Creation Of Community Research Articles

Research on the Digital Transformation and Cross-Cultural Communication of Traditional Chinese Medicine Education System in the Context of Global Standardization

This study examines the digital transformation of traditional Chinese medicine (TCM) education within the context of global standardization, along with the challenges and opportunities of its cross-cultural dissemination. With the rapid advancement of technologies such as artificial intelligence, virtual reality, and blockchain, TCM education is experiencing a significant disruption and innovation of its traditional models. The research develops a “Standard-Technology-Culture” tri-spiral model to analyze how TCM education can achieve a seamless integration of standardization, technological innovation, and cultural preservation during its globalization process. The study finds that standardization provides the foundation for TCM education’s global expansion, while technological innovation drives the transformation of educational methodologies. Simultaneously, cultural preservation ensures the distinctiveness of TCM education. However, the tension between standardization and the unique characteristics of TCM, as well as the balance between technological empowerment and cultural transmission, remain critical challenges in the ongoing transformation. Based on these findings, the study proposes strategies such as the “digital apprenticeship” model and blockchain-based certification systems to advance the globalization and digital transformation of TCM education, providing theoretical support for the creation of a global health community.

The Pentecost Narrative as a Guiding Light for Transforming Social Narratives

The article explores the event of Pentecost through the hermeneutical approach of Paul Ricoeur, applying the concept of productive-prospective imagination. This idea integrates memory, forgetting, and the creative potential of imagination, enabling the formation of a new vision of reality and the reinterpretation of the past. The author seeks to analyze the relationship between narrative and imagination, demonstrating how they contribute to the creation of essential personal, religious communities, and societal narratives. Using the story of Pentecost as an example, the article highlights its role as a point of interaction between memory and forgetting, opening a perspective for a new future for the faith community and society. Particular attention is given to the interpretation of the “corrupt generation” as a false narrative and the transition towards a “fellowship” as an alternative model for the future. This transformation is possible only through a conscious approach to leadership and a deep reflection on the traumatic experience of war. A crucial aspect of this process is the ability to hear one another, symbolized by the phrase “speak in his own language” as a metaphor for unity and mutual understanding. Thus, the story of Pente-cost serves as a guide for shaping new societal narratives.

Die sowjetische Kinderliteratur als Katalysator imaginierter Gemeinschaft zwischen Kuba und Osteuropa

Summary For the past decade, research on Cuba has increasingly focused on the cultural influences of Soviet-style socialism and its persistence in contemporary Cuba. On the part of Eastern European studies, the cultural relations between the two regions and the perception of Cuba in Eastern European cultures have been neglected for a long time. With regard to children’s culture such studies are lacking entirely. During socialism, however, children’s culture became a catalyst of imagined community between the countries of Eastern Europe and Cuba. Using examples from Soviet children’s literature the article examines the differing strategies used by authors of children’s literature to portray this relationship. Thereby it becomes apparent that the narratives do not only serve the creation of an imagined community with Cuba, but also the self-perception of Soviet society – either in a reinforcing or self-critical way. To this end the authors make use of the metaphorical and real opposition between children and adults familiar from colonial and imperialist discourses.

Creative behavior, psychopathology, and salience processing: a case-control study of Italian artists from the Florence Academy of Fine Arts.

Creative behavior has been associated with psychopathological traits, particularly in the psychotic spectrum. Aberrant salience, a transdiagnostic feature of psychosis vulnerability, may influence the creative process. This study aimed to investigate differences between artists and non-artists in aberrant salience, creativity, personality traits, and psychopathology. The sample consisted of 123 adults (58 artists, 65 controls) who completed self-report measures, including the Aberrant Salience Inventory (ASI), Big Five Inventory (BFI), Obsessive Beliefs Questionnaire (OBS), Remote Associates Test (RAT), and Anagram Task (ANAG). Statistical analyses included Mann-Whitney U tests for group comparisons, Spearman correlations, and regression analyses. Artists showed significantly higher aberrant salience, openness to experience, and obsessive beliefs, with lower scores on the RAT and ANAG compared to controls. Regression analyses revealed that higher ASI scores were significantly predicted by greater Openness to experience, lower Conscientiousness and higher religiosity. These findings suggest that artists have a greater propensity for altered salience experiences, which may contribute to their creative endeavors. The strong association between aberrant salience and openness to experience indicates that personality traits significantly influence creative expression and psychosis vulnerability. Religiosity's role in predicting aberrant salience highlights the impact of cultural and spiritual beliefs on perceptual experiences. By identifying these associations, this study contributes to evaluating risk populations for psychosis. Artists exhibiting high aberrant salience may represent a subgroup with heightened vulnerability, underscoring the importance of early detection and intervention strategies within creative communities.

