Card Game Research Articles

Listening to children with lower limb loss: Rationale, design, and protocol for delivery of a novel globally applicable research toolkit-Prosthetic user needs, quality of life, pain, and physical function.

Rehabilitation after childhood lower limb loss is complex and dependent on multiple stakeholders and environmental factors. While research with adults underscores the importance of involving prosthetic limb users and caregivers in discussions to drive innovation, children are often excluded or not effectively engaged. This protocol lays out the development and implementation protocol for an internationally applicable research toolkit which has been designed and evaluated around the essential presence of the child. Research domains span their unique prosthetic needs, quality of life, pain, and mobility. Cohorts of children in contrasting environments were identified (Cambodia, Gaza Strip, and the UK) to provide a comprehensive global understanding of the child with lower limb loss. A literature review revealed a lack of appropriate tools for identifying paediatric prosthetic user requirements leading to the development of novel interview guides for each key stakeholder: child, caregiver, and prosthetist. The child's guide centred around enjoyment and engagement using card games and activities. A panel of experts in paediatric limb loss and mental health rigorously reviewed the guides. Guides were integrated with existing validated measures for quality of life, pain, and mobility to form a comprehensive toolkit. The toolkit was successfully piloted with 5 children, their families, and 2 prosthetists. This protocol lays out the toolkit rationale and implementation plan (Jan 2023 to Dec 2025). This work offers the opportunity for this cohort to enjoyably engage with research that seeks to radically improve prospects for all children living with limb loss. The outlined best practices ensure ethical considerations when working with vulnerable cohorts. This study is approved to cover implementation at all geographical locations as well as the researcher institutions. Results will be disseminated through national and international conferences, as well as through manuscripts in leading peer-reviewed journals.

Learning through playing in public health: a card game’s evaluation

Abstract Background In medical education and particularly in public health, the shift toward active learning addresses the limitations of traditional lecture-based methods. Game-based learning, such as serious games, showed potential to overcome these limitations. “Accidémie” is a card game designed to improve medical students’ knowledge of home accidents and their competencies in public health through an interactive format. This study aims to evaluate the effectiveness of “Accidémie”. Methods We conducted a quantitative pre-post assessment study among sixth-year medical students of the University of Versailles. Data were collected through a 20-item true/false repeated questionnaire before and after. In addition, the post-intervention questionnaire included questions on students’ satisfaction and an open-ended question. Responses to the questionnaires were converted into scores. The main outcome measured was the change in the scores. The scores before and after the intervention are presented with their mean and standard deviation. They were compared using a paired t-test. Student satisfaction is presented in terms of frequency and includes verbatim responses from the students. Results Thirty-eight students participated, with pre-test scores averaging 13.13 (SD = 1.98) and post-test scores averaging 14.89 (SD = 1.94). A paired t-test provided statistical evidence of the difference between the pre- and post-test scores (p < 0.001). Students provided positive feedback: 81.6% of the students were very satisfied with the game; 42.1% considered it extremely useful. They also underlined that ‘Accidémie’ is an enjoyable learning tool, praising its innovative approach. Conclusions “Accidémie” improved students’ knowledge of home accidents and their engagement. It supports the use of serious games in medical education complementary to traditional methods. Applying the concept of “Accidémie” across various subjects and among diverse groups of health students offers promising prospects. Key messages • ‘Accidémie’ significantly improves students’ knowledge of home accidents, a public health topic. • “Accidémie” allows medical students to learn while playing, boosting satisfaction and engagement.

Navigating the transition of a mathematical didactic game from tabletop to digital

Game-based learning is gaining prominence across various educational levels due to its ability to accommodate the preferences commonly exhibited by Generation Z students for visual and experiential learning. Game-based methods are applicable in digital platforms and traditional classroom settings alike, with digital GBL typically taking the form of immersive video games, while non-digital GBL is generally represented by tabletop games. This paper aims to provide an examination of the most significant advantages and drawbacks associated with digital and non-digital didactic games. Subsequently, an overview of the game mechanics of Blue Yeti, a didactic card game designed to familiarise university students with the direct comparison test of improper integrals, will be provided. Finally, the challenges encountered during the digitalisation process of Blue Yeti will be described, outlining the key considerations involved in transitioning a mathematical didactic game to a digital format.

