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Digital gameplay and digital multimodal composition (DMC) are promising multimodal literacy practices. Nevertheless, research on their incorporation in literacy classrooms to foster students' multimodal literacy skills is lacking. This qualitative case study explored how two groups of Chinese adolescents used multimodal literacy in digital game-based multimodal composition and assumed their role as critical and creative prosumers. Through a 16-session project, the participants used tablets to collaboratively produce short game videos based on design resources obtained during their digital gameplay. The students demonstrated multimodal literacy through understanding, interpreting and applying multimodal semiotic modes for representational, interpersonal, and compositional meaning-making. Furthermore, they played a multifaceted role as prosumers, including critical gamers, reflective video editors, creative designers, and knowledgeable contributors to the gaming community. This study suggested that incorporating digital games for DMC practice is a valuable opportunity for multimodal literacy learning, cultivating students' criticality and creativity for active participation in the digital era. [ABSTRACT FROM AUTHOR]

Copyright of Sportif Bakış: Spor ve Eğitim Bilimleri Dergisi is the property of Sportif Bakis: Spor ve Egitim Bilimleri Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study systematically reviewed research on the use of digital game approaches for the prevention, assessment, and treatment of substance use and positive development in adolescents. Background/Objectives: This study aimed to identify and summarize gaps in the published literature on game-based digital interventions for substance use and positive development for adolescents through a systematic review. Methods: Following PRISMA guidelines, 26 studies were selected for final analysis from an initial screening of 1601 references. Data were coded for multiple components, including study characteristics, intervention types, intervention contents, sample characteristics, substance use, positive development details, measurement tools, and main findings, particularly emphasizing the effectiveness of game-based digital interventions and the facilitators and barriers affecting program effectiveness. Results: Regarding substance use, 50% of studies reported game-based digital interventions as effective in reducing substance use, 16.7% as partially effective, and 33.3% as not effective. For attitudes toward substance use, 65.0% demonstrated statistical effectiveness, 25.0% indicated partial effectiveness, and 10% found no significance. Among studies that included a positive development component, 35.7% were effective, 50% were partially effective, and 14.3% were not effective. Very few studies have explored the facilitators and barriers to program effectiveness without statistical verification. Conclusions: This study offers valuable insights into the development and validation of game-based digital interventions, thereby establishing a robust foundation for their efficacy. [ABSTRACT FROM AUTHOR]

Digital games have become an important platform and leisure activities where people spend their time with the widespread use of the internet and the increase in connection speed. Since digital games are accessible anytime and anywhere and do not require people to be physically together, it is argued that their popularity has increased significantly and reached the level of addiction, especially among today's youth and with the effect of factors such as the pandemic. The aim of this study is to determine the digital game addiction awareness of health sciences faculty students. The study was done using the relationship model, which is one of the quantitative research methodologies. This study included 344 university students studying in the Sports Sciences, Physical Therapy and Rehabilitation, Nutrition and Dietetics, and Nursing Departments at the Faculty of Health Sciences. The Awareness of Digital Game Addiction Scale (DOBİFÖ)" was used to collect data. The parametric tests were used in data analysis. Based on the findings of our study, it is seen that students studying in the field of health sciences have a high awareness of digital game addiction (X¯= 3.85). The nutrition department shows the highest level of awareness compared to other departments. In addition, it was observed that female students had higher levels of awareness than males. It was also observed that the awareness of those who do not play digital games was higher.

Students' ability to exhibit positive behavior towards their environment plays a major role in building a sustainable world in the future. It is important to offer students, who are the subjects of the digital age, a more interactive and customized technology-focused learning experience. This study aims to reveal how environmental education supported by digital games affects middle school students' knowledge, environmentally responsible behaviors, and levels of digital literacy for a sustainable life. The participants in the research comprised 54 students studying at the fifth-grade level of secondary school. The research was conducted with a pre-test–post-test control group quasi-experimental design, which was one of the quantitative research methods. In the research, environmental education based on digital games created with Web 2.0 tools was carried out. Study data were collected through an environmental knowledge test, an environmentally responsible citizen behavior scale, and a digital literacy scale. Study data were analyzed using appropriate statistical analysis using a statistical program. The research results revealed that environmental education supported by digital games is effective. It was determined that students' knowledge level, environmental behavior, and digital literacy scores increased. Based on the research results, it is recommended that digital games be used to achieve more qualified learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Previous studies have designed educational methods to cultivate digital citizenship behavior and support the construction of knowledge. However, these methods have not well incorporated personalized feedback mechanisms for enhancing digital citizenship knowledge. Therefore, this study proposed an algorithm that combines concept-effect propagation, fuzzy logic, and decision tree methods to address this drawback and create a personalized, contextual gaming experience. This personalization ensures an engaging and contextually relevant learning experience, addressing learning challenges related to digital citizenship scales. The game was tailored to individual learning experiences and decision-making patterns, with fuzzy logic interpreting nuanced student responses and decision trees guiding learning paths. A digital citizenship knowledge test and an affection questionnaire measured the game’s impact. Moreover, eye tracking was used to ensure attention in the experimental group. Therefore, a quasi-experimental design was conducted to evaluate the influence of a digital citizenship game on 110 students. ANCOVA and the Chi-square tests were performed to analyze students’ knowledge of digital citizenship. Moreover, eye-tracking metrics were used to gain deeper insights into students’ visual attention and engagement. The experimental results reveal that the proposed game enhanced the students’ digital citizenship achievement and promoted their perceptions. Additionally, eye-tracking data showed that the proposed gaming environment positively influenced students’ engagement. Findings indicate that using fuzzy logic and decision trees in educational games significantly promotes affection and alters attention in learning digital citizenship. This study contributes to educational technology by showcasing the potential benefits of personalized educational experiences. The insights gained are valuable for educators and educational game developers focused on digital citizenship education.

