Gamification in education: A scientometric, content and co-occurrence analysis of systematic review and meta-analysis articles

Digital health policy decoded: Mapping national strategies using Donabedian's model

National strategies are essential driving forces behind governments taking responsibility for setting the direction of digital health on a national level. This study employed a novel mixed-methods approach, integrating topic modeling, co-occurrence analysis, and qualitative content analysis, to comprehensively examine 22 national digital health strategies through the lens of Donabedian's structure-process-outcome model. The quantitative analysis identified 14 prevalent topics, while the qualitative analysis provided nuanced insights into the contexts underlying these topics. Leveraging Donabedian's framework, the topics were categorized into structure (training and digital health professionals, governance frameworks, computing infrastructure, public-private partnerships, regulatory frameworks), process (AI and big data, decision-support systems, shared digital health records, disease surveillance, information system interoperability), and outcome dimensions (improved health and social care, privacy and security, quality and efficiency of health services, universal coverage, sustainable development goals). This hybrid methodology offers a unique contribution by mapping the identified themes onto a widely accepted quality of care model, bridging the gap between policy analysis and healthcare quality assessment. The study unveils underaddressed themes, highlights the interrelationships between policy components, and provides a comprehensive understanding of the global digital health policy landscape. The findings inform future strategies, academic research directions, and potential policy considerations for governments formulating digital health regulations.

Learning Landscape in Gamification: The Need for a Methodological Protocol in Research Applications

In education, the term "gamification" refers to of the use of game-design elements and gaming experiences in the learning processes to enhance learners' motivation and engagement. Despite researchers' efforts to evaluate the impact of gamification in educational settings, several methodological drawbacks are still present. Indeed, the number of studies with high methodological rigor is reduced and, consequently, so are the reliability of results. In this work, we identified the key concepts explaining the methodological issues in the use of gamification in learning and education, and we exploited the controverses identified in the extant literature. Our final goal was to set up a checklist protocol that will facilitate the design of more rigorous studies in the gamified-learning framework. The checklist suggests potential moderators explaining the link between gamification, learning, and education identified by recent reviews, systematic reviews, and meta-analyses: study design, theory foundations, personalization, motivation and engagement, game elements, game design, and learning outcomes.

Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students' perspectives

Complex creativity and multiple learning objectives often require combining several teaching methods, and gamification may be an effective teaching strategy for enhancing learning. However, few studies have examined the combined effects of implementing gamification and multiple teaching methods in a course from students' perspectives. Therefore, this study implemented gamification and six teaching methods of enhancing college students' creativity in university creativity and innovation course in November and December 2021 and aimed to examine the effects on their creativity, collaboration, and communication skills and used the Analytical Hierarchy Process to identify more effective teaching methods corresponding to the learning objectives from students' perspectives. The results showed that students perceive that gamification could stimulate their motivation, attitudes, and interest in learning and enhance their creativity, collaboration, and communication skills. Furthermore, Mandala thinking was the most effective teaching method for the overall goal. In contrast, the most effective teaching methods for the creativity, collaboration, and communication skills learning objectives were the SCAMPER technique, balloon competition, and Mandala thinking, respectively. The results provide essential references for selecting effective teaching methods that meet the teaching objectives.

Recovery and utilisation of waste heat from flue/exhaust gases: a bibliometric analysis (2010-2022)

