IR, ESI-MS, and 1H NMR helped in characterization of the L”x. Complexes of Cr3+, Co3+, Ni2+, Mn2+, Cu2+ with L”x were prepared and characterized by UV- Visible, FT-IR and powder-XRD. FTIR spectrum of the L”x generated through DFT B3LYP method and 6-311++ G (d,p) basis set was found in good agreement with experimental spectrum. Additionally, the semi-empirical PM6 method optimization helped propose the most suitable geometries of the complexes with Cr3+, Co3+ possessing octahedral, Ni2+ square planner, Mn2+ and Cu2+ tetrahedral geometries. Powder-XRD patterns of the complexes have revealed cubic crystal class for Cr3+ and Co3+, whereas hexagonal, orthorhombic, and monoclinic for Ni2+, Mn2+, and Cu2+ complexes were observed, respectively. In addition, the nano-particle size was found in the range of 8.2560–4.5316 nm for complexes. Antibacterial activity against S. aureus, E. coli, B. pumilis and S. typhi confirmed a substantially high potential, as endorsed by their Molecular docking studies, of Ni2+ and Cu2+ complexes against each bacterial strain. Moreover, all compounds exhibited positive antioxidant activities, but have no antifungal potential except L”x. The current study demonstrates the usefulness of these novel transition metal complexes as possible potent antibacterial and antioxidant agents.
COVID-19 Vaccine Booster Dose Acceptance: Systematic Review and Meta-Analysis
Authors: Abdelmoneim Shaimaa Abdelaziz , Sallam Malik , Hafez Dina Mohamed , Elrewany Ehab , Mousli Hesham Metwalli , Hammad Elsayed Mohamed , Elkhadry Sally Waheed , Adam Mohammed Fathelrahman , Ghobashy Amr Abdelraouf , Naguib Manal , Nour El-Deen Ahmed El-Sayed , Aji Narjiss , Ghazy Ramy Mohamed
Published: October 2022

The World Health Organization (WHO) recommended coronavirus disease 2019 (COVID-19) booster dose vaccination after completing the primary vaccination series for individuals ≥18 years and most-at-risk populations. This study aimed to estimate the pooled proportion of COVID-19 vaccine booster dose uptake and intention to get the booster dose among general populations and healthcare workers (HCWs). We searched PsycINFO, Scopus, EBSCO, MEDLINE Central/PubMed, ProQuest, SciELO, SAGE, Web of Science, Google Scholar, and ScienceDirect according to PRISMA guidelines. From a total of 1079 screened records, 50 studies were extracted. Meta-analysis was conducted using 48 high-quality studies according to the Newcastle-Ottawa Scale quality assessment tool. Using the 48 included studies, the pooled proportion of COVID-19 vaccine booster dose acceptance among 198,831 subjects was 81% (95% confidence interval (CI): 75–85%, I2 = 100%). The actual uptake of the booster dose in eight studies involving 12,995 subjects was 31% (95% CI: 19–46%, I2 = 100%), while the intention to have the booster dose of the vaccine was 79% (95% CI: 72–85%, I2 = 100%). The acceptance of the booster dose of COVID-19 vaccines among HCWs was 66% (95% CI: 58–74%), I2 = 99%). Meta-regression revealed that previous COVID-19 infection was associated with a lower intention to have the booster dose. Conversely, previous COVID-19 infection was associated with a significantly higher level of booster dose actual uptake. The pooled booster dose acceptance in the WHO region of the Americas, which did not include any actual vaccination, was 77% (95% CI: 66–85%, I2 = 100%). The pooled acceptance of the booster dose in the Western Pacific was 89% (95% CI: 84–92%, I2 = 100), followed by the European region: 86% (95% CI: 81–90%, I2 = 99%), the Eastern Mediterranean region: 59% (95% CI: 46–71%, I2 = 99%), and the Southeast Asian region: 52% (95% CI: 43–61%, I2 = 95). Having chronic disease and trust in the vaccine effectiveness were the significant predictors of booster dose COVID-19 vaccine acceptance. The global acceptance rate of COVID-19 booster vaccine is high, but the rates vary by region. To achieve herd immunity for the disease, a high level of vaccination acceptance is required. Intensive vaccination campaigns and programs are still needed around the world to raise public awareness regarding the importance of accepting COVID-19 vaccines needed for proper control of the pandemic.
Crude Palm Oil as a Source of Carotenoids and Tocopherols to Enhance Reproductive Potential in Pearlspot Etroplus suratensis (Bloch)
Authors: SHIRANEE P. , NATARAJAN P.
Published: October 2022

