Video Games Research Articles

Exploring Emotional Responses of Design Styles using Electroencephalogram (EEG)

Emotion is a huge factor in creating immersive experience when playing a video game. It can be stimulated by visual design elements. In particular, different levels of realism have an effect over the human feelings. Referred to as the Design Style, it is a spectrum of mimicking the real world ranging from Abstract to Realistic. Between them is known as Stylized Design. While there have been many studies to understand the relationship between Design Styles and emotions, their experimental observations lack quantitative analysis and prone to misinterpretation. Electroencephalogram (EEG) technologies have made the possibilities to explore emotional responses directly from the brain. This research aims to understand the relationship between Design Styles and the emotional responses of the player. To analyse design styles for correlation with emotions, a working framework for machine learning classification using EEG is used. Subjects played video games of similar gameplay but of two different Design Styles – each game represents each end of the Design Styles spectrum. Analysis of the EEG data revealed distinction of emotional activity between Abstract and Realistic games. Higher intensity, larger data distribution, and abruptness of change in emotions are all associated with Abstract Design. Realism, on the other hand, is associated with a more sustained emotional state and therefore a good choice for maintaining a steady mood.

Development of an Instrument for Evaluating Action Video Game Elements

Background Studies on the impact of videogame play on the brain and behavior demonstrates potential benefits of playing action video games (AVGs) for cognitive enhancements. However, it is becoming increasingly challenging to distinguish between AVGs and non-AVGs due to the emergence of new video game genres and platforms that incorporate action elements in historically non-action genres. Thus, more research is needed to understand AVG mechanics. Objective This study developed an Action Video Game Elements (AVGE) Likert-type scale for differentiating an AVG from a non-AVG and examined its performance in an AVG and a non-AVG. Method We employed standardized lab data collection procedures to administer the AVGE scale in undergraduate education majors after they played either an AVG ( n = 144) or a non-AVG ( n = 48). Results Exploratory factor analysis revealed a five-factor theoretically sensible structure: (1) focus, (2) pacing & goal setting, (3) challenge, (4) sensory stimulation, and (5) speed. Using an experimental research design, we examined the AVGE scale for its ability to distinguish an AVG from a non-AVG. Players who played the AVG rated the game significantly higher in all AVGE categories than their peers who played a non-AVG, thus providing empirical evidence regarding the scale’s discriminant validity of the game. Additionally, we explored the AVGE score differences in players with and without prior AVG experience in the AVG and non-AVG. Conclusion The AVGE scale has a promising internal consistency and discriminant validity. Future research can use it for examining AVG elements in various games as well as guiding the design and development of video games that aim to enhance cognition and better align these games with players’ demographics.

Dive Into the Past: Chinese Intangible Cultural Heritage Represented in Chinese Mobile Games

This study delves into the representation of intangible Chinese cultural heritage in Chinese mobile games. Nowadays, even with huge economic potential, Chinese mobile games are still faced with negative comments, especially from parents. To develop their reputation, Chinese mobile games have portrayed considerate Chinese intangible cultural heritage (ICH). The representation of cultural heritage in video games has been a subject of discussion for a long time, while console and computer games and tangible cultural heritage have been at the centre of academic studies. Hence, we strived to investigate how Chinese ICH is depicted in Chinese mobile games. A thematic analysis was conducted on data collected through analytical gameplay of 30 Chinese mobile games selected from Apple’s App Store and the Chinese TapTap platform. Our analysis indicates that Chinese ICH is represented in Chinese mobile games to fulfil the persona of game characters, to create a more engaging and immersive game world experience, to provide more intense combat moments, to offer visually enjoyable virtual goods, and to deliver culturally driven updates during traditional festivals. Among the various forms of Chinese ICH, Chinese traditional craftsmanship is found to be used most frequently because of the huge effort it requires to be mastered, which could be educational to players. Theatrical traditions were found to be depicted in most game elements because they combine visual, audio, and motional elements. Lastly, folk and classical literature is portrayed in Chinese mobile games to provide a narrative resource that culturally resonates with players.

