This qualitative research study investigates the effectiveness of gamified handicrafts as an inspiration for teenagers to practice recycling and upcycling. The study utilises focus group interviews and thematic analysis to explore the perceptions and experiences of 15 teenagers who participated in an educational programme called Edcraft, which combines gamification and handicrafts to promote sustainable practices among youth. The findings reveal that Edcraft successfully motivates teenagers to engage in recycling and upcycling activities through its gamified approach, which includes challenges, rewards and social interaction. Themes such as ‘social connections are vital’, ‘convenience and rewards are significant motivators’, ‘gamified activities help attract and engage teens’ and ‘environmental knowledge is crucial to prolonging recycling’ emerged from the thematic analysis. The results also highlight the positive impact of Edcraft on teenagers’ attitudes towards the environment and their willingness to adopt sustainable behaviours beyond the programme. The implications of these findings for promoting environmental education and sustainability among teenagers are discussed, and recommendations for future research and practice are provided.

Simulation games (SG) present a learning environment allowing 'what-if' analysis of solutions and decisions that may not be feasible in reality. Positive effects of SG are affected by the context of use, users, and the game design itself. Aim of our research is to investigate to which extent it is possible to represent interdependencies occurring between activities, methods, tools, and roles in real engineering projects by a SG and which prior knowledge is needed for the intended learning outcomes. Our research uses a SG prototype and interviews with industry experts and graduated students.

The growing research field of gamification promises new insights and innovative methods for the active design of user experience. This article examines the extent to which gamification complements the established methods of user experience design in the context of product development. To this end, assessment criteria are proposed that can be used to evaluate human-centred design methods. A qualitative comparison is then used to determine the added value of the innovative field of gamification for future user experience design in consumer products.

The Internet of Things (IoT) and wearable computing are crucial elements of modern information systems and applications in which advanced features for user interactivity and monitoring are required. However, in the fields of pervasive gaming, IoT has had limited real-world applications. In this work, we present a prototype of a wearable platform for pervasive games that combines IoT with wearable computing to enable the real-time monitoring of physical activity. The main objective of the solution is to promote the utilization of gamification techniques to enhance the physical activity of users through challenges and quests. This aims to create a symbolic link between the virtual gameplay and the real-world environment without the requirement of a smartphone. With the integration of sensors and wearable devices by design, the platform has the capability of real-time monitoring the users’ physical activity during the game. The system performance results highlight the efficiency and attractiveness of the wearable platform for gamifying physical activity.

The goal of this paper is to develop and test a gamified design thinking framework, including its pedagogical elements, for supporting various learning objectives for school students. By synthesizing the elements and principles of design, learning and games, the authors propose a framework for a learning tool for school students to fulfil a number of learning objectives; the framework includes a design thinking process called “IISC Design Thinking” and its gamified version called “IISC DBox”. The effectiveness of the framework as a learning tool has been evaluated by conducting workshops that involved 77 school students. The results suggest that the gamification used had a positive effect on the design outcomes, fulfilment of learning objectives, and learners' achievements, indicating the potential of the framework for offering an effective, gamified tool for promoting design thinking in school education. In addition to presenting results from empirical studies for fulfilment of the objectives, this paper also proposes an approach that can be used for identifying appropriate learning objectives, selecting appropriate game elements to fulfil these objectives, and integrating appropriate game elements with design and learning elements. The paper also proposes a general approach for assessing the effectiveness of a gamified version for attaining a given set of learning objectives. The methodology used in this paper thus can be used as a reference for developing and evaluating a gamified version of design thinking course suitable not only for school education but also for other domains (e.g., engineering, management) with minimal changes.

Sustainability considerations are traditionally difficult to trade-off with technical and business requirements in an early design phase. Hence, design teams need support to reflect early on in the process, on how sustainability may affect profitability and customer value fulfilment in the long term. The commoditisation of modelling and simulation techniques points to gamification and serious gaming as emerging approaches to raise awareness among the design team – as well as users and stakeholders – of the expected behaviour of a solution along its life cycle. The objective of this paper is to explore how serious games can be used to inform decision-makers about the value versus cost implications of being (or not being) ‘sustainability compliant’ when designing products and systems. The paper initially presents the findings from a descriptive study focused on the definition of ‘design support’ intended to raise sustainability awareness through serious gaming. It further describes the development, application and testing of one of such games for material selection in the aerospace industry.

Learning idiomatic expressions is seen as one of the most challenging stages in second-language learning because of their unpredictable meaning. A similar situation holds for their identification within natural language processing applications such as machine translation and parsing. The lack of high-quality usage samples exacerbates this challenge not only for humans but also for artificial intelligence systems. This article introduces a gamified crowdsourcing approach for collecting language learning materials for idiomatic expressions; a messaging bot is designed as an asynchronous multiplayer game for native speakers who compete with each other while providing idiomatic and nonidiomatic usage examples and rating other players’ entries. As opposed to classical crowd-processing annotation efforts in the field, for the first time in the literature, a crowd-creating & crowd-rating approach is implemented and tested for idiom corpora construction. The approach is language-independent and evaluated on two languages in comparison to traditional data preparation techniques in the field. The reaction of the crowd is monitored under different motivational means (namely, gamification affordances and monetary rewards). The results reveal that the proposed approach is powerful in collecting the targeted materials, and although being an explicit crowdsourcing approach, it is found entertaining and useful by the crowd. The approach has been shown to have the potential to speed up the construction of idiom corpora for different natural languages to be used as second-language learning material, training data for supervised idiom identification systems, or samples for lexicographic studies.

It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

In the last decades, mental health disorders have been a growing source of the global burden of disease. Thousands of mental health apps are available nowadays addressing this problem, but studies show that the effectiveness of these apps is jeopardized by the low user engagement.

This study investigates the most potentially effective gamification and nudging techniques in design for improving engagement in mental health apps for young people, by carrying out app-reviews for top installed mental health apps on Google play store and connecting it with engagement data, in addition to conducting expert-interviews with professionals from gamification and design background.

From the findings, techniques that participated in improving retention rates included using app character for creating app narrative and user interaction, in addition to adopting a non-forcible language. While to improve app daily duration of use, simplification nudge, and stating the recommended minutes of use found to be useful. Personalization and social interaction techniques were potentially effective for improving the frequency of app daily use. For the young age group, using juicy feedback and high-quality gamification were recommended