International Journal of Serious Games
type: channel
description: The IJSG publishes original scientific research papers of significant and lasting value in the areas related to design, development, engineering, deployment, and assessment of Serious Games (SGs). The journal encourages submission of manuscripts that enhance the theoretical foundations of SG design, show new technological solutions aimed to improve teaching and learning, and/or provide user studies about deployment of SGs in instructional or training settings. All papers should advance the state of the art. Experimental quantitative studies are strongly encouraged. Papers may be one of several types: research paper; tutorial/survey; research note/short paper; addendum/corrections. Additional material may be added as software/algorithms; datasets.
publisher: Serious Games Society
language: en
publication name: International Journal of Serious Games
issn: 2384-8766
copyright: IJSG copyright information is provided here.
items: Editorial Vol. 13, No. 2
items: Editorial, Vol. 13, No. 1
items: Multimodal Deep Learning Violence Detector for Child-Friendly Online Game
items: Editorial, Vol. 12, No. 4
items: Increasing Accessibility and Rethinking Representation through Redesign of Educational Games
items: Emotional and behavioral benefits of a standardized program with modern board games: a non-inferiority clustered randomized controlled trial.
items: Introducing the Visitor Design Pattern through a Digital Serious RPG Game
items: Editorial, Vol. 12, No. 3
items: Exploring Pre-service Mathematics Teachers' Perceptions and Experiences Regarding Gamification in Mathematics Education
items: Game Architecture in Transmedia Education (GATE): A Framework for Designing Micro-Learning Experiences through Serious Games
items: eJamar and Exergames as Support for Hand Rehabilitation: Four Cases of Study
items: GEMS: Evaluating the Relative Importance of Game Attributes
items: The Impact of Executive Function Games in Moral Decision
items: Mathlien Land: a serious game to practice 7th and 8th grade mathematics
items: Operationalizing the United Nations’ Sustainable Development Goals: a Game Jam Experience
items: Leaderboards or badges in two gamified forums: motivational and engagement differences
items: Bodegus: A Serious Game Intervention to Shape Informal Business Practices
items: eHealth Interventions for Children and Adolescents with Cancer: Scoping Review
items: Primeiras Refeições: Serious Game to Improve Infant Feeding Knowledge
items: The Convergence of Gamification and Interactive Multimedia Experiences in Promoting a Culture of Recognition: A Wizeline Case Study
items: Modelling Dilemmas in Access to Specialised Healthcare Services in Sweden Using a Serious Game
items: Editorial, Vol. 12, No. 2
items: AI Odyssey: Designing and Evaluating a Board Game for Family-Based AI Literacy
items: Player Performance Estimation Through Adaptive Puzzle Levels Generation in Game-Based Assessment
items: Exploring Player Archetypes in a Minecraft-Based Learning Environment
items: Latent Class Analysis of Gameplay Metrics from Youth Playing Robot ChampionsTM: Relations of Class Membership to Persistence and Intensity
items: Safe Walk: A Serious Game for Exploring Environmental Distractions Affecting Pedestrian Safety
items: Convergent Validity of Game-Based Assessment: A Meta-Analysis
items: Aging Collagen: Fostering Students’ Motivation and Understanding through Meaningful Gamification
items: Gamified Shoulder Wheel: Enhancing Pediatric Engagement and Data Collection

Editorial Vol. 13, No. 2
type: item
subject: Editorial
  topic: section
subject: serious games
  topic: keywords
creator: Francesco Bellotti
rights: Copyright (c) 2026 Francesco Bellotti http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-04-08
publication date: 2026-04-08
starting page: 1
ending page: 2
doi: 10.17083/7kb17z47

Editorial, Vol. 13, No. 1
type: item
description: IJSG Editorial Vol. 13, No. 1
subject: Editorial
  topic: section
subject: serious games
  topic: keywords
creator: Francesco Bellotti
rights: Copyright (c) 2026 Francesco Bellotti http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-04-08
publication date: 2026-04-08
starting page: 1
ending page: 4
doi: 10.17083/g7c0kt75

Multimodal Deep Learning Violence Detector for Child-Friendly Online Game
type: item
description: The violence present in child-friendly internet games includes both visual and verbal aggression. Visual violence occurs when players perform actions that harm themselves or another player's avatar. On the other hand, verbal aggression often happens during player interactions, even if no physical action takes place. This study explores whether a multimodal deep-learning framework can more effectively detect violence by simultaneously analyzing visual and verbal signals, and whether a hybrid late fusion approach provides better results than traditional fusion methods. Methodologically, the visual modality integrates 3DCNN, BiLSTM, and attention mechanisms, while the verbal modality incorporates BERT and BiLSTM. Each modality is handled independently. The hybrid late fusion employs rule-based and softmax probability to integrate the outcomes of each modality. The proposed multimodal model achieves an average accuracy of 96.72%, with 99.14% for the visual modality and 94.30% for the verbal modality. This performance clearly surpasses existing state-of-the-art fusion methods. The novelty of this study lies in the combination of each modality model and its integration of a hybrid late fusion multimodal approach. Additionally, the study outlines the process and stages for incorporating the model into a system suitable for any child-friendly online game, creating an early warning system for parents.
subject: Articles
  topic: section
subject: multimodal
  topic: keywords
subject: Deep Learning
  topic: keywords
subject: child-friendly rated
  topic: keywords
subject: Online Games
  topic: keywords
subject: visual violence detection
  topic: keywords
subject: verbal violence detection
  topic: keywords
creator: Jasson Prestiliano
creator: Azhari Azhari
creator: Arif Nurwidyantoro
rights: Copyright (c) 2026 Jasson Prestiliano, Azhari Azhari, Arif Nurwidyantoro http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 41
ending page: 61
doi: 10.17083/9k96e890

Editorial, Vol. 12, No. 4
type: item
description: Editorial of IJSG, Volume 12, Issue 4.
subject: Editorial
  topic: section
subject: Serious Games
  topic: keywords
creator: Francesco Bellotti
rights: Copyright (c) 2025 Francesco Bellotti http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 1
ending page: 3
doi: 10.17083/arbgqm19

