Game Engagement Research Articles

Evaluating the Efficacy of LLMs to Emulate Realistic Human Personalities

To enhance immersion and engagement in video games, the design of Affective Non-Player Characters (NPCs) is a key focus for researchers and practitioners. Affective Computing frameworks improve Non-player characters (NPC) by providing personalities, emotions, and social relations. Large Language Models (LLMs) bring the promise to dynamically enhance character design when coupled with these frameworks, but further research is needed to validate the models truly represent human qualities. In this research, a comprehensive analysis investigates the capabilities of LLMs to generate content that aligns with human personality, using the Big Five and human responses from the International Personality Item Pool (IPIP) questionnaire. Our goal is to benchmark the performance of various LLMs, including frontier models and local models, against an extensive dataset comprising over 50,000 human surveys of self-reported personality tests to determine whether LLMs can replicate human-like decision-making with personality-driven prompts. A range of personality profiles were used to cluster the test results from the human survey dataset. Our methodology involved prompting LLMs with self-evaluated test items for each personality profile, comparing their outputs to human baseline responses, and evaluating the accuracy and consistency. Our findings show that some local models had 0% alignment of any personality profiles when compared to the human dataset, while the frontier models, in some cases, had 100% alignment. The results indicate that NPCs can successfully emulate human-like personality traits using LLMs, as demonstrated by benchmarking the LLM's output against human data. This foundational work serves as a methodology for game developers and researchers to test and evaluate LLMs, ensuring they accurately represent the desired human personalities and can be expanded for further validation.

Games: The WD-40 of Learning

The educational landscape has undergone a paradigm shift in recent years, particularly due to the COVID-19 pandemic. The rapid transition to remote learning environments, while ensuring educational continuity, may have inadvertently compromised the development of essential soft skills necessary for in-person interactions, such as communication, collaboration, and teamwork—skills that are vital for success in the workplace (Knight et al., 2021). While games have long been used in education (Conney & Darcy, 2020; Pagel et al., n.d.; Yuan et al., 2020), this study explores the potential of modernizing traditional game-based learning by integrating digital consoles and physical games into contemporary business classroom settings. This approach leverages the inherent appeal and engagement of games (Conney & Darcy, 2020; Hunicke et al., 2004), while fostering the development of critical soft skills. Building upon established frameworks for evaluating educational games, we explore the effectiveness of collaborative games in promoting positive learning experiences. Studies have shown that GBL can enhance motivation, knowledge retention, and problem-solving skills (Lester et al., 2023). Furthermore, collaborative games, by their very nature, necessitate effective communication, teamwork, and strategic planning among players (Pagel et al., n.d.). This project delves deeper into this aspect, investigating the potential of collaborative games to specifically address the regression of soft skills observed in the post-pandemic era. The initial pilot phase of this research focused on Pico Park on the Nintendo Switch and the Team 3 board game as potential collaborative games to cultivate soft skills. Using the MDA Framework (Hunicke et al., 2004), a well-established educational game evaluation tool, we assessed the games' ability to foster desired soft skills. Both games require effective communication, coordination, and strategic thinking, which are essential for fostering teamwork, collaboration, and problem-solving. Additionally, their accessibility and diverse formats (digital and physical) offer opportunities for students to practice soft skills in different learning environments, ultimately contributing to the research's goal of investigating the effectiveness of collaborative games in promoting positive learning experiences. The pilot involved approximately 50 students across three classes of the same course. Anonymous open-ended feedback was collected from participants using a survey questionnaire adapted from Conney and Darcy's (2020) design, which was based on the Kirkpatrick Four Level Evaluation Model (Kirkpatrick & Kirkpatrick, 1959, 1994). Participants were asked to provide their perceptions of the games, what they learnt, and the potential impact on their future group work. Preliminary findings from the pilot data are promising. Students found the games "fun", "different learning", “useful”, “refreshing”, "amazing", "engaging", "excellent for communication" and more (n=50). 98% of students (n=50) felt more confident in their ability to collaborate with others after playing the games and nearly 95% (n=50) indicated that it helped them identify potential teammates for their group assignments. Anecdotal evidence from academics and students corroborates the quantitative results, reporting increased motivation, improved team dynamics, and a more positive overall learning experience, suggesting that these activities significantly improved teamwork skills. To compliment this qualitative feedback, academics (n=3) observed a decrease in group issues and an increase in grades of around 5% for the major group assessment, bringing the average up from 60% in previous semesters to 65% in the trial period. This research aims to contribute to the existing literature on educational games and soft skills development. By demonstrating the positive impact of collaborative games on student engagement, teamwork, and soft skill development, we hope to encourage further exploration and implementation of this approach in classrooms. The findings of this pilot study highlight the potential of games to not only revitalise traditional pedagogy but also exhibits how technology can be used to address the critical need of fostering essential soft skills in a post-pandemic educational landscape.