Crude palm oil which is rich in carotenoids and tocopherols (700 and 800 ppm, respectively) was incorporated in pelleted feeds fed to pearlspot Etroplus suratensis reared in brackishwater earthen ponds. The fish were cultured for 11 months (average stocking size 4.30 cm, 1. 70 g) on three supplementary feeds in three separate ponds; a fourth pond in which no feed was given served as the control. Three isoproteinaeceous feeds (about 33% of protein by dry weight) of varying composition were formulated with locally available ingredients: ORT (containing groundnut oilcake, rice bran and tapioca), P-ORT (containing prawn waste, groundnut oilcake, rice bran and tapioca) and oil P-ORT (P-ORT sprayed with a mixture of crude palm oil and fish liver oil in the ratio of 4:1). From observations made on the percentage occurrence of ripe fish, gonadosomatic index, egg volume and histological studies, it could be inferred that oil P-ORT had a positive influence on ovarian development and maturation. However, proximate composition analyses of ovary showed no significant difference between treatments.
Life insurance model: concept, structure and assessment of financial stability
Authors: Odinokova Tatiana , Kharitonovich Alexander , Morozova Galina , Margilevskaya Evgenia , Timofeeva Raisa
Published: October 2022

The Institute of Life Insurance is actively growing all over the world and especially in developing countries in order to provide an increase in the duration and quality of life of the population. The increasing role of life insurance in the economic and social sphere of the country requires a theoretical understanding of its place in the system of market relations and effective implementation. The purpose of the study is to develop the theoretical and methodological basis of life insurance, substantiate methodological approaches to its study in the context of a systematic approach through the prism of various models functioning. As a result of the study theoretical determinants of life insurance model are revealed, and a methodology for determining the financial stability of the applied life insurance model has been developed.
Assessment of the financial stability of the Russian life insurance model
Authors: Odinokova Tatiana , Kharitonovich Alexander , Shlekene Elena , Yarullin Raul , Shvedova Natalya
Published: October 2022

Life insurance is one of the effective mechanisms of protection against social risks. This product can protect a person in case of disability, provide medical care, increase cash savings. In Russia, in the context of a decrease in the financial capabilities of the state, fragmentation and unsystematic decision-making in the field of life insurance regulation, fundamental changes are being made in the life insurance system. A natural consequence of this situation was a downward trend in some indicators of the development of the Russian life insurance model. The research purpose is to assess the financial stability of the life insurance model used in Russia. As a result of the study, the features of the Russian life insurance model were revealed and its strengths and weaknesses, challenges and threats were identified on the basis of a SWOT analysis; the main factors influencing the balance of financial flows of the Russian life insurance model were identified; an assessment of the financial stability of the Russian life insurance model was carried out.
Socio-economic inequality and altruism
Authors: Davydov Ilkhom , Nikolskaya Anastasia , Podbiralina Galina , Mrochkovsky Nikolay , Chuvilova Oksana
Published: October 2022

The article addresses the attitudes to inequality in the Russian society depending on the role of the individual in a reference group. It is shown that people are ready to accept significant income inequality if they believe that the income is well earned. No correlation was found between subjective well-being and inequality. The vast majority of people compare themselves with friends, neighbours and relatives. The next most important reference group is colleagues, followed by celebrities. The rejection of representatives of lower social classes is negatively correlated with life satisfaction. At the same time, the respondents expressed willingness to build a society where, having due means, people would organise help to those who cannot provide for themselves.
Players’ Reflections on Digital Games as a Medium for Education: Results from a Qualitative Study
Authors: Czauderna André , Budke Alexandra
Published: October 2022

The use of digital game potential for education has been investigated extensively. However, little is known about how players themselves perceive educational possibilities of the entertainment games they play in their free time. This knowledge gap is problematic because players’ own assumptions about learning with digital games will influence the acceptance and the outcome of any game-related educational intervention. Based on a qualitative content analysis of interviews with 19 adolescent and young adult players of five simulation games (Age of Empires, Cities Skylines, Civilization 6, Eco, and Tropico 6), this study investigates how players perceive digital entertainment games as a medium for (geography) education. While a few interviewees dismiss the potential of digital (entertainment) games, predominantly based on the games’ contents instead of medial particularities, others embrace the educational possibilities of the medium wholeheartedly, based on its attractiveness and unique characteristics, including didactical features. A third group of respondents provided mixed reviews of (entertainment) games’ educational potential by referring to advantages and disadvantages of the medium’s characteristics, as well as the challenges of a simplified and/or inaccurate representation of content. Interviewees from all three groups underestimated the value of digital games for (geography) education beyond subject matter expertise. By solely framing (geography) education as the transfer of correct and politically neutral specialized knowledge, they failed to recognize games’ possibilities in terms of achieving additional learning goals of contemporary (geography) education, such as critical reflection skills, argumentation skills, and the formation of opinion. Overall, many players rightly assume that a successful implementation into the geography classroom strongly depends on context variables, such as the selected game, target group, learning goals, and pedagogical concept. Above all, they stress the importance of briefing and debriefing by an educator. Finally, the players’ levels of reflection and depth of argumentation varied significantly – presumably depending on their age, educational level, and the games they refer to.
Developing an Evaluation Framework for Analysing Educational Simulation Games
Authors: Slyman Souad , Gillies Marco , Lytra Vally
Published: October 2022