Increasing Accessibility and Rethinking Representation through Redesign of Educational Games
type: item
description: Context: Educational gameplay can foster transformational changes, especially when learners feel games speak to their experiences. Designers create barriers for players when products don’t meet accessibility needs or when games use language, physical depictions, or characters that exclude or alienate players. Purpose: This study examines how an educational development team can use a redesign process to address the accessibility and inclusivity barriers present in an existing 12-year-old educational game. Methodology: The research follows a case study approach, detailing the redesign process carried out by the original product team. The team applied inclusive design theory to identify and revise gameplay and character elements that posed barriers to players with visual, hearing, motor, or cognitive needs. The team also worked on the game representation elements. Findings: The study highlights practical design compromises and decisions that successfully enhanced accessibility and inclusivity without compromising the game’s effectiveness. Originality: This work advances the field by providing concrete, real-world examples of applying inclusive design principles in revising a previously published educational game. Impact: The findings offer actionable guidance for other development teams seeking to create or revise educational games to support various players and needs, contributing to more equitable and engaging learning experiences.
subject: Articles
  topic: section
subject: redesign process
  topic: keywords
subject: accessibility
  topic: keywords
subject: player needs
  topic: keywords
subject: inclusion
  topic: keywords
subject: Game-Based Learning
  topic: keywords
subject: food safety
  topic: keywords
creator: Matheus Cezarotto
creator: Amy Smith Muise
creator: Pamela Martinez
creator: Barbara Chamberlin
rights: Copyright (c) 2026 Matheus Cezarotto, Amy Smith Muise, Pamela Martinez, Barbara Chamberlin http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-04-08
publication date: 2026-04-08
starting page: 95
ending page: 113
doi: 10.17083/t57q8h71

Emotional and behavioral benefits of a standardized program with modern board games: a non-inferiority clustered randomized controlled trial.
type: item
description: Trait emotional intelligence could be enhanced through structured classroom training. Board games have the potencial to be beneficial to emotional outcomes too. Hence, we evaluatied the effectiveness of a board game-based program to enhance emotional intelligence and promoting student inclusion in the classroom. A non-inferiority clustered randomized controlled trial design was implemented. 65 students from four 5th grade classes (average age 11.04 years) were allocated into an experimental group (we applied a 10-week program consisting of theoretical and practial contents regarding emotional regulation using board game-based learning) or in a active control group (we applied the Sociescuela program that is commonly used in educative settings). Both groups were assessed pre- and post-intervention using the TEI-Que questionnaire (trait emotional intelligence) and the Sociescuela test (sociogram and self-esteem estimation of each student). Both groups demonstrated significant improvements in emotional intelligence from pre- to post-intervention. The pattern of changes in peer nominations and acceptance was also consistent across groups. However, improvements were not stable after one year of follow-up. Additionally, students in the experimental group considered that the program was more enjoyable than the control group. A classroom-based program utilizing modern board games can effectively enhance emotional intelligence at short-term among students.
subject: Articles
  topic: section
subject: Emotional intelligence Modern board games Peer nominations Non-inferiority clustered randomized controlled trial Primary education
  topic: keywords
creator: Juan Antonio Sánchez-Moreno
creator: Isabel Serrano-Marugán
creator: Jaume March-Llanes
creator: Núria Guzmán
creator: Maria Mayoral
creator: Verónica Estrada-Plana
creator: Nuria Vita-Barrull
creator: Jorge Moya-Higueras
rights: Copyright (c) 2026 Juan Antonio Sánchez-Moreno, Isabel Serrano-Marugán, Jaume March-Llanes, Núria Guzmán, Maria Mayoral, Verónica Estrada-Plana, Nuria Vita-Barrull, Jorge Moya-Higueras http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-04-08
publication date: 2026-04-08
starting page: 79
ending page: 93
doi: 10.17083/fxnmkg53

Introducing the Visitor Design Pattern through a Digital Serious RPG Game
type: item
description: Learning design patterns empowers students to solve complex problems in a way that code is reusable and extensible with minimal maintenance. Due to the immersive and exciting environment, the RPG genre of games holds the potential for more meaningful learning. This article presents a serious RPG game that introduces the concepts of the Visitor design pattern. A class of 14 students tested the game, achieving statistically significant performance through a pre-test and post-test validation protocol. Moreover, the instructor noted that the students demonstrated a greater introductory mastery of the pattern compared to previous semesters. The students also evaluated the usability and experience of the game, pointing out gaps in the game's difficulty. The main contribution is that, given the lack of games for learning design patterns, the game presented in this article has demonstrated its utility as a pattern comprehension tool.
subject: Articles
  topic: section
subject: Role-playing game (RPG)
  topic: keywords
subject: Design patterns
  topic: keywords
subject: Visitor
  topic: keywords
creator: Adilson Vahldick
creator: José Vargas Nolli
rights: Copyright (c) 2026 Adilson Vahldick, José Vargas Nolli http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 137
ending page: 157
doi: 10.17083/pzmm0y41

Editorial, Vol. 12, No. 3
type: item
description: Editorial of Volume 12, Issue 3
subject: Editorial
  topic: section
subject: Serious games
  topic: keywords
creator: Francesco Bellotti
rights: Copyright (c) 2025 Francesco Bellotti http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 1
ending page: 3
doi: 10.17083/wctv9b63

Exploring Pre-service Mathematics Teachers' Perceptions and Experiences Regarding Gamification in Mathematics Education
type: item
description: Recent advances in educational technologies have made gamification a promising approach for increasing student motivation and engagement in mathematics education. However, how pre-service teachers perceive and experience gamification has not been adequately examined. This study aims to explore how pre-service mathematics teachers define the concept of gamification, the factors they consider when integrating it into their teaching processes, and their perceptions of the advantages and disadvantages of this approach. In this qualitative case study, semi-structured interviews were conducted with eleven pre-service teachers selected through purposive sampling, and the data were analyzed through thematic analysis. Findings indicated that most participants confused gamification with games and viewed the concept more as a fun activity. Participants emphasized that gamification should be planned appropriately for students' ages, learning goals, and competitive balance. They also highlighted challenges such as classroom management, lack of resources, and differences in motivation among students. By revealing pre-service teachers' conceptual deficiencies, the study emphasizes the importance of theoretical and practical training for the meaningful implementation of gamification. The findings suggest that teacher preparation programs should address gamification in a planned and pedagogical manner.
subject: Articles
  topic: section
subject: Gamification
  topic: keywords
subject: Mathematics Education
  topic: keywords
subject: Pre-Service Teacher
  topic: keywords
subject: Teacher Education
  topic: keywords
creator: Anıl Ayseli Duran Dündar
creator: Gökhan Öztürk
rights: Copyright (c) 2026 Anıl Ayseli Duran Dündar, Gökhan Öztürk http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 159
ending page: 177
doi: 10.17083/tn0sw316