The role of football video games in boosting cognitive abilities critical to football performance

Background and Aim: Football requires rapid decision-making and quick reaction times, crucial cognitive abilities that traditionally develop through physical training. This study explores whether football video games, which simulate real game scenarios, can enhance these cognitive abilities among college-level male football players. Materials and Methods: The study involved 51 football players from SRM Group of Institutions, divided into three groups: regular video game players (Group A), occasional players (Group B), and non-players (Group C). A mixed-methods approach was used, combining quantitative cognitive abilities tests (decision-making, reaction time, situational awareness). The video game used in the study was eFootball 2024 with participants engaging in gameplay over a period of 6 weeks. Tests were conducted before and after a set period of video game engagement. Data were analyzed using mixed-design ANOVA and Pearson’s correlation. Results: Significant improvements were observed in Group A across all cognitive abilities tested. Decision-making showed notable group and time effects (F (2, 48) = 5.76, p = 0.005, η² = 0.17; F (1, 48) = 12.54, p < 0.001, η² = 0.25), with interaction effects indicating substantial enhancements over time (F (2, 48) = 3.45, p = 0.035, η² = 0.08). Reaction time and situational awareness followed similar patterns, with significant group, time, and interaction effects. Correlation analysis revealed strong interrelations between the cognitive abilities, indicating that improvements in one area positively influenced others. Conclusion: Regular engagement with football video games significantly enhances cognitive abilities essential for football performance. These findings suggest that integrating video games into training programs could complement traditional methods, offering a valuable tool for cognitive development in sports.

Toxic behavior in multiplayer online games: the role of witnessed verbal aggression, game engagement intensity, and social self-efficacy

Online toxic behavior in multiplayer online games has gained attention in recent years. Given the potential negative impact of toxic behaviors on players’ well-being, it is important to understand the factors that contribute to the prevalence of toxic online behavior. This study investigated how witnessed verbal aggression, game engagement, and social self-efficacy influence verbal toxic behavior perpetration in multiplayer online games. Surveys were conducted with 647 students in China. The results showed that players who were more prone to intense gameplay engagement and witnessed more verbal toxicity in online multiplayer games were more likely to display verbal toxic behavior in multiplayer online games. A moderation analysis further revealed that the association between witnessed verbal toxicity and toxic behavior perpetration is positively moderated by social understanding self-efficacy and negatively moderated by social skill self-efficacy. In this article, the theoretical implications are discussed.

Research on Online Games and Social Interaction

This paper delves into the central position of online games in contemporary society and their close relationship with social interaction. With the popularity of the Internet, online games have become one of the most important ways of leisure and social communication. The study outlines the development of MMOs, from their origins to their diverse classifications, and in particular how their unique social characteristics facilitate interactions between players. Through theoretical analysis combined with social exchange theory and symbolic interaction theory, this paper reveals the mechanisms of social interactions in MMOs, including inter-player exchanges, cooperation and competition, and explores how these interactions profoundly affect players' gaming experience and behavioural decisions. Further, this paper analyses the trend of convergence between online games and social networks, and how this convergence enhances the social attributes and player engagement of games. At the same time, the paper also focuses on the social problems that online games may bring, such as Internet addiction and social disorders, cyberbullying, etc., and looks forward to the impact of technological advances on future social interaction patterns. Finally, the paper summarises the potential and challenges faced by online games in promoting healthy social interactions, and puts forward suggestions for future research with a view to promoting the healthy development of the field of online games and social interactions.

