Research on interactive optimization technology in music education games based on EMD-RNN

Modern education is oriented not only towards gaining knowledge, but also towards the development of students‘ personality, their active participation in training process and the ability to think independently, analyze and make decisions, as well. In this context, the use of game technologies specially the games that enhance learning activity, is relevant as one of the most effective means of activating the learning process for younger schoolchildren. Primary school is considered the main stage in the development of a child's cognitive activity, motivation for learning and the foundations of independent learning. During this period, students express high emotional sensitivity, game-oriented behavior and interest in activities that contain elements of competition, innovation and creativity. Therefore, the inclusion of didactic games in the learning process not only facilitates the assimilation of training material, but also stimulates the active participation of students in the cognitive process, develops attention, memory, thinking and imagination processes. Didactic games are a special form of organizing education the content of which is learned through game activities. Unlike traditional games, their structure is guided by the goals and objectives of the training. The main components of didactic games are: goal, game task, game actions, rules, result, and evaluation of participants' performance. The main feature of a didactic game is that it combines learning and entertainment, creates a positive emotional environment, and encourages students to engage in an active learning process. In primary school, didactic games are used at various stages of the lesson: when explaining new material, consolidating knowledge, monitoring and correcting the learned material. It is important to take into account the age, level of development and interests of younger students during the use of game-based methods. The effectiveness of the game largely depends on its compliance with the objectives of the lesson, the logical presentation of the material and the level of preparation of students. It is also important that the game does not become an end in itself, but, on the contrary, organically integrates into the structure of the educational process, performing a teaching and developmental function. Studies show that the use of game-based methods significantly increases students' cognitive performance. Through games, children more easily acquire complex material, show passion, strive to achieve results and overcome difficulties. Games create an atmosphere of success, build self-confidence, develop emotional and volitional skills and cognitive independence. Didactic games also promote children's socialization: through group activities, they develop skills such as cooperation, mutual assistance, listening to others and expressing their opinions. Studies show that the use of game-based methods significantly increases the cognitive activity of students. Of particular importance here is that the game-based approach ensures individual learning, as each child participates in activities according to their abilities and interests. Modern information and communication technologies provide new opportunities for the use of digital didactic games. Interactive games, training programs, tasks and online quizzes make the learning process more dynamic and attractive, increase students’ motivation and participation. However, it is important to maintain a balance between traditional and digital game forms in order to maintain lively communication and emotional interaction between teacher and students. Thus, didactic games are effective pedagogical tools that help to increase the effectiveness of learning for young children. They combine the cognitive, emotional and communicative components of learning, create a persistent interest in knowledge and develop children's thinking and creativity. The effective use of didactic games in the learning process helps to make learning more meaningful, motivating and individually meaningful for each child. As a result, it should be noted that didactic games are not only a methodological tool, but also an important component of the modern education system, aimed at developing the child's personality and his active participation in the learning process. Through the game students' cognitive culture, readiness for independent learning and successful adaptation to the knowledge society are formed

Reproducing the fluid dynamics of rivers is a challenging task that involves considering various factors such as water level and flow velocity. Although numerical modeling research has been performed in this field, the intricacy of establishing these models can vary considerably based on the numerical techniques applied. Hence, this study aims to validate the effectiveness of fluid flow reproduction technology based on game engines, highlighting its real-time performance. In particular, a prototype of the digital twin (DT) of the River Experiment Center, a full-scale hydraulic experimental facility, was constructed using the Unreal Engine 5 game engine, emphasizing visibility and real-time reproduction. Fluid Flux, based on shallow-water equations and 2D height fields, was utilized to reproduce flow results, and a comparative validation was conducted using the experimental data obtained from full-scale empirical tests. The findings validated the practicality of replicating real flow patterns, even with a simplified fluid simulation aimed at reproducibility and real-time efficiency. However, specific factors must be considered for public usage such as managing rivers and urban floods. The results indicate that graphics-based flow reproduction technology can more easily integrate with other fields. Moreover, the ability to reproduce events in real time and employ visual effects is essential for efficient disaster response.