CAREER INFORMATION SERVICES TO INCREASE THE STABILITY OF STUDENTS' FUTURE STUDY SELECTION

The objective of this research was to assess the effectiveness of career information services in enhancing the decisiveness of eighth-grade students at SMP Negeri 3 Sewon in choosing further studies. The research addressed the problem of indecisiveness among students in selecting their future education. A quantitative pre-test and post-test method was used, with 10 students identified in the low and very low categories based on their initial decisiveness. The treatment consisted of career information services delivered through lectures, discussions, and slide presentations. The research process followed several stages: an initial introduction, an explanation of the service, and interactive self-awareness games. This was followed by delivering career information through PowerPoint slides, a lecture, a Q&A session, and homework assignments. Finally, post-test assessments and feedback were collected to evaluate the effectiveness of the services provided. The results showed significant improvement in students' decisiveness after the treatment. Pre-test scores averaged 78.3, while post-test scores increased to 112.7, with a gain score of 0.37 (moderate effectiveness, 62.6%). The Wilcoxon signed rank test indicated a statistically significant difference (Z = 2.807, p = 0.005), confirming that the intervention was effective. In conclusion, career information services were found to be an effective method for improving students' decisiveness in selecting further studies. This is consistent with previous studies, which demonstrated the role of career guidance in reducing uncertainty and supporting educational planning. The innovation of this research lies in the use of interactive and engaging media. It is recommended that career information services be expanded to help more students in their educational decisions.

Acceptance and use of Video Games for Education by Secondary School Teachers

Video games (VGs) are frequently described as a transformational force within education and the use of video game technology for learning is becoming more common across all education sectors. Despite this, most literature regarding VGs in education focuses on measuring specific learning or engagement outcomes, and there is less of an emphasis on the attitudes of teachers on the uses of VGs in the classroom. A comprehensive understanding of teacher attitudes towards VGs within education is essential for their successful implementation within the classroom. This paper will present the development and progress of a PhD project that aims to explore the factors that influence secondary Australian teachers’ attitudes towards, and intentions to use, VGs within their own teaching. An online survey was used to collect data on teacher beliefs about technology and VGs and the factors that influence VG acceptance. A subsample of participants were also interviewed about their experiences and opinions in relation to VGs. This paper focuses on the proposed thematic analysis of semi-structured interviews. Respondents were divided into groups based on their opinions of, and level of experience with, VGs in teaching. The qualitative results provide a detailed and nuanced investigation of teacher attitudes and beliefs in relation to their competencies, obstacles, and facilitators of VGs use for teaching. The findings of this research will assist in building a deep understanding of VG use in secondary classrooms assisting game developers, administrators, teachers, and policy makers in decisions relating to effective and meaningful video game use within education.

Investigating the Role of Adaptivity in Video Games for Attitude Change

Video games have become one of the most widespread forms of media in the 21st century, bringing interactive digital narratives to over 3 billion people globally. Like other media, video games feature topics from our society, culture, and history. Research has shown that narrative-driven video games have a unique potential to influence explicit and implicit attitudes toward the topics they depict. However, the concrete mechanisms through which video games shape our attitudes remain unclear. Identifying the mechanisms behind the attitude-shaping effect would help to design more effective educational games and simulations. One aspect that reduces the potential of video games to change attitudes is a so-called credibility bias, a phenomenon where information contradicting one’s pre-existing beliefs is deemed less credible. For this reason, our work focuses on employing adaptivity to improve the attitude-shaping effect of video games. We hypothesize that adapting gameplay elements based on players’ pre-existing attitudes will mitigate the credibility bias, leading to greater attitude changes and enhanced game enjoyment compared to a static presentation. We propose assessing players’ attitudes before playing and adapting the game content accordingly, utilizing in-game metrics to track players’ actions to further refine the content. This work focuses on adapting highlights in user interfaces, narrative-related messages, and in-game goals. To empirically test our hypothesis, we have developed two versions of a video game – an experimental version featuring adaptive game elements and a control version with static content. For this proof-of-concept experiment, we have chosen the topic of electromobility, but we designed the adaptive elements to be usable with any topic. The experimental game is a delivery manager simulator featuring electric and combustion engine cars, with the aim of showcasing the usability and advantages of electric cars. Our experimental design involves a pretest-posttest setup with an experimental and a control group. We utilize measures for implicit and explicit attitudes and game enjoyment. This empirical study will bring valuable data reacting to the identified research gap. Should the adaptive approach prove to be usable, it could be widely utilized to improve the attitude-shaping potential of educational games.