Game Architecture in Transmedia Education (GATE): A Framework for Designing Micro-Learning Experiences through Serious Games
type: item
description: Designing serious games often faces the challenge of over-scoping, where a single game attempts to address multiple learning objectives simultaneously. This results in overly complex experiences that are difficult to develop, navigate, and sustain, especially within the limited structure of traditional Learning Management Systems (LMS). These platforms are typically linear, making it difficult to integrate interactive learning experiences. To address this, we introduce GATE (Game Architecture in Transmedia Education), a framework designed to support the development of focused and lightweight serious games through microlearning strategies. GATE leverages a transmedia-based open learning space that spans multiple platforms beyond institutional LMS boundaries. The framework was tested through a pilot implementation involving 10 student teams, each developing a 15-level gampelay that focused on a single topic. All games were evaluated using the Game Experience Questionnaire (GEQ), with the following average scores: Competence (3.003), Sensory and Imaginative Immersion (3.080), Flow (2.65), Challenge (2.288), Tension/Annoyance (1.787), Positive Affect (3.399), and Negative Affect (1.807). The results indicate that microlearning-based game development through the GATE framework can offer a more focused, engaging, and accessible learning experience.
subject: Articles
  topic: section
subject: Game Architecture
  topic: keywords
subject: Transmedia Education
  topic: keywords
subject: Learning Experiences
  topic: keywords
subject: Game Development
  topic: keywords
subject: GATE Framework
  topic: keywords
creator: Rickman Roedavan
creator: Dimas Ramdhan
creator: Bambang Pudjoatmodjo
creator: Sazilah Salam
creator: Agus Pratondo
rights: Copyright (c) 2026 Rickman Roedavan, Dimas Ramdhan, Bambang Pudjoatmodjo, Sazilah Salam, Agus Pratondo http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-04-08
publication date: 2026-04-08
starting page: 53
ending page: 78
doi: 10.17083/w9knn562

eJamar and Exergames as Support for Hand Rehabilitation: Four Cases of Study
type: item
description: Hand and wrist rehabilitation is essential for restoring function in patients affected by neurological, traumatic, or degenerative conditions. In recent years, rehabilitation strategies incorporating exergames and specialized controllers have emerged as supportive tools to enhance conventional therapies. This study presents the results of a case series involving four female patients, aiming to explore the effects of a combined treatment protocol that integrates conventional hand rehabilitation with the use of the eJamar game controller and three exergames: Peter Jumper, Andromeda, and KARS. The participants presented hand and wrist impairments due to arthritis, arthrosis, or fractures. Each patient underwent a three-week intervention consisting of 15 one-hour sessions (five per week). Functional assessments were conducted before and after the intervention using several tools: range of motion, hand grip strength, Visual Analog Scale, Medical Research Council Scale for hand, a Nine-Hole Peg Test based, and the Duruöz Hand Index questionnaire. All participants showed general improvement in the measured parameters. Major improvement was observed particularly in grip strength and range of motion, especially in pronation, supination, and wrist deviation. One patient also reported a marked reduction in hand pain. Despite the small and heterogeneous sample, the results suggest a positive impact of the eJamar system on the hand motor function based on the evaluated metrics. These findings support the potential of combined therapy to improve rehabilitation outcomes. A follow-up study involving a larger sample and a control group is planned to further validate these preliminary findings.
subject: Articles
  topic: section
subject: eJamar
  topic: keywords
subject: Exergames
  topic: keywords
subject: serious games
  topic: keywords
subject: cases of study
  topic: keywords
creator: Andres Cela
creator: Edwin Ona
creator: Alberto Jardón
rights: Copyright (c) 2026 Andrés F. Cela, Edwin Daniel Ona, Alberto Jardón http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 119
ending page: 136
doi: 10.17083/5tkp5716

GEMS: Evaluating the Relative Importance of Game Attributes
type: item
description: This study presents the Game Experience Multidimensional Scale (GEMS), a 13-item instrument designed to identify the attributes that players consider most influential when evaluating video games. Unlike existing scales that measure the presence of certain attributes or their intensity, GEMS focuses on the relative importance that users assign to each attribute when forming an overall opinion of a game. The scale was developed through an extensive review of the literature on existing evaluation models and refined with expert input. It was then applied to a sample of 619 students, primarily at the high school and undergraduate levels, who evaluated a game of their choice using the GEMS questionnaire. The instrument demonstrated high internal consistency (Cronbach’s α = 0.861). Two analytical methods (stepwise multiple linear regression and linear programming) were employed to determine the attributes that best explain users’ overall ratings, with the regression model explaining 48.99% of the variance in overall game evaluation. Although both methods converged on similar key predictors, the findings should be interpreted with caution, as the homogeneity of the sample, the genre of the evaluated games, or demographic factors may have influenced the results. Nevertheless, GEMS offers a novel and preliminary approach to game evaluation, with potential applications in educational and professional contexts once further validation is conducted.
subject: Articles
  topic: section
subject: Serious Games
  topic: keywords
subject: Game Evaluation
  topic: keywords
subject: User Experience
  topic: keywords
subject: Multidimensional Scale
  topic: keywords
subject: Game Design
  topic: keywords
subject: Player Perception
  topic: keywords
subject: Video Game Assessment
  topic: keywords
creator: Ernesto Pacheco-Velazquez
creator: Alejandro Flores-Benitez
creator: Astrid Rodriguez-Castelblanco
creator: Ivan Arana-Solares
creator: Sergio Ramirez-Echeverri
rights: Copyright (c) 2026 Ernesto Pacheco-Velazquez, Alejandro Flores-Benitez, Astrid Rodriguez-Castelblanco, Ivan Arana-Solares, Sergio Ramirez-Echeverri http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 81
ending page: 100
doi: 10.17083/h569ps87

