bluuebunny/crossref_metadata_2025_split huggingface dataset:
Extracellular Fluid Volume and Mortality after Kidney Transplantation
Authors: Ould Rabah Melissa , Morin Lise , Dali-Youcef Nassim , Géri Guillaume , Mazloum Manal , Garcelon Nicolas , Husson Julien , Touam Malik , Moulin Bruno , Caillard Sophie , Legendre Christophe , Anglicheau Dany , Prié Dominique , Bienaimé Frank 
Published: October 2024

Key Points

Post-transplantation extracellular fluid volume (ECV) is not only influenced by recipient characteristics and allograft function, but also by transplantation-specific factors.In multivariable cause-specific Cox analyses, increased ECV 3 months after kidney transplantation is independently associated with all-cause mortality but not graft loss.Multivariable linear regression further identified increased 3-month ECV as an independent predictor of reduced GFR measurement at 12 months.

Background
High extracellular fluid volume (ECV) is associated with an increased risk of death in nontransplanted patients with CKD. By contrast, both the determinants and the prognosis value of ECV in kidney transplant recipients remain unclear.

Methods
We studied a bicentric prospective cohort of 2057 kidney transplant recipients who underwent GFR measurement (mGFR) 3 months after transplantation. We calculated ECV from iohexol plasma disappearance curve and analyzed its association with patient's characteristics and outcomes.

Results
The mean ECV and mGFR were 14.6±2.6 L/1.73 m2 and 52±16 ml/min per 1.73 m2, respectively. Multiple linear regression identified male sex, older donor and recipient ages, deceased donor, nonpreemptive transplantation, diabetes, cardiac arrhythmia, heart failure, proteinuria, and higher mGFR as independent factors associated with increased ECV. In multivariable cause-specific Cox analyzes, higher tertiles of ECV were associated with increased mortality (tertile 1 as reference; hazard ratio [95% confidence interval] for tertile 2: 1.65 [1.11 to 2.47]; tertile 3: 1.80 [1.18 to 2.74]) but not graft loss. Increased ECV, 3 months after transplantation, was a predictor of reduced mGFR at 12 months after adjusting for 3-month mGFR and other confounding factors (β coefficient: −0.06; 95% confidence interval [−0.09 to −0.02]).

Conclusions
An elevated ECV 3 months after kidney transplantation is independently associated with increased mortality and decreased mGFR at 12 months, but not with graft loss.
O Impacto dos exames de diagnóstico por imagem no tratamento do câncer (CA) de tireoide
Authors: Graça Rodrigo Augusto , Silva Bianca Aquino da , Rodrigues Guilherme Oberto 
Published: October 2024

Objetivo: Analisar os resultados dos exames e do tratamento do câncer de tireoide no cenário atual. Introdução: A tireoide é uma pequena glândula localizada no pescoço, desempenha um papel essencial na regulação do metabolismo do corpo humano. No entanto, quando células anormais começam a se multiplicar descontroladamente nessa glândula, pode-se desenvolver um câncer de tireoide. Metodologia: O presente estudo é uma revisão bibliográfica realizado dos meses de setembro a novembro de 2023, baseados em dados e artigos publicados em plataformas de renome, como Google Acadêmico, PubMed, SciELO. Desenvolvimento: O carcinoma papilífero da tireoide é o tipo mais prevalente de câncer de tireoide. Sua origem está frequentemente associada a mutações genéticas em células foliculares da glândula. Estas mutações criam um ambiente propício para a multiplicação celular descontrolada e o desenvolvimento do câncer. Discussão: Em revisão bibliográfica, podemos notar que, a avaliação clínica precisa e a conduta cirúrgica apropriada são essenciais para o tratamento eficaz do câncer de tireoide e que sua a revisão sistemática proporcionou uma visão abrangente das evidências disponíveis, enfatizando a necessidade de abordagens personalizadas e multidisciplinares para otimizar os resultados e a qualidade de vida dos pacientes com câncer de tireoide. Considerações finais: A partir do nosso estudo foi possível concluir que a PAAF em conjunto com a ultrassonografia é uma abordagem de diagnóstico por imagem altamente eficaz na avaliação de nódulos tireoidianos, destacando-se especialmente na detecção precoce e diagnóstico diferencial do câncer de tireoide. Podendo compor os exames indicados pelo ministério da saúde para diagnosticar precocemente os tumores de tireoide.
A Platform of Serious Video Games Co-built for the General Interest
Authors: Laforge Bertrand , Planques Thomas , Delcourt Florian , Barnabé Fanny 
Published: October 2024