From Consoles to Classrooms: Preliminary Insights About Pre-Service Teachers and Video Games

Integrating video games into the classroom is a promising way to enhance learning experiences, as the market of serious games is expanding. European schools are investing in digital equipment, and the use of educational video games is technologically viable. Nonetheless, actual experiences of video games in class are still rare. A key gap to be explored is understanding how pre-service secondary teachers perceive and are prepared to use digital games in their future classrooms. Do they think it would enhance their teaching and their students’ learning? Do they feel prepared for it? To answer these questions, and possibly address future challenges, we conducted a comprehensive study with students at Zurich University of Teacher Education (PHZH). The research process began with the development and testing of a detailed questionnaire that focused on participants' personal gaming behaviour, preferences, and perceptions of the educational potential of video games. Key areas such as serious games, game design, gamification, game-based learning, and game culture were explored to assess the relevance and understanding of these concepts in an educational context. This paper explains the development and structure of the questionnaire as a measurement instrument as well as the underlying literature and methodological considerations. The first implementation and the preliminary survey with 48 PHZH students are presented, and the practicability and reliability of the questionnaire are evaluated. The result of the survey suggests pre-service teachers are generally positive about integrating video games and game design into the classroom, yet enthusiasm is not enough without additional support.

Indie Games for Ethical and Socioemotional Development in Secondary Education

Video games, particularly those developed in the independent scene, are a form of media with great educational possibilities. This work in progress will be completed in three years and it aims to improve teachers video game literacy and help them implementing activities for ethical and socioemotional development (European key competencies 5 and 6) through indie games. Therefore, through design-based research and mixed-method designs, it aims to achieve three goals: (O1) identify the perception and meaning-making processes that teachers and students have about videogames and learning through video games; (O2) design a measurable training program for teachers around the educational possibilities of indie games and help them implement activities for ethical and socioemotional development; and (O3) evaluate the programs impact based on the indicators of key competencies 5 and 6. The project is in its first phases and it will be developed in the next three years. First, representative samples of each agent will be accessed to analyze their beliefs, types of knowledge, and practical experience in the field. Subsequently, four independent video games that promote key competencies 5 and 6 will be selected, and classroom activities will be designed for each of them. Next, teachers from four high schools in Spain (Cantabria, Baleares, Andalucía and Catalonia) will be trained in the use of the educational resources, and they will be accompanied in its implementation with students. Finally, the programs impact on students will be evaluated based on various psychological variables associated with key competences 5 and 6 (e.g., empathy, emotional identification, civic skills, etc.) as well as the participants perceptions of the experience, enabling the generation of design principles for future iterations and for the programs scalability.

Do Video Games Enhance Competencies & Skills? Study Case: Civil Engineering Students

The following article is a text that shows the relevance of including video games as part of an academic technique that promotes coexistence, communication, teamwork, develop some skills, competencies, and creativity among members of the university community -professors and students-. The objective of this research is to show the results obtained in a dynamic organized by the Civil Engineering department of a private university in Puebla, Mexico. The idea is to hold a private session and play “Call of Duty: Warzone II”. It should be noted that with this activity the students can learn a specific content, in this case, the analysis of a hydraulic press, how it is built and how it works. In addition, the activity carried on, helped to create a better bond between teachers and students, but above all, showed the possibilities to generate greater interest in learning and to get the students actively involved in one topic. The theoretical framework on which this research lies in the following topics: Game-Based Learning -GBL-, innovative education focused on video games as community generators, and the importance of the development of certain skills among college students. The methodology that this study has, is quantitative. Particularly, a questionnaire -Likert scale-, is carried out to the students who participated in this dynamic. The main results show that the people who were in the virtual session are excited to interact under another type of scenarios that goes beyond the classroom, and that “breaking” the barrier between teacher and alumni becomes a differentiating and innovative element. In educational matters, they consider that the learning obtained from a video game is something that they had not contemplated; Added to this, the students ensure that working as a team, communicating their needs and doubts between peers, and getting involved in this kind of forums helps generate greater interest in engineering and acquire new knowledge. Finally, it can be concluded that video games nowadays are an indispensable tool not only to foster an online community but to take the teaching and learning process to another level.

