Game Intervention Research Articles

‘Crushing The Stress’: An Experimental Study on the Positive Impact of Casual Video Games in Indian Context

Research on Casual Video Gaming in the Indian context are focused on exploring the negative ramifications of gameplay such as addiction and sedentary lifestyle effects. With the rise of video game interventions and increased use of casual games for cognitive training and stress relief in applied settings, there is a need to analyze the positive ramifications of casual video games in India. In this research study, two positive benefits of casual games are looked at: stress relief and cognitive benefits. The research is a repeated measures experimental design study that aims to examine these positive effects in contrast to an assigned control task. 30 participants, between the ages of 18-28 years act as their own controls. The study analyzes the impact of popular American casual game, Bejeweled Classic on stress; measured through blood pressure, heart-rate and state anxiety; and reaction time through the Stroop Task. The data was analyzed using a paired sample t-test. Results did not support the first hypothesis that casual video games reduce stress. The second benefit, however, that of cognitive benefits of casual games, was found to be statistically significant by a p value of 0.01. The study is useful in contributing to the literature of Indian studies that examine positive ramifications of casual games.

A Randomized Controlled Trial of Gamification to Increase Physical Activity Among Black and Hispanic Breast and Prostate Cancer Survivors: Rationale and Design of the ALLSTAR Clinical Trial

Survivors of breast and prostate cancer, especially those that are Black and/or Hispanic, are at high risk for cardiovascular events. Physical activity can reduce the risk of cardiovascular events in cancer survivors, but Black and Hispanic people are less likely to engage in routine physical activity. Concepts from behavioral economics have been used to design scalable, low-touch, gamification interventions that increase physical activity in individuals at high risk for cardiovascular events, but the effectiveness of these strategies in Black and Hispanic survivors of breast and prostate cancer is uncertain. ALLSTAR (NCT05176756) is a pragmatic, virtual, randomized controlled trial designed to evaluate the effectiveness of a gamification intervention informed by behavioral economic concepts to increase daily physical activity in Black and Hispanic breast and prostate cancer survivors who received cardiotoxic therapies and have additional risk factors for cardiovascular disease. Patients were either referred by their cancer care team or identified by electronic health record searches; contacted by letter, email, text message and/or phone; and complete enrollment and informed consent on the Penn Way to Health online platform. Patients are then provided with a wearable fitness tracker, establish a baseline daily step count, set a goal to increase daily step count by 1500-3000 steps from baseline, and are randomized 1:1 to control or gamification. Interventions continue for 6 months, with follow-up for an additional 3 months to evaluate the durability of behavior change. The trial has met its enrollment goal of 150 participants, with a primary endpoint of change from baseline in daily steps over the 6-month intervention period. Key secondary endpoints include change from baseline in daily steps over the 3-month post-intervention follow-up period, change in moderate to vigorous physical activity over the intervention and follow-up periods, and change in patient-reported measures of physical function, fatigue, and overall quality of life. ALLSTAR is a virtual, pragmatic randomized clinical trial powered to demonstrate whether gamification is superior to control in increasing physical activity in Black and Hispanic breast and prostate cancer survivors. Its results will have important implications for strategies to promote physical activity in survivors of breast and prostate cancer, specifically among minority populations. clinicaltrials.gov; https://clinicaltrials.gov/study/NCT05176756.

Effects of aerobic exercise on executive function among overweight and obese children: a systematic review and meta-analysis.