Despite the emergence of new methodologies for analysing and evaluating games using usability testing and heuristics evaluation frameworks, there is still lack of inclusive game heuristics for analysing educational simulation games. To address this, we conduct two case studies: professional critic game reviews and focus group interviews. We have looked at the effects of games on players’ gaming experiences in different gaming context (i.e. playing educational versus (vs.) entertaining simulation games).  Findings show various game design similarities & differences between playing these simulation games. It also highlights game design issues. In this paper, we propose a new game evaluation heuristics model (GADDIE) that consists of Game Analysis (GA), Design (D), Development (D), Implementation (I) and Evaluation (E). These heuristics were compiled as a result of game design issues identified from the professional critic game reviews and the focus group interviews.  On the basis of the data obtained it is argued that the GADDIE model could provide further guidance that leads on from previous research, since it encapsulates research findings, game design principles, human computer interaction, usability testing guidelines, educational perspectives and overall our experiences as educators and game researchers. Consequently, the proposed framework would support our ongoing research project in game evaluation process (educational vs. entertaining), and other researchers, more effectively.
Who Stole the Book of Kells? Description and Player Evaluation of a Cryptography Game for Primary School Students
Authors: Rocha Mariana , Almo André , Dondio Pierpaolo
Published: October 2022

Several studies suggest the need to develop technology skills from a young age. The development of computational thinking enhances multidisciplinary abilities, such as abstracting and decomposing a problem into smaller parts to find a solution. Among various tools, educational games can be implemented to efficiently stimulate the development of technology skills in primary school students. The current paper describes an educational game designed to motivate players to learn and reflect on cryptography, a collection of computer science techniques adopted for data protection. The Code of Kells is a mystery game that aims to support the development of computational thinking and maths abilities for primary school students. In this collaborative game, 10-12 years old players use cryptography techniques to discover who stole the Book of Kells – an ancient manuscript kept in the Trinity College Library in Ireland. To identify the criminal's identity, the players should work on teams and follow a map of Dublin city to collect encrypted clues hidden in popular locations, such as Phoenix Park and Dublin Castle. The participants should follow guidelines provided by a cipher sheet that illustrates cryptography techniques such as Caesar's Cipher, Polybius Cipher, Pigpen Cipher and the Morse Code. Each clue leads the player closer to the revelation of who stole the book of Kells. In this study, 80 primary school children (10-11 years old) evaluated The Code of Kells by sharing their experience through an adapted version of the Game Experience Questionnaire (GEQ). Nine dimensions of the questionnaire were assessed considering children’s previous mathematics and literacy scores, besides their levels of maths anxiety. Results suggest that children with higher mathematics performance positively perceived the game and found it challenging. However, results also indicate that maths high achievers students also felt tense while playing. Students with high levels of maths anxiety perceived the game as a sensory and imaginative immersive activity.
Playing for Privacy Awareness: Learning from a “Wow-Moment” with iBuddy
Authors: Cardoso Felipe , Andreoletti Davide , Ferrari Alessandro , Botturi Luca , Fioroni Tiffany , Beretta Chiara , Picco Schwendener Anna , Marazza Suzanna , Giordano Silvia
Published: October 2022