Abstract Aims It was conducted to investigate digital gaming addiction among nursing students and the associated factors of such addiction. Methods The descriptive and relationship-seeking study's universe included 1665 nursing students in three universities' nursing faculties and departments. The sample size was determined to be 774 based on a power analysis with a type I error rate of 0.05, a power of the test of 0.80 (α = 0.05, 1-β = 0.80), and an effect size of d = 0.10. Student Information Form, The Digital Game Addiction Scale (DGAS-7), and the Digital Game Playing Motivation Scale (DGPMS) were used to collect student information. Data analysis was performed using the Mann–Whitney U test, Kruskal–Wallis H test, Spearman correlation, and Binary Logistic Regression Model. Results It was found that 83.7% of the students were female, and the mean age and BMI were 20.03 ± 1.72 years and 21.98 ± 2.90 kg/m2, respectively. A statistically significant positive correlation was found between the students' Digital Game Addiction Scale and Digital Game Playing Motivation Scale Achievement and Energizing (r = 0.717), Curiosity and Social Acceptance (r = 0.612), and Uncertainty in Game Desire (r = -0.110) sub-dimensions mean scores (p

Bu çalışma ergenlerin dijital oyunları kullanımlarına ilişkin görüşlerini belirlemek amacı ile yapılmıştır. Araştırmanınçalışma grubunu 25 ergen oluşturmaktadır. Araştırmada nitel araştırma yöntemi esas alınmıştır. Veri toplama aracıolarak görüşme tekniğinden yararlanılmıştır. Sonuçlar içerik analizi ile değerlendirilmiştir. Araştırmadan elde edilenbulgular şunlardır; Ergenlerin, dijital oyunlara; boş zaman aktivitesi, sorumluluklardan kaçış, stres atmalarına yardımcıaraç ve mutluluk kaynağı olarak anlam yüklediği sonucuna ulaşılmıştır. Ergenlerin gün içerisinde dijital oyunları kaçsaat oynadıkları incelendiğinde çoğunluğunun, 10 saat ve üzerinde dijital oyun oynadıkları sonucu elde edilmiştir.Ergenlerin dijital oyunları oynaması cinsiyet bağlamında değerlendirildiğinde erkeklerin kadınlara göre daha fazlasaatte dijital oyun oynadıkları bulunmuştur. Ergenlerin oyun türü olarak hangi oyunları oynadıkları incelendiğindecinsiyet fark etmeksizin daha çok aksiyon-macera oyunlarını tercih ettikleri saptanmıştır. Dijital oyunların ergenlerinyaşamındaki olumlu olumsuz yönlerine bakıldığında ergenler dijital oyunların kendileri üzerinde olumlu yönde onlarısosyalleştirdiği, dil öğrenimine imkân sağladığı ve stres atmalarına yardımcı olduğu sonucu elde edilmiştir. Olumsuzyönde ise sağlık problemleri oluşturduğu, zaman yönetiminde ve akademik yaşantılarında problemlere neden olduğu,iletişim çatışmaları yaşadıkları ve onları asosyalleştirdiği sonucuna varılmıştır.

Background: Adolescence is one of the most important developmental processes in one’s life, and the habits gained during this period are likely to continue throughout life. This study determines whether there is a relationship between the digital game addiction levels of adolescents and their quality of life (QoL). Methods: This is a quantitative study with a relational screening model. It was conducted in Ankara Province, Turkey, and involved 650 adolescents aged 14-18 years, selected via the simple random sampling method in the 2022-2023 school year. The personal information form, KINDL QoL scale, and digital game addiction scale were used to collect the data. The data were analyzed using point double series correlation analysis and Pearson correlation analysis test. Results: The results showed that adolescents had a moderate QoL (Mean±SD 49.98±8.92), and they were in the risk group for digital game addiction (Mean±SD 44.6±17.51). There was no significant relationship between the QoL of the adolescents participating in the research and the levels of digital game addiction, except other than a significant, positive, and low-level relationship between the QoL and the emotion change and immersion, sub-dimension of the digital game addiction scale (r=0.079, P

VR technologies, which are used in many fields today, have also started to be used in education through the game platforms with the realistic and interactive environments they provide. The 'Following the Traces of Sedad Hakkı Eldem in Istanbul project, developed within the scope of a scientific project jointly carried out by the Architecture and Digital Game Design Departments at the host university, is an architecture-themed documentary game designed for educational purposes. Within the game's scope, three different projects of architect Sedad Hakkı Eldem, whose name is frequently mentioned in the history of the Early Republic period and in the modernization processes, were selected. The game's scenario was developed to perceive these architectural spaces by experience. However, this experience may vary according to the different department users due to their focal points and educational structures. According to this, this study conducted a research with the students at the host university to see how this documentary game was perceived and evaluated by students from two different departments. In order to conduct a comparative research, a questionnaire was directed to the students after their game experience. Especially the results of the third part proved the differences in the students' perceptions of different departments. On the other hand, although students from these two departments revealed some differences in their focus and approach to evaluating the game, the results also showed that the game provided an overall beneficial educational experience.

Aims: It was conducted to investigate digital gaming addiction among nursing students and the associated factors of such addiction. Methods: The descriptive and relationship-seeking study's universe included 1665 nursing students in three universities' nursing faculties and departments. The sample size was determined to be 774 based on a power analysis with a type I error rate of 0.05, a power of the test of 0.80 (α = 0.05, 1-β = 0.80), and an effect size of d = 0.10. Student Information Form, The Digital Game Addiction Scale (DGAS-7), and the Digital Game Playing Motivation Scale (DGPMS) were used to collect student information. Data analysis was performed using the Mann–Whitney U test, Kruskal–Wallis H test, Spearman correlation, and Binary Logistic Regression Model. Results: It was found that 83.7% of the students were female, and the mean age and BMI were 20.03 ± 1.72 years and 21.98 ± 2.90 kg/m2, respectively. A statistically significant positive correlation was found between the students' Digital Game Addiction Scale and Digital Game Playing Motivation Scale Achievement and Energizing (r = 0.717), Curiosity and Social Acceptance (r = 0.612), and Uncertainty in Game Desire (r = -0.110) sub-dimensions mean scores (p < 0.001). Conclusions: The relationship between nursing students' digital game addiction, game playing motivation, and several individual characteristics affecting digital games was found. The study's results call for further research to focus on developing and testing interventions that could effectively reduce gaming addiction while enhancing positive aspects of digital engagement among nursing students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Selcuk University Social Sciences Institute / Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Journal of Selcuk University Social Sciences Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the relationship between physical activity, digital game addiction, and academic success among university students. Participants were university 704 students from Turkiye who did physical activity and played digital games. The sample group consisted of 704 university students (342 women and 362 men), selected through random sampling. Data were collected using demographic information forms, a digital game addiction scale, and an international short-form questionnaire about physical activity. The data were analyzed using Pearson correlation, t-tests, one-way ANOVA, and post-hoc tests. The findings revealed a significant negative relationship between academic success and both physical activity and digital game addiction. Men exhibited higher levels of digital game addiction compared to women, but there was no significant gender difference in physical activity levels. Students who were categorized as academically successful had lower levels of both digital game addiction and physical activity. [ABSTRACT FROM AUTHOR]