Overweight and obesity are serious public health issues worldwide and significantly impair children's executive function (EF). However, there is no consensus regarding the benefits of aerobic exercise, on the EF of overweight and obese children. This study systematically evaluated the intervention effects of aerobic exercise on EF and its subcomponents (inhibitory control, working memory, and cognitive flexibility) in overweight and obese children. We searched six databases-PubMed, Web of Science, Cochrane Library, Embase, EBSCOhost, and China National Knowledge Infrastructure-until March 17, 2024 for randomized controlled trials examining the effects of aerobic exercise on the EF of overweight and obese children the Cochrane Risk of Bias Assessment Tool. Following heterogeneity testing, RevMan 5.4 and Stata 17.0 were used for meta-analysis and subgroup analysis of the three indicators. The standardized mean difference (SMD) and 95% confidence intervals (CI) were used as statistical measures for effect analysis with the SMD value as the effect size and a p-value of ≤0.05 indicating statistical significance. Eighteen studies involving 1,260 participants were included. Aerobic exercise significantly improved overall EF (SMD = -0.50, 95% CI [-0.68, -0.32], p < 0.01) with a moderate to high positive effect on inhibitory control (SMD = -0.52, 95% CI [-0.72, -0.31], p < 0.01) and working memory (SMD = -0.63, 95% CI [-1.06, -0.20], p < 0.01) but not on cognitive flexibility (SMD = -0.32, 95% CI [-0.71, 0.07], p = 0.11). These results suggest that EF in overweight and obese children is influenced by factors such as exercise characteristics and body mass index (BMI). Subgroup analysis revealed a significant moderating effect of exercise type, exercise intensity, session time, and individual BMI on EF. Aerobic exercise selectively improved EF in overweight and obese children. Subgroup analysis indicated that cognitive engagement in ball game interventions of at least moderate intensity and a single session of 25-40 min are more beneficial for improving EF in overweight and obese children. Extremely obese children (BMI > 25 kg/m2) do not benefit from the intervention, highlighting the need for a specific focus on intervention outcomes in future studies.

Social Gaming to Decrease Loneliness in Older Adults: Recruitment Challenges and Attrition Analysis in a Digital Mixed Methods Feasibility Study.

Digital mental health interventions could sustainably and scalably prevent and reduce loneliness in older adults. We designed an app containing 29 text-based games and a questionnaire-administering chatbot to stimulate intergenerational contact. This study aims to evaluate the feasibility of a social gaming app in reducing loneliness among older adults by evaluating recruitment strategies, data collection procedures, and gameplay activity. This mixed methods study recruited participants via newsletters, articles, and a social media campaign. We used semistructured interviews and descriptive analysis of questionnaire answers and game data to assess feasibility. Key measures included recruitment reach and efficiency, participant demographics, in-app activity, and app usability and engagement feedback. The social media campaign reached 192,641 potential participants, resulting in 1363 game downloads. A total of 155 participants (aged 65 years and older: n=34, 21.9% and aged less than 65 years: n=121, 78.1%) provided informed consent, yielding a conversion rate of 0.08%. The recruitment campaign focusing on distanced playful interaction had a significantly (P<.001) higher click-through rate (1.98%) than a campaign focusing on research participation (click-through rate=0.51%; P<.001). The overall conversion rate from advertisement exposure to research participation was 0.08%. Participants had a mean age of 48 (SD 16) years. The 65 years and older group averaged 70 (SD 5) years, while the less 65 years group averaged 42 (SD 12) years. Additionally, 45.2% (57/126) reported at least moderate levels of loneliness at baseline. Of the initial 554 players, 91 (16.4%) remained active after the first week, and 32 (5.8%) remained active for more than 90 days. Active participants tended to interact with those within their own age group, as indicated by a Pearson correlation of r=0.31 between the ages of the message sender and receiver. Interviews with 12 (48%) participants (aged 65-79 years; female: n=12, 83%) revealed barriers such as excessive chatbot questions and a mismatch between the target group and app design focus. Questionnaire completion rates dropped from 46% at baseline to 10% at follow-up. These findings underscore the challenges of recruitment and retention for older adults in a fully digital social gaming intervention. Effective recruitment strategies and targeted app design are crucial for engagement. Based on these insights, future interventions should focus on simplified interfaces, clear guidance for gameplay, and addressing the specific needs and preferences of older adults, thereby enhancing the effectiveness of digital mental health interventions.