iBuddy is a narrative game-based simulation session inspired by research evidence and designed to enhance secondary school and higher education students’ privacy awareness. Students enter the simulation through storytelling and are asked to install the iBuddy app. Later in the simulation, students discover that some of their personal information have been extracted from their devices and manipulated – and this generates a wow-effect that sparks questions and discussions. The simulation is backed-up by a lively debriefing phase, supported by original animation videos, interactive activities, and small group games. To overcome privacy issues, iBuddy sessions are played on a local network and the collected data, which are anonymous, are deleted before the end of the session. iBuddy exploits an original software, released as open source, with a layered architecture composed by app, server and operator interface. The system also includes an Artificial Intelligence filter for inappropriate content. Multilingual class materials are published under a Creative Commons license and are available on the www.protectyourdata.ch platform. Post-session assessments collected from over 970 students indicate that they enjoy iBuddy sessions and learn from it. Follow-up assessment data, collected on a portion of the participants, also suggest that iBuddy sessions are effective and conducive to medium-term behavioral change.
Pre-service Teachers' Player Types and Their Relation to Self-efficacy With Digital Media
Authors: Barz Nathalie , Arndt Pauline , Dörrenbächer-Ulrich Laura , Benick Manuela , Perels Franziska
Published: October 2022

Gamification in educational contexts is often used to increase learners’ intrinsic motivation and their self-efficacy beliefs, two constructs which are positively related with each other as well as to scholastic outcomes. As self-efficacy beliefs are conceptualized context-specific, it is important to consider various users’ needs by adapting the learning environment to their corresponding gamification player types (GPT). Studies show that different GPT are characterized by different motivational aspects (intrinsically motivated, extrinsically motivated, disruptive GTP) Therefore, the aim of the present study is the examination of six different GPT according to the HEXAD typology (Tondello et al., 2016) for pre-service teachers regarding their distribution and their relation to self-efficacy with digital media. Altogether N = 75 pre-service teachers were assessed in terms of their GPT and their self-efficacy with digital media. It was hypothesized that the GPT distribution for pre-service teachers is comparable to the distribution reported by Tondello et al. (2016). Additionally, it was exploratively examined to what extent the different types of players differ in their self-efficacy with digital media. Results show that the GPT distribution in the current sample differs significantly from the expected distribution. Pre-service teachers seem to show specific GPT characteristics due to their profession. Concerning self-efficacy with digital media, pre-service teachers show a high subjective perception of their self-efficacy with digital media, but contrarious to the hypothesis no significant relation was found between GPT and self-efficacy with digital media. The results indicate that pre-service teachers feel confident to the use of digital media in class and that pre-service teachers form a group with a specific distribution of player types and therefore have specific needs in gamified learning environments. Due to the reported high amount of intrinsic player types, game design elements which promote intrinsic motivation should be in the focus of prospective analyses.
Playing With Play Moods in Movement-based Design
Authors: Andersen Rasmus , Elbaek Lars
Published: October 2022

New design approaches focus on the lived body’s capacity for sensing, feeling, and creating (Loke & Robertson, 2011) are emerging in sport, health, game, play, and innovation. These approaches' engagement in physical movement and movement-based learning becomes focal for designing new practices, artifacts, and interaction designs for movement and movement-based learning games. In movement-based design, a playful mindset is a medium for creating movement, which unifies with the understanding of playfulness as a facilitator of creativity (Bateson & Martin 2013). Aspects of play are also recognised to lower performance anxiety, spurring creativity and conceptualising ideas (Segura et al., 2016). The paper takes a starting point in the triad of play (Skovbjerg, 2013) to state that play is more than an instrument for stimulating design insights but a meaningful practice of moods. Operationalising the triad of play, this paper aims to analyse how different play practices and play moods unfold in two movement-based design workshops. Further to discuss how this perspective of play practice and mood can provide recommendations for movement-based design. With a constructive research design approach, two movement-based design workshops are our cases of data generation. We generated data using video observation, interviews, and observation notes. We found different play media, practices, and moods by an analysis of the participants' actions and interactions. The analysis points out that the participant engages physical and playful in the play moods euphoria and devotion conducive to generation, exploration, and meaningfulness. The paper recommends taking the perspective of play moods as an intrinsic motivating value in play to engage the participant in a playful mood conducive to spontaneity, exploration, and generation. The paper also encourages designers to reflect on the play concepts of ludic (Rule-based activities) and paideia (spontaneously and free activities) when designing through movement-based design.
Hack the Map 3D Video Game – Escaping your destiny through Rigas’ Charta
Authors: Diamantis Kostas , Gerontopoulou Vasiliki , Pazarli Maria
Published: October 2022

Celebrating the two hundred years from the Greek Revolution of 1821 and the War of Independence, Onassis Library, in collaboration with the Cartographic Heritage Archives of General State Archives of Greece and the Department of Geography of Harokopio University, implemented a series of digital workshops on 3D video game design in order to motivate teenagers to interact with one of the most emblematic maps of the eighteenth century and a major artefact of the Greek cartographic heritage: Rigas Velestinlis’ Charta (map) of Greece (1796–1797).