Background: Adolescence is one of the most important developmental processes in one’s life, and the habits gained during this period are likely to continue throughout life. This study determines whether there is a relationship between the digital game addiction levels of adolescents and their quality of life (QoL). Methods: This is a quantitative study with a relational screening model. It was conducted in Ankara Province, Turkey, and involved 650 adolescents aged 14-18 years, selected via the simple random sampling method in the 2022-2023 school year. The personal information form, KINDL QoL scale, and digital game addiction scale were used to collect the data. The data were analyzed using point double series correlation analysis and Pearson correlation analysis test. Results: The results showed that adolescents had a moderate QoL (Mean±SD 49.98±8.92), and they were in the risk group for digital game addiction (Mean±SD 44.6±17.51). There was no significant relationship between the QoL of the adolescents participating in the research and the levels of digital game addiction, except other than a significant, positive, and low-level relationship between the QoL and the emotion change and immersion, sub-dimension of the digital game addiction scale (r=0.079, P<0.005). In addition, there was a significant and positive relationship between the QoL, and a significant, positive, and moderate relationship between digital game addiction levels and gender of the adolescents (rpb=0.131, P<0.001; rpb=0.377, P<0.001). Conclusion: Precautions should be taken immediately because of the increased risk of addiction to digital games. [ABSTRACT FROM AUTHOR]

Abstract Background Residents in nursing homes are prone to cognitive decline affecting memory, visuospatial cognition, and executive functions. Cognitive decline can lead to dementia, necessitating prioritized intervention. Methods The current study aimed to investigate whether an intervention using a digital game was effective for preserving and improving the cognitive function of residents in nursing homes. An intervention study was conducted using a single-case AB design with multiple baselines. The participants in the study were five older adults aged 65 and over who do not play digital games regularly. The study ran for 15 weeks, including a baseline (phase A) and an intervention phase (phase B). Phase A had five baselines (5 to 9 weeks) with random participant assignment. In phase B, participants engaged in a digital game (Space Invaders) individually. Cognitive function was assessed as the outcome, measured using the Brain Assessment (performed on a tablet through the Internet) at 16 measurement points. Four of five participants (two female and two male) were included in the analysis, using visual inspection and Bayesian statistics with multi-level modeling. Results Visual inspection of the graphs revealed cognitive function score improvements after the intervention for most layers in terms of memory of numbers, memory of words, mental rotation test (visuospatial ability), and total scores in the Brain Assessment. These effects were also significant in the analysis by multi-level modeling. Conclusions The results suggest that the use of digital games may be effective for preserving and improving cognitive function among residents of nursing home. Trial registration This study was registered in the University Hospital Medical Information Network Clinical Trials Registry (UMIN000048677; public title: Effect of a Digital Game Intervention for Cognitive Functions in Older People; registration date: August 30, 2022).

With the development of technology, interest in digital games has increased in children with typical development and children with special needs. Many digital games with different contents are played by children with special needs. The research was carried out with the parents of diagnosed children aged 6-13 years. The aim of the research is to determine the views of parents of children with special needs on digital games. The research was designed with phenomenology (phenomenology), one of the qualitative research methods, and the data were created and analyzed using content analysis. A semi-structured interview form and a questionnaire containing demographic information were used in the research. As a result of the data, codes were created and thanks to them, themes and sub-themes were reached. In the research, digital game theme and sub-themes were reached. In consequence of them, it was obtained that children with special needs mostly prefer war games, their purpose of playing games is entertainment, they mostly prefer mobile phones while playing games, and they play games for at least two hours a day. In addition to the findings that digital games contribute positively to the educational processes, skills and development of children with special needs, there were also findings that digital games have negative effects such as children not being able to spare time for their lessons and spending all their time in digital games.

Having emerged following the professionalization of digital gaming, e-sports has created its ecosystem and become a large-scale industry itself. Teams involved in this industry experience a social environment just like in other organizational structures. As e-sports is a relatively newer branch when compared to other sports branches, leadership in e-sports is not a commonly studied topic in the literature. Therefore, the aim of this study is to explore leadership perceptions of e-sports players in a comprehensive way. A team coach is often considered the leader in e-sports. The study was designed according to the principles of phenomenology, which is a qualitative research method. The semi-structured interview form developed by the researchers was used as the data collection instrument. The interviews were conducted with a group of e-sports players who met the predetermined criteria for participation in the study. The data was analyzed by using the content analysis method. First, the codes were determined, and later, the categories, and finally, the themes were identified out of these categories. Accordingly, it was found that leadership in e-sports is perceived under five themes: physical characteristics, personality traits, professional qualifications, technical skills, and management skills. Finally, it can be concluded that leadership in e-sports is quite similar to leadership in other traditional sports in many ways. However, the study showed that it has unique characteristics that need studying within the framework of the digital age and technological advancements.