Storytelling Games for General Anxiety: Clinician Perspectives on Walking Simulator Games as Intervention

General anxiety is a common mental health condition across the world, with many barriers preventing people from accessing treatments. A growing body of evidence suggests that serious games offer appealing and effective solutions for anxiety. Despite their potential, an understanding of game design qualities and contextual game mechanics in game-based interventions are significantly under-explored, especially for general anxiety. Alternative and emerging game genres may offer new intervention approaches previously overlooked in digital mental health research. We use story-led exploration games, particularly the environmental storytelling walking simulator game genre, as an analytical template to understand new game design strategies and features that can potentially enable engaging and efficacious serious games as interventions for general anxiety. Using semi-structured interviews and thematic analysis, we summarize input from expert clinical participants who identified and evaluated several game design qualities towards developing walking simulators as potential serious game interventions.

Mystery Box Game: A Game-Based Learning to Improve the Academic Achievement of Grade 10 Learners in Probability

This action research investigated the effectiveness of integrating the Mystery Box game to improve the academic achievement of grade 10 learners in Probability at a public school in Ozamiz City. The study, conducted in the 2024 school year, employed a classroom-based action research design with 41 purposively sampled participants. Pre and posttests assessed probability understanding, while a comprehensive lesson plan and a questionnaire gathered information on improvements after a game intervention. Statistical analysis included frequency, Percentage, mean, standard deviation, T-test, and thematic analysis. The findings revealed that integrating the Mystery Box game significantly increased learners' academic achievement in Probability. In conclusion, the post-intervention outcomes decisively confirmed the game's effectiveness in enhancing probability learning, fostering a love for learning, and promoting academic performance and social connections. The research recommended consistently integrating game-based learning in Probability, teacher training in gamification, monitoring and feedback on student progress, and applying the Mystery Box Game to enhance engagement and comprehension across multiple subjects.

Future Teachers' Perceptions towards Incorporating Board Games to Teach Mathematical Skills in History Classes

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher’s beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problem-solving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning.

Feasibility and acceptability of a parent-child intervention to improve step count in childhood cancer survivors exposed to cardiotoxic therapy: The STEP UP for FAMILIES Study.

Late morbidity after childhood cancer may be mitigated by healthy lifestyle behaviors. We piloted a game-based, parent-child digital intervention to increase activity in sedentary survivors. Survivors aged 10-16 treated with cardiotoxic therapy and not meeting US physical activity guidelines were enrolled in a single-arm study with a parent. Following a 14-day run-in, participants chose a prespecified step goal and wore an accelerometer daily for 24weeks (12-week game-based intervention; 12-week follow-up). Participants completed the Acceptability of Intervention Measure (AIM) at 24weeks; a subset of dyads completed qualitative interviews. Among 129 eligible survivors, 27 enrolled (20.9% participation rate) with a parent. Four dyads were removed during the 14-day run-in period due to noncompliance. Among the 23 dyads who continued to the study, the tracker was worn for 95% of days during the 12-week intervention (95% confidence interval [CI]: 94-96) and 81% during the 12-week follow-up (95% CI: 79-82). Overall, the prespecified step goal was met for 64% (95% CI: 63-66) of days during the intervention and 37% (95% CI: 35-38) during the follow-up. At the end of study, 17/23 dyads responded to AIM; 82% of survivors and 94% of parents reported the intervention as acceptable. During qualitative interviews (n=5), dyads noted that they liked the accountability of the "buddy system," but would have liked more personalized goal-setting. Despite high ratings of acceptability among participants, difficulties with sustained adherence and retention were encountered in this parent-child gamification intervention. Alternate, tailored designs should be considered in the future.