Opportunities and practices supporting responsive health care for forced migrants: lessons from transnational practice and a mixed-methods systematic review.

For those displaced across borders, significant adversity before, during and after displacement journeys, including attitudes and structures in countries of transit and arrival, contributes to considerable risk of poor physical and mental health, and poor and exclusionary experiences of health care. We aimed to understand the opportunities and practices that can support better healthcare responses for forced migrants. We integrated (1) local stakeholder perspectives, from workshops and dialogue; (2) evidence and knowledge from a mixed-methods systematic review; and (3) learning from five case examples from current international practice. We ran database searches (American Psychological Association PsycINFO, EMBASE, the Cochrane Central Register of Controlled Trials, Cumulative Index to Nursing and Allied Health Literature, MEDLINE, National Institute for Health and Care Research Journals Library) in February 2022, searched relevant agency websites and conducted backward and forward citation searches, extracted data, assessed methodological quality and integrated qualitative and quantitative findings. We studied three services in the UK, one in Belgium and one in Australia, conducting semistructured interviews with providers, collaborators and service users, and making site visits and observations if possible. The review identified 108 studies. We identified six domains of impact: (1) benefit from and creation of community, including linkages with formal (health) services; (2) the formation of networks of care that included traditional and non-traditional providers; (3) proactive engagement, including conducting care in familiar spaces; (4) considered communication; (5) informed providers and enhanced attitudes; and(6) a right to knowledge (respecting the need of new arrivals for information, knowledge and confidence in local systems). The case examples drew attention to the benefits of a willingness to innovate and work outside existing structures, 'micro-flexibility' in interactions with patients, and the creation of safe spaces to encourage trust in providers. Other positive behaviours included engaging in intercultural exchange, facilitating the connection of people with their cultural sphere (e.g. nationality, language) and a reflexive attitude to the individual and their broader circumstances. Social and political structures can diminish these efforts. Review: wide heterogeneity in study characteristics presented challenges in drawing clear associations from the data. Case examples: we engaged only a small numbers of service users and only with service users from some services. We found that environments that enable good health and enable people to live lives of meaning are vital. We found that these environments require flexibility and reflexivity in practice, intercultural exchange, humility and a commitment to communication. We suggest that a broader range of caring practitioners can, and should, through intentional and interconnected practice, contribute to the health care of forced migrants. Opening up healthcare systems to include other state actors (e.g. teachers and settlement workers) and a range of non-state actors, who should include community leaders and peers and private players, is a key step in this process. Future work should focus on the health and health service implications of immigration practices, the inclusion of peers in a range of healthcare roles, alliance-building across unlikely collaborators and the embedding of intercultural exchange in practice. This study is registered as PROSPERO (CRD42021271464). This award was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme (NIHR award ref: NIHR132961) and is published in full in Health and Social Care Delivery Research; Vol. 13, No. 13. See the NIHR Funding and Awards website for further award information.

Overseeing Brands and Client Interaction In Virtual Brand Communities

The creation and significance of virtual brand communities (VBCs) are of great interest to scholars and practitioners alike, given the enormous shifts in the marketplace driven by technology. This essay's goal is to investigate VBCs from the viewpoints of both businesses and consumers. In order to further our understanding of VBCs, the study synthesises the body of existing VBC literature and identifies areas of future focus for VBC research. We are given a conceptual framework that broadens our comprehension of VBCs and customer involvement. There are three hypothesised antecedents of consumer-VBC involvement: brand-related, social, and functional, coupled with the designation of four crucial elements of VBC (finance, governance, internet use, and brand orientation). The primary characteristics of VBCs and the various but connected viewpoints of the organisations and customers involved are examined for the first time in this study.