In 2020, four (4) school teams consisting of sixty-five (65) students 13-17 years old, brought to life the map that inspired the Greek Revolution of 1821, transforming it into a 3D video game for PC or Android devices. By using innovative mixtures of history, geography, cartography, visual arts, and information technology, they managed to build a third-person puzzle game with one hero (Rigas) who had to run through the Charta region to escape imprisonment by solving twelve (12) riddles, collecting all the scattered sheets of the revolutionary map and unifying its parts.

This educational activity broke out of the traditional classroom routine, and enhanced the engagement, collaboration, and communication of the youngsters, fostering their creativity and their connection with the cartographic cultural heritage. Learning through game-making stimulated literacy development and improved the digital skills of the participants. The success of this innovative educational experience led to the development of an Augmented Reality (AR) application entitled “Rigas’ Charta,” available at Google Play for Android devices, and to the implementation of the game-developing course to an online National Student Competition entitled “Hack the Map: Rigas’ Charta” for the school year of 2020–2021.
Climate Adaptation as an Economic Challenge: Finding Business Strategies by Game-based Learning
Authors: Fischer Sophie
Published: October 2022

Climate adaptation and learning support organizations in dealing with the current and projected consequences of climate change by recognizing challenges as opportunities, ensuring business continuity and increasing their economic efficiency. Here it applies that those actors who deal with their existing framework conditions, opportunities and risks at an early stage, and also have structures or capacities for strategic learning processes, increase their climate resilience and reduce their vulnerability to negative impacts. A cumulative doctoral thesis analyze to what extent companies already have climate-related structures conducive to learning, to what extent they take responsibility in terms of the learning object (climate change), and which elements prove to be limiting here. The results illustrate that intangible resources such as a sense of responsibility, executives positive attitude and common values have a significant influence on the way companies deal with climate change. Based on these findings, a serious game will be developed and its didactic effectiveness reflected critically to raise the climate-related awareness of decision-makers and to enable them to derive their own adaptation measures.
Fighting against Fake News Using the Card Game "Follow Me”
Authors: Pomichal Vajk , Trnka Andrej
Published: October 2022

The increasing presence of fake news in the media, especially on social media poses significant damage to our society. Disinformation undermines the credibility of conventional media and the authority of government officials, contributing to the destabilization of democratic systems. The coronavirus pandemic has accelerated these processes; people have been forced to function intensively in the online space, with a related increase in the time spent on social networking sites. At the same time, the so-called infodemic has been unleashed. The amount of fake news – especially dubious information related to the coronavirus – has increased significantly. The most effective protection against fake news is continuous education and the development of critical thinking. Traditional educational approaches are not always sufficient and fail to adapt quickly enough to the dynamic development of technology and society. Educational games can effectively reach young audiences, and therefore they are coming to the fore. These educational games include the card game Follow Me, which focuses on introducing the dynamics of social media. The target audience of the game is primarily secondary school students, and it has been developed with an emphasis on effective use within the high school educational process. In the game, players take on the role of social media users in order to gain as many followers as possible, while trying to maintain their credibility and detect fake news published by other players. The game features articles covering four different domains (health, science, geopolitics, and society), and due to this diversity, topics from different domains inevitably emerge during gameplay. The game was published by the Slovak game development studio Impact Games and is currently available in print in Slovak language, with English, Croatian and Slovenian translations already available online. The aim of this paper is to introduce the game Follow Me and analyse its game mechanics, mainly focusing on the educational elements. The main contribution of the study is a deeper understanding of game mechanics that can develop critical thinking and an estimation of their effectiveness in educating players about the safe use of social media.
Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities
Authors: Westin Thomas , Neves José , Mozelius Peter , Sousa Carla , Mantovan Lara
Published: October 2022

Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared.  Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions.
How to Welcome First-year Students: Best Practice of a Gamified Orientation Day
Authors: Vanderstraeten Lize , Buysschaert Fanny , De Mulder Viktor , François Delphine , Janssens Laure , Maes Ann , Maes Grégory , Minnaert Elke , Opdecam Evelien
Published: October 2022