The Impact of Executive Function Games in Moral Decision
type: item
description: According to the dual process model, moral decision making speed is influenced by cognitive sources. However, there has been a lack of studies examining moral decision reaction times across cognitive dimensions and genders using a modern approach. Unlike previous research that relied on cognitive assessments, this study employed a game-based approach. This study investigated whether inhibitory control, cognitive flexibility, and working memory games affect the reaction times of moral decisions across genders. Its purpose was to examine differences in moral decision reaction times between men and women under different executive function game conditions. A factorial mixed-design experiment was conducted, with the experimental group engaging in game-based stimulations and the control group performing a dot task comparison. A total of 61 law students participated. Our findings indicated overall no differences between groups and genders, however differences in reaction times were observed across cognitive game and gender. This study advances the state of the art by combining serious-games stimulation for executive function with timeline-presented moral stories. The finding provides a new understanding of serious game applications in both mental chronometry and moral studies within dual process framework.
subject: Articles
  topic: section
subject: serious game
  topic: keywords
subject: executive function
  topic: keywords
subject: dual process model
  topic: keywords
subject: moral decision
  topic: keywords
subject: reaction times
  topic: keywords
creator: Hartanto
creator: Sri Kusrohmaniah -
creator: Bhina Patria -
creator: Djoko Budiyanto Setyohadi
rights: Copyright (c) 2025 Hartanto, Sri Kusrohmaniah, Bhina Patria; Djoko Budiyanto Setyohadi http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 195
ending page: 216
doi: 10.17083/x0dd2228

Mathlien Land: a serious game to practice 7th and 8th grade mathematics
type: item
description: The use of educational serious games has widely spread in recent years, addressing several topics and purposes. A common target of these tools is science subjects, particularly mathematics, as it is one of the most commonly difficult and stressful subjects for students. After reviewing available mathematical educational games, we found a gap in games that target the mathematical content of the first cycle of secondary education (7th and 8th grade). Consequently, in this paper, we present Mathlien Land, an educational serious game to teach mathematical concepts to 12 to 14-year-olds. Through six independent but unified minigames, the game allows players to practice the main content of secondary mathematical courses within a playful environment. We also present the results of the early testing of the game with both general participants (N=17) and specific target users (N=40) for usability, opinion, and usefulness, obtaining positive feedback for all minigames and the overall game, as well as some areas of improvement such as the translation of the game to other languages. After this early evaluation, we additionally plan to include analytics in the game and continue its large-scale application with secondary students to contribute to their mathematical learning.
subject: Articles
  topic: section
subject: educational game
  topic: keywords
subject: e-learning
  topic: keywords
subject: mathematics
  topic: keywords
subject: serious game
  topic: keywords
subject: secondary education
  topic: keywords
creator: Cristina Alonso-Fernández
rights: Copyright (c) 2026 Cristina Alonso-Fernández http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 245
ending page: 259
doi: 10.17083/tswhjx45

Operationalizing the United Nations’ Sustainable Development Goals: a Game Jam Experience
type: item
description: This study investigates the educational potential of Game Jams (GJs) for promoting critical engagement with the United Nations’ Sustainable Development Goals (SDGs) among undergraduate videogame students. Therefore, it presents and evaluates the 2022 Meaningful Game Jam (MGJ22), a five-day, SDG-themed intervention involving 31 students who developed ten original games. Employing a mixed-methods design, the study integrates questionnaire data and a formal analysis of the games using three complementary frameworks: SDG thematic areas, games for civic learning, and moral learning design principles. Findings explore the potential of GJs in fostering interdisciplinary learning, critical reflection, and civic awareness through collaborative game creation. While students gravitated towards environmental and economic SDGs, themes related to dignity and partnership remained underexplored, revealing key gaps in thematic engagement and awareness. The analysis also highlighted discrepancies between intended learning goals and game mechanics, highlighting the importance of thoughtful design guidance. This work contributes novel insights to game-based learning by demonstrating how GJs can serve as pedagogical tools, helping students rethink their roles, both as designers and as citizens. Ultimately, the study offers evidence-based recommendations for implementing meaningful GJs in higher education, reinforcing their value in cultivating ethical awareness and promoting sustainable development through games.
subject: Articles
  topic: section
subject: Game Jams
  topic: keywords
subject: SDGs
  topic: keywords
subject: Sustainable Development
  topic: keywords
subject: Meaningful Games
  topic: keywords
subject: Game Design
  topic: keywords
subject: Education
  topic: keywords
creator: Filipe Luz
creator: Pedro M. Fernandes
creator: Carla Sousa
creator: Wilson Almeida
creator: Pedro P. Neves
rights: Copyright (c) 2026 Filipe Luz, Pedro M. Fernandes, Carla Sousa, Wilson Almeida, Pedro P. Neves http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 199
ending page: 221
doi: 10.17083/er29ww90

Leaderboards or badges in two gamified forums: motivational and engagement differences
type: item
description: In a digital forums, the differences regarding the effectiveness of use leaderboards or badges separately and not in combination have not yet been compared. A sample of 42 subjects (20 women and 22 men) was used to compare both mechanics, in two different online forums from a specific course: Group With Badges (GWB) and Group With Leaderboards (GWL). A pedagogical strategy was proposed, with a gamified scenario covering the story of Heraclie. In the GWL the use of the forum was combined with viewing the classification table, and in the GWB the best expositions were awarded with badges. The results show that the GWL had greater introjected regulation and relationship than the GWB. Leaderboards generate a more competitive and social environment, whereas badges might be less likely to elicit internal pressure or social competition. In addition, badges encourage initial participation, while leaderboards promote greater engagement as the forum progresses.
subject: Articles
  topic: section
subject: gamification
  topic: keywords
subject: motivation
  topic: keywords
subject: badges
  topic: keywords
subject: leaderboards
  topic: keywords
creator: Joel Manuel Prieto Andreu
creator: Pablo Moreno-Ger
rights: Copyright (c) 2026 Joel Manuel Prieto Andreu, Dr. Pablo Moreno-Ger http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 179
ending page: 197
doi: 10.17083/f1c2r712