Exploring the Relationship Between Video Game Engagement and Creative Thinking in Academic Environments: Cross-Sectional Study

This study explores the relationship between video game engagement and creative thinking among university students in an academic setting. Utilizing a descriptive cross-sectional qualitative approach, semi-structured interviews were conducted with 40 university students aged 17–25 years, from various academic disciplines. The sample, predominantly female (57.5%) and aged 22 years (27.5%), provided diverse perspectives on the impact of video games on their academic and creative capabilities. The thematic analysis of the interviews revealed significant insights into how video games may enhance creative problem-solving skills and overall creative thinking in an educational context. The study found that a high percentage of participants (47.5%) had a grade point average (GPA) of 4.0, suggesting a potential link between academic performance and video gaming habits. The results highlight the need for further research into specific game genres and their distinct influences on creativity among different demographics. This study contributes to the growing body of literature on the cognitive benefits of video games and their potential to foster creative skills in higher education environments.

Role models in gaming: Wishful identification and maladaptive daydreaming mediate the association between desire for fame and game engagement

BackgroundThe popularity of video games has considerably increased in recent years, with approximately 3.24 billion players worldwide in 2021. Empirical evidence suggests that the quality of engagement in video games can determine whether a gaming activity is associated with psychological distress (i.e., problematic gaming) or self-enhancing outcomes (i.e., esports career pursuits). This study investigates the role of influential gaming role models and other external factors relating to fame appeal in gamers' different ways of engagement. MethodsA total of 803 adolescent and adult gamers (89.29 % male, Mage = 24.90 years, SD = 6.13) were recruited through an online questionnaire. ResultsA path analysis was constructed demonstrating that wishful identification partially mediated the relationship between desire for fame and esports career planning. Moreover, maladaptive daydreaming fully mediated the association between desire for fame and gaming disorder symptoms. Wishful identification with gaming role models predicted both esports career planning and gaming disorder symptoms. ConclusionsThe findings shed light on the importance of considering the role of gaming role models in predicting healthy and problematic gaming patterns.

Research on Online Games and Social Interaction

This paper delves into the central position of online games in contemporary society and their close relationship with social interaction. With the popularity of the Internet, online games have become one of the most important ways of leisure and social communication. The study outlines the development of MMOs, from their origins to their diverse classifications, and in particular how their unique social characteristics facilitate interactions between players. Through theoretical analysis combined with social exchange theory and symbolic interaction theory, this paper reveals the mechanisms of social interactions in MMOs, including inter-player exchanges, cooperation and competition, and explores how these interactions profoundly affect players' gaming experience and behavioural decisions. Further, this paper analyses the trend of convergence between online games and social networks, and how this convergence enhances the social attributes and player engagement of games. At the same time, the paper also focuses on the social problems that online games may bring, such as Internet addiction and social disorders, cyberbullying, etc., and looks forward to the impact of technological advances on future social interaction patterns. Finally, the paper summarises the potential and challenges faced by online games in promoting healthy social interactions, and puts forward suggestions for future research with a view to promoting the healthy development of the field of online games and social interactions.

Efficacy of Digital Dance on Brain Imagery, Cognition, and Health: Randomized Controlled Trial.