Various difficulties characterise students’ adaptation to university. It is crucial to engage first-year students from the first moment of university entrance, to support their transition from secondary to higher education, and to facilitate their learning experiences and learning outcomes. This study starts from the dual premise that orientation activities offer first-year students important transitional support to cope with the stressful challenges while enabling a sense of community, and that, as students sometimes consider orientation activities as tedious, gamification might make participation more enjoyable, while stimulating students’ motivation and information retention. Based on educational literature on gamification of learning settings, this study presents the design, implementation, and evaluation of a gamified orientation day, organised for first-year students. The design of the gamified orientation day is based on the eight gamification features of Apostol, Zaharescu and Alexe (2013): players, story, goals, rules, problem solving, feedback, safe environment, and sense of mastery. The objectives of the orientation day and its practical implementation are explained on the theoretical basis of these eight features. Qualitative survey data (N=1326) were collected to evaluate the strengths of the orientation day and the areas for further improvement. The data show that students perceive the gamified orientation day as a pleasant learning experience. Students appreciate collaborating with peer students and their active participation in knowledge acquisition. This study provides evidence-based best practices for the gamification of orientation days, and aims to inspire other universities in adapting their strategy on facilitating the transition and orientation of first-year students.
Development and use of a Playful Learning Observation Tool (PLOT) for Active Game-based Learning in Physical Classroom Situations
Authors: Algayres Muriel , Timcenko Olga , Triantafyllou Evangelia
Published: October 2022

This study presents the development and implementation of a qualitative observation tool for in-class observation of courses employing game-based learning (GBL), and playful learning situations. The design of the observation model exploits a literature review of classroom observation models, of cognitive psychology motivation scales, and of GBL evaluation models. It integrates relevant elements from these domains to offer an observation model for GBL implementation. In this model, in-class observations are coded and analysed for GBL effectiveness and potential to support intrinsic motivation in students. The model was then used in two courses using different forms of GBL (one digital cooperative multiplayer game, one analog board game). Observations were coded using NVivo and distributed according to type of motivation and type of motivated learning tasks. Due to Covid19 restrictions and the difficulties of finding in-person classes, only two courses were examined using the model. The model appeared efficient in both observational situations, and the coding confirmed previous studies to the potential of GBL to sustain students’ intrinsic motivation. The observations also showed that preparedness of students to the specific contents of the game reduced risk of amotivation and disengagement in students. The study allows us to reflect on best practices for GBL implementation and evaluation and how better understanding of in-class interactions during playful learning could enable educators and teachers to make better informed choices to implementing GBL. While there are many templates for classroom observation and GBL evaluation, there is a lack of dedicated observation models, that offer clear guidelines for qualitative data gathering in live, in-person classroom situations. This study aims at providing a specific tool to that purpose.
A Serious game to Teach About Career Pathways in the Games Industry
Authors: Baxter Gavin , Hainey Thomas , McMahon Ryan , Williams Alan
Published: October 2022

The games industry is one that continues to evolve and grow at an accelerated rate. Advances in technology in terms of how games are developed, the sophistication of gameplay, mechanics and their graphical representation span a multitude of game franchises. Furthermore, job roles within the games industry are as diverse as the game genres within it. One dilemma that sometimes confronts undergraduate game development students when entering university is what career path to undertake in the industry. Students in this discipline area are sometimes uncertain whether they want to pursue the aesthetical side of games development or implementational. When learning about the industry for the first time, it is important not only for students to be aware of the distinctive job roles within the industry but also how they interrelate with one another. From a higher educational standpoint, the concept of career pathways is associated with graduate employability. It is important to inform game development undergraduates from an early stage about the various routes into the games industry from a job role perspective. This paper provides a scoping overview of some of the salient job roles in the games industry and their associated hard and soft skill sets. Engagement with the literature associated with soft skills required for working in the games industry is presented. Focus is also provided on how to embed the concept of career pathways into games development higher educational curriculum. One proposed solution is the use of a serious game to teach students in this discipline about this topic. This paper also presents the development of a serious game designed to inform undergraduate game development students about different job roles within the games industry and what skill sets the industry requires. The paper advocates that a serious game can be one of many blended approaches to inform game development students about career pathways within the games industry. Acknowledgement is made that further empirical work is required to substantiate this pedagogical approach.
Systems Mapping to Support Interdisciplinary Understanding in Serious Game Design
Authors: Müller Lorena , Spierling Ulrike , Merkle Angela , Dackweiler Regina-Maria
Published: October 2022

This article discusses the advantages and limitations of systems mapping as a method of approaching serious game design on the highly complex social issue of Intimate Partner Violence (IPV) in an interdisciplinary team. The method of systems mapping has been evaluated for the research and design phase of a yet unfinished game. It has been shown to be useful as a tool for research, design and interdisciplinary collaboration. Systems mapping does not provide new knowledge in the respective research area nor does it offer direct solutions to difficult design problems, but it supports the process and makes it more structured and substantial.
ARtales: AR Mobile Application Using Transformative Learning Through Aesthetic Experience – First Evaluation
Authors: Barakari Sissy , Skamagkis Aristotelis
Published: October 2022