The social perspectives of energy communities in EU policy and research – a scoping review

ABSTRACT The Clean Energy for All Europeans package, launched by the EU in 2019, provides a legal framework to guide the creation and management of energy communities (EC). According to the package, ECs are expected to aid a transition towards a renewable energy system by involving and empowering citizens, and thereby address issues such as poverty, social equity and “energy segregation”. In technical and economic terms, on the other hand, ECs are mainly supposed to enable clusters of actors to collectively invest in technology for local renewable energy systems and share coordination benefits. Previous research indicates that ECs are not necessarily associated with the social perspectives and benefits as expected by the EU. In this scoping literature review, the aim is to investigate to what extent researchers that have studied ECs between 2015 and 2021 are highlighting the social perspectives with and benefits from ECs that are expected by the EU, as stated in the Clean Energy for All package. A total of 433 abstracts were screened and coded in accordance with a coding scheme regarding the dominant perspectives used by researchers when describing ECs and the outcomes expected from implementing them. The results show that technical perspectives dominate the research field, while social and institutional perspectives are less prominent. We conclude that social perspectives are still under-researched and somewhat neglected in research. It can thus be questioned if promotion of ECs will, by necessity, reduce energy poverty, increase social equity and hamper energy segregation.

Developing inclusive early childhood education through positive behaviour intervention and support: Structure, comprehension, experimentation

AbstractPedagogical support in early childhood education and care (ECEC) is often based on individually designed methods, although the most relevant support is the building up of organisational culture as part of the activities of all children and the whole institution. Constructing this kind of socioemotional and behavioural support practice can be linked to the creation of inclusive communities. In this paper, we analyse the actions that Finnish ECEC communities perform in their everyday life practices when they start implementing positive behaviour intervention and support (PBIS) practices. We use a year and a half pilot project as an example of the process of developing an inclusive community in ECEC. This qualitative study used inductive content analysis from longitudinal leadership team diaries (N = 18) to illustrate how the adoption of the whole‐setting wide PBIS framework requires the integration of new working methods received during in‐service training and the application of the practices in each of the participating ECEC communities. Results indicate that change in organisational routines is both an individual and a collective process. The three key components of development are structure, comprehension, and experimentation. The results can inform the development of inclusive institutions and practices, both in ECEC and in other educational institutions.

Breaking the Locks: Increased accessibility for isolated poets during lockdown and post-COVID

For poets in rural and remote areas, the experience of COVID lockdown was one in which online opportunities for readings, spoken word performance, poetry workshops and courses, allowed easy access to the creative community that had previously been largely inaccessible. This was also the case for those with intersectional challenges of limited mobility through economic issues, disability, age, and cultural restrictions. By using a hybrid approach that combines prose analysis with extracts from personal poetry, autoethnographic reflection, as well as extracts from the poetry and reported experience of other poets, this paper demonstrates that COVID lockdowns opened up new possibilities for creativity and poetry and networking. This paper also recognizes the importance of poetry as an art form that not only gives a voice to the marginalised but can communicate the challenging experiences to create empathy and understanding, foster creativity and community connection, and produce texts with their own inherent artistic value. A version of this paper was presented at the Australasian Association for Writing Programmes Conference 2023, ‘We Need to Talk’.

MAGIC‐T and Page 73

AbstractAs humanity grapples with the increasingly complex global issues we face, there is growing recognition that skills such as teamwork, empathy, communication and collaboration are more crucial than ever – far beyond the scope of academic success alone. Yet opportunities to develop these competencies are frequently sidelined in formal schooling, constrained by its standardised, compartmentalised nature. This paper underscores the transformative role of cultural and arts‐focused education in equipping students with essential life skills. It advocates for schools to elevate their approach by adopting practices from cultural institutions – emphasising the arts, experiential learning and process‐driven engagement. These ideas resonate strongly with UNESCO's Reimagining Our Futures Together, specifically on page 73, which underscores the critical value of arts and cultural education in nurturing social and emotional growth. An arts‐integrated curriculum, the report suggests, does not simply enrich but actively prepares students to navigate our interconnected, complex world. To illustrate what these recommendations can look like in practice, the paper presents the MAGIC‐T model and case studies from the Artist Residency Thailand programme – an innovative approach inspired by the dynamic educational strategies of galleries, museums, theatres and cultural centres. This model is firmly in line with global thought leadership, as echoed in recommendations from UNESCO, the OECD and the WEF, all advocating for education systems that expand students' horizons in knowledge, empathy, imagination and critical judgement. Through insights from forward‐thinking educators and key perspectives from UNESCO's report, it becomes clear that embedding the arts, cultural connections and meaningful engagement with creative communities holds the keys to an education system prepared to shape a more empathetic, innovative and collaborative future.