Multidomain interventions have demonstrable benefits for promoting healthy aging, but self-empowerment strategies to sustain long-term gains remain elusive. This study evaluated the effects of digital somatosensory dance game participation on brain imagery changes as primary outcomes and other physical and mental health measures as secondary outcomes related to healthy aging. Between August 31, 2020, and June 27, 2021, this randomized controlled trial recruited 60 eligible participants older than 55 years with no recent engagement in digital dance games. A computer-generated randomization sequence was used to allocate participants 1:1, without stratification, to an intervention group (n=30) who underwent digital somatosensory dance game training or a control group (n=30). An anonymized code masked the intervention allocations from the investigators, and individuals who assigned the interventions were not involved in analyzing the study data. The intervention entailed two 30-minute dance game sessions per week for 6 months, and the control group received healthy aging education. Primary outcomes were brain imagery changes. All variables were measured at baseline and the 6-month follow-up, and intervention effects were estimated using t tests with intention-to-treat analyses. Compared with the control group, intervention participants had significantly different brain imagery in the gray matter volume (GMV) of the left putamen (estimate 0.016, 95% CI 0.008 to 0.024; P<.001), GMV of the left pallidum (estimate 0.02, 95% CI 0.006 to 0.034; P=.004), and fractional amplitude of low frequency fluctuations of the left pallidum (estimate 0.262, 95% CI 0.084 to 0.439; P=.004). Additionally, the intervention group had different imagery in the cerebellum VI GMV (estimate 0.011, 95% CI 0.003 to 0.02; P=.01). The intervention group also had improved total Montreal Cognitive Assessment scores (estimate 1.2, 95% CI 0.27 to -2.13; P<.01), quality of life (estimate 7.08, 95% CI 2.35 to 11.82; P=.004), and time spent sitting on weekdays (estimate -1.96, 95% CI -3.33 to -0.60; P=.005). Furthermore, dance performance was significantly associated with cognitive performance (P=.003), health status (P=.14), resilience (P=.007), and demoralization (P<.001). Digital somatosensory dance game participation for 6 months was associated with brain imagery changes in multiple regions involving somatosensory, motor, visual, and attention functions, which were consistent with phenotypic improvements associated with healthy aging. ClinicalTrials.gov NCT05411042; https://clinicaltrials.gov/study/NCT05411042.

Maximizing Engagement in Educational Games Through Learner Analysis

Maximizing Engagement in Educational Games Through Learner Analysis

Development and Validation of the Psychological Motivations for Playing Video Games scale (PMPVGs)

Background The gaming industry is experiencing rapid growth, and videogames in various forms have become an integral part of our daily routines. While research has delved into motivations for playing specific types of videogames, such as online multiplayer games, there is still a need for exploration of the broader concept of video game engagement, irrespective of the genre. Aim The primary aim of this study was to develop and validate a gaming motivation scale that focuses on the intrinsic reasons and psychological aspects of video game motivation. Additionally, the goal was to create a scale that does not rely on game genres to assess gamers’ motivational profiles. Research methods The study was conducted in two phases, involving a total of 2641 Italian participants. In the first phase, exploratory factor analysis (EFA) was performed with data from Italian 543 participants ( M = 28.92; sd = 8.26). In the second phase, confirmatory factor analysis (CFA) was conducted with data collected from 2098 participants ( M = 31.60, sd = 8.81), showing an adequate fit to the theorized model (𝑥2 (878) =3843.28; CFI = .95, TLI = .95, RMSEA = .040, and SRMR = .042). Key Findings and Discussion In the first part of the study, EFA confirmed 14 dimensions out of the original 18. While CFA demonstrated that the scale had good reliability, with values ranging from .77 to .94. Furthermore, significant correlations were found between the Psychological Motivations for playing Video Games (PMPVGs) scale and dimensions from the Motives for Online Gaming Questionnaire (MOGQ) and Gaming Motivation Scale (GAMS) scales. The final version of the scale comprises 12 dimensions with 45 items in total and it holds potential to explore the players’ psychological needs satisfied through the gaming activity.