Nowadays, the noteworthy growth of digital tools for museums and art spaces enhances and redefines the museum experience. The creation of digital applications that provide meaningful experiences in the art space is a real challenge. Transformative learning theories focus on educational processes that aim for the development of critical thinking while some of them involve the aesthetic experience as a medium that can be exploited. ARtales is an augmented reality mobile application for the National Gallery of Athens visitors which utilizes transformative learning methods through aesthetic experience in an attempt to offer a more substantial and innovating experience in the gallery. More specifically, users asked to discover hidden symbols, uncover hidden objects and live AR experiences related to different subjects/scenarios in the outdoor spaces of the gallery or in their personal place, in order to develop their critical thinking and revisit the artworks in a playful and substantial way. The application also uses a points-based reward system in the direction of gamification. This study refers to the first use and evaluation of the ARtales application by a number of postgraduate students in order to draw conclusions related to the development of the critical thinking and the transformation of the views and perceptions of the participants, the assimilation of the offered information as well as the acquaintance with the artworks. For this purpose, questionnaire-based evaluation and free conversation with the participants was carried out as well. According to the results derived, the first use showed positive acceptance and response. Last but not least, the study gives suggestions for future work and exploitation as well as future pilot implementation which is of major importance in order for the ARtales app to become feasible for a widespread use in the near future.
Using Game-based Learning Methods to Demystify Cyber Security Concepts for Adult Learners
Authors: Balakrishna Chitra , Charlton Patricia
Published: October 2022

The digital society we live in today has compelled both businesses and individuals to become increasingly dependent on the internet and online services. With the increasing cyber security threats and attacks, there is a growing demand for cyber security professionals and a need for every individual to be cyber literate and cyber-aware. But cyber security is often regarded as extremely complex and quite technical, which acts as a roadblock in educating the adult population about cyber security. 'Play as a natural means for learning' is commonly exploited in early learning and primary education settings. But it is seldom used in secondary education and rarely considered in an adult learning context. This paper presents a game-based learning resource developed as part of the 'Gamified Intelligent Cyber Aptitude and Skills Training' (GICAST) course to introduce cyber security topics to adult learners. The course is targeted at adult learners who work in low-skilled and low-paid jobs and have no formal degree-level qualification. The aim was to demystify cyber security concepts and equip the low-confidence learners with the confidence to engage in learning and gain additional digital skills to enhance their career options. This paper provides an overview of the GICAST project, the game design principles and the game mechanic employed to achieve the intended pedagogic outcomes. The paper illustrates how the power of games helped demystify a complex area of cyber security among adult learners. This is demonstrated in the evaluation results and findings from the study on the effectiveness of game-based learning methods in enhancing learner engagement and motivation to learn among adult learners.
Students’ Learning Experience in Online Games-Based Sex Education in Thai Secondary Schools
Authors: Ismail Nashwa , Ismail Gihan , Thammajinda On-Anong , Chaeye Kanyapat
Published: October 2022

In sex education, traditional teaching approaches that place the teacher in the centre of learning provide little opportunity for promoting the development of students’ sexual knowledge, maturity, self-confidence, communication skills, and well-rounded personalities. In Thailand, this traditional approach has an impact on teenage students’ effective learning for the Comprehensive Sex Education (CSE) curriculum through their behaviours and attitudes about sex-related topics. Moreover, CSE does not cover many approaches such as discussions and debates to promote students’ analytic and critical-thinking skills related to sexual-related topics. (MSDHS, 2019 ; UNESCO, 2021 & UNICEF, 2016). This study investigates students' learning CSE through embedded digital Games-Based Learning (GBL) module that is delivered to Grade 7 (age 12-14) secondary school students in the north of Thailand. Researchers in this study developed a game that aims at encouraging and stimulating students’ skills to analyse and critique their understanding of CSE. The purpose of this paper is to investigate how the levels of Bloom’s Taxonomy have been manifested with students’ learning using GBL. In the course of the study, 1152 students responded to answer pre and post-tests. The statistical findings show that students’ scores in the post-test were significantly higher than those of the pre-test (withought GBL). This paper concludes that, GBL facilitated opportunities for students to conceptualize, apply, analyse, synthesize, evaluate and create their learning actively and skilfully. However, the statistical data highlights that the development measured after the use of CSE gamified syllabus does not occur at the same rate and that some skills developed at a higher rate than others. Importantly, the study found that GBL is not a standalone approach to teach CSE, other pedagogical approaches (e.g., enquiry-based learning) need to be embedded. These approaches can be implemented with or without technology, but they need to be planed ahead. Final study conclusion is that, efficient teaching of CSE is not down to students only, collective efforts of other stakeholders (e.g., parents, policy makers, etc), are needed.
ВПЛИВ МІНЕРОЛУ НА ТКАНИНИ ПАРОДОНТУ ЩУРІВ НА ТЛІ МОДЕЛЮВАННЯ КАРІЄСУ ЗУБІВ
Authors: Горохівський В.В. , Макаренко О.А.
Published: October 2022