Digital Grading Company: Deep Neural Networks for Predictive Analytics for Alternative Asset Portfolio Management

In this study, we investigate the application of deep neural networks for predictive analytics in the realm of alternative asset portfolio management, focusing on Trading Card Games (TCGs) like Pokemon. Our primary objective is to understand the optimal trading cards for investment and to determine the appropriate timing for divestment and retention of these assets. Drawing on the successful implementation of machine learning predictive analytics in traditional financial markets, we aim to extend these techniques to alternative investments. To achieve this, we employ a two-pronged approach using a comprehensive dataset of historical sales values for Pokemon TCGs spanning five years, comprising over 200 million unlabeled data points. The first approach utilizes a semi-supervised sequence learning method, where a Long Short-Term Memory (LSTM) model is initially trained as a sequence autoencoder. The pre-trained model's weights are then used in a supervised phase to fine-tune the predictions for future trading card values. The second approach involves heuristic pretraining, which leverages market-derived indicators from existing literature to bridge the gap between traditional feature engineering and deep learning methods. Our technology stack is designed to handle end-to-end data collection, analytics generation, and execution of recommended trading strategies. Simulated backtesting results demonstrate that our Digital Grading Company (DGC) portfolio model outperforms traditional indices, achieving a 357% return compared to the 61% return of the S&P 500 Index over the same period. Real-time analysis further indicates that our model consistently identifies profitable trading opportunities in the TCG market using hourly data and proprietary algorithmic trade logic, executing trades 24/7. The DGC Predictive Portfolio, based on ungraded Pokemon TCG trading cards, also shows superior performance when compared to the Nasdaq 100 Index (Invesco QQQ ETF). Our analytics framework not only predicts the direction of price movement but also provides insights into the magnitude of changes, enabling a more dynamic and responsive trading strategy. The findings suggest that the integration of deep learning models with heuristic indicators has the potential to revolutionize portfolio management in alternative investments, paving the way for more accurate and profitable decision-making in niche markets. This research highlights the promising role of machine learning in enhancing alternative asset management strategies, suggesting future applications in other asset classes. We conclude that deep neural networks, when combined with data-driven heuristics, can significantly enhance trading outcomes, making them valuable tools for investors in the evolving landscape of alternative investments.

The sociology of bridge: Sport recognition for mind sports

The sociology of bridge: Sport recognition for mind sports The game of contract bridge, as we know it today, originated in the 20th century – but what lies ahead for bridge as a mind sport? Professor Samantha Punch, the academic behind “Bridge: A MindSport For All”, provides the answer. Bridge is a trick-taking card game played in partnership that has captured the hearts of hundreds of millions of players worldwide. Top players describe it as a “passion” and an “adrenalin rush.” It involves a very low level of chance and offers a new puzzle to solve every 71⁄2 minutes (the time spent per deal in tournament games). Yet bridge and other mind sports like chess have not gained widespread recognition as sports, and as such, do not stand on an equal footing with traditional sports.

E!Canasta: A card game to teach ATP synthesis and metabolic regulation in biochemistry classes.

Understanding ATP formation is essential for learning metabolism and is central to grasping metabolic processes as a whole. However, due to the high level of abstraction, the number of intermediate substrates, the connections, and integrated regulation, its comprehension often poses a challenge. This and the fact that traditional teaching methods struggle when dealing with highly abstract concepts, game-based strategies present a more concrete and dynamic alternative, which led to the creation of E!Canasta (card game). Developed based on Canasta and adapted in order to improve the learning of concepts, including some of pathway's regulation and integration, E!Canasta motivates students and promotes engagement in a fun activity. Students assemble a sequence of cards representing the glycolysis, acetyl-CoA, Krebs cycle, and electron transport chain, which correspond to the card suits. Strategically, some of the cards hold special feats that simulate some aspects of metabolic regulation and integration (to give or take away points). At the end of the game, points are added up for sequences and cards with positive or negative effects. The game was played with two classes of students enrolled in biochemistry as part of their graduations (86 players). Student perception on gameplay, motivation and understanding was measured through an anonymous Likert scale questionnaire, with very positive results in all questions. Statistically significant correlations were observed regarding the perceived comprehension of pathways and their regulation, and in linking motivation with a positive gaming experience, showcasing that E!Canasta demonstrates considerable educational potential, along with an enjoyable experience for learning ATP synthesis.