Zaman içinde gelişen ve değişen teknolojiyle birlikte farklılaşan oyun kavramı, 21. yüzyılda yerini dijitalleşmeye bırakmıştır. Dijitalleşen oyun, teknolojinin gelişmesiyle birlikte farklı kitle iletişim araçlarında yerini almıştır. Telefon ve bilgisayar üzerinden oynanan oyunlar gün geçtikçe dünya üzerinde tanınarak birçok kitleye yayılmaya başlamış ve bu yayılma ticarete doğru evirilmiştir. Öyle ki internet üzerinde bulunan YouTube gibi video içerikli platformlarda “oyun yayıncılığı” denilen kavram ortaya çıkmıştır. Bu platformda bulunan yayıncılar açtıkları kanallarda oyun üzerine içerik üretmeye ve izleyici kitleye “Minecraft”, “Roblox” gibi oyunlar hakkında bilgi verici videolar çekmeye başlanmıştır. Bahsi geçen bu tanımlamalar üzerine YouTube’da bahsi geçen oyun kategorisinde yer alan videolar üzerine araştırma ve inceleme gereği duyulmuştur. Bu amaçla konuyla ilgili gerekli literatür taranarak ve nitel araştırma yöntemi olan içerik analizi yapılmış, elde edilen veriler kelime bulutları aracılığıyla analiz edilmiş ve görselleştirilmiştir. Yapılan analizler sonucunda oyun videosu üreticilerinin videolarda şiddet içeren, argo olan ya da sınıfsal ayrımla ilişkilendirilebilecek kelimeler kullandıkları saptanmıştır. Ayrıca oyun kategorisinde yer alan videolara ait yeni düzenlemeler getirilmesi gerektiği sonucuna ulaşılmıştır.

This study systematically reviewed research on the use of digital game approaches for the prevention, assessment, and treatment of substance use and positive development in adolescents. Background/Objectives: This study aimed to identify and summarize gaps in the published literature on game-based digital interventions for substance use and positive development for adolescents through a systematic review. Methods: Following PRISMA guidelines, 26 studies were selected for final analysis from an initial screening of 1601 references. Data were coded for multiple components, including study characteristics, intervention types, intervention contents, sample characteristics, substance use, positive development details, measurement tools, and main findings, particularly emphasizing the effectiveness of game-based digital interventions and the facilitators and barriers affecting program effectiveness. Results: Regarding substance use, 50% of studies reported game-based digital interventions as effective in reducing substance use, 16.7% as partially effective, and 33.3% as not effective. For attitudes toward substance use, 65.0% demonstrated statistical effectiveness, 25.0% indicated partial effectiveness, and 10% found no significance. Among studies that included a positive development component, 35.7% were effective, 50% were partially effective, and 14.3% were not effective. Very few studies have explored the facilitators and barriers to program effectiveness without statistical verification. Conclusions: This study offers valuable insights into the development and validation of game-based digital interventions, thereby establishing a robust foundation for their efficacy.

Background: Residents in nursing homes are prone to cognitive decline affecting memory, visuospatial cognition, and executive functions. Cognitive decline can lead to dementia, necessitating prioritized intervention. Methods: The current study aimed to investigate whether an intervention using a digital game was effective for preserving and improving the cognitive function of residents in nursing homes. An intervention study was conducted using a single-case AB design with multiple baselines. The participants in the study were five older adults aged 65 and over who do not play digital games regularly. The study ran for 15 weeks, including a baseline (phase A) and an intervention phase (phase B). Phase A had five baselines (5 to 9 weeks) with random participant assignment. In phase B, participants engaged in a digital game (Space Invaders) individually. Cognitive function was assessed as the outcome, measured using the Brain Assessment (performed on a tablet through the Internet) at 16 measurement points. Four of five participants (two female and two male) were included in the analysis, using visual inspection and Bayesian statistics with multi-level modeling. Results: Visual inspection of the graphs revealed cognitive function score improvements after the intervention for most layers in terms of memory of numbers, memory of words, mental rotation test (visuospatial ability), and total scores in the Brain Assessment. These effects were also significant in the analysis by multi-level modeling. Conclusions: The results suggest that the use of digital games may be effective for preserving and improving cognitive function among residents of nursing home. Trial registration: This study was registered in the University Hospital Medical Information Network Clinical Trials Registry (UMIN000048677; public title: Effect of a Digital Game Intervention for Cognitive Functions in Older People; registration date: August 30, 2022). [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Selcuk University Social Sciences Institute / Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Journal of Selcuk University Social Sciences Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study aims to examine prospective history teachers’ process of using digital games to design history lessons and delivering the designed lessons in virtual classrooms. The study employed a design-based research model and was conducted with 31 participants selected based on the criterion sampling method. Data were collected through design documents, interview forms, and video recordings and were analyzed using descriptive and content analysis techniques. During the process, participants were able to design history lessons with digital games and deliver the designed lessons in virtual classrooms. Analysis of participants’ views on the process led to the emergence of the following themes: “The Problems Emerging in the Process,” “The Pedagogical Effects of the Process,” “The Technological Effects of the Process,” “The Effects of the Process on Reflective Thinking,” “The Effects of the Process on Participants’ Thoughts about Virtual Learning Settings,” and “The Effects of the Process on Participants’ Thoughts about the Researcher.” The study results show that despite some problems with the use of technology, the process had a positive effect on the participants. In this regard, future studies may be recommended to focus on prospective teachers’ competencies in using technology effectively when teaching lessons in virtual learning environments.

Background: Gamification has been used successfully to promote various desired health behaviors. Previous studies have used gamification to achieve desired health behaviors or facilitate their learning about health. Objective: In this scoping review, we aimed to describe digital gamified tools that have been implemented or evaluated across various populations to encourage vaccination, as well as any reported effects of identified tools. Methods: We searched Medline, Embase, CINAHL, the Web of Science Core Collection, the Cochrane Database of Systematic Reviews, the Cochrane Central Register of Controlled Trials, Academic Search Premier, PsycInfo, Global Health, and ERIC for peer-reviewed papers describing digital gamified tools with or without evaluations. We also conducted web searches with Google to identify digital gamified tools lacking associated publications. We consulted 12 experts in the field of gamification and health behavior to identify any papers or tools we might have missed. We extracted data about the target population of the tools, the interventions themselves (eg, type of digital gamified tool platform, type of disease/vaccine, type and design of study), and any effects of evaluated tools, and we synthesized data narratively. Results: Of 1402 records, we included 28 (2%) peer-reviewed papers and 10 digital gamified tools lacking associated publications. The experts added 1 digital gamified tool that met the inclusion criteria. Our final data set therefore included 28 peer-reviewed papers and 11 digital gamified tools. Of the 28 peer-reviewed papers, 7 (25%) explained the development of the tool, 16 (57%) described evaluation, and 2 (7%) reported both development and evaluation of the tool. The 28 peer-reviewed papers reported on 25 different tools. Of these 25 digital gamified tools, 11 (44%) were web-based tools, 8 (32%) mobile (native mobile or mobile-enabled web) apps, and 6 (24%) virtual reality tools. Overall, tools that were evaluated showed increases in knowledge and intentions to receive vaccines, mixed effects on attitudes, and positive effects on beliefs. We did not observe discernible advantages of one type of digital gamified tool (web based, mobile, virtual reality) over the others. However, a few studies were randomized controlled trials, and publication bias may have led to such positive effects having a higher likelihood of appearing in the peer-reviewed literature. Conclusions: Digital gamified tools appear to have potential for improving vaccine uptake by fostering positive beliefs and increasing vaccine-related knowledge and intentions. Encouraging comparative studies of different features or different types of digital gamified tools could advance the field by identifying features or types of tools that yield more positive effects across populations and contexts. Further work in this area should seek to inform the implementation of gamification for vaccine acceptance and promote effective health communication, thus yielding meaningful health and social impacts. [ABSTRACT FROM AUTHOR]