The recovery and utilisation of waste heat from flue/exhaust gases (RU/WHFG) could potentially provide sustainable energy while curbing pollutant emissions. Over time, the RU/WHFG research landscape has gained significant traction and yielded innovative technologies, sustainable strategies, and publications. However, critical studies highlighting current advancements, publication trends, research hotspots, major stakeholders, and future research directions on RU/WHFG research remain lacking. Therefore, this paper presents a comprehensive bibliometric analysis and literature review of the RU/WHFG research landscape based on publications indexed in Scopus. Results showed that 123 publications and 2191 citations were recovered between 2010 and 2022. Publication trends revealed that the growing interest in RU/WHFG is mainly due to environmental concerns (e.g. pollution, global warming, and climate change), research collaborations, and funding availability. Stakeholder analysis revealed that numerous researchers, affiliations, and countries have actively contributed to the growth and development of RU/WHFG. Lin Fu and Tsinghua University (China) are the most prolific researchers and affiliations, whereas the National Natural Science Foundation of China (NSFC) and China are the most prolific funder and country, respectively. Funding availability from influential schemes such as NSFC has accounted for China's dominance. Keyword co-occurrence identified three major research hotspots, namely, thermal energy utilisation and management (cluster 1), integrated energy and resource recovery (cluster 2), and system analysis and optimisation (cluster 3). Literature review revealed that researchers are currently focused on maximising thermodynamic/energy efficiency, fuel minimisation, and emission reduction. Despite progress, research gaps remain in low-temperature/low-grade waste heat recovery, utilisation, storage, life cycle, and environmental impact analysis.

Understanding intention and use of digital elements in higher education teaching

Digital elements are being increasingly used in higher education teaching, but the intention and their actual use vary depending on the lecturers. We used the reasoned action approach to understand the beliefs and intentions behind the use of digital elements in this context. We conducted a quantitative survey in which university lecturers shared their intention concerning the use of digital learning elements and indicated their actual use. The results confirm the influence of attitude, perceived norms, and perceived behavioral control on the intention to use digital learning elements. However, we also identified an intention-behavior gap: Only one-time effort to become familiar with digital elements has a significant impact on actual usage. We conclude that, above all, teachers must first be given the opportunity to become familiar with digital learning elements to be able to use them effectively. Understanding why such an intention-behavior gap exists should be the aim of future studies.

How a token-based game may elicit the reward prediction error and increase engagement of students in elementary school. A pilot study

Student engagement is essential to academic success and student-wellbeing. In the past, fostering engagement though extrinsic rewards has often been found to be of limited effectiveness over the long term. However, extrinsic rewards are important for improving engagement with non-intrinsically rewarding activities. Thus, in the present study a mechanism that is meant to prolong the effects of extrinsic rewards was investigated: the reward prediction error. This error occurs when rewards are awarded contrary to the awardee’s expectations. In a quasi-experiment, 39 elementary school students participated in a classroom-based game, which was supposed to motivate them to solve math exercises. It combined reinforcement with elements of luck, which were supposed to elicit the reward prediction error. After 2 weeks, the intervention group had completed significantly more math exercises compared to a pretest and, importantly, also more correctly solved exercises than a control group. This suggests that game-based reinforcement that elicits the reward prediction error might help to increase student engagement over the medium term. It furthermore highlights the importance of applying gamification elements not only digitally but also in analog settings.

Influence of Gamification and Cooperative Work in Peer, Mixed and Interdisciplinary Teams on Emotional Intelligence, Learning Strategies and Life Goals That Motivate University Students to Study

It is necessary to motivate university students to reduce the dropout rate in Spain, and to look for strategies that help university students acquire professional competencies; this is where gamification can be useful. The purpose of the study was to evaluate the influence of a learning methodology based on gamification and cooperative work in peers, and in mixed and interdisciplinary teams on the emotional intelligence, learning strategies, and life goals that motivate university students to learn. The sample consisted of 102 students who took a subject with a gamification-based methodology, through the Mechanics-Dynamics-Aesthetics model, in a cooperative way. The Self-Perception Scale of Personal Academic Motivation and the Trait Meta Mood Scale 24 were used. The results of the study showed an increase in learning strategies and life goals that motivated university students to study, as well as increases in emotional clarity and significantly in emotional repair. It was concluded that gamification is a positive tool for its ability to increase emotional intelligence, life goals, and learning strategies in university students' motivation to learn.

Gamifying Community Education for Enhanced Disaster Resilience: An Effectiveness Testing Study from Australia

Providing convenient and effective online education is important for the public to be better prepared for disaster events. Nonetheless, the effectiveness of such education is questionable