Gamification of Al-Khawarizmi Number Basis Module for Gifted and Talented Muslim Students

There are a few bright and intelligent students who have a poor level of achievement in mathematics. They think that mathematics is a boring subject and not important in daily life. A special module named the Al-Khawarizmi Number Basis Module will be used as an intervention step for students who need this guidance and support to achieve excellence in mathematics, increase their level of understanding of professional mathematics, and give encouragement to Muslim students in cultivating a mathematical life. The main objective of this research is to develop a game card for gifted and talented Muslim students at Kolej PERMATA Insan, Universiti Sains Islam Malaysia. This module helps students enhance their understanding and achievement in mathematics. This module contains three main topics, namely rational numbers, factors and multiples, and standard form. The effectiveness of this module needs to be evaluated and analyzed carefully. This way, the module can improve the level of achievement and understanding of gifted and talented Muslim students, which can then be shared with students that are in mainstream schools. In completing this module, students are also tested with a game card called Find and Match: Al-Khawarizmi Robot of Number (Riz and Ron). Then, students will undergo a pre-test and post-test to assess their level of achievement. The implementation of this module can increase understanding and strengthen the professional knowledge of mathematics among gifted and talented Muslim students and encourage students to cultivate mathematical knowledge throughout life.

Digitising a Card Game for Teaching Pragmatic Markers

Most language learning applications focus on pronunciation, vocabulary, and grammar of a language. However, learning the pragmatics enables learners to interpret contextual meanings of specific words uttered by native speakers during conversations. An educational card game called Mind You! was developed for non-native English-speaking international students in Australia to help them learn English pragmatic markers. The card game was designed to encourage social constructivism and situated learning, where learners construct their own sentences based on their combined interpretations of pragmatic markers, images and scenarios displayed on cards to answer hypothetical questions. A mobile application of the card game is being developed as a supplementary resource when face-to-face or in-person learning is neither possible nor practical. Learners can listen to audios of pragmatic markers in sentences and type or record their own sentences based on their interpretations of the cards and share them online with other learners. This provides a platform for distance collaborative learning between other language learners where they share sentences based on different interpretations of different card combinations. The objective of the mobile application is to train learners in using pragmatic markers for English conversations outside the game. This work-in-progress manuscript outlines how the card game can be digitised into a mobile application.

Fostering Inclusivity and Creativity: A Card Game for Color Perception and Inclusion

The gaming industry has undergone a dramatic transformation in recent years, with inclusivity emerging as a core value in the development of new games. Despite these efforts, there remains a gap in the inclusivity of visually impaired individuals in gaming. This paper seeks to address this gap by asking: How can game design enhance colour perception and inclusivity for visually impaired players? The industry has recognized the importance of addressing the needs of individuals with diverse needs and abilities and has responded with innovative approaches aimed at creating games that are accessible to all. One such approach is the development of a card game that has been meticulously designed to stimulate color perception and promote the inclusion of visually impaired individuals. Chroma Harmony is a pioneering mobile application meticulously crafted to facilitate users' understanding of color concepts and the outcomes of different color combinations. Its primary aim is to promote inclusivity by offering features tailored to individuals with visual impairments. Leveraging the innovative ColorADD system, it revolutionizes the perception and communication of color, thereby paving the way for enhanced participation in gaming among those with vision impairments. Its main objective is to paint a cube by combining cards in the player's possession to achieve the closest or exact combination to the objective. With each move, a new card is presented, challenging players to choose the best one to achieve their goals and improve their color perception abilities. By the end of the game, players will have a better understanding of how colors are combined, preparing them for real-world scenarios. Furthermore, the game features a multiplayer mode to foster a sense of community and healthy competition among players. This multiplayer mode not only promotes inclusivity but also provides an opportunity for players to collaborate and challenge each other fostering community sense. In terms of competencies and skills, this game aims to develop several key abilities in its users such as the ability to identify colors, the ability to combine different colors effectively and the necessary motivation and drive for results. By focusing on these competencies and skills, Chroma Harmony strives to provide a comprehensive and engaging experience for all players, regardless of their abilities or background. This study highlights the ongoing challenge in the gaming industry to enhance accessibility and inclusivity, especially for visually impaired individuals, while also standing as a testament to the industry's commitment to inclusivity and innovation, pushing the boundaries of what is possible in gaming.

Abuzaharen's Challenge: Building Sustainability Competencies through Science-Fiction Narratives and Game-based Learning

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.