In a context where training takes place both in initial courses and in lifelong continuing education, the use of games offers a way of promoting effective and sustainable learning: by its very nature, this medium is an open work in which players can become involved and give meaning to their learning. Ikigai - Games for Citizens offers a unique ecosystem for creating serious, expert video games and offering them free of charge to people who want to learn while having fun, as well as producing a set of learning-related data that can be used for research and customizing training courses. By bringing together universities, Grandes Ecoles, research laboratories, associations, and institutions, Ikigai is a collaborative consortium of general interest, implementing the co-construction of videogame services between scientific experts, video game professionals and educational engineers. Together, they are producing a centralized platform of serious games and associated services that can be used by teachers at a moderate cost by pooling resources: the building blocks of each game can be reused in other games developed. The consortium is committed to general interest and popular education by making the games available free of charge to members and the general public. The decentralized infrastructure set up by Ikigai, which respects privacy by design, means that game usage data can now be collected on a national scale, but conceptually it could extend much further. The data collected in compliance with the RGPD will eventually be used to draw up enriched user profiles to offer personalized courses, teaching recommendations and progress monitoring as close as possible to the learner, using AI in particular. Ikigai is also heavily involved in the construction of new digital standards in education, which are needed to ensure the interoperability of data for lifelong monitoring of learners. But also, for the digital education ecosystem, to guarantee a sovereign, efficient, coherent, and sustainable cloud on a European scale.
Do Video Games Enhance Competencies & Skills? Study Case: Civil Engineering Students
Authors: Urcid Puga Rodrigo , Ballinas-González Romeo , Rodríguez-Vázquez Jorge-Arturo 
Published: October 2024

The following article is a text that shows the relevance of including video games as part of an academic technique that promotes coexistence, communication, teamwork, develop some skills, competencies, and creativity among members of the university community -professors and students-. The objective of this research is to show the results obtained in a dynamic organized by the Civil Engineering department of a private university in Puebla, Mexico. The idea is to hold a private session and play “Call of Duty: Warzone II”. It should be noted that with this activity the students can learn a specific content, in this case, the analysis of a hydraulic press, how it is built and how it works. In addition, the activity carried on, helped to create a better bond between teachers and students, but above all, showed the possibilities to generate greater interest in learning and to get the students actively involved in one topic. The theoretical framework on which this research lies in the following topics: Game-Based Learning -GBL-, innovative education focused on video games as community generators, and the importance of the development of certain skills among college students. The methodology that this study has, is quantitative. Particularly, a questionnaire -Likert scale-, is carried out to the students who participated in this dynamic. The main results show that the people who were in the virtual session are excited to interact under another type of scenarios that goes beyond the classroom, and that “breaking” the barrier between teacher and alumni becomes a differentiating and innovative element. In educational matters, they consider that the learning obtained from a video game is something that they had not contemplated; Added to this, the students ensure that working as a team, communicating their needs and doubts between peers, and getting involved in this kind of forums helps generate greater interest in engineering and acquire new knowledge. Finally, it can be concluded that video games nowadays are an indispensable tool not only to foster an online community but to take the teaching and learning process to another level.
Abuzaharen's Challenge: Building Sustainability Competencies through Science-Fiction Narratives and Game-based Learning
Authors: Paxinos Stathi , Robertson David 
Published: October 2024