Bodegus: A Serious Game Intervention to Shape Informal Business Practices
type: item
description: This study aimed to test whether a serious-game intervention (Bodegus) strengthens the relationship between the perceived usefulness of formal business practices and the intention to formalize these practices. Using a pre-experimental pre-test–post-test design, 38 Peruvian entrepreneurs played Bodegus as part of a workshop on formality and completed a questionnaire measuring the constructs’ perceived usefulness and intention to formalize business practices. The constructs were modeled as second-order composites in the areas of governance/leadership, legal/tax, and accounting/finance. The analysis was conducted using a multi-group Structural Equation Model with the partial least-squares method. Although the group-difference tests were not statistically significant, the relationship between the two variables was stronger in the post-test model, showing higher explanatory and predictive metrics; therefore, the results were interpreted as exploratory. The originality of this study lies in presenting and detailing Bodegus as a serious-game intervention study that tests two opposing normative ethical approaches: virtue ethics and utilitarianism. Its impact consists of offering a replicable design and an analytical approach for ethical/behavioural education on informality, guiding course design, and micro-level policy initiatives aimed at fostering formal business practices.
subject: Articles
  topic: section
subject: Informal business practices
  topic: keywords
subject: formalization attitude
  topic: keywords
subject: formalization intention
  topic: keywords
subject: ethical decision-making
  topic: keywords
subject: virtue ethics
  topic: keywords
subject: utilitarianism
  topic: keywords
creator: Luis Demetrio Gómez García
creator: Gloria Maria Zambrano Aranda
creator: Emerson Jesus Toledo Concha
rights: Copyright (c) 2026 Luis Demetrio Gómez García, Gloria Maria Zambrano Aranda, Emerson Jesus Toledo Concha http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 101
ending page: 118
doi: 10.17083/rtem4q38

eHealth Interventions for Children and Adolescents with Cancer: Scoping Review
type: item
description: Children and adolescents with cancer face complex medical and psychological challenges that are increasingly addressed through digital and game-based eHealth interventions. This scoping review systematically mapped 46 unique tools developed between 2010 and 2023, aiming to identify their features, reported outcomes, limitations, and research gaps. A systematic search of five databases (Google Scholar, PubMed, Science Direct, Web of Science, Scopus) covering 2000–2025 was conducted following PRISMA-ScR guidelines. Interventions primarily targeted symptom monitoring (54.3%), psychological support (30.4%), health education (10.9%), and social interaction (4.3%), mostly via mobile/tablet platforms (59.1%). Positive outcomes included improved illness knowledge, reduced anxiety and pain, and enhanced treatment adherence. However, 84% of tools lacked explicit theoretical grounding, engagement often declined over time, advanced hardware was frequently required, and personalization was limited. This review provides the most comprehensive and up-to-date mapping of pediatric oncology eHealth tools to date, with a focus on design narratives and gamification strategies—dimensions underexplored in prior reviews. Findings highlight the need for user-centered, culturally adapted, and theory-informed designs, interdisciplinary collaboration, and rigorous longitudinal evaluation to ensure effective, sustainable digital health solutions for children and adolescents with cancer.
subject: Articles
  topic: section
creator: maryam Homayounpour
creator: Fariba Zarani
creator: Mohammad Ali Mazaheri Tehrani
rights: Copyright (c) 2026 Maryam Homayounpour, Fariba Zarani, Mohammad Ali Mazaheri Tehrani http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 63
ending page: 79
doi: 10.17083/x3hat997

Primeiras Refeições: Serious Game to Improve Infant Feeding Knowledge
type: item
description: To address public health concerns surrounding infant nutrition misinformation, this study described the development of the serious game “Primeiras Refeições” and evaluated its effectiveness in improving knowledge on the topic among university students. A quasi-experimental, pre- and post-test study was conducted with 119 undergraduate students from diverse academic fields at a Brazilian university. Participants’ knowledge was assessed via a 10-item questionnaire before and after an intervention with the 2D simulation game, developed in the Unity engine. A paired t-test revealed a statistically significant knowledge increase, with mean scores rising from 4.65 (±2.01) to 5.20 (±1.89) post-intervention (p < 0.01). The study's primary contribution is its focus on university students, future professionals, and caregivers, a demographic rarely targeted by nutrition games, which typically focus on children. Furthermore, the game’s mechanics are novel, addressing practical skills like preparing age-appropriate food consistencies, a topic often neglected in similar digital interventions. The findings indicate that “Primeiras Refeições” is a promising educational tool to improve guidance on accurate infant nutrition, holding significant potential for public health education.
subject: Articles
  topic: section
subject: Serious Games
  topic: keywords
subject: Educational technology
  topic: keywords
subject: Food and Nutrition Education
  topic: keywords
subject: Game-Based Learning
  topic: keywords
subject: Complementary feeding
  topic: keywords
subject: Breastfeeding
  topic: keywords
creator: Nícholas Doviggi Meyer
creator: Marianne Machado
creator: Matheus da Trindade Viegas
creator: Fabrício Tonetto Londero
creator: Camila Lehnhart Vargas
creator: Franceliane Jobim Benedetti
rights: Copyright (c) 2026 Nícholas Doviggi Meyer, Marianne Machado, Matheus da Trindade Viegas, Fabrício Tonetto Londero, Camila Lehnhart Vargas, Franceliane Jobim Benedetti http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 5
ending page: 18
doi: 10.17083/j9g34329

The Convergence of Gamification and Interactive Multimedia Experiences in Promoting a Culture of Recognition: A Wizeline Case Study
type: item
description: Gamification is a powerful approach to enhance employee interaction and cultivate a culture of recognition. Interactive multimedia experiences captivate employees by incorporating engaging narratives, stimulating multiple senses, and offering diverse interaction styles. Building on these benefits, an interdisciplinary team from academia and industry developed a gamification strategy tailored to the needs of employees. The components of the gamification strategy are enjoyment, visibility, gratification, and professional growth, which were defined based on the employees' characterization. This strategy was integrated into the WizeLand multimedia system and designed to recognize employee achievements and encourage participation in recognition and training programs. The Thinking-aloud and Single-Ease Question methods were conducted to learn about the perceived usefulness of employees and their general perception of the components of the gamification strategy integrated into WizeLand. The validation of this approach yielded promising results, demonstrating that the gamification strategy positively impacts recognition culture, employee attitudes, and behaviors. Participation in WizeLand’s mission-based activities reshaped employees’ perceptions of performance management, fostering a sense of fairness that enhances organizational commitment and overall job performance.
subject: Articles
  topic: section
subject: Multimedia system Gamification Interactive multimedia experience Recognition Training
  topic: keywords
creator: Andrés Solano
creator: Juliana Loaiza
creator: Héctor Romero
creator: Carlos Alberto Peláez
creator: Johann Alexis Ospina
creator: Natalia Cortés
creator: Juan Sánchez
creator: Liliana Díaz
rights: Copyright (c) 2026 Andrés Solano, Juliana Loaiza, Héctor Romero, Carlos Alberto Peláez, Johann Alexis Ospina, Natalia Cortés, Juan Sánchez, Liliana Díaz http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-04-08
publication date: 2026-04-08
starting page: 33
ending page: 52
doi: 10.17083/tnqtcm59