When Games get in the way: Gamification Approach for Teaching Maths – A Case Study With Undergraduate Tourism Students

Planning more dynamic and motivating lessons for students is the goal of any teacher, especially maths teachers, a subject where the lack of interest and motivation to learn is so evident and a major concern. Several studies highlight the positive impact of the adoption of gamification strategies in teaching/learning, both in student motivation and in the development of soft skills (teamwork, creativity, decision-making, leadership, communication, and critical thinking). Game-based learning thus promotes students' interest and involves them in this process. In this sense, one of the authors of this study chose to use several (non-digital) games to support the teaching-learning process in her classes. The games used were developed by the authors and have been thoroughly designed to address specific maths topics. The games took various forms, including card games, board games and other hands-on activities. The participants in the study are first-year undergraduate students from a Portuguese higher education institution and encompassed the course of “Quantitative Methods”. The aim of the study is to investigate students’ perceptions of the use of gamification in the maths teaching-learning process. To gather information about students’ insights on the use of games in math classes a quantitative survey was conducted. Similar studies have shown that higher education students are usually receptive to the use of games, finding it useful to increase their motivation and consider game-based learning can positively impact learning. Our findings are in line with those studies.

Fun and Functional: Using Non-Digital Games to Promote Maths Engagement in Pre-service Teachers

Humans naturally engage in playful activities throughout their lives and play serves as a fundamental mechanism for cognitive development as well as the development of essential soft skills such as teamwork, decision-making, leadership, and communication. Recognizing this innate predisposition for play, educators are increasingly embracing gamification strategies into their classrooms. More attention has been driven to digital tools such as platforms Kahoot! and Duolingo which gained popularity and demonstrated the potential of game-based learning to increase engagement and knowledge retention. However, concerns about digital screen time fuelled a renewed interest in non-digital activities, including educational games. Non-digital games are often more accessible and affordable, making them suitable for schools with limited resources. Research suggests that non-digital games can effectively promote collaboration, communication, and critical thinking skills. In addition, they offer flexibility to teachers to adapt rules and scenarios to specific learning objectives and student needs. Recognizing the benefits of employing games as a pedagogical strategy, the first author of this study opted to incorporate game-based learning strategies into her classes, on a regular basis. Throughout the semester, various non-digital games were implemented, inspired on well-known classics such as memory card games, Monopoly and Pictionary. These games were carefully designed to address specific mathematics topics identified as either the most relevant or those where students revealed more difficulties. The participants in this study were pre-service pre- and primary school teachers enrolled in a maths undergraduate course. Since these students are future educators, the games served a dual purpose: improving current learning experiences and providing teaching resources for their future classrooms. At the end of the semester, a survey was conducted to evaluate students’ perceptions towards the use of games in the mathematics teaching-learning process. In this paper we describe some of the games used in this study and analyse the results of the survey. Previous studies reveal that students generally welcome the incorporation of games, perceiving them as effective tools for enhancing motivation and promoting positive learning outcomes. Our findings corroborate these studies.

Breaking Math Anxiety: A Success Story From an Indian Government School

Mathematics anxiety and fear among children pose significant educational challenges worldwide. This study examines the efficacy of a hybrid learning approach that combines digital game-based learning with hands-on activities to enhance mathematics engagement, reduce anxiety, and improve numeracy skills while fostering algebraic and mathematical thinking. The research was conducted at Government School, Ramagondanahalli, Bengaluru (RGHL), involving over 400 children aged 6-10 years from grades 1-5. Participants were primarily first-generation learners from economically disadvantaged backgrounds with limited access to educational resources. The intervention comprised weekly 70-minute sessions over six months, featuring the digital game "Magic Math Spell Caster" alongside modified traditional board games such as Snakes & Ladders, Bingo with Place Value Cards, and a custom Memory Card Game. The curriculum also incorporated activity worksheets with math manipulatives and practice sheets. The didactical approach underpinning the intervention was based on six key principles: Treating mathematics as a language to be spoken, promoting algebraic thinking; Structuring games into levels with well-defined learning objectives to scaffold mathematical thinking; Connecting concrete and abstract concepts to deepen understanding; Employing a hands-on approach to reinforce learning; Providing resources to every child to ensure equal access; Integrating assessments as digital interactive worksheets within gameplay. This approach allowed children to explore, make connections, and construct knowledge independently, fostering both algebraic and broader mathematical thinking skills. The program encouraged peer-to-peer learning by grouping children with different math proficiencies. Students progressed through game levels at their own pace, often exceeding curriculum expectations. This study contributes to the growing body of evidence supporting hybrid learning approaches in mathematics education for all children, emphasizing the development of robust mathematical and algebraic thinking skills.