Subaltern Climate Change Adaptation: A Theoretical Framework on Strategic Resilience in Subnational Border-communities

Framed along pluralist and critical social theories, the paper offers an innovative climate adaptation theoretical construct—subaltern adaptation—which necessitates the reimagining of the ‘community’ as a spatio-temporal (‘historical’ space) and spatio-social (‘anthropological’ space) within a particular ecological zone, instead of the usual state-centric scale (e.g., the barangay, or the smallest administrative government district in the Philippines, as community), as a new and ideal site for climate change adaptation analysis and methodology. With the border-community as point of departure, it takes the subnational border-community as locus, and the local institution as unit of analysis. The proposed theoretical framework is grounded on the assumption that adaptation is a function and fusion of institutional strategy, inter-institutional partnership, and linked ecological and demographic realities. It fashions the complex and fundamental relationship between climate change, environment, and society—as lens to reveal the socio-ecological realities and vulnerability issues shared by local institutions in the border-community—and offers a methodical strategy that can guide interinstitutional, transborder or cross-scalar adaptation towards the creation of a resilient subaltern climate change community. The local transborder collaboration is basically geared at addressing the geospatial and social vulnerabilities that the local institutions share across the border and ultimately addresses the constraints that state-defined borders have on local climate adaptation.

Fan Creativity, Collaboration, and Resignification in Sonic Participatory Cultures Within, Through, and Around Genshin Impact (HoYoverse, 2020)

After reaching their apex in the early 2000s, music games have experienced a decline in popularity that lasts to this day. Their legacy, however, can be traced across the video game industry, with many games having inherited and further developed the music-based ludic mechanics originally conceived by these systems. Seizing the opportunities afforded by our present-day technology, these games have fostered new forms of musical play, giving way to sonic participatory cultures that hold the potential to transcend a game’s original aims, influence, and lifespan. This is the case of Genshin Impact (HoYoverse, 2020), an open-world A-RPG that periodically presents its players with opportunities for collaborative musicking supported by different interactive virtual instruments. These instruments’ playing interfaces have sprouted nascent paraludic creative communities that thrive within online spaces, where players can build collaborative relationships based on a shared media literacy. Drawing from digital ethnography and media culture studies, this article delves into sonic participatory cultures surged within, through, and around Genshin Impact. The aim is to illustrate how, by providing new channels for meaningfully interacting with music, musical instruments featured in video games contribute to the actualization of new forms of technologically augmented musical participation, in doing so holding the potential to redefine instrumentality in the Post-Digital Era.

Preparing Faculty Resources for Adopting Open Book Exams at a Liberal Art University in Pakistan

This paper provides insights into the journey of a liberal arts university in Pakistan towards adopting online or remote Open-Book Examination (OBE) as an attempt to shift from conventional examination to foster deeper learning, critical thinking, and knowledge application skills among undergraduate students. This journey encompassed the creation of a twelve-member Community of Practice (CoP) involving diverse stakeholders representing the full spectrum of university community including faculty, students, leadership, and administrative departments. After a series of regulated meetings, the CoP collaboratively developed assistive resources for the faculty to be able to plan for, prepare, and implement OBE. This initiative was housed at the Center for Learning and Teaching (CLT), a hub of pedagogic innovation and excellence. The OBE resources were disseminated to all faculty through the webpage. These resources are available for viewership beyond the institutional community and serve as a guide for faculty in Higher Education willing to adopt the OBE approach. The paper also unpacks some key attributes of OBE and sets a way forward for capacity building in low-resourced institutes.

Impact of Financial Stress and Peer Pressure on Anxiety and Aggression among University Students

This paper provides insights into the journey of a liberal arts university in Pakistan towards adopting online or remote Open-Book Examination (OBE) as an attempt to shift from conventional examination to foster deeper learning, critical thinking, and knowledge application skills among undergraduate students. This journey encompassed the creation of a twelve-member Community of Practice (CoP) involving diverse stakeholders representing the full spectrum of the university community including faculty, students, leadership, and administrative departments. After a series of regulated meetings, the CoP collaboratively developed assistive resources for the faculty to be able to plan for, prepare, and implement OBE. This initiative was housed at the Center for Learning and Teaching (CLT), a hub of pedagogic innovation and excellence. The OBE resources were disseminated to all faculty through the webpage. These resources are available for viewership beyond the institutional community and serve as a guide for faculty in Higher Education willing to adopt the OBE approach. The paper also unpacks some key attributes of OBE and sets a way forward for capacity building in low-resourced institutes.