Screen time and mental health: a prospective analysis of the Adolescent Brain Cognitive Development (ABCD) Study

BackgroundDespite the ubiquity of adolescent screen use, there are limited longitudinal studies that examine the prospective relationships between screen time and child behavioral problems in a large, diverse nationwide sample of adolescents in the United States, which was the objective of the current study.MethodsWe analyzed cohort data of 9,538 adolescents (9–10 years at baseline in 2016–2018) with two years of follow-up from the Adolescent Brain Cognitive Development (ABCD) Study. We used mixed-effects models to analyze associations between baseline self-reported screen time and parent-reported mental health symptoms using the Child Behavior Checklist, with random effects adjusted for age, sex, race/ethnicity, household income, parent education, and study site. We tested for effect modification by sex and race/ethnicity.ResultsThe sample was 48.8% female and racially/ethnically diverse (47.6% racial/ethnic minority). Higher total screen time was associated with all mental health symptoms in adjusted models, and the association was strongest for depressive (B = 0.10, 95% CI 0.06, 0.13, p < 0.001), conduct (B = 0.07, 95% CI 0.03, 0.10, p < 0.001), somatic (B = 0.06, 95% CI 0.01, 0.11, p = 0.026), and attention-deficit/hyperactivity symptoms (B = 0.06, 95% CI 0.01, 0.10, p = 0.013). The specific screen types with the greatest associations with depressive symptoms included video chat, texting, videos, and video games. The association between screen time and depressive, attention-deficit/hyperactivity, and oppositional defiant symptoms was stronger among White compared to Black adolescents. The association between screen time and depressive symptoms was stronger among White compared to Asian adolescents.ConclusionsScreen time is prospectively associated with a range of mental health symptoms, especially depressive symptoms, though effect sizes are small. Video chat, texting, videos, and video games were the screen types with the greatest associations with depressive symptoms. Future research should examine potential mechanisms linking screen use with child behavior problems.

Dynamic Music Video: Categorizing the Convergence of Video Games and Music Videos

The present article examines how the aesthetics of a specific format can be applied to another, thus creating a new autonomous product. This is the case of a distinctive point in video games wherein the playthrough is imbued with music video aesthetics, and the player interacts with the music, camera movements and landscape, becoming the protagonist and architect of what I propose to define as a “Dynamic Music Video”—following Collins’ definition of “dynamic music” (2008, 139). This study analyzes the musical transmedia narratives created from Death Stranding and other contemporary games, both regarding the gameplay experience and the User-Generated Content, focusing on their bidirectional motion: one that converts the players’ experience into a music video inserted into a video game, and one that converts the video game into an autonomous music video.

A Platform of Serious Video Games Co-built for the General Interest

In a context where training takes place both in initial courses and in lifelong continuing education, the use of games offers a way of promoting effective and sustainable learning: by its very nature, this medium is an open work in which players can become involved and give meaning to their learning. Ikigai - Games for Citizens offers a unique ecosystem for creating serious, expert video games and offering them free of charge to people who want to learn while having fun, as well as producing a set of learning-related data that can be used for research and customizing training courses. By bringing together universities, Grandes Ecoles, research laboratories, associations, and institutions, Ikigai is a collaborative consortium of general interest, implementing the co-construction of videogame services between scientific experts, video game professionals and educational engineers. Together, they are producing a centralized platform of serious games and associated services that can be used by teachers at a moderate cost by pooling resources: the building blocks of each game can be reused in other games developed. The consortium is committed to general interest and popular education by making the games available free of charge to members and the general public. The decentralized infrastructure set up by Ikigai, which respects privacy by design, means that game usage data can now be collected on a national scale, but conceptually it could extend much further. The data collected in compliance with the RGPD will eventually be used to draw up enriched user profiles to offer personalized courses, teaching recommendations and progress monitoring as close as possible to the learner, using AI in particular. Ikigai is also heavily involved in the construction of new digital standards in education, which are needed to ensure the interoperability of data for lifelong monitoring of learners. But also, for the digital education ecosystem, to guarantee a sovereign, efficient, coherent, and sustainable cloud on a European scale.