This paper presents a case study of the evolution of science-fiction themed game-based learning across two Masters units in a higher education course on sustainable development. The authors created three sustainability games to be played by classes in live workshop settings – a card matching game about urban challenges, a hackathon-style sustainability innovation challenge, and a systemic change analysis game - to build students’ capacity to think about systems, sustainability values, and strategies to advance positive change. The story of a bumbling, but well-intentioned, alien protagonist, Abuzaharen, serves as a dynamic backdrop to the games, which see students ‘transported’ to an alternative reality to complete time-bound challenges in a rigorous yet engaging manner in order to find their way ‘home’ to Earth. This paper documents how each game’s narrative, storytelling, design, and play evolved through multiple iterations over four years, drawing on critical reflection, evidence of engagement and student feedback. The paper also reflects on the affordances of generative artificial intelligence (GenAI) for game-based learning designers. One of the games has integrated GenAI to make Abuzaharen a real-time character in the delivery of the game, including judging student’s innovation pitches and generating live narrative content about game outcomes. The GenAI alien agent subsequently appears in ‘regular’ learning content as a course tutor. Qualitative feedback and educator observations suggest the games increased active class participation, built peer connections, fostered skills in problem-solving, promoted collaboration, and modelled creativity. The games also challenge existing narratives about negative impacts of GenAI on tertiary education by illustrating productive and creative uses of GenAI for students and educators. This paper argues that immersive, narrative-driven approaches, coupled with the strategic use of GenAI, can significantly enrich higher education for sustainability and other educational experiences by scaffolding selected competencies and applying complex concepts to real-world challenges in a light-hearted way. It concludes with practice-led insights and directions for future exploration of interest to sustainability educators, designers of interactive learning, and those experimenting with GenAI in narrative-based games.
A Child-Centred Design Evaluation of a Learning Game to Improve Children’s Legal Capability
Authors: Magkafa Dimitra , Watkins Dawn , Hemsley Suzannah , Mills Charlotte , George Ann , Wood Clare 
Published: October 2024

Children lack awareness and understanding of their rights and the law. There is a need to address this gap and empower children to become advocates for their rights when they encounter law-related issues. A promising approach to achieving this is through the use of games. In particular, games focused on learning have evolved into novel tools that can raise awareness as well as help children acquire essential skills. In this paper, we present a child-centred design approach to evaluating the initial version of a learning game designed to help children across a wide age range (3-15 years) and with diverse characteristics, improve their legal knowledge, skills, and confidence. This study supports the integral role and value of child participation in testing the usability of a law-based learning game and shaping its design. A mixed methods approach, grounded in user-centred principles, was employed to assess the first prototype (P1) of the game. 45 children from various schools and early years settings in South Yorkshire and the Midlands, UK were involved. This included children from: 1) advisory groups, 2) case study groups, and 3) game development groups, with an age range of 4 to 16 years old. School staff were also invited to give their feedback. Quantitative and qualitative data were gathered through questionnaires, and field note observations, and analyses were conducted through both thematic analysis and non-parametric statistical methods. We found the game was received positively overall, but further development was needed to make it accessible and engaging, especially for the youngest participants. Importantly, participants of diverse ages and characteristics shared valuable insights into enhancements to make the game more intuitive, interactive, and enjoyable, and these findings informed the development of the beta version of the game.
Mastering the Game: How Level Structure and Game Elements Shape Competency Acquisition
Authors: Richter Katharina , Kickmeier-Rust Michael , Tschirky Dominik 
Published: October 2024