Effectiveness Of Phbs Android Educational Games On Clean And Healthy Living Behaviors In Primary School Children In The Coastal Area Of Bengkulu City

School-aged children are a strategic or appropriate target for implementing health programs because apart from being large in number, they are also a target that is easy to reach and can be well organized. The high level of student ignorance regarding clean and healthy living behavior (PHBS) is still due to environmental factors, influence from peers, and educational patterns provided by parents. One way to increase children's knowledge is by providing education using a method that children like, namely through games. This research aims to determine the effectiveness of educational games on knowledge and attitudes about PHBS among elementary school children in the coastal area of Bengkulu City. This type of research used a quantitative method with quasi experimental design two group pretest posttest. The sample was taken from 70 people using a simple random sampling technique. Data were analyzed using the paired T-Test. The results of statistical tests show that there is an increase in average knowledge after providing educational game intervention (p=0.000, t= -5.111, one tail) and there was an increase in average attitude after providing the educational game intervention (p=0.000, t=-1.548, one tail). The intervention was effective in knowledge and attitudes about PHBS among elementary school children in the coastal area of Bengkulu city. It is hoped that this research can be used as a medium to increase knowledge and attitudes towards implementing PHBS in children.

THE EFFECT OF 3M GAMES (THROWING, CATCHING, AND KICKING) ON EARLY CHILDHOOD GROSS MOTOR SKILLS

This study investigates the impact of 3M games (Throwing, Catching, and Kicking) on gross motor skills in early childhood in TK Harapan Bunda Empat Lawang. The research method used was an experiment with pretest and posttest control group designs. The sample of this study was 18 randomly selected early childhood children divided into two groups: the control group (n = 9) and the treatment group (n = 9). The treatment group was given an intervention in the form of 3M games for three weeks, while the control group did not receive the intervention. Data was collected using gross motor ability tests before and after the intervention. The results of the data analysis showed a significant improvement in gross motor skills in the treatment group after the 3M game intervention. In contrast, there was no substantial change in the control group. These findings indicate that 3M games effectively improve gross motor skills in early childhood. The implication of this study is the importance of including games involving throwing, catching, and kicking activities in early childhood learning programs to promote gross motor development.

Paths from simple game-targeted pro-environmental behaviors to more diverse pro-environmental behaviors: Empirical evidence from the Ant Forest app

Game interventions have drawn much attention for their playful features and “painless” promotion of simple game-targeted pro-environmental behaviors (GPEBs), which could spill over to more “costly” prosocial behaviors for pro-environmental causes (PSBPs). The literature places much emphasis on game-targeted mechanisms (e.g., enjoyment and competition) to explain the impacts of game interventions, but pays little attention to non-game-targeted mechanisms to explore their spillover effect. Using online survey data from 1246 Chinese residents, this paper first compares players’ and nonplayers’ levels of engagement with GPEBs and with two common PSBPs, finding a positive spillover effect from game-targeted simple behaviors to more diverse PSBPs. Based upon goal theory, self-perception theory, and learning theory, the paper then examines the underlying mediating mechanisms of the positive relationship between GPEBs and PSBPs for subsamples of players and nonplayers respectively. The results demonstrate that individual awareness of problem and self-efficacy could be enhanced through engaging in simple GPEBs, which could spill over to more challenging and “costly” PSBPs, including charitable giving and volunteering for pro-environmental causes. The study provides important insights on helping to encourage specific types of more challenging PSBPs not directly targeted by the game.

Effectiveness of Gamification Intervention Platform on the Work Stress of Shift-Work Nurses in the Post-Pandemic Era.

In the post-pandemic era, the work pressure, trauma, anxiety, and burnout of shift nursing staff has continued to rise in all levels. By introducing Healing Games, turning interactions into game-like situations and using mindfulness as a framework, this will allow the nursing staff to realize their self-healing and help reduce stress.Through the establishment of this healing & stress-relieving game for nursing (HSR game-N) will also have a positive self-control effect on the negative emotions of work pressure. The application of such technology used by shift nurses can help negate and decrease the work pressure of shift nurses.