Modelling Dilemmas in Access to Specialised Healthcare Services in Sweden Using a Serious Game
type: item
description: Sweden has a socialised healthcare system, with healthcare provided through publicly funded clinics. Patients requiring specialised care are referred by primary healthcare centres, resulting in long waiting times. Long waiting times for specialised healthcare services have become a common challenge in Sweden, leading to higher healthcare costs as interest in private healthcare increases. It has been a challenge to mitigate this delay due to multiple systemic factors. This paper presents a dilemma-based game design methodology that integrates real-world workflow mapping, stakeholder conflict analysis, and system constraints to simulate access to specialised care in the Swedish public health system. It serves as a tool for exploring systemic inefficiencies, evaluating reform scenarios, and building shared understanding among practitioners, administrators, and policymakers. The novelty of this work lies in its use of stakeholder-centred dilemma modelling to design serious games to elicit economic, technical, ethical, and operational tensions at the level of primary access in socialised healthcare systems. This work employs a serious games-based approach to model the socio-technical dimensions of delays experienced by individuals accessing specialised care, while maintaining the fairness and constraints of public health infrastructure. The approach enables the simulation of sensitive healthcare challenges in a neutral, safe setting, offering a replicable framework for other complex domains.
subject: Articles
  topic: section
subject: Healthcare dilemma
  topic: keywords
subject: Access to care
  topic: keywords
subject: Swedish healthcare
  topic: keywords
subject: Primary-healthcare-centre
  topic: keywords
subject: Waiting times
  topic: keywords
creator: Harsha Krishna
creator: Alkhatib Najla
creator: Luca Marzano
creator: Maksims Kornevs
rights: Copyright (c) 2026 Harsha Krishna, Alkhatib Najla, Luca Marzano, Maksims Kornevs http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 223
ending page: 244
doi: 10.17083/08aezk43

Editorial, Vol. 12, No. 2
type: item
description: International Journal of Serious Games, Volume 12, Issue 2
subject: Editorial
  topic: section
subject: Serious games
  topic: keywords
creator: Francesco Bellotti
rights: Copyright (c) 2025 Francesco Bellotti http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-07-26
publication date: 2025-07-26
starting page: 1
ending page: 3
doi: 10.17083/ijsg.v12i2.1065

AI Odyssey: Designing and Evaluating a Board Game for Family-Based AI Literacy
type: item
description: AI is becoming an increasingly integral part of society and daily life, making AI literacy more essential for the general population. Current research on AI literacy instruction is still in its infancy, primarily focusing on formal learning, and many require digital devices to participate. Moreover, there is a limited number of qualified teachers, and available instructional materials may not always be sufficient. These challenges can have an outsized impact on children and families of lower socioeconomic status, exacerbating the digital divide. Therefore, we created a non-digital board game called AI Odyssey, intended to promote AI literacy by providing an accessible learning experience without requiring a qualified teacher or digital device. This study outlines the process of creating the game and an in-depth analysis of an initial exploratory study. A variety of data, including pre- and post-tests of AI literacy, surveys of self-efficacy, interest, parental support, and career choice, as well as video recordings of playing sessions and interviews, are analyzed. The results paint a positive picture of using AI Odyssey to increase understanding and interest in AI literacy. Lessons learned and future directions are also discussed.
subject: Articles
  topic: section
subject: AI literacy
  topic: keywords
subject: Board game
  topic: keywords
subject: AI Odyssey
  topic: keywords
subject: Family
  topic: keywords
creator: Lu Ding
creator: Steven Holland
rights: Copyright (c) 2025 Lu Ding, Steven Holland http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 121
ending page: 145
doi: 10.17083/dnza4k90

Player Performance Estimation Through Adaptive Puzzle Levels Generation in Game-Based Assessment
type: item
description: Estimating players’ abilities without compromising alignment with assessment objectives remains a key challenge in developing Game-Based Assessment (GBA). This study proposes a method to estimate player performance through the procedural generation of puzzle game levels that adapt to player achievement. The method integrates Dynamic Difficulty Adjustment (DDA) and player modeling to dynamically align content difficulty with individual abilities while maintaining assessment validity. Unlike most previous PCG-GBA studies, which determine difficulty solely from technical parameters, the proposed method combines cognitive (arithmetic content) and technical (puzzle parameters) indicators, validated through paper-based tests. Implemented in a basic arithmetic puzzle game with sixth-grade primary school students in Indonesia, the approach generated 1,379 gameplay level records. Statistical analysis shows a strong positive correlation between paper-based test scores and the average difficulty of completed levels (r = 0.734, p < 0.001). A low absolute difference between difficulty level and player performance (M = 0.012, SD = 0.028) and a small RMSE (0.031) confirm the accuracy and consistency of difficulty adaptation. The proposed method enables accurate performance estimation through adaptive gameplay, contributing to the development and external validation of PCG-based GBA and pointing toward its potential scalability for personalized educational assessments.
subject: Articles
  topic: section
subject: Game-based assessment
  topic: keywords
subject: Player performance
  topic: keywords
subject: Procedural content generation
  topic: keywords
subject: Level generation
  topic: keywords
subject: Puzzle game
  topic: keywords
subject: Serious game
  topic: keywords
creator: Lailatul Husniah
creator: M. Naufal Azzmi. H
creator: Ali Sofyan Kholimi
creator: Umi Laili Yuhana
creator: Eko Mulyanto Yuniarno
creator: Mauridhi Hery Purnomo
rights: Copyright (c) 2025 Lailatul Husniah, M. Naufal Azzmi. H, Ali Sofyan Kholimi, Umi Laili Yuhana, Eko Mulyanto Yuniarno, Mauridhi Hery Purnomo http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 217
ending page: 238
doi: 10.17083/g3s30m71