Understanding the dynamics of level structure and game elements in digital educational games is paramount to fostering competency acquisition. How levels are organized within a game, along with the use of various game elements, has a significant impact on the learning outcomes and skill development of individuals. Through the strategic design and implementation of these components, educational games can effectively engage learners and facilitate the acquisition of competencies in multiple domains. In addition to structure, the integration of gamification elements can have a profound impact on learner engagement and sustainable skill acquisition. Therefore, a key element for the success of a serious game is to create appropriate personalization and a balanced relationship between learning and gaming experience. As a result, a mini-game called "Basketball Physics Challenge" has been designed to be integrated into an intelligent, adaptive physical learning game centered around force and motion as part of an ongoing research project. By playing the game "Basketball Physics Challenge", players will apply their understanding of basic physics principles in a realistic, interactive, and virtual setting. An experimental design was used to test the mini-game, in which a gamified and a non-gamified version were used and compared. 20 participants completed the experiment, and their learning progress was meticulously tracked. Using competency-based knowledge space theory, the mini-game facilitated in-game competency assessment, enabled monitoring of learning progress, tailored learning experiences, and provided individualized formative feedback. The pilot was used to develop and implement a competency model that will be the subject of future in-depth studies. The results indicated that the gamified version of the game led to slightly higher engagement and performance levels compared to the non-gamified version, although the difference in learning outcomes between the two versions was not statistically significant. The analysis also showed that an optimal number of levels and a balanced integration of game elements are crucial for maintaining engagement without causing cognitive overload. Furthermore, the order in which the game versions were presented affected player performance, with initial exposure to gamification leading to better outcomes. These findings provide valuable information for the design of educational games and their effectiveness in skill acquisition. This research supports the development of powerful educational technologies that enhance learning through a coherent level structure and meaningful use of game elements that effectively promote learner engagement.
The Ideological Dilemma in Using Games in Global Citizenship and Development Education
Authors: Keating Paul 
Published: October 2024

The objective of this paper is to contribute to discourse informing the use of computer games in Global Citizenship and Development Education. In doing so, it addresses the incompatibility and conflict between the values imbedded in games and those informing development education practice. It is aimed at both formal and informal educators who see the potential in using games in their practice and want to reconcile this dilemma. It is also aimed at policy makers and influencers who want to shape the structures governing such digital spaces in the public interest. The research involved an interdisciplinary literature review across the fields of Education, Game Design, colonialism and social activism. The analysis takes a postcolonial perspective and is informed by the theory and practice of critical pedagogy in youth work and development education. The study was conducted as part of Doctoral research and project work with NGOs over a seven-year period to 2024. In this context it is important to note that this is a rapidly changing and evolving sector.
The development of computer games and immersive technologies over the past 20 years has been transformational, in their interactive capabilities and global proliferation, particularly with the emergence of “The Metaverse”. Such expansion has been critiqued as a process of Colonialism, where young people’s time, creativity, identities and attention is being commodified, monetised, packaged and sold to the highest bidder.
The structure of the games industry, their content and the ecosystem surrounding gaming are all ideologically driven. Such ideology aligns with one of three systems: the neoliberal hegemony emanating from transnational corporations and market economies; the state control being exerted by China and others; or a blind commitment to opensource being advocated by many industry innovators, developers and users. When using games in an educational context, and particularly when addressing Social Justice and Global Citizenship, the values and cultures underpinning all three of these ideologies are problematic.
It is the contention in this paper that such spaces can also be developed as informal educational spaces informed by values aligned with critical global citizenship and development education. Now is the time for development educational practitioners, conscientious games designers and policymakers to collaborate, to act, to legislate, to experiment and carve out a safe, progressive, dynamic, decolonised digital space for engagement with issues of global citizenship and development education
Play Your Way Into Production: Game-based Skills Development for the Screen Industries
Authors: Brereton Jude , Jones Bethan , Reeve Carlton , Zborowski James , Bramwell-Dicks Anna 
Published: October 2024