Feedback System in Educational Games: A Systematic Literature Review

The presence of a feedback system is a key factor in maintaining individuals' engagement in educational games. This system aims to enhance player motivation and active participation in educational games. In addition, the feedback system can improve the players' learning outcomes by augmenting their knowledge. Nevertheless, there remains a lack of comprehensive research in the field of feedback systems in educational games, leading to an inadequate comprehension of how to construct a proficient feedback system that can more effectively accomplish the objectives of educational games. The overview of feedback systems in educational games is frequently scattered and fragmented, making it challenging to figure out which educational games incorporate such systems. This research not only improves the comprehension of the feedback system in educational games but also addresses an important gap in the existing literature. The aim of this study is to conduct an extensive and systematic review of the existing literature on feedback systems in educational games. This review is based on 36 relevant journal articles published from 2019 to 2023. This research examines the patterns in the utilization of feedback systems in educational games, including the technologies employed to build these systems, the educational domains studied, and the types of products developed through the creation of educational games. In this study, the discussion also includes the design techniques and methods for feedback systems. This text discusses the utilization feedback types as well as the algorithms used to analyze the feedback systems. The text thoroughly discusses the comprehensive selection of feedback components to be delivered as mediums for player feedback. In this paper, we will clarify the impact of using feedback systems in educational games on the players. This study greatly contributes to the progress of learning conducted through educational games.

Gamified interaction and urban regeneration: an analysis of serious game participation in rural architectural transformation and its influential factors

ABSTRACT This study investigates the utilization of serious games in rural public building design and their impact on residents’ contentment with building renovations. It highlights serious games’ role as an interactive medium for education, training, and communication, specifically in enhancing residents’ approval of rural public building designs. Employing the concept of diegesis from narratology, the study develops a structural equation modelling (SEM) by dividing games into intra-diegetic and extra-diegetic components. This model examines the influence of Game Participation (GP) and Learning Participation (LP) in serious games on satisfaction with updated building designs, as well as the direct and indirect impacts of various factors on these dynamics. The research methodology encompassed creating and applying a serious game focused on architectural design, accompanied by thorough quantitative analysis of the gaming process and results. The study tested multiple hypotheses regarding the positive impacts of game interactivity, perceived creativity, immersive experiences, game quality, atmosphere, and environment on GP and LP. Notably, the beneficial effect of game engagement on learning engagement and the significant positive influence of GP and LP on design satisfaction underscore the potential of serious games in improving educational outcomes and satisfaction with building renovations. Additionally, enjoyment was identified as having a substantial positive moderating effect on the relationships between GP and Design Satisfaction (DS) and between LP and DS, underscoring the importance of enhancing the appeal and engagement of serious games in their design. Additionally, as the game advanced, participants increasingly aligned their opinions on various design aspects, particularly emphasizing the importance of integrating natural landscapes as a key environmental consideration in community redevelopment.

Turning Livestreaming Viewers into Game Players: Exploring the Impact of Game Streamers on Viewer Video Game Engagement Based on an Extended Means-End Chain Framework

This study aims to explore how perceived influence of game streamers affects viewer video game engagement. We propose a research model based on an extended means-end chain framework and validate this model through a two-wave field survey with 465 respondents. The results show that perceived attractiveness, perceived competence, and perceived trustworthiness are important attributes of perceived influence of game streamers. Additionally, viewer value perception—encompassing perceived utility value, perceived hedonic value, and perceived symbolic value—which is derived from watching game streaming, partially mediates the relationship between perceived influence of game streamers and viewer video game engagement. These findings not only provide insights into the psychological mechanisms underlying the impact of game streamers on viewer behavioral intention but also contribute to a better understanding of the contemporary game streaming landscape.

FITNESS LEVEL OF SECONDARY SCHOOL STUDENTS ENGAGED IN SPORTS

School physical education is effective means of providing children with the knowledge for lifelong physical activity. The research was aimed to examine the influence of different sports activities (badminton, basketball, football) on fitness level of boys aged 10-11. 72 boys aged 10-11 were engaged in the research. Evaluation of children’s fitness level involved anthropometric parameters of body length (cm); body mass (kg); hand dynamometry (kg). Cardiovascular and respiratory systems were also assessed: heart rate (HR, bpm) – method of palpation; blood pressure – systolic (SBP, mm Hg) and diastolic (DBP, mm Hg) – method of Korotkoff sounds; vital capacity of lungs (VC, L) – spirometer measuring. The Ruffier index, life index, strength index, the Robinson index and the Quetelet index were considered as well. Summing the points of five parameters, fitness levels were defined as low, below average, average, above average, and high. Comparative analysis of ball games influence on children’s fitness level revealed the highest growth rate among badminton players, though their initial and final parameters were the lowest ones. Research findings made it possible to conclude that extramural engagement in ball games throughout school year had beneficial effect on fitness levels of boys aged 10-11.