Exploring Player Archetypes in a Minecraft-Based Learning Environment
type: item
description: Games are recognized as valuable tools for learning and interest development. However, the association between behavioral player archetypes and these important outcomes is still underexplored. This study explores the relationship between learning, interest development, and player archetypes (Roamers, Explorers, and Scientists) identified within the WHIMC project, a game-based learning environment where students engage with scientifically accurate hypothetical astronomy scenarios in Minecraft. Grounded in human-computer interaction and player typologies frameworks, we analyze data from 57 participants across four summer camps using Ordered Network Analysis (ONA) and k-means clustering to identify player archetypes emerging from student actions. We then examine how these archetypes relate to learning outcomes and motivational factors. Statistical tests reveal significant differences in in-game actions across archetypes and correlations between player behaviors and learning outcomes. These findings contribute to the design of serious educational games by increasing understanding of how to optimize experiences and enhance science engagement for learners with differing playing styles.
subject: Articles
  topic: section
subject: Player archetypes
  topic: keywords
subject: Player typologies
  topic: keywords
subject: Educational games
  topic: keywords
subject: Minecraft-based learning
  topic: keywords
subject: Science interest
  topic: keywords
subject: Student motivation
  topic: keywords
creator: Andres Felipe Zambrano
creator: Zhanlan Wei
creator: Jaclyn Ocumpaugh
creator: Amanda Barany
creator: Ryan S. Baker
creator: Xiner Liu
creator: Yiqiu Zhou
creator: Luc Paquette
creator: Jeffrey Ginger
rights: Copyright (c) 2026 Andres Felipe Zambrano, Zhanlan Wei, Jaclyn Ocumpaugh, Amanda Barany, Ryan S. Baker, Xiner Liu, Yiqiu Zhou, Luc Paquette, Jeffrey Ginger http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-01-30
publication date: 2026-01-30
starting page: 19
ending page: 40
doi: 10.17083/yj7g5p07

Latent Class Analysis of Gameplay Metrics from Youth Playing Robot ChampionsTM: Relations of Class Membership to Persistence and Intensity
type: item
description: Purpose: Game metrics assessing in-game actions (e.g., keystrokes, challenges, and time on task) have become a staple component to understanding the attraction youth have towards a video game. Data from automatic log files can be used to assess how players interact with various aspects of the game and whether they comprehend the game mechanics. Despite a rapid burgeoning in the use of game metrics, few studies have used this type of objective instrumentation to examine whether users display unique patterns of gameplay. To address this gap, this study examines a temporal slice of game metrics obtained from a robotics platform using person-centered strategies to empirically examine unique gameplay characteristics. We also validate gameplay strategies using objective measures of persistence and intensity of play. Methodology: We used in-game metrics collected over a two-month window in 2024 obtained from 153,658 players who played 199,055 sessions of the Roblox sandbox game Robot ChampionsTM. Latent class analysis (LCA), a model-based clustering approach, was used with seven game metric indicators to ascertain whether there are distinct patterns of gameplay. Findings: LCA identified four unique gameplay styles comprised of Fully Engaged, Engaged in Training, Engaged in Building, and Engaged in Driving. Fully Engaged involved taking advantage of multiple aspects of the game whereas Engaged in Driving gameplay only involved driving the robot, neglecting other game features like queuing for or starting matches or benefiting from tutorials. Measures of persistence (number of games completed, steps completed, and duration of play) and a measure of intensity were used to characterize class membership. Between-class mean differences in persistence and intensity were also examined using multinomial logistic regression with post-hoc pairwise comparisons. Analysis of a small number of players who completed multiple games revealed that, over time, players engaged in multiple styl…
subject: Articles
  topic: section
subject: gameplay metrics
  topic: keywords
subject: intensity
  topic: keywords
subject: latent class analysis
  topic: keywords
subject: log files
  topic: keywords
subject: persistence
  topic: keywords
subject: robotics
  topic: keywords
creator: Lawrence Scheier
creator: William Hansen
creator: Alex Stone
creator: Jennifer Javornik
rights: Copyright (c) 2025 Lawrence Scheier, William Hansen, Alex Stone, Jennifer Javornik http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 185
ending page: 206
doi: 10.17083/anb2q267

Safe Walk: A Serious Game for Exploring Environmental Distractions Affecting Pedestrian Safety
type: item
description: Understanding the impact of distracting factors on pedestrian safety is crucial for reducing accidents. This study investigates how urban video advertisements influence pedestrian behavior amidst competing visual stimuli. We employed a true experimental design, utilizing eye-tracking technology within a simulated environment to assess participants' visual behavior in the presence of video advertisements. Participants were randomly assigned to one of three scenarios, and we compared attention direction using both an eye-tracker and a virtual reality headset. The eye-tracking data captured from a two-dimensional screen was translated into three-dimensional coordinates for accurate representation in the VR environment. Our findings reveal a significant preference for monitoring vehicular traffic over video advertisements, confirming that participants prioritize safe navigation over engaging with distractions. This research advances the state of the art by demonstrating the reliability of eye-tracking in capturing attentional focus and highlighting the effectiveness of simulated environments for studying pedestrian behavior. The results have important implications for urban planning and safety measures, emphasizing the need to consider environmental distractions in the design of urban spaces
subject: Articles
  topic: section
subject: serious game
  topic: keywords
subject: Pedestrian Safety
  topic: keywords
subject: Environmental Distractions
  topic: keywords
subject: Walking Simulator
  topic: keywords
creator: Yoones A. Sekhavat
creator: Joseph Mani
creator: Seyed Vahid Mostafavi
creator: Samad Roohi
creator: Yazdan Movahedi
creator: Liu Zhen
rights: Copyright (c) 2025 Yoones A. Sekhavat, Joseph Mani, Seyed Vahid Mostafavi, Samad Roohi, Yazdan Movahedi, Liu Zhen http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-07-29
publication date: 2025-07-29
starting page: 81
ending page: 97
doi: 10.17083/02xf3365