Talking to Machado de Assis: Generative Artificial Intelligence to Simulate Dialogues with Prominent Figures

Generative artificial intelligence encompasses techniques for automatically generating content such as image, music, and text. A common application of these techniques, especially involving text generation, is the construction of conversational agents. In education, generative artificial intelligence has the potential to transform the learning process and enable new forms of teaching, such as the practical application of concepts studied in class and the acquisition of new knowledge through the interaction with computational tools. In Brazil, literature teachers often complain about students' resistance to the content and insufficient reading practice. To address these challenges, this work presents a serious game in which students can chat with Machado de Assis, an important writer of the Brazilian literature. The game was developed by integrating with ChatGPT. The validation was conducted with 15 high school students for them to interpret the book "Dom Casmurro". The MEEGA+ instrument was used to evaluate the usability and the experience with the game. The main findings were that students better understood the book, found the game easy to use, and felt immersed in the conversation with Machado de Assis, although they assessed the texts as long and tiring. In a world dominated by faster and visually stimulating forms of entertainment, such as video games and social networks, students may have different expectations regarding the reading experience. If they are not used to reading denser and more introspective texts, they may find it difficult to maintain interest when chatting with Machado de Assis. Finally, another implicit point in the game dynamics is observed: the (re)signification of the methodology to be adopted by the teacher, who will perceive the need to complement interactions with the writer in class according to what he can or should answer, tending to responses that stimulate students to study more about what is within the realm of knowledge about Machado de Assis.

Rights Quest: A Game for Child Rights Awareness

The interactive video game "A Way Home!" is a serious game for promoting pro-social change by raising awareness of children's rights, as outlined in the United Nations Convention on the Rights of the Child treaty. All countries except the United States have ratified this treaty. Through a collaborative effort, faculty and students developed this game using an open-source platform to create an immersive first-person video game experience to disseminate crucial knowledge about children's rights and the need for ratification. Game design guides players through real-world comparative scenarios depicting environments that support or do not support those fundamental rights. Through engaging gameplay and storytelling, iterative development processes facilitated the game's effectiveness in conveying complex concepts, such as the distinction between rights and responsibilities. The significance of children's fundamental rights, such as access to food, a safe, clean home, the right to speech, and freedom of expression, as enshrined in the CRC, are emphasized by juxtaposing different environments and depicting the consequences of choices. Grounded upon the Diffusion of Innovations theory (Rogers 2010), the first step to adopting cultural change is education. Using gameplay elements, including rewards for positive choices and learner guidance instructions, "A Way Home!" rights quest motivates players to explore and understand the principles of children's rights. The player wins the game when they achieve the goal of being heard in a court of law. By combining education with entertainment, the game aims to inspire empathy and foster understanding, with the ultimate goal of teaching about the need for ratification of the CRC Treaty in the U.S. and empowering players to take action and advocate for children's rights. This paper depicts the methodology involving participants (n=17) from one southeastern university in the States to capture qualitative and quantitative feedback through a perception survey to evaluate the first demo model. Results support advancing data collection for the next version developed using virtual reality (V.R.) headsets to further immerse the learners in the experience.