Background: Regular physical activity and exercise are fundamental components of a healthy lifestyle for youth living with type 1 diabetes (T1D). Yet, few youth living with T1D achieve the daily minimum recommended levels of physical activity. For all youth, regardless of their disease status, minutes of physical activity compete with other daily activities, including digital gaming. There is an emerging area of research exploring whether digital games could be displacing other physical activities and exercise among youth, though, to date, no studies have examined this question in the context of youth living with T1D. Objective: We examined characteristics of digital gaming versus nondigital gaming (other exercise) sessions and whether youth with T1D who play digital games (gamers) engaged in less other exercise than youth who do not (nongamers), using data from the Type 1 Diabetes Exercise Initiative Pediatric study. Methods: During a 10-day observation period, youth self-reported exercise sessions, digital gaming sessions, and insulin use. We also collected data from activity wearables, continuous glucose monitors, and insulin pumps (if available). Results: The sample included 251 youths with T1D (age: mean 14, SD 2 y; self-reported glycated hemoglobin A1c level: mean 7.1%, SD 1.3%), of whom 105 (41.8%) were female. Youth logged 123 digital gaming sessions and 3658 other exercise (nondigital gaming) sessions during the 10-day observation period. Digital gaming sessions lasted longer, and youth had less changes in glucose and lower mean heart rates during these sessions than during other exercise sessions. Youth described a greater percentage of digital gaming sessions as low intensity (82/123, 66.7%) when compared to other exercise sessions (1104/3658, 30.2%). We had 31 youths with T1D who reported at least 1 digital gaming session (gamers) and 220 youths who reported no digital gaming (nongamers). Notably, gamers engaged in a mean of 86 (SD 43) minutes of other exercise per day, which was similar to the minutes of other exercise per day reported by nongamers (mean 80, SD 47 min). Conclusions: Digital gaming sessions were longer in duration, and youth had less changes in glucose and lower mean heart rates during these sessions when compared to other exercise sessions. Nevertheless, gamers reported similar levels of other exercise per day as nongamers, suggesting that digital gaming may not fully displace other exercise among youth with T1D. [ABSTRACT FROM AUTHOR]

Background: Digital serious games (SGs) have rapidly become a promising strategy for entertainment-based health education; however, developing SGs for children with chronic diseases remains a challenge. Objective: In this study, we attempted to provide an updated scope of understanding of the development and evaluation of SG educational tools and develop a framework for SG education development to promote self-management activities and behavior change in children with chronic diseases. Methods: This study consists of a knowledge base and an analytical base. This study followed the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. To build the knowledge base, 5 stages of research were developed, including refining the review question (stage 1), searching for studies (stage 2), selecting relevant studies (stage 3), charting the information (stage 4), and collating the results (stage 5). Eligible studies that developed SG prototypes and evaluated SG education for children with chronic diseases were searched for in PubMed, Embase, Google Scholar, and peer-reviewed journals. In the analytical base, the context-mechanism-output approach and game taxonomy were used to analyze relevant behavioral theories and essential game elements. Game taxonomy included social features, presentation, narrative and identity, rewards and punishment, and manipulation and control. A total of 2 researchers selected the domains for the included behavioral theories and game elements. The intended SG framework was finalized by assembling SG fragments. Those SG fragments were appropriately reintegrated to visualize a new SG framework. Results: This scoping review summarized data from 16 randomized controlled trials that evaluated SG education for children with chronic diseases and 14 studies on SG frameworks. It showed that self-determination theory was the most commonly used behavioral theory (9/30, 30%). Game elements included feedback, visual and audio designs, characters, narratives, rewards, challenges, competitions, goals, levels, rules, and tasks. In total, 3 phases of a digital SG framework are proposed in this review: requirements (phase 1), design and development (phase 2), and evaluation (phase 3). A total of 6 steps are described: exploring SG requirements (step 1), identifying target users (step 2), designing an SG prototype (step 3), building the SG prototype (step 4), evaluating the SG prototype (step 5), and marketing and monitoring the use of the SG prototype (step 6). Safety recommendations to use digital SG-based education for children in the post–COVID-19 era were also made. Conclusions: This review summarizes the fundamental behavioral theories and game elements of the available literature to establish a new theory-driven step-by-step framework. It can support game designers, clinicians, and educators in designing, developing, and evaluating digital, SG-based educational tools to increase self-management activities and promote behavior change in children with chronic diseases. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theoretical Educational Science / Kuramsal Eğitimbilim Dergisi is the property of Afyon Kocatepe University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study was done to find out what students thought about the variables of perceived control, perceived learning, perceived benefit, interest, motivation, affective components, attitude, behavioral components, and learning experience when using digital games in information and communication technologies courses. As a case study, the study was created. 30 students from the biochemistry department made up the study's research group. The tool for gathering data was a semi-structured interview form. Data analysis was done using the content analysis method. When the study's results were discussed, students claimed that playing digital games improved their perceptions of their level of control, interest in the subject, motivation, perceived value of the course, learning experiences, and learning facilitation. Students also mentioned that they felt a variety of positive emotions while using digital games, that they wanted to play them constantly and willingly, and that their attitudes had improved. To increase and enhance students' interest in the course, motivation, positive attitudes and emotions, desire, and learning experiences, digital games can be used in technology-focused courses. [ABSTRACT FROM AUTHOR]