Boardcraft: Learning the Art of Strategic Decision-Making Card by Card

Boardcraft, an interactive, sequential card game, is a powerful tool for teaching Strategic Management in an undergraduate Business Administration Degree. This innovative game provides students with practical experience in strategic analysis, business strategy formulation, and strategic decision-making, addressing one of the main challenges of social science teaching: practical application. The objective of the research to be carried out is to find evidence of a change in students' attitudes towards making strategic decisions. To do this, two questionnaires will be carried out, one before and one after the game's introduction in the classroom, three months apart. The data will tell us if decision-making through a business strategy game changes their perception and attitude towards decision-making by acquiring competencies and skills that prepare them better for decision-making throughout their career and life. This game will streamline the teaching of strategic management in higher education, a subject traditionally based on lectures and case studies. Teaching strategic management is complex since the student is immersed in a context of continuous decision-making that requires the application of an appropriate methodology for proper understanding. Game-based learning (GBL) activities like Boardcraft that bring strategic management closer to real-life contexts are desirable. The application of this game will also allow researchers to analyse the effect of experiential learning, the acquisition of interpersonal and conceptual skills, the importance of aesthetics and the introduction of fun elements in game-based learning.

Effects of Game-Based Mathematics Learning on Students’ Academic Achievement

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

The SpeaK methodology for sound design

The first meetings of a sound design project aim to present the request which may concern the identity of a brand or the emotion associated with a new product. It is then crucial to elaborate recommendations for the sound designer. However, the major difficulty encountered is to specify the request in terms of sound features. The Speak methodology is based on an efficient co-design workshop to help participants, ranging from the project manager to the communication manager, to specify their request with words related to sound features. Frist, a lexicon composed of 35 words often used by professionals is presented to the participants; each word is related to a sound feature explained by a definition and highlighted by a corpus of sound examples. Then, a card game is provided to each participant; each card is associated with a word from the lexicon. The rule during the workshop is to use only the cards to describe the desired audible intention; each participant can select or reject a word, and exchange with other participants focusing only on the sound features. Finally, participants are actively involved in the process to develop sound recommendations. During the presentation, we will focus on a specific project.

Pengaplikasian permainan kad memori dalam pembelajaran kata nama am konkrit bahasa Kadazandusun [Memory card game in concrete common nouns learning in Kadazandusun language

Pupils from various dialects of Kadazandusun language face problem in identifying nouns in Kadazandusun Language subject in school as the subject taught in Bunduliwan dialect. This situation requires interesting teaching and learning strategies through the use of language games. This study aims to identify the achievement level of concrete common nouns in the Kadazandusun language using memory card games. This is a quasi-experimental quantitative approach. The data collection instruments used include pre-test, post-test and Memory Card Game. This research was conducted in a primary school in Telupid Tongod district, Sabah. A number of 20 pupils in Year Three were chosen through intact group sampling according to their respective classes. The data was analyzed descriptively using mean and percentage. The result showed that Memory Card Game has increased the level of achievement in concrete common nouns among the treatment group compared to the control group with a mean value of 65.20 compared to 26.20. In conclusion, the Memory Card Game increased the mastery level in learning common concrete nouns in the Kadazandusun Language. This study implied that Memory Card Game can be applied by teachers in rural areas as a tool to improve vocabulary mastery in Kadazandusun Language in primary school.

Psychological and physiological benefits of horticultural therapy for Chinese older adults

Background Gardening as a leisure activity has been shown to be potentially beneficial for older adults, this study aimed to assess the physiological and psychological impacts of a specific horticultural activity, watering indoor plants, compared with playing a computer game - the Klondike Solitaire Card Game. Methods This crossover study included 100 older adults recruited from a nursing care facility for older people in Shanghai, China. They were allocated to either engage in watering indoor plants (horticultural group) or playing a computer game (control group). For the inclusion criteria, screening for cognitive function was conducted to exclude those with severe cognitive impairments, thereby focusing on those capable of participating fully in the study activities. Brainwave activities, blood pressure, and psychological states were measured through pre- and post-test questionnaires to evaluate the physiological and psychological effects. Results The activity of watering indoor plants was associated with significant reductions in both systolic and diastolic blood pressure, in contrast to the computer game activity. Additionally, participants in the horticultural group showed increased brainwave mean values, indicating heightened relaxation and focus, while decreases were observed in the control group. The experimental group reported reduced anxiety scores, along with increased feelings of comfort and relaxation, and also exhibited significantly higher meditation levels, which indicates a profound mental relaxation effect. Conclusion Our findings suggest that engaging in indoor horticultural activities, such as watering houseplants for 10 minutes, can reduce mental and physical stress levels in older adults.

UFV Game: Creating a Fun Upgradeable Card Game to Engage Students in Learning Chemical Formula and Valence

UFV Game: Creating a Fun Upgradeable Card Game to Engage Students in Learning Chemical Formula and Valence

Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions

Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.