Effects of game-based digital interventions for mental disorders: A meta-analysis

With increasing research attention on game-based digital interventions for mental disorders, a number of studies have been conducted to explore the effectiveness of digital game-based interventions on mental disorders. However, findings from previous research were inconsistent. Thus, we conducted a comprehensive meta-analytic review of the effectiveness of game-based digital interventions for mental disorders. By searching the articles in databases, we identified 53 studies in which 2433 participants were involved, and 282 effect sizes were extracted. Among the 53 studies, 14 employed within-group (pre/post) designs, and the remaining 39 utilized controlled trial designs. Using a three-level random-effects meta-analytic model, a medium effect size of game-based digital interventions (g = 0.47, 95 % CI: 0.33, 0.61) was revealed in the controlled trial designs and a close-to-medium effect size (g = 0.45, 95 % CI: 0.32, 0.58) was found in the within-group (pre/post) designs, indicating close-to-medium-sized efficacy of game-based digital interventions for mental disorders. Moderator analyses showed that age in the controlled trial designs had contributed to the heterogeneity in previous studies, suggesting that interventions might be more effective for the elderly. However, given that only a limited number of studies were focused on the elderly, more studies with older participants should be conducted in the future to provide more robust evidence and explore the mechanisms of how digital gaming interventions can be more effective in improving mental disorders symptoms.

Is game-based therapy effective for treating cognitive deficits in adults with schizophrenia? Evidence from a randomized controlled trial

Cognitive deficits in schizophrenia are a major contributor to poor functional outcomes and everyday functioning, making them a promising therapeutic target. Recent years have witnessed a dramatic increase in the use of digital interventions, such as game-based therapy, targeting various domains of cognition to treat mental disorders. Game-based digital interventions have been suggested to have therapeutic value in health care for people with schizophrenia. To support this idea, a novel, online training program (Komori Life) that targets cognitive deficits in schizophrenia was tested for feasibility of use and initial efficiency. Inpatients with schizophrenia were randomized to complete 20 sessions of either Komori Life (N = 40 completers) or treatment as usual (N = 40 completers). Cognitive and clinical assessments were performed at enrollment and after completion of the training intervention for all patients. In addition, 32 healthy volunteers were recruited as controls, and an eye-tracking paradigm was employed to assess attentional biases to emotional information before and after game intervention for all subjects. The results showed that there were no group differences in cognitive or clinical assessments at baseline between the two patient groups. After game training, there were still no group × time interactions on cognitive or clinical assessment scores. Regarding eye movement measurements, both patient groups showed increased attention to threatening stimuli compared to healthy controls in terms of attentional maintenance at baseline. After game training, the game training group revealed greater improvement in attentional bias towards threatening scenes (decreased percentage of total duration and percentage of total fixations towards threatening stimuli) relative to the treatment as usual group. Moreover, our results partially indicated that training effectiveness was associated with cognitive improvement and that heightened attentional maintenance to threats was associated with worse cognitive performance. This study provides initial evidence that a remote, online cognitive training program is feasible and effective in improving cognitive function in schizophrenia. This form of training may serve as a complementary therapy to existing psychiatric care. Clinical trial registration: the trial is registered at http://www.chictr.org.cn, identifier ChiCTR2100048403.

Memory Game Intervention in Improving Cognitive Ability and Memory in Elderly with Dementia: A Literature Review

Dementia is a disorder that results in a decline in memory and cognitive function, and can interfere with daily activities. There needs to be interventions that can help prevent dementia, and one effective intervention is memory games, that can be accessed through devices such as smartphones and computers with animations and sounds that help improve memory performance and can be used for early screening of dementia symptoms. The purpose of this literature review is to explore the benefits of brain training apps and computer – based cognitive training as nursing interventions to improve cognitive function and prevent dementia in elderly. Method : used in this literature review is systematic study by collecting and analyzing relevant literature related to the research topic. Keywords used are dementia, elderly, brian-memory game, memory game, app-based game, virtual reality, cognitive impairment. Academic journals were searched through online databases such as ClinicalKey Nursing, Google Scholar, Proquest, ScienceDirect, and EMBASE from 2015-2023. Results : this Literature Review show that brain training apss and computer based cognitive training can be effective nursing interventions to improve cognitive function and prevent dementia in the elderly. Several articles analyzed show that brain training apps and computer-based cognitive training can help improve cognitive function in the elderly, especially in terms of memory and attention. In addition, brain training apps and computer – based cognitive training can also help prevent dementia symptoms in the elderly and improve their quality of life by increasing their ability to perform daily activities. Conclusion : Nurses and healthcare professionals can utilize brain training apps and computer-based cognitive training as one way to improve the quality of life for the elderly. However, it is important to note that brain training apps and computer-based cognitive training should be tailored to the needs and characteristicts of the elderly to provide optimal benefits.