Convergent Validity of Game-Based Assessment: A Meta-Analysis
type: item
description: Game-Based Assessments (GBAs) have emerged as innovative tools for measuring personality traits, particularly in recruitment and employee selection. This meta-analysis aims to evaluate the convergent validity of GBAs compared to traditional self-report personality measures, addressing ongoing concerns about their psychometric robustness. A total of 18 studies from 13 peer-reviewed articles (2002–2025) were systematically reviewed using data from Scopus, ProQuest, Wiley Online Library, and ScienceDirect. Random-effects modeling, heterogeneity analysis, and publication bias tests were conducted, with sample size, game type, and statistical method examined as potential moderators. Findings revealed a moderate and statistically significant overall effect size (r = .516, Z = 8.088, p < .001), indicating meaningful convergence between GBAs and self-report measures. Despite this, substantial heterogeneity across studies was observed, with no significant moderation effects and minimal evidence of publication bias. This study offers the first comprehensive meta-analytic synthesis of GBA convergent validity, contributing original empirical support for their utility while critically highlighting conceptual issues such as circular validation and the absence of standardized frameworks. The impact of this research lies in its advancement of the psychometric foundations for GBAs and its call for future validation efforts using methods like item response theory and predictive designs linked to behavioral outcomes.
subject: Articles
  topic: section
subject: Serious Game
  topic: keywords
subject: Meta-Analysis
  topic: keywords
subject: Validity
  topic: keywords
subject: Assessment tools
  topic: keywords
subject: Psychometrics evaluation
  topic: keywords
subject: Game-Based Assessment
  topic: keywords
creator: Fadillah
creator: Rahmat Hidayat
creator: Agung Santoso
rights: Copyright (c) 2025 Fadillah, Rahmat Hidayat, Agung Santoso http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 5
ending page: 29
doi: 10.17083/etxn7795

Aging Collagen: Fostering Students’ Motivation and Understanding through Meaningful Gamification
type: item
description: Although gamification has been used in education for many studies, the focus has primarily been on rewards-based gamification, with limited attention to meaningful gamification. This study represents the design and evaluation of a meaningfully gamified educational tool, Aging Collagen, aimed at enhancing intrinsic motivation and learning outcomes regarding collagen among lower secondary students. The design of Aging Collagen followed the guidelines from the RECIPE framework proposed by Nicholson (2015) and incorporated additional research findings that align with this framework. Nineteen students (aged 10-12) of an international school participated in the study. Data was collected through focus-group interviews, surveys, and knowledge tests. The results indicated a high level of intrinsic motivation among students and an improvement in their understanding of collagen. This study identified five key factors that contributed to students’ intrinsic motivation: sensory stimuli, simple language, interactive elements, minigames, and virtual characters. This study highlights the potential of meaningful gamification in educational contexts. Future research should address limitations of the current study, such as a lack of long-term assessment of outcomes, and further explore the RECIPE framework’s applicability across various scientific topics to validate and enhance its effectiveness in other domains as well.
subject: Articles
  topic: section
subject: Meaningful gamification
  topic: keywords
subject: RECIPE framework
  topic: keywords
subject: Lower secondary education
  topic: keywords
subject: Science education
  topic: keywords
subject: Motivation
  topic: keywords
creator: Ashley Quan
creator: Laura M. van der Lubbe
creator: Henri E.K. Matimba
rights: Copyright (c) 2025 Ashley Quan, Laura M. van der Lubbe, Henri E.K. Matimba http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-30
publication date: 2025-10-30
starting page: 147
ending page: 168
doi: 10.17083/64t74s67

Gamified Shoulder Wheel: Enhancing Pediatric Engagement and Data Collection
type: item
description: Shoulder wheels are commonly used in upper limb rehabilitation, yet their repetitive nature often results in low engagement, particularly among pediatric patients. This study aimed to develop a low-cost, gamified rehabilitation system by integrating a tablet-based serious game with a gyroscope-equipped shoulder wheel to guide exercise rhythm, track movement, and provide real-time visual feedback. Specifically, the study addressed two research questions: (RQ1) what are the benefits of integrating gamification into shoulder wheel therapy, and (RQ2) which clinically relevant objective measurements can be recorded during therapy. A mixed-methods feasibility study was conducted, involving three focus groups with medical professionals to iteratively inform design decisions and assess clinical relevance, followed by a pilot study with pediatric participants and clinicians that combined quantitative engagement measures with qualitative feedback to assess engagement, usability, and perceived therapeutic value. The results indicated higher engagement ratings during interactive gameplay, demonstrated the system’s ability to capture clinically relevant movement data via embedded sensors, and suggested that the system could be integrated into existing rehabilitation protocols with minimal disruption. Unlike virtual reality or wearable-based solutions, this approach retrofits familiar rehabilitation equipment with embedded tracking and serious game mechanics, offering a low-cost and scalable alternative for pediatric rehabilitation settings. Overall, the findings suggest that gamified shoulder wheel therapy has the potential to support patient motivation and enable objective performance tracking, with clinicians indicating perceived suitability particularly for children aged 8–12. These findings are preliminary and based on an exploratory, small-scale feasibility study, and further controlled and longitudinal research is required to evaluate therapeutic efficacy.
subject: Articles
  topic: section
subject: Gamification
  topic: keywords
subject: Pediatric Patients
  topic: keywords
subject: Serious Games
  topic: keywords
subject: Shoulder Wheel
  topic: keywords
subject: Upper Limb Rehabilitation
  topic: keywords
creator: David Infante-Sánchez
creator: Aikaterini Bourazeri
creator: Tatiana Cruz Lira
creator: Irving López Vázquez
creator: Esmeralda Espino Espino
creator: Pedro Eduardo Rojo Carrillo
creator: Andrea Joanellie Hernández Alvarado
rights: Copyright (c) 2026 David Infante-Sánchez, Aikaterini Bourazeri, Tatiana Cruz Lira, Irving López Vázquez, Esmeralda Espino Espino, Pedro Eduardo Rojo Carrillo, Andrea Joanellie Hernández Alvarado http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2026-04-08
publication date: 2026-04-08
starting page: 115
ending page: 134
doi: 10.17083/98yp7690