THE CONCEPT OF NEOCOLONIALISM: SOME STUDY QUESTIONS

Studying the concept of neocolonialism in relation to the Soviet experience in national politics is relevant in the interests of criticizing the so-called postcolonial studies of the USSR and Russia as a colonial power. The purpose of the study is to analyze the concept of neocolonialism, which opposes the evidence–based study of complex problems of the essence of national politics. Materials and methods. The research is based on the latest foreign historiography, which is analyzed on the basis of the methods of contextualization, classification, the problem-chronological and comparative methods. Results. The articles examines the approaches of modern foreign historiography of the Soviet national policy that have developed in recent years, related to promotion of both the concept of neocolonialism, which spread as a so–called decolonial turn, and postcolonial studies of situations in former colonies of the West – Africa, Asia and Latin America, which have become popular since the end of the XX century. This concept is shown to be formed on the basis of an array of postcolonial literature and the so-called “decolonial” discourse about Russia as an imperial power. The author points out the most common interpretations of the USSR as a colonial empire, thematic blocks and plots from the history of the Soviet national politics, which are used in attempts to justify the need to “decolonize” the history, the culture and the social memory of the Soviet past in Russia. The author notes rejection to study the basic factors of development and vital activity of ethno-social communities related to the state, the socio-economic development and the essence of the Soviet modernity project, which is alternative to the Western one. Examples of neocolonial historiographical practices are given, their characteristic features and techniques are pointed out, including ignorance or unwillingness to take into account the factual basis of the Soviet history and national policy, first and utmost in economics and social development; substitution of grounded research involving archival and other verified sources with an apology for the subjective experiences of “subalterns” with the search for colonization in symbolic violence, intimate experiences, self-identification and all kinds of representations; discrediting the state and calling for the creation of communities of change through decolonization of consciousness, thinking, art, education, subjectivity; criticism of static identities and territorial identifications as opposed to the Soviet construction of ethnic identity. Conclusion. The analysis of examples on neocolonialism concept promotion indicates the tendency to select “incriminating” facts and politicized subjectivism in study the multiculturalism in Russia/ the USSR with neocolonial attempts to prove the need for “decolonization” of the post-Soviet space. It is proposed to update the grounded study of modernization processes in the economy, political and socio-cultural spheres as the actual basis of nation-building.

Bridging Gaps: The European Prevention Curriculum Translation, Adaptation and Implementation Process in Brazil.

This paper outlines the adaptation and implementation of the European Prevention Curriculum (EUPC) in Brazil, launched in 2022 to enhance the skills of professionals in substance use prevention. The EUPC-Brazil project follows a decentralized model with significant collaboration from regional and local stakeholders, as well as international partners, such as the European Union Drugs Agency (EUDA). The curriculum was adapted through feedback from local professionals and policymakers, ensuring its relevance to national needs while maintaining European best practices. Initial pilot trainings have shown positive results, with participants reporting increased competence in applying evidence-based practices. Challenges such as resource limitations and regional disparities in access to training are being addressed through ongoing adaptation and the creation of virtual communities for continued peer learning. The findings provide key insights for other countries looking to implement the EUPC, emphasizing the importance of local adaptation, stakeholder engagement, and long-term sustainability.

Reflecting on Digital Art Value: NFTs’ Potential for the Art-Market Parity

Until recently, digital art was perceived as something of secondary value compared to the physical artistic artifacts. One of the reasons for that being its predisposition for duplication and hence the inability to assign “original artwork” label to the digital file and represent it as a unique object on artistic market. But the rapid pace of popularization of blockchain technologies in creative communities through the use of Non-Fungible Tokens has a seeming potential to change the perception of digital art. The ERC721 standard sets a precedent for authentication and traceability of digital artworks suggesting that the old paradigm might shift, and digital art will gain value and attention comparable with traditional fine art. In this article we discuss the problematics of digital art representation on art market and the issue of digital creations’ pricing. We use photo stocks and print-on-demand platforms as an example for pre-NFTs digital art monetization. We then discuss the changes caused by Non-Fungible Token blockchain technology in the digital art market in recent years and the implications that come with the change. We then illustrate theoretical tenets with expert interview that suggest that while successful NFT projects offers publicity and profit to the creators, the level of complexity and unpredictability of results sets a high bar for entering the market.