Висока уражуваність карієсом зубів у дітей, незважаючи на наявність великої кількості профілактичних заходів, свідчить про необхідність розробки нових ефективних методів лікування та профілактики. До цього часу не проводилася оцінка впливу карієсогенного раціону на щурах на фоні використання лікувально-профілактичного комплексу, що включає дієтичну добавку «Мінерол» та зубну пасту «Мінерол». Дослідження є актуальним для сучасної стоматології дитячого віку. Метою даної роботи була експериментальна оцінка на щурах змін біохімічних показників твердих тканин на тлі карієсогенного раціону зубів під дією лікувально-профілактичних заходів. Матеріали та методи. Експеримент був проведений на 30 одномісячних самках лабораторних щурів. Тварини були розділені на три групи, по 10 щурів у кожній: 1 – інтактна на стандартному раціоні віварію; 2 – карієсогений раціон; 3 – на тлі карієсогеного раціону та профілактичні заходи. Тривалість експерименту склала 50 днів. Тварин виводили з експерименту шляхом тотального кровопускання з серця. Для подальших досліджень виділяли щелепи із зубами для підрахунку кількості та глибини каріозних порожнин, пульпу, у якій визначали активність кислої та лужної фосфатаз. Результати дослідження. Споживання щурами карієсогенного раціону протягом 50 днів сприяло розвитку активного каріозного процесу. Так, кількість каріозних порожнин у зубах 2-ої групи тварин збільшилася у 2,7 разів (р<0,001), а їхня глибина ще більш – у 3,7 разів (р<0,001). Висновок. Експериментальні дослідження ефективності комплексу встановили дуже високу його профілактичну дію по відношенню до фосфатаз пульпи, тобто до попередження порушення мінералізуючої функції пульпи зубів тварин, які знаходилися у карієсогенних умовах. Проведені дослідження є підставою для розробки лікувально- профілактичного комплексу для дітей молодшого шкільного віку з карієсом зубів на підставі використаних в роботі препаратів.
ЦИФРОВА ДІАГНОСТИКА ПРИ ЛІКУВАННІ ЩЕЛЕПНО-ЛИЦЬОВОЇ ПАТОЛОГІЇ
Authors: Турчененко С.О.
Published: October 2022

Мета дослідження – обґрунтувати доцільність комплексного вивчення статичних та динамічних параметрів оклюзії при заміщенні включених дефектів зубних рядів, а також динаміки реабілітацій на підставі аналізу результатів цифрової оклюзіографії. Методи дослідження. Для досягнення мети було проаналізовано данні стоматологічного огляду з додатковим функціональним цифровим аналізом оклюзії 100 осіб (віком від 25 до 60 років). Усіх пацієнтів було розподілено 3 групи. До 1 групи віднесли 10 осіб, що не мали об’єктивних чи раніше лікованих стоматологічних патологій. До 2 групи увійшли 45 пацієнтів, що мали включені дефети зубних рядів у межах молярів та премолярів із заміщенням за допомогою штамповано-паяних мостоподібних протезів. До 3 групи віднесли 45 пацієнтів, що мали включені дефети зубних рядів у межах молярів та премолярів без заміщення дефектів. Наукова новизна. За допомогою сучасних методів наочно доведено об’єктивність та необхідність використання цифрових методів діагностки та розробки нових протоколів реабілітації стоматологічних хворих з вторинною адентією. Висновки. Зважаючи на результати аналізу даних дослідження, нами зроблено висновок про низький рівень якості відновлення функції зубощелепної системи за класичною методикою. Так 45 пацієнтів, які мали вторинну адентію із заміщенням, мали порушення оклюзійних співвідношень через відсутність функіонального та кількісного контролю на етапі відновлення цілісності зубних рядів та після встановлення відновлювальних конструкцій.