Family expectations and demand for home-based videogaming therapy in children with cerebral palsy in Costa Rica: a mixed methods study

Purpose To understand the expectations and demand for a movement-tracking videogame (Bootle Blast) for home-based, upper limb (UL) rehabilitation among Costa Rican children with cerebral palsy (CP). Methods Data were collected via telephone screening (demand) and child-parent dyads Zoom interviews (expectations). Descriptive statistics and data transformation were used to report on demand success criteria (i.e., recruitment rate, having an appropriate screen and space to play, setting a weekly play time goal (PTG) ≥45 min, identifying one UL therapy goal). The DEPICT model for collaborative qualitative analysis was used in the thematic analysis of interview data. Results Fifteen dyads participated (1.6 ± 1 recruited/month). All had a flat-screen TV in a suitable location to play, were able to set a UL therapy goal, and established PTGs ranging from 45–120 min per week. Identified themes were: 1) Socio-cultural factors heighten demand, 2) Feelings of hope prevail for the intervention, and 3) Collaborative goal setting supports realistic expectations for Bootle Blast. Conclusions Dyads had positive and realistic expectations about implementing the proposed videogaming intervention. This study provides insights on tailoring a family-centered, therapy gaming intervention to improve access to motor rehabilitation for children with CP in rural/remote settings and low-middle income countries.

A mobile device-based game prototype for ADHD: development and preliminary feasibility testing

This research aimed to devise and assess a mobile game therapy software for children with Attention-Deficit/Hyperactivity Disorder (ADHD), as well as evaluating its suitability and effectiveness in improving the cognitive ability of typically developing children. The study encompassed 55 children diagnosed with ADHD and 55 neurotypical children. Initial assessments involved ADHD-related scales, computerized tests for information processing, and physiological-psychological evaluations. After a 4-week home-based game intervention, participants underwent re-evaluation using baseline measures and provided feedback on treatment satisfaction. Considering the small proportion of study participants who dropped out, data was analyzed using both the Intention-to-Treat (ITT) analysis and the Per-protocol (PP) analysis. The trial was registered at ClinicalTrials.gov (NCT06181747). In ITT analysis, post-intervention analysis using linear mixed models indicated that the ADHD group improved significantly more than the neurotypical group particularly in Continuous Performance Test (CPT) accuracy (B = −23.92, p < 0.001) and reaction time (B = 86.08, p < 0.01), along with enhancements in anti-saccade (B = −10.65, p < 0.05) and delayed-saccade tasks (B = 0.34, p < 0.05). A reduction in parent-rated SNAP-IV scores was also observed (B = 0.43, p < 0.01). In PP analysis, paired-sample t-tests suggested that the ADHD group had significant changes pre- and post-intervention, in terms of CPT Accuracy (t = −7.62, p < 0.01), Anti-saccade task Correct Rate (t = −3.90, p < 0.01) and SNAP-IV scores (t = −4,64, p < 0.01). However, no significant changes post-intervention were observed in the neurotypical group. Survey feedback highlighted a strong interest in the games across both groups, though ADHD participants found the game more challenging. Parents of ADHD children reported perceived benefits and a willingness to continue the game therapy, unlike the neurotypical group’s parents. The findings advocated for the integration of serious video games as a complementary tool in ADHD treatment strategies, demonstrating the potential to augment attentional abilities and alleviate clinical symptoms. However, a randomized controlled trial (RCT) is needed to further verify its efficacy.