Climate change and its effects are impacting our world more and more with each passing day. For this reason, we must ensure that our children, as the society of the future, grow up as individuals with high environmental awareness, being aware of climate change and its effects. The aim of this study is to inform students about the subject of climate change and to educate them as individuals with climate change literacy. In this context, a digital game about climate change and its effects was developed for primary school students. A qualitative research method and techniques were adapted in this research. Interview, observation, and document analysis techniques were used to ensure variety in data acquisition in the research. The study was conducted in the 2022 spring semester during the science courses. It was conducted at an urban primary school in Ankara. 22 fourth grade students were participated as control group and 23 fourth grade students were participated as treatment group in the study. It was determined that the students enjoyed this game, called Stop Climate Change; they had fun and simultaneously learned about concepts related to climate change. [ABSTRACT FROM AUTHOR]

Having emerged following the professionalization of digital gaming, e-sports has created its ecosystem and become a large-scale industry itself. Teams involved in this industry experience a social environment just like in other organizational structures. As e-sports is a relatively newer branch when compared to other sports branches, leadership in e-sports is not a commonly studied topic in the literature. Therefore, the aim of this study is to explore leadership perceptions of e-sports players in a comprehensive way. A team coach is often considered the leader in e-sports. The study was designed according to the principles of phenomenology, which is a qualitative research method. The semi-structured interview form developed by the researchers was used as the data collection instrument. The interviews were conducted with a group of e-sports players who met the predetermined criteria for participation in the study. The data was analyzed by using the content analysis method. First, the codes were determined, and later, the categories, and finally, the themes were identified out of these categories. Accordingly, it was found that leadership in e-sports is perceived under five themes: physical characteristics, personality traits, professional qualifications, technical skills, and management skills. Finally, it can be concluded that leadership in e-sports is quite similar to leadership in other traditional sports in many ways. However, the study showed that it has unique characteristics that need studying within the framework of the digital age and technological advancements. [ABSTRACT FROM AUTHOR]

Copyright of Alteridad: Revista de Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the study is to examine the difference between the personality traits and basic value judgments of individuals who play digital games and individuals who do not play digital games. Because playing games and the behaviors performed in games can give information about individuals. At this point, the study group of the research consists of 738 students who continue their education at Süleyman Demirel University. For the purpose of the study, the HEXACO-60 Personality Inventory developed by Lee and Ashton (2004; 2006) and the Portrait Values Questionnaire developed by Schwartz et al. (2001) are used. According to the findings of the study, it is determined that those who play digital games are more extraverted, active, social, sociable, sociable and talkative individuals than those who do not play digital games. At the same time, these individuals are success-oriented. They desire to gain respect from other people in their environment and are prone to teamwork. Considering the importance of human relations in the business world, it can be said that individuals who play digital games will have better relations with their colleagues. Also, they can better adapt to changing processes. [ABSTRACT FROM AUTHOR]

In the study, the role of self-regulation skills and digital game addiction tendencies in predicting the prosocial behavior of preschool children were examined. The study group of the research, which was conducted using the correlational model, consisted of 255 children aged 5-6 years who were studying in the kindergartens of the primary schools affiliated to the Ministry of National Education in the Efeler district of Aydın province in the 2022-2023 academic year. The data of the study were collected through the General Information Form filled by their parents for their children, The Digital Game Addiction Tendency Scale, The Self-Regulation Skills Scale for 4-6 Years-Old Children-Mother Form and The Child Prosociality Scale-Teacher Form filled by their teachers for children. In the research findings, a negative significant weak relationship was determined between the prosocial behaviors of preschool children and the conflict and reflection sub-dimensions of digital game addiction tendencies. A positive and significant weak relationship was determined between pre-school children's prosocial behaviors and the sum of their self-regulation skills and sub-dimensions of attention, working memory, inhibitory control-emotion, and inhibitory control-behavior. As a result of regression analysis, it was determined that self-regulation skills and digital game addiction tendencies of 5-6 year old children together predicted prosocial behavior variability by 14%. The findings showed that the most powerful predictors of the child's prosocial behavior were self-regulation skills, attention and inhibitory control-behavior sub-dimensions, and the tendency for digital game addiction to be the conflict sub-dimension. The findings were discussed in the light of the literature, and suggestions were made to those concerned that prevention and intervention studies should be given importance to the negative effects of digital games that contain negative elements and are exposed for long periods of time, and that it would be effective to address self-regulation skills in interventions and programs aimed at encouraging children's prosocial behaviors. [ABSTRACT FROM AUTHOR]

This article identifies and examines a couple of selected issues regarding speculative digital games which endeavor to deal with serious subject matter. Due to the fact that speculative games are exceptionally well suited for symbolic representation of sensitive topics, they allow their creators to conceive ambitious projects that aspire to be great works of audiovisual art. However, because game texts belong to a very specific medium, it is not always possible to realize this ambition in the context of gameplay. For reasons of space and focus this article uses one particular game, The Medium (2021), to serve as the primary example of how the problems which occur in the process of combining specific, engaging gameplay with serious, sensitive subject matter, lead to situations in which a game can fail to fulfill the player’s expectations. By analyzing the structure, gameplay, and storytelling tools employed in The Medium, the article places emphasis on the significance of the possible tensions between the intention of the designers of the game experience and the experiences, ideas, and interpretations the players themselves bring to the game text.

The concept of leisure time, which has attracted the attention of scientists from the past to the present, appears in many areas of life. In today's world, the busy pace of work, the epidemic process we are in and the many difficulties experienced once again emphasize the importance of effective use of time. At this point, individuals who cannot use their free time effectively and efficiently are likely to experience the perception of boredom with exposure to restrictions. The rapidly developing technology has brought with it many innovations such as computers and the internet, which have become an inseparable part of our lives. For this reason, technology, which has been developing rapidly in recent years, has brought many innovations such as computers and the internet, which have become an inseparable part of our lives. Thus, over time, a huge sector has been formed on the axis of digital games, and digital games continue to increase their popularity in the world with phenomena such as e-sports. In the process, digital games are developed to become more refined for the motivation of individuals to play digital games, increasing their addictive effects. In this direction, in our study, the relationship between our young people's perception of being bored in leisure time and digital game addiction, which is one of the valuable building blocks of the future, will be investigated.