Victim Blaming, Gender, and Social Media Commentary: A Randomized Vignette Study of Audience Comments on News Reports of Intimate Partner Homicide.

Public perceptions of intimate partner homicide victims are influenced by how the news media frames incidents, often perpetuating gendered stereotypes. In particular, research has found that victim blaming is common in the reporting of intimate partner homicide. However, the way the public engages with news media has changed, as social media platforms allow audiences to engage in news creation by posting comments. Despite this shift, limited research has examined the impact of gender and media frames on victim blaming comments. This study used an experimental vignette design to examine whether victim blaming comments made by Australian survey respondents (n = 537) were influenced by the gender of the offender/victim pair and the framing of a media report, controlling for respondents' media usage, attitudes, and demographics. Survey respondents were randomly assigned to one of four vignettes presenting a news report on an intimate partner homicide, which varied by the gender of the offender/victim and media frame (victim blaming/bad offender). Respondents were asked to leave a comment as if they were on a social media platform. Analyses revealed that respondents more commonly blamed the victim where there were female offender/male victim pairs compared to male offender/female victim pairs. Respondents also more commonly blamed the victim when there was a victim blaming frame compared to a bad offender frame. Finally, the analyses showed an interactive effect of the gender of the offender/victim pair and the media frame on respondents' comments. Respondents were more likely to blame victims when the victim was male (female offender) and there was a victim blaming frame. The insights from this study have significant implications for policy and practice. Specifically, there is a need for enhanced training and resources for media professionals, as well as the creation of safer online communities through effective comment moderation.

Limits and spaces: Types of learning in the context of non-formal educational settings for refugees in the Greek islands

Background This study investigates the implementation of non-formal educational programs for refugees, which have been implemented in the last seven years in Greek islands in the North and South Aegean Sea. Its main aim is to examine the types of the learning that take place in these educational environments, according to a certain strand of Adult Education (AE) theories, which classifies learning according to whether it is focused on: a) the learner, b) knowledge, c) assessment, or d) the learning community. Methods The study’s methodology is based on the implementation of semi-structured individual interviews, and, through this effort, an attempt is made to develop a broader reflection in relation to the objectives of language education for adult refugees in Greece and to assess the validity of the above framework for the case of AE for refugees in Greece. The research is based on reflections by volunteer educators, who have extensive teaching experience in non-formal educational environments. Results The study showed that the composition of classes characterized by linguistic diversity favors the design of teaching interventions that give meaning to the learning needs of refugees (learner-centered learning) and the creation of a learning community (community-centered learning), and that these interventions utilize the principles of inclusion, differentiated teaching, as well as experiential and work-based learning. Conclusions The findings of the present study reveal that the field of language learning for adults—especially refugees—is increasingly connected not only to communication and survival needs, but also to identity construction, a process involving significant “border crossing” in geographical, legal, social, and psychological terms.

Gamified Engagement for Data Crowdsourcing and AI Literacy: An Investigation in Affective Communication Through Speech Emotion Recognition

This research investigates the utilization of entertainment approaches, such as serious games and gamification technologies, to address various challenges and implement targeted tasks. Specifically, it details the design and development of an innovative gamified application named “J-Plus”, aimed at both professionals and non-professionals in journalism. This application facilitates the enjoyable, efficient, and high-quality collection of emotionally tagged speech samples, enhancing the performance and robustness of speech emotion recognition (SER) systems. Additionally, these approaches offer significant educational benefits, providing users with knowledge about emotional speech and artificial intelligence (AI) mechanisms while promoting digital skills. This project was evaluated by 48 participants, with 44 engaging in quantitative assessments and 4 forming an expert group for qualitative methodologies. This evaluation validated the research questions and hypotheses, demonstrating the application’s diverse benefits. Key findings indicate that gamified features can effectively support learning and attract users, with approximately 70% of participants agreeing that serious games and gamification could enhance their motivation to practice and improve their emotional speech. Additionally, 50% of participants identified social interaction features, such as collaboration, as most beneficial for fostering motivation and commitment. The integration of these elements supports reliable and extensive data collection and the advancement of AI algorithms while concurrently developing various skills, such as emotional speech articulation and digital literacy. This paper advocates for the creation of collaborative environments and digital communities through crowdsourcing, balancing technological innovation in the SER sector.