Enhancing Self-Esteem, Satisfaction, and Motor Skills through Gamification in Elementary Physical Education

Objectives. This study aimed to investigate the impact of gamification in physical education on enhancing the self-esteem, satisfaction, and motor skills of 7-9-year-old elementary school students. Materials and methods. This study employed a pre-experimental method using a one-group pretest-posttest design without a control group. The participants were 90 elementary school students aged 7-9 years in Salatiga City (Indonesia), selected through purposive sampling. The research instruments included self-esteem, sports satisfaction, and motor skills assessment tools that have been validated and tested for reliability. The gamified intervention was implemented in physical education instruction over eight weeks. The statistical analysis was conducted using descriptive statistics, prerequisite tests, analysis of variance (ANOVA), and paired samples t-tests. Results. The study’s findings indicate significant changes in the observed variables following the intervention, with a significance value (Sig) of 0.000 &lt; 0.05. The calculated t-values for all three variables were more significant than the critical t-value of 1.990, with a significance level (Sig. 2-tailed) &lt; 0.05. Therefore, this implies that gamification in elementary physical education instruction has a statistically significant positive impact on students’ self-esteem, satisfaction, and motor skills. Conclusions. The findings elucidate that the implementation of a gamification intervention has proven effective in enhancing students’ self-esteem, satisfaction with learning, and motor skills abilities. The practical implications of these findings underscore the importance of considering the integration of gamified process into instructional design as a strategy to enhance the quality of physical education learning in elementary schools.

Active video games as an adjunct to pulmonary rehabilitation of patients with Chronic Obstructive Pulmonary Disease: a commentary on a systematic review

Pulmonary rehabilitation is a key evidence-based intervention to improve the outcomes of people living with Chronic Obstructive Pulmonary Disease (COPD). However, there are challenges in delivering pulmonary rehabilitation including reduced referral rates and suboptimal uptake and completion rates. Active video game interventions, when used as an adjunct, may increase the adoption of and access to pulmonary rehabilitation. This commentary summarises and critically appraises a systematic review which investigated the effectiveness of active video games as a supplementary component in the pulmonary rehabilitation of individuals suffering from chronic obstructive pulmonary disease.

Employing a serious game intervention to promote adolescent school children’s perceptions of nursing and midwifery professions

AimTo test a serious game intervention about nursing and midwifery perceptions among adolescent school children.BackgroundNursing and midwifery professions face challenges in recruitment, with persistent gender stereotypes and a lack of clarity regarding the roles contributing to this issue. This study addresses the need for innovative approaches to reshape perceptions and encourage career exploration in adolescent school children.DesignEmploying a pre/post-test design, this study involved 137 post-primary students aged sixteen or seventeen in the United Kingdom.MethodsData collection occurred between November 2022 to April 2023, involving three post-primary schools. Participants engaged with a digital serious game designed to address misconceptions and promote a more accurate understanding of nursing and midwifery. Participants completed pre- and post-intervention questionnaires, including an adapted version of the Nursing as a Career Choice Questionnaire. Statistical analyses included descriptive statistics, paired t-tests, and independent groups t-tests.ResultsThe serious game intervention resulted in statistically significant improvements in students’ perceptions across multiple domains. Overall, participants showed higher mean post-test scores (M = 139.57, SD = 15.10) compared to their mean pre-test score (M = 131.06, SD = 14.73) on the questionnaire. The domains of self-efficacy (p < .001), job prospects (p < .001) and social influences (p < .001) exhibited the most substantial positive changes. Female participants showed higher perceptions than males in pre- and post-tests and students from all-girls schools consistently scored higher than those from all-boys and mixed-gender schools.ConclusionsA serious game about the nursing and midwifery professions appears to be capable of changing perceptions of self-efficacy and job prospects related to nursing and midwifery professions. The study suggests that a serious game intervention may have the potential to change adolescent perceptions of nursing and midwifery professions which may lead to their considering of these when making future career choices.