Screen industry employers report they are unable to recruit graduates with the right skills for entry level roles in film and television (e.g. runners or production assistants), citing a lack of business awareness and various ‘soft skills’ as barriers to employment (Grugulis and Vincent 2009; Carey et al, 2017; Jones, Swords and Brereton, 2022). Traditionally such knowledge and skills are obtained through in-person work experience on set, but work experience is usually unpaid and therefore inaccessible to many students and graduates. However, research in the use of applied/serious games and extended reality technologies for training purposes has indicated that situational skills training can be facilitated using these approaches (Ebner and Holzinger 2007; Connolly et al, 2012). This paper presents an analysis of the design process behind a game-based learning intervention, developed to enable players to experience a day working on a film set and to allow educators to open up discussions about working practices and employability/progression within the screen industry. The simulation gives players the opportunity to take on a junior role in a film studio, respond to typical requests on set, interact with other crew members and observe proceedings. The study draws on interviews with educators and an ethnographic account of playing the game and using the complementary educational resources. We argue that a serious game can function as a meaningful intervention allowing potential new entrants to the screen industry to understand the tasks and duties of job roles in the industry. This approach also improves access to the development of skills and knowledge which are traditionally gained through (unpaid) work experience.
Impact of LEGO® Based Therapy on Skills Development and Quality of Life in People with Neurodevelopmental Disorders.
Authors: Schmidt-Dhonneur Chloe 
Published: October 2024

This research sets out to evaluate the impact of LEGO® Based Therapy on the development of skills and quality of life for people with neurodevelopmental disorders, as well as for those close to them. Widely used in the United States and the United Kingdom for almost 20 years, LEGO® Based Therapy was developed by Daniel Le Goff, psychologist licensed in Florida and New Jersey who has practiced for over 20 years with children, adolescents and adults with developmental disabilities, including autism, Asperger's syndrome and congenital disabilities, as well as acquired and traumatic brain injuries. Daniel Le Goff has extensive experience as a consultant and expert witness, as well as in direct clinical services, including applied behaviour analysis, cognitive behaviour therapy and cognitive rehabilitation. In 2008, Gina Gómez de la Cuesta completed her PhD at the Centre for Autism Research at the University of Cambridge, where she led and evaluated LEGO®® Based Therapy under the supervision of Daniel LEGO®ff, Simon Baron-Cohen and Ayla Humphrey. She is a teacher and psychologist by training and has worked at the National Autistic Society as Head of Action Research. She founded Play Included in 2018, with support from the Cambridge Social Ventures incubator programme, University of Cambridge to support children's development through play and promote LEGO®Therapy. Initially designed to improve the social skills of people with autism spectrum disorders but no intellectual disabilities, its effectiveness has been demonstrated by studies targeting this specific population. However, no research has yet been carried out in France on its application to a wider population, including various forms of neurodevelopmental disorder. Furthermore, existing studies have not considered the impact on the quality of life of beneficiaries and their families, which this thesis sets out to examine.
الفضول المعرفي وعلاقته بالمرونة الاكاديمية لدى طالبات قسم ريا ض الاطفال
Authors: أ.د. بشرى حسين علي  
Published: October 2024

أستهدف البحث الحالي الى تعرف :

الفضول المعرفي لدى طالبات قسم رياض الاطفال .
المرونة الاكاديمية لدى طالبات قسم رياض الأطفال .
العلاقة الأرتباطية بين الفضول المعرفي و المرونة الاكاديمية لدى طالبات قسم رياض الاطفال .

تبنت الباحثة مقياس الفضول المعرفي ومقياس المرونة الاكاديمية ،واجرت لهما الصدق والثبات وطبقت المقياسين على عينة البحث الاساسية البالغة ( 400 ) طالبة من طالبات قسم رياض الاطفال ، ثم عالجت البيانات بواسطة ( SPSS) واستعملت الوسائل الاحصائية وهي الاختبار التائي لعية واحدة ومعامل ارتباط بيرسون ،وتوصلت نتائج البحث الى :

ان طالبات قسم رياض الاطفال لديهن فضول معرفي .
ان طالبات قسم رياض الاطفال لديهن مرونة اكاديمية .

توجد علاقة ايجابية بين الفضول المعرفي والمرونة الاكاديمية لدى طالبات قسم رياض الاطفال