The Impact of Integrating Various Digital Games in EFL Classrooms on Soft Skills Development

It is axiomatic that research in the broader field of educational technology has highlighted the capacity of digital games to engage students actively in the learning process, promoting motivation and facilitating knowledge retention. However, the specific impact of digital games on soft skills development within EFL contexts remains an underexplored area. Hence, this article investigates the impact of integrating diverse digital games into EFL classrooms on the development of soft skills among Moroccan EFL students. This quasi-experimental longitudinal study aimed to investigate the relationship between participation in an online gaming club and the development of soft skills, specifically English communication skills and critical thinking skills, over a six-month period. The hypothesis posited that engaging in online gaming activities would lead to improvements in both English communication skills and critical thinking skills among participants. The findings suggested that engagement in online gaming has a positive impact on the development of soft skills such as English communication skills and critical thinking skills. The study contributes to the broader discourse on innovative pedagogical approaches in EFL contexts, shedding light on the potential of digital games as effective tools for fostering essential skills beyond language proficiency. The implications of the research extend to educators, curriculum designers, and policymakers seeking to enhance the holistic development of students in EFL classrooms.

Do we all do the same things? Applicability of daily activities at the intersection of demographics.

To evaluate the extent to which demographic factors-and their intersections-influence the applicability of items assessing activities of daily living (ADLs) in a sample of older adults. Participants' (n = 44,713) Functional Activities Questionnaire (FAQ) scores from a multicenter database were evaluated to see how participant and collateral demographics, contextual, and clinical characteristics impacted ADL nonapplicability (NA). Collateral, contextual, and clinical characteristics were matched in those with and without NA. The effect of participant demographics and their interactions on NA responses were modeled with logistic regression. At least one FAQ item (most commonly bill payment, taxes, playing games, and meal preparation) was rated as NA in up to one third of participants across ethnoracial groups. Dementia staging had the largest impact on NA, followed by participant demographics. In a matched sample, logistic models revealed that participant demographics, in particular sex, best predicted NA. However, meaningful interactions with ethnoracial group were noted for bill payment, taxes, meal preparation, and game engagement, suggesting that demographic intersections (e.g., younger vs. older Latinxs) meaningfully predict whether a given ADL was applicable to an individual participant. Neuropsychology is predicated on accurate assessments of both cognition and daily functioning and, in an increasingly diverse aging population, there should be careful consideration of demographic factors, their interactions, and historical contexts that drive day-to-day demands. This study establishes limitations of existing measures and paths forward for creating fair measures of functioning in older adults. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Virtual reality games for cognitive rehabilitation of older adults: a review of adaptive games, domains and techniques

In recent decades, the senior adults population worldwide has increased, as well as the medical conditions related to aging, such as cognitive decline. Virtual reality (VR) games are a valuable addition to conventional cognitive rehabilitation as they increase engagement to the therapy through customization, socialization, immersion, and feedback. This review, performed according to PRISMA protocol, addresses the following questions: How VR games have been used for cognitive rehabilitation?, What cognitive domains have been addressed by VR games and in which populations have these games been used?, Which features have been considered to improve engagement in VR games for cognitive rehabilitation?, How is the difficulty adjustment of exercises carried out in VR games for cognitive rehabilitation?. We found 25 scientific works related to these questions, 92% of them treating one cognitive domain at a time, despite the fact that the related literature recognizes the value of training multiple domains simultaneously. Our review indicates that, despite the existence of serious VR games for working memory training, such as those described in Flak et al. (Front Psychol 10:807, 2019. https://doi.org/10.3389/fpsyg.2019.00807), to our knowledge, there are no applications that simultaneously address multiple cognitive domains and incorporate dynamic difficulty adjustment, which are important to ensure ecological validity of therapy and therapy adherence, respectively. In addition, we found that games themselves could be used to monitor the user’s progression. It is also important to determine the impact of multiplayer interactions in the game, test difficulty adjustment approaches that use physiological variables, and define difficulty-skill relationships aligned with the user’s preferences. This paper concludes that the main barriers to implement dynamic difficulty adjustment in VR games for cognitive rehabilitation are: (i) the absence of metrics to estimate when the game offers to the players a challenge adapted their skills, and (ii) the lack of a conceptual framework that integrates relevant theories such as state of flow, cognitive load, cognitive rehabilitation, and feedback systems.

The politics of interaction and spect-actors in world rescue, eco, and plasticity: a Boalian perspective on digital environmental games

ABSTRACT In this paper, I explore the politics of engagement in environmental games from a political theatre theory perspective. Specifically, I focus on digital environmental games developed with classrooms in mind, and examine player interaction as politicized through the lens of Boalian theatre. To this end, I overview gaming as an intervention tool in the form of serious, environmental games. Next, I introduce the poetics of Boal’s TO, and connect its aim to restore theatre as a popular form of conversation and discussion to the aspiration of digital environmental games to develop an eco-friendly outlook. I build upon a rule-based approach to computer game rhetoric, and analyze how environmental games use rules as a rhetorical tool to create a pro-environmental statement. Lastly, I suggest that players in environmental games are not mere game players but rather ‘spect-actors’.

170 Scaffolding Learning through Digital Play: Translating Theory to Practice

OBJECTIVES/GOALS: Scaffolding aids learning by gradually removing assistance to encourage independence (Bickhard, 2013; Gross, 2015). Mightier is a commercially available biofeedback game that fosters emotion regulation (ER) skill practice through play. This study aims to evaluate the ability of Mightier to scaffold the learning of ER and reduce irritability. METHODS/STUDY POPULATION: Data were collected via online caregiver report. Inclusion criteria were age of child (&lt;= 18 years) and study enrollment prior to the child engaging with Mightier. Children wear a heart rate (HR) monitor while playing games in the Mightier app library. As their HR increases, play becomes more difficult. Children can pause the game to use a scaffolded ER activity or regulate independently to return the game to normal difficulty levels. Caregivers were instructed to use the game ad libitum. Participants included caregivers of 195 children (Mage = 7.84 years old; range = 4-18 years old; 24.28% female; 74.57% male); the sample was predominantly White (56%). Caregivers completed the Affective Reactivity Index, a measure of their child’s irritability, before and after playing Mightier for 8-12 weeks. RESULTS/ANTICIPATED RESULTS: A first Wilcoxon Signed Rank Test revealed a significant reduction in the ratio of scaffolded cooldowns (using a guided activity to regulate) to total cooldowns on the first play day (Md =.50) versus the last play day (Md = .22), z = –6.51, p &lt; .001. A second test revealed a statistically significant increase in the ratio of independent cooldowns (regulating on their own) to total cooldowns on the first play day (Md = .50) versus the last day of play (Md = .80), z = 6.34, p &lt; .001. Given the significant, inverse relationships between scaffolded and independent ER on the first play day versus the last play day, further analyses will examine potential mediation and moderation effects of game engagement (play minutes, total cooldowns, scaffolded cooldowns, and independent cooldowns) on changes in irritability. DISCUSSION/SIGNIFICANCE: ER is vital for healthy development and protects against mental health challenges (LeBlanc etal., 2017). Across domains, scaffolded practice promotes learning (Vygotsky, 1978). Results reveal that scaffolded practice leads to independent ER during play. Future research should explore whether this pathway leads to independent ER outside of play.