OBJECTIVE: The aim was to determine the effects of digital game play on children’s pain, fear, and anxiety levels during suturing. METHODS: Data were obtained from 84 children between the ages of 8 and 17 years at the pediatric emergency department between January 16 and March 19, 2020, using the Socio-Demographic and Clinical Characteristics Form, the Wong–Baker Faces Pain Rating Scale (WBFPS), the Visual Analogue Scale (VAS), the Fear of Medical Procedures Scale (FMPS), and the State-Trait Anxiety Inventory for Children (STAI-CH). A four-block randomization system was used. The study group (n = 42) played digital games during the suturing procedure, unlike the control group (n = 42). Ethical permissions were obtained from the ethical committee, hospital, and families. RESULTS: Before the suturing procedure, there was no statistically significant difference between the groups’ mean scores. The intervention group was found to have statistically significantly lower WBFPS and VAS pain scores than the control group during the suturing procedure, and after the procedure, statistically significantly lower WBFPS, VAS, FMPS, and STAI-CH mean scores than the control group. CONCLUSIONS: The digital game-playing approach applied before and during the suture procedure was found to be effective in reducing children’s pain, fear, and anxiety levels.

Climate change and its effects are impacting our world more and more with each passing day. For this reason, we must ensure that our children, as the society of the future, grow up as individuals with high environmental awareness, being aware of climate change and its effects. The aim of this study is to inform students about the subject of climate change and to educate them as individuals with climate change literacy. In this context, a digital game about climate change and its effects was developed for primary school students. A qualitative research method and techniques were adapted in this research. Interview, observation, and document analysis techniques were used to ensure variety in data acquisition in the research. The study was conducted in the 2022 spring semester during the science courses. It was conducted at an urban primary school in Ankara. 22 fourth grade students were participated as control group and 23 fourth grade students were participated as treatment group in the study. It was determined that the students enjoyed this game, called Stop Climate Change; they had fun and simultaneously learned about concepts related to climate change.

This study was done to find out what students thought about the variables of perceived control, perceived learning, perceived benefit, interest, motivation, affective components, attitude, behavioral components, and learning experience when using digital games in information and communication technologies courses. As a case study, the study was created. 30 students from the biochemistry department made up the study's research group. The tool for gathering data was a semi-structured interview form. Data analysis was done using the content analysis method. When the study's results were discussed, students claimed that playing digital games improved their perceptions of their level of control, interest in the subject, motivation, perceived value of the course, learning experiences, and learning facilitation. Students also mentioned that they felt a variety of positive emotions while using digital games, that they wanted to play them constantly and willingly, and that their attitudes had improved. To increase and enhance students' interest in the course, motivation, positive attitudes and emotions, desire, and learning experiences, digital games can be used in technology-focused courses.

This article identifies and examines a couple of selected issues regarding speculative digital games which endeavor to deal with serious subject matter. Due to the fact that speculative games are exceptionally well suited for symbolic representation of sensitive topics, they allow their creators to conceive ambitious projects that aspire to be great works of audiovisual art. However, because game texts belong to a very specific medium, it is not always possible to realize this ambition in the context of gameplay. For reasons of space and focus this article uses one particular game, The Medium (2021), to serve as the primary example of how the problems which occur in the process of combining specific, engaging gameplay with serious, sensitive subject matter, lead to situations in which a game can fail to fulfill the player’s expectations. By analyzing the structure, gameplay, and storytelling tools employed in The Medium, the article places emphasis on the significance of the possible tensions between the intention of the designers of the game experience and the experiences, ideas, and interpretations the players themselves bring to the game text.

Copyright of Journal of Sports Sciences Research / Spor Bilimleri Araştırmaları Dergisi is the property of Journal of Sport Sciences Researches / Spor Bilimleri Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ÖZ Gündelik yaşamın her alanında karşılaştığımız ve toplumsal anlamda birlikteliği zedeleyen bir sorun olarak nefret söylemi, sadece yüz yüze değil teknolojik gelişmeler ile birlikte tüm yeni medya mecralarında karşımıza çıkmaktadır. Çağımızın en çok kullanıcıya sahip olan eğlence alanlarından birisi dijital oyun sektöründe dahil bu söylemlerle sık sık karşılaşılmaktadır. Özellikle dijital oyun reklamlarının yayınlandığı video paylaşım platformlarında bu söylemlere sık sık rastlanılmaktadır. Bu çalışmanın amacı reklamlar üzerinden bir çevrimiçi video paylaşım sitesi aracılığıyla tüketicilerin ürettikleri nefret söylemleri ve ne gibi söylemlerin ön plana çıktığını ortaya koymaktır. Çalışma nitel bir çalışma olup kullanıcıların reklamlara yaptıkları yorumları Teun A. Van Dijk’in eleştirel söylem analizi yöntemi ile analiz edilmiştir. Youtube video paylaşım platformu üzerinden en fazla görüntülenme, beğenmeme ve kötü yorum alan oyun reklamları araştırma evrenine dâhil edilmiştir. Bu reklamlar içerisinden en fazla olumsuz yorum ve beğenmeme sayısı alan 4 farklı türden oyun reklamı örneklem olarak seçilmiştir. Çalışmada MAXQDA programı kullanılarak Youtube üzerinden reklam yorumları ve beğenmeme sayısı çekilmiştir. Çevrimiçi video paylaşım sitelerinde nefret söyleminin çok yaygın bir şekilde kullanıldığı ve reklam aracılığıyla oyuna veya firmaya olan nefretin yansıtıldığı bulgusuna ulaşılmış ve bunun sonucunda kullanıcılar tarafından yapılan kötü yorumlar çerçevesinde, toplumun ve internet kullanıcılarının bilinçlendirilmesi ve bu çerçevede tüm internet kullanıcılarına yeni medya okuryazarlığı eğitiminin verilmesi gerektiği sonucuna varılmıştır.