Limes (the Roman Frontier): Developing a Video Game for History Learning

The use of gaming technologies in education holds great promise to provide engaging learning experiences. Whereas video games have been successfully used to foster learning in several school subjects, the current understanding of the potential of video games for history learning is still limited. This paper details the development of Limes, a 2D top-down educational game created in Unity and rendered in pixel art. The game targets 5th/6th grade secondary school students and is set in the third century AD in southern Germany, a period characterized by political and social instabilities. Limes digs into the complex relations between the Roman Empire and the Alemanni tribe, one of the most powerful Germanic tribes of this period. The player can experience this pixelated world through the eyes of an Alemanni child, who forms a friendship with a Roman centurion. The unfolding narrative places the young protagonist in the precarious balance of peace and conflict, and the player needs to navigate the diplomatic tensions of the era. The gameplay consists of five levels, including primary missions and optional secondary missions which unlock special features (e.g., puzzles, quizzes). Limes incorporates a variety of game mechanics, ranging from running and interacting with characters to stealth missions, throwing rocks, and horse racing. These dynamics are integrated into the historical narrative of the game, enriching the player's experience. The game development process combined insights and methods from multiple disciplines, including game-based learning, educational, social, and cultural psychology, education sciences and pedagogy, and history education. Moreover, the game capitalizes on Unity’s wide array of development tools, which provide extensive customization possibilities, and employs pixel art, facilitating an engaging environment while maintaining a cost-conscious development process. Initial tests and expert feedback highlight the promise of Limes as a game that leverages historical accuracy and innovative educational tools to foster a deeper understanding of Roman history. Next steps include empirical studies with students to test the game's effectiveness (e.g., in improving interest in and knowledge of Roman history).

Engagement in New Gambling Practices and its Association with Gambling Disorder, Impulsivity, and Cognitive Distortions: Findings from a Nationally Representative Sample of Spanish Gamblers.

Most epidemiological surveys focus on adult gambling behaviors related to traditional gambling forms, while studies on novel forms often focus on loot boxes and cryptocurrency trading individually. This study examines the co-ocurrence of emergent gambling and gambling-like practices, analyzing the demographic and psychological characteristics of involved gamblers. A cross-sectional study surveyed 1429 Spanish individuals aged 18-65, using a web-based questionnaire. The survey assessed participation in 19 gambling (e.g., lotteries, sports betting) and gambling-like activities (e.g., trading of cryptocurrencies and other assets, buying loot-boxes), along with sociodemographic and substance use. Problem gambling (PGSI), Impulsivity (UPPS-P), and cognitive distortions (Labrador's cognitive distortions scale) were also assessed. Participants who gambled over the past year (n = 921) were classified into four groups: traditional gambling (TG) only (64.5%, n = 594), TG with trading activities (27.5%, n = 253), TG with gambling withing video games or streaming platforms (2.5%, n = 23), and TG with both trading and video gambling (5.5%, n = 51). Most gamblers engaged exclusively in traditional formats, but 35.5% also participated in novel gambling forms. Those involved in both trading and video gambling were generally younger, male, with higher levels of impulsivity and gambling-related cognitive distortions compared to TG-only gamblers (p < 0.001). This group also exhibited higher rates of problem gambling and substance use (p < 0.001). This study emphasize the importance of including emerging gambling activities, which are particularly prevalent among high-risk gamblers, in epidemiological surveys. Identifying new gambling patterns and associated risk factors could help optimize public policies and develop more effective regulatory and prevention strategies.

New Age Mages: An Interactive Way to Explore and Subvert Gender Biases

From a young age, children are exposed to societal standards of gender and gender roles and, by extension, inherent sex-based biases, which can become inculcated into their worldview. These biases affect their daily lives negatively in ways that can seem almost natural unless specifically pointed out. Table Top Role Playing Games (TTRPGs) are pen-and-paper games that revolve around collaborative storytelling in a shared, collectively imagined and built world, usually involving 2 to 5 players. TTRPGs provide a safe, controlled environment to mimic social interactions in a way that video games and other forms of media cannot. This paper introduces a new TTRPG, New Age Mages, aimed at a younger audience, with the goal of introducing the concept of biases and helping them to see things from a different perspective. In New Age Mages, players interact with a world where magic is commonplace as students that have recently unlocked their magic, while a Game Master (GM) narrates the world as determined by the players’ choices. The game’s magic system allows it to mimic the influence and/or impact of modern-day gender roles and biases without referring to them directly while remaining simple and easy to learn for a new player. The game also aims to subtly incentivise the Players to make decisions that would be different from what they might usually make, and promote trying to understand the others’ points of view. We believe this game will be useful for those seeking to help children gain a better understanding of gender roles and their subversion. We use a questionnaire based on the Gender Role Attitudes Scale (GRAS) to measure the impact gameplay has on players’ ideas of gender roles. We also test the game with some initial gameplay experiments among a smaller audience that is more familiar with TTRPGs and present the results. Our work explores not only the ability of TTRPGs to influence perspectives and opinions, but also doing so specifically in the space of understanding gender roles among a younger audience.

