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Managing passenger information during disruption (PIDD) is a significant factor in running effective and quick-to-recover rail operations. Disruptions are unpredictable, and their timely resolution is ultimately dependent on the expert knowledge of experienced frontline staff. The development of frontline employees by their employers usually takes the form of practice reviews and 'on-the-job' learning, while academic education majors on theoretical approaches and classroom-based teaching. This paper reports on a novel industry-funded project that has developed a serious game (the 'Rail Disruption Game') that combines theory and practice to better manage PIDD for frontline staff in a UK train operating company (TOC). It defines challenges and the development method for the Rail Disruption Game; it also incorporates developer and user feedback. This paper provides insight into how to design, make and deploy a serious game as part of a gamified management process. [ABSTRACT FROM AUTHOR]

Managing passenger information during disruption (PIDD) is a significant factor in running effective and quick-to-recover rail operations. Disruptions are unpredictable, and their timely resolution is ultimately dependent on the expert knowledge of experienced frontline staff. The development of frontline employees by their employers usually takes the form of practice reviews and ‘on-the-job’ learning, while academic education majors on theoretical approaches and classroom-based teaching. This paper reports on a novel industry-funded project that has developed a serious game (the ‘Rail Disruption Game’) that combines theory and practice to better manage PIDD for frontline staff in a UK train operating company (TOC). It defines challenges and the development method for the Rail Disruption Game; it also incorporates developer and user feedback. This paper provides insight into how to design, make and deploy a serious game as part of a gamified management process.

Gamification, in its nature, combines not only games but also the whole psychological environment. Thanks to this, a properly prepared implementation of gameplaying can encourage people to compete with others and achieve the set tasks and goals. A person feels fulfilled that through his actions has performed a mission or reached a new level. It stimulates them to continue their activity and self-improvement to be better and beat their records. Its advantage is also that it does not have to be limited to one technology or method—it can be realized both through a simple scenario and a corkboard with results, it can also be embedded, e.g., in a virtual or augmented reality. This article focuses on the gamification of dyslexia, a common disorder of developmental disorders among pupils. It affects about 10%−15% of school-age children. The research narrowed the field of the study to one of the aspects of developmental dyslexia—dysorthography and making spelling mistakes by people affected by this disorder. This work aims to present an original application which is using gamification as a supportive tool for the learning of school children with diagnosed dyslexia. The conducted study was based on the implementation of original algorithms and scenarios of gamification on mobile devices, especially smartphones. School children are following a gamification approach for a specified period. As a conclusion, it can be stated that the proposed framework and gamification can help in the learning of people with dyslexia.

The development of ambient play environments provides an opportunity to develop tangible play solutions to stimulate social and physical play by embedding responsiveness tailored and adjusted to player behaviour in the environment. This paper gives an overview of different perspectives on play and translates this theoretical knowledge from different disciplines to design relevant knowledge. The design relevant knowledge is presented in the form of a design toolkit, called the lenses of play, including the perspectives of forms of play, open-ended play, stages of play and playful experiences. Application of the design toolkit is illustrated in relation to two interactive play design cases to emphasize the design relevance of the knowledge in the design process. Furthermore, it shows how the lenses can inform different types of design decisions, such as early scoping of the design space by focusing on a form of play and making more detailed design decisions later when considering different stages of play. [ABSTRACT FROM AUTHOR]

Gamification, in its nature, combines not only games but also the whole psychological environment. Thanks to this, a properly prepared implementation of gameplaying can encourage people to compete with others and achieve the set tasks and goals. A person feels fulfilled that through his actions has performed a mission or reached a new level. It stimulates them to continue their activity and self-improvement to be better and beat their records. Its advantage is also that it does not have to be limited to one technology or method—it can be realized both through a simple scenario and a corkboard with results, it can also be embedded, e.g., in a virtual or augmented reality. This article focuses on the gamification of dyslexia, a common disorder of developmental disorders among pupils. It affects about 10%–15% of school-age children. The research narrowed the field of the study to one of the aspects of developmental dyslexia—dysorthography and making spelling mistakes by people affected by this disorder. This work aims to present an original application which is using gamification as a supportive tool for the learning of school children with diagnosed dyslexia. The conducted study was based on the implementation of original algorithms and scenarios of gamification on mobile devices, especially smartphones. School children are following a gamification approach for a specified period. As a conclusion, it can be stated that the proposed framework and gamification can help in the learning of people with dyslexia. [ABSTRACT FROM AUTHOR]