This study aims to examine the digital game addiction levels of adolescent mainstreaming students in terms of various variables. 157 adolescent mainstreaming students between the ages of 12-18 who attend secondary school, Anatolian High School, Vocational and Technical Anatolian High School, and Vocational Education Center in Düzce province participated in the research. Data were collected using the Demographic Data Form and the Digital Game Addiction Scale in the study, which is designed with the single survey model. As a result of the research, the digital game addiction levels of mainstreaming students among adolescents were found to be low in general. While there was no significant difference between digital game addiction levels of adolescent mainstreaming students according to grade level, type of disability, and degree of disability, there was a significant difference according to gender and type of school attended. Suggestions for further research and applications are included.

15 Mart 2019 tarihli Yeni Zelanda Saldırısı benzerine henüz rastlanmayan bir terör eylemi olarak tarihe geçmiştir. Öldürme girişiminin ötesinde bir konuma yerleşerek İslam düşmanlığının somut örneğini veren vaka; simge ve sembollerden oluşan göstergeler bütünü olarak meydana gelmiştir. Bu gösterge merkezli görüntünün yanında yeni iletişim teknolojilerinin araçsallaştırılması vakayı sosyal ağlar ve sosyal medya mecralarında tüketime uygun bir viral durumuna getirmiştir. Araştırmanın karşılaştırmalı örnek olay çözümlemesi tekniğiyle yürütülmesinde saldırının hipergerçek niteliği etkili olmuştur. Nitekim vakanın özgün değerinin internet ağına bina edilen yeni mekan bağlamında gerçekleşmekten ileri geldiğinin anlaşılması üzerine eylem sırasında kullanılan teknikler incelenmiş; bu değerlendirme saldırının teknikten içeriğe taşıdığı nitelikler çerçevesinde şiddet temalı Call of Duty dijital oyununa öykündüğünü imlemiştir. Çalışmanın amacı gerçek hayata eklemlenmiş terör eyleminin yeni medyanın enstrümanlaştırılmasıyla doğallaştığı, post hakikat çağın topolojisini ortaya koyan bir vaka görünümü yakaladığı gerçeğine dikkat çekmektir. Elde edilen bulgular, incelenen saldırının teknik ve teknolojiden yardım alarak Call of Duty benzerliğinde bir görüntü yakaladığını; distopik bir reality şova dönüşmeyle İslamofobi tandanslı terörün üstünün örtüldüğünü; hakikatin gözden düştüğü dönemin yükselişinde yeni teknolojilerin kullanıcı katılımlı doğasının pay sahibi olduğunu ortaya koymuştur.

Background: The population is aging globally. Older people living in long-term care facilities have many functional impairments, such as mobility problems and depression. Digital games and so-called exergames can offer a motivating and entertaining way to maintain older people's physical activity and thus their ability to function. However, previous studies have reported conflicting results about the effects of digital gaming and have focused on community-dwelling older people. Objective: To identify, critically appraise, and synthesize evidence about the effectiveness of digital games on older people's physical, psychological, and social functioning and physical and social activity in long-term care facilities. Methods: Five databases were systematically searched, and relevant studies were screened. Fifteen randomized-controlled trials and quasi-experimental studies (total N = 674) were included in meta-analysis. Results: All digital games used in interventions were exergames. Meta-analysis showed that exergame interventions have a statistically significant large effect on physical functioning [number of studies (N) = 6, standardized mean difference (SMD) = 0.97, p = 0.001] measured by Timed Up and Go or Short Physical Performance Battery and self-assessed physical activity (N = 3, SMD = 1.20, p < 0.001) and medium effect on social functioning (N = 5, SMD = 0.74, p = 0.016) compared to alternative intervention or no intervention. Social activity was not measured in any study. Conclusions: The results are encouraging that exergames effectively increase the functioning and activity of older adults living in long-term facilities. Successful implementation of such activities requires the competence of nursing staff and rehabilitation professionals in digitalization. [ABSTRACT FROM AUTHOR]

Given the rapid growth and high demand in the entertainment industry, it is crucial to implement best practices in digital game project management to ensure successful projects within the Triple Constraint of costs, time, and scope. This study aims to provide a valuable empirical reference for game project professionals and researchers by identifying the primary methods, processes, and methodologies used in digital game project management. Using a systematic literature review (SLR) approach, we analyzed 65 primary studies out of an initial pool of 6,658, covering the period from 2010 to 2021. Our results reveal that the most frequently mentioned artifact groups were models (34.1%) and processes (31.7%), and the majority of authors were from Brazil and Indonesia. Overall our findings highlight the prevalence of game projects that do not adopt project management practices, particularly among indie game teams.

In the age of digital disruption, universities and educational institutions all over the world provide many bachelor’s, postgraduate, and non-degree curricula. Information is mostly presented in different forms, i.e., public relations (PR) on websites, mobile applications, or social media; including field PR at different sites, e.g., department stores and schools. However, the limitations and the problems are that the presented information fails to attract or motivate the perception, interest, and participation of the target groups. Also, traditional PR requires resources in terms of persons, time, and many expenditures. Thus, this research aimed to present the development of a game to present information for PR of bachelor’s curriculums using Unity3D, which could reduce the limitation of presentation or PR in traditional forms. It could also save the PR budget and could be done anywhere and anytime. [ABSTRACT FROM AUTHOR]

The popularity of digital games offers new-generation students an effective mathematics learning approach. In this study, a digital game intervention is used to enhance the learning of school mathematics for primary school students. The participants were first-grade children identified by the school as having difficulties in mathematics. The students were assigned to interact with the game implemented as a parallel part of normally scheduled class activities for one semester. The results revealed that using digital games for cognitive engagement with the regular mathematical content being taught in a classroom increased students' learning potential. [ABSTRACT FROM AUTHOR]

Mathematics is a fundamental subject for learning at all levels of education. Thus, developing effective methods for increasing children's learning performance in mathematics is important. In this study, first graders who were identified to have difficulties with mathematics experienced a digital game-based intervention as a parallel part of normally scheduled class activities for one semester. The results revealed that the students showed positive results in their mathematical learning and numerical fluency after receiving the game intervention. [ABSTRACT FROM AUTHOR]