Real-time ray transfer for lens flare rendering using sparse polynomials

AbstractWhile lens flares are often undesired artifacts of the imaging process, they are also essential for increasing the level of realism in video games and serve as a powerful artistic tool for photography and filmography. For these reasons, computationally reproducing lens flares has always received special attention. Due to the cost of analytical ray tracing, existing solutions are unable to simultaneously achieve the performance needed for real-time environments and retain the ability to simulate arbitrarily complex ghost shapes. Although polynomial optics has been successfully used to increase the efficiency of ray tracing in multiple rendering areas, no complete and validated solution exists that correctly models all aspects of lens flares. This paper presents our polynomial optics-based method for efficiently and accurately ray tracing lens flare ghosts. Our approach successfully models the shape, energy absorption, chromatic effects, and blocking of lens flare rays by partitioning the input domain into local fitting zones. We demonstrate that our model provides a considerable speedup and high accuracy compared to the analytical approach and achieves better fitting speed, output quality, and rendering performance than the naïve application of polynomial optics. The source code for our implementation is available on GitHub.

Exploring Current Challenges and Opportunities in Media Literacy Skills for Youth: Stakeholders’ Perspectives

The widespread dissemination of contradictory information through various media platforms can increase anxiety and confusion among younger generations. This highlights the need to promote Media Literacy (ML) skills, enabling them to evaluate online information's validity critically. Video game-based learning can be valuable in this context, fostering active learning and critical thinking. Therefore, developing and sharing innovative resources like interactive content and video games is crucial to enhancing young people's ML skills and resilience to disinformation. The YO-MEDIA project, involving three universities in Italy, Portugal, and Spain and a journalist association, aims to develop ML in young people during times of crisis (e.g., pandemics and wars) through game-based learning strategies and professional training. The project carried out 29 semi-structured interviews in the partner countries with various stakeholders to understand perspectives on media design practices and ML formulation for young people in crises. These interviews aimed to collect education and media professionals' insights on promoting ML and critical thinking among youth during crises. It also seeks to gather best practices and understand these professionals' challenges when fostering ML among youth. This study's findings suggest that the interviewees deem ML vital for distinguishing accurate information from misinformation during crises, especially relevant for young individuals. Essential skills for these young people include critical thinking, filtering information, and recognizing online threats. Effective strategies involve operating within digital environments frequented by young people, encouraging critical thinking, and nurturing collaboration. Professionals face challenges such as a lack of training, engaging young people's attention, and keeping pace with digital environments. The interviewees also emphasized the importance of ML training for informal educators and media professionals. They recommended Massive Open Online Courses (MOOCs) for their flexibility and accessibility. According to the interviewees, an ML game should involve research, interpretation, and decision-making processes and be accessible to young people with disabilities. They identified several ML projects and resources, including multimedia labs, youth parliaments, and critical thinking tools. This study contributes to developing games that promote critical thinking and ML in young people. It also aids in establishing ongoing professional training in ML for informal educators, teachers, media professionals, and other stakeholders.

The use of Educational Escape Rooms in the Lifelong Training of Mathematics Teachers

Educational escape rooms represent an innovative and engaging educational approach, with a high potential for the development of problem-solving and collaboration skills. That is why it is important to familiarize teachers with them and support them for their use in the teaching practice. Our paper presents a case study investigating the utilization of two versions of digital educational escape rooms (DEERs) within the lifelong training of mathematics teachers. Thirty-two mathematics educators of pupils aged 10 to 19 participated in the research. DEERs were developed in two digital platforms: Room Escape Maker and Google Forms, offering an interactive adventure game and a story-based text game, respectively. The study aimed to explore teachers' perceptions of these DEER versions and their potential applications in teaching. Data collection employed observation and a questionnaire survey, followed by qualitative evaluation through thematic analysis. The research's limitations include the sample size and the specifications of the utilized DEERs.