In this paper, we document three computational features of the climate model Hector by translating the modalities through which the model predicts climate futures in a game engine. We build upon the computational aesthetics of M. Beatrice Fazi and Matthew Fuller (2016) and suggest additional characteristics of computation to their proposed list. The three features are time series, couplings and cosmograms, which are based on our practical and theoretical inquiry into Hector’s computation and literacy. We develop a framework that employs two processual methods: translating the model’s operations into a game engine and the conceptual as well as transdisciplinary debugging of this transfer across different computational interfaces. Through this framework, we ask: what does the process of translating while debugging Hector reveal about the computational aesthetic of the model, and how can this help inquire into its onto-epistemological imaginary? By thinking and practising through specific features of computational aesthetics, we propose a reimagining of climate computation. We introduce the model, the concept of computational aesthetics, and our research methods to describe the three features of climate computation and their influence on Hector’s onto-epistemological imaginary. Finally, we discuss game engines as a site for critical experimentation with the model and the potential reconfiguration and reimagining of computational aesthetics through what we call “climate engines”.

The purpose of the article is to reveal the main theoretical aspects of the use of innovative technologies during the study of movement games with students of secondary education institutions. Research methods. A group of theoretical methods (analysis, comparison, synthesis, systematization and generalization of information) was applied in order to investigate the use of innovative technologies during the study of movement games. Results. The article reveals the problem of using modern innovative technologies in the process of studying movement games in secondary education institutions. The use of innovative technologies during the studying movement games is of great importance for modern pedagogical science and practice of physical education, and is based on the following basic provisions: updating pedagogical approaches, which considered movement games not only as a means of developing physical qualities, but also as a tool for forming students’ key competencies (social, communicative, value); synthesis of traditional and modern methods, which makes it possible to combine classical active games with modern learning technologies; development of pedagogical innovations aimed at individualized learning, developing creativity, cognitive activity and motivation of students to engage in Physical Education classes; formation of scientific and methodological foundations for modernization of education. The article defines innovative methods and innovative technologies, which can be used during the study of movement games with students in secondary education institutions. Innovative methods include: game methods, relay races with elements of active games, problem-based learning during movement games, situational tasks, problem questions, research projects, project method (individual and group), case method, brainstorming method, discussions, trainings and use of ICT. Innovative technologies include: ICT and multimedia resources, interactive teaching methods, interactive boards, fitness bracelets and gadgets, virtual and augmented reality (VR, AR), gamification technologies, project and health-saving technologies. An in-depth analysis of modern scientific and methodological literature has shown that the use of modern innovative technologies contributes to increasing students’ interest and motivation for Physical Education lessons. Particular attention is paid to the theoretical substantiation of the effectiveness of innovative means for developing students’ motor activity and forming a positive attitude towards physical exercise. The results of the study can be used by Physical Education teachers to improve the effectiveness of the educational process and develop methodological recommendations for organizing movement games in secondary education institutions. Conclusions. The use of innovative technologies in the process of studying movement games in secondary education institutions is an effective means of increasing students’ motivation and interest in Physical Education lessons, promotes the development of physical and social competencies, forms team interaction skills and makes Physical Education lessons modern, interesting and effective.

ABSTRACT Currently, there is a mismatch between traditional Linux teaching and dynamic learning needs. Therefore, this study proposes a dual drive intelligent teaching model based on constructivism and game theory, and constructs a collaborative optimization framework of “task chain‐resource game‐container scheduling”. Firstly, design a cognitive transition task chain represented by weighted directed graphs, dynamically adjust node weights through reinforcement learning, and reduce the standard deviation of high‐order task completion time; Secondly, establish a tripartite game engine and use multiagent Q‐learning to solve Nash equilibrium; Finally, develop a lightweight Docker cluster and voice interaction system to reduce container response latency through a dual objective optimization algorithm. Empirical research has shown that the experimental group achieved a score range of 90+in the Linux certification exam, accounting for 36%. The code quality Abstract Syntax Tree (AST) similarity increased by 19.2%, and the system maintained a task completion rate of 92.7% in high concurrency scenarios. This model provides a replicable and scalable paradigm for current intelligent teaching.

Teaching Motivational Interviewing Skills to Prelicensure Nursing Students: A Comparison of Simulated Telehealth, Simulation Gaming Technology, and Traditional Clinical Learning Environments.

Gesture recognition (GR) is an emerging and wide-ranging area of research. GR is extensively applied in sign language, Immersive game technology, and other computer interfaces, among others. People with visual impairments face challenges in completing tasks, including navigating environments, using technologies, and engaging in social interactions. Additionally, people face challenges in balancing their individuality with the need for protection in their day-to-day work. It is likely to recognize the communication of visually challenged and deaf people by recording their speech, and in comparison, with recent datasets, hence establishing their objectives. The conventional machine learning (ML) model attempts to utilize handcrafted features, but often underperforms in real-time environments. Deep learning (DL) models have become a sensation amongst investigators recently, making conventional ML techniques comparatively old. Therefore, this study presents a new approach, Enhancing Gesture Recognition for the Visually Impaired using Deep Learning and an Improved Snake Optimization Algorithm (EGRVI-DLISOA), in an IoT environment. The EGRVI-DLISOA approach is an advanced GR system powered by DL in an IoT environment, designed to provide real-time interpretation of gestures to assist the visually impaired. Initially, the EGRVI-DLISOA technique utilizes the Sobel filter (SF) technique for the noise elimination process. For feature extraction, the SqueezeNet model is utilized due to its efficiency in capturing meaningful features from complex visual data. For an accurate GR process, the long short-term memory (LSTM) approach is implemented. To fine-tune the hyperparameter values of the LSTM classifier, the improved snake optimization algorithm (ISOA) is utilized. The experimentation of the EGRVI-DLISOA technique is investigated under the hand gestures dataset. The comparison study of the EGRVI-DLISOA technique revealed a superior accuracy value of 98.62% compared to existing models.

A critical skills gap is emerging in the video game industry driven by the stark contrast between a game's polished user experience and its complex development process. While the industry now operates at the scale of mainstream software, many developers who are skilled in using modern game engines lack a deeper understanding of fundamental algorithms and optimization. This deficiency hinders their ability to tackle complex technical challenges to control project scope. To bridge the skills, gap this research analyzes the essential techniques of modern game development. We will investigate the core algorithms that optimize performance across various hardware as well as the design strategies that create immersive experiences and drive long-term player engagement and the impact of new technologies like AI, cloud computing, and Rust in contrast to legacy practices. The aim of this paper is to create a unified framework for understanding today's game development challenges and opportunities. The goal is to offer developers practical insights for managing complexity while giving stakeholders a clear view of the future of interactive entertainment. KEYWORDS: Game Development, Player Engagement, Artificial Intelligence (AI), Game Engines, Cloud Gaming, Real-Time Rendering (Ray Tracing, DLSS), Procedural Content Generation (PCG), Agile Development, C++ & Rust, Cybersecurity & Anti-Cheat, Monetization & GaaS (Game as a Service)

Mathematics is often perceived as an abstract subject by elementary school students, particularly when learning concepts such as odd and even numbers. This research aims to develop an interactive edugame titled “Gatot Kaca Berburu Bilangan” using Construct 2, an HTML5-based game engine, to enhance conceptual understanding among second-grade students. The development process follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), involving expert validation, student trials, and quantitative testing. The game incorporates local cultural elements through the character Gatot Kaca, aligning with students' visual and kinesthetic learning styles. Validation from subject matter and media experts shows a high feasibility level, while trials reveal increased motivation, engagement, and significant improvements in student learning outcomes. A paired sample t-test indicates a statistically significant difference between pre-test and post-test scores (p < 0.05). Students demonstrated greater interest and enthusiasm, supporting the game’s effectiveness not only cognitively but also affectively and socially. This study concludes that edugames such as “Gatot Kaca Berburu Bilangan” can serve as innovative, culture-integrated learning media that effectively support early-grade mathematics education.

As gameful systems, spanning entertainment games, serious games, and gamified applications, continue to grow in complexity and societal impact, there is an urgent need for structured, interdisciplinary approaches to their engineering. This paper presents an overview and reflection on the 9th International Workshop on Games and Software Engineering (GAS 2025), held in conjunction with the IEEE/ACM International Conference on Software Engineering (ICSE 2025). The workshop brought together researchers and practitioners from software engineering and game development to address the methodological, technical, and ethical challenges of engineering gameful systems. GAS 2025 featured a dynamic program that included a keynote, peer-reviewed paper presentations, and an interactive session exploring the use of AWS for Games. Contributions covered a wide range of topics including AI-driven development, playtesting techniques, procedural content generation, HCI/CHI innovations, and lifecycle processes tailored for gameful applications. The workshop fostered rich discussions that helped identify emerging research directions, practical tools and methodologies, and community-driven initiatives for ongoing collaboration. This paper synthesizes the key insights, themes, and outcomes of GAS 2025, highlighting its role in shaping a shared research agenda at the intersection of software engineering and game studies.

The low intrinsic motivation of students in advanced mathematics learning is a major challenge in the world of education. This study aims to explore the influence of adaptive gamification on intrinsic motivation and student learning outcomes through a quasi-experimental approach with a pretest-posttest control group design. The sample consisted of two classes XI MIPA at one of the public high schools, where one class used adaptive gamification and the other class used conventional methods. Data were collected through motivational questionnaires, observations, and interviews, then analyzed descriptively and thematically. The results showed that the experimental group experienced significant improvements in post-test scores and intrinsic motivation compared to the control group. These findings indicate that adaptive gamification-based learning can build more personalized and meaningful learning experiences. The practical implication of this study is the need to integrate adaptive gamification technology in the learning system to support students' long-term learning motivation.

Are Patients Game? Investigating the Role of Game Technology in Transition Education for Congenital Heart Disease.

ABSTRACT In 2015, disaster struck for HerInteractive's Nancy Drew PC game franchise when the company delayed the release of Midnight in Salem, the 33rd game in the series. When the game was finally released, many fans lamented the loss of the so-called “classic Nancy Drew” atmosphere. One notable object through which these discourses cohered was HerInteractive's proprietary game engine, which had been used since 1998, and which was now being abandoned in favor of Unity. Through an analysis of the Nancy Drew games' former proprietary engine (in its appearances within fan and company discourses as well as its deployment in situ within the first 32 games of the series), I argue for this object as a container technology which mobilized a technique I term “holding back” to contain the culture and identity of the classic Nancy Drew games. I propose “holding back” as a strategy of resistance which articulates alternate imaginaries generatively out of step with the so-called progress of technology, and argue that the proprietary game engine cohered the world of the classic Nancy Drew games by desynchronizing players and games from trends within the mainstream gaming industry, thus carving out space for counterhegemonic play for alternative gamers.

This article analyzes the role of innovative pedagogical approaches and physical education in strengtheningthe health of general education school students. In the era of globalization and rapid development of digitaltechnologies, shaping a healthy lifestyle, increasing physical activity, and ensuring psychophysiological developmentof children is a pressing issue. Therefore, the introduction of interactive methods, digital tools,and innovative health-promoting programs into physical education classes serves to improve their effectiveness.The study highlights the importance of individualized approaches, game technologies, health-orientedexercises, and motivational strategies in promoting student health. As a result, theoretical and practical foundationsfor creating necessary conditions to enhance schoolchildren’s healthy lifestyle, social activity, andacademic success are outlined.

ABSTRACT Since the 21st century, gamification technology has been widely applied across various research domains. In the field of children’s dance, it has exerted significant influences on learning, software development, and therapy. However, a comprehensive review of its application in children’s dance is lacking. This study conducted a systematic literature review selecting 31 relevant articles, aiming to reveal the trends and directions of gamification technology in the domain of children’s dance. The findings indicate: 1) The United States is the most active in children’s dance gaming, followed closely by the United Kingdom and Canada. Academic contributions are primarily published in academic journals in the fields of medicine, sports science, and education. 2) The research mainly revolves around interactive dance games, physical dance games, therapeutic interventions, software development, and teaching methods. 3) Utilizing grounded theory, it explores its core strengths and research limitations. 4) Through in-depth analysis of existing literature, future research focuses and directions are proposed. This aids in promoting the development of more comprehensive, effective, and professional teaching practices and tools.

Purpose Construction sites pose significant safety risks due to static hazardous areas and unauthorized worker intrusions. Conventional fixed-camera monitoring systems have limitations in tracking dynamic site conditions. This study aims to develop a robust hazardous area tracking algorithm using pan-tilt-zoom (PTZ) cameras, enabling real-time monitoring without additional sensors. Design/methodology/approach Based on homography, four approaches with detailed parameters are presented. To evaluate the performance of the four approaches, the experiment was conducted using both the virtual and actual construction sites of the Unity game engine. This system was tested by assuming various scenarios such as extreme camera movement, occlusion and bad weather. Findings Through the experiment, it was confirmed that the best performance was achieved by applying a deraining model and combining reference and previous-frame conversions based on the visual place recognition (VPR) results. Experimental results demonstrated high tracking accuracy, achieving an Intersection over Union (IoU) score, a standard metric for polygon segmentation accuracy in images, of 0.9555 in simulations and 0.8876 in real-world applications. Originality/value This study introduces a novel approach to hazardous area tracking by integrating deep learning-based homography estimation with PTZ camera systems, eliminating reliance on fixed viewpoints or external sensors. The proposed framework enhances proactive safety management by dynamically adapting to changing site conditions, improving detection reliability and reducing operational constraints.

Abstract Simulating the effects of atmospheric turbulence for imaging systems operating over long distances is a significant challenge for optical and computer graphics models. Physically‐based ray tracing over kilometers of distance is difficult due to the need to define a spatio‐temporal volume of varying refractive index. Even if such a volume can be defined, Monte Carlo rendering approximations for light refraction through the environment would not yield real‐time solutions needed for video game engines or online dataset augmentation for machine learning. While existing simulators based on procedurally‐generated noise or textures have been proposed in these settings, these simulators often neglect the significant impact of scene depth, leading to unrealistic degradations for scenes with substantial foreground‐background separation. This paper introduces a novel, physically‐based atmospheric turbulence simulator that explicitly models depth‐dependent effects while rendering frames at interactive/near real‐time (> 10 FPS) rates for image resolutions up to 1024 × 1024 (real‐time 35 FPS at 256× 256 resolution with depth or 512×512 at 33 FPS without depth). Our hybrid approach combines spatially‐varying wavefront aberrations using Zernike polynomials with pixel‐wise depth modulation of both blur (via Point Spread Function interpolation) and geometric distortion or tilt. Our approach includes a novel fusion technique that integrates complementary strengths of leading monocular depth estimators to generate metrically accurate depth maps with enhanced edge fidelity. DAATSim is implemented efficiently on GPUs using Py‐Torch incorporating optimizations like mixed‐precision computation and caching to achieve efficient performance. We present quantitative and qualitative validation demonstrating the simulator's physical plausibility for generating turbulent video. DAAT‐Sim is made publicly available and open‐source to the community: https://github.com/Riponcs/DAATSim.

Since 1943, when Kanner published the first study on autism in 'Autistic Disorders of Affective Contact', efforts have been made to better integrate these individuals into society. Then, in 1944, music therapy emerged to improve communication, relationships, motivation and learning of people with disabilities through sound-musical stimuli.. Today, in the digital age, new ways of educating are mixed with the classic ones, generating knowledge in a playful, fun and relaxed way. Aiming to contribute to the inclusion of children with autism spectrum disorder (ASD), this work aims develops a serious game with a theme focused on music and musicality. The game was developed for the Android platform, using the Unity game engine, and contains levels such as: puzzles, memory games, levels with augmented reality, among others. The focus of the game is to help in a playful and fun way in the therapeutic treatment of ASD, observing the characteristics of this disorder, such as difficulty in social communication, restrictive and/or repetitive behaviors, among others. The game was inserted within the context of therapeutic care for children with ASD at the Associação de Pais e Amigos dos Excepcionais (APAE) in Sobral. The game was also submitted to validation using the EGameFlow instrument, with 3 sessions being held with 23 children who attend the APAE in Sobral, with the completion of the EGameFlow instrument by the guardian who accompanied them. The developed game obtained an overall average of 6.36 out of 7.

An estimated 1.3 billion people worldwide (roughly 16% of the global population) are affected by various forms of disability. As highlighted by the World Health Organization, many face mobility-related challenges that significantly restrict their ability to participate fully in social and communal life. These restrictions hinder communication and reduce opportunities for linguistic and social enrichment. This study addresses these challenges by proposing Fairverse, an accessible metaverse designed to enhance socialization and inclusivity for people with physical disabilities. Using virtual reality (VR), blockchain and game technologies, Fairverse initially operates as a VR environment but also supports web-based access to ensure broader usability without specialized hardware. As a proof of concept, a customizable virtual room was developed that integrates Ready Player Me avatars and barrier-free avatars that can be controlled by voice commands. To ensure sustainable governance, a Decentralized Autonomous Organization (DAO) is proposed underpinned by a token economy, facilitating sponsorships and donations to incentivize content creators and virtual-world developers. By fostering an inclusive digital ecosystem, Fairverse aims to remove accessibility barriers in the virtual world, empowering users with disabilities to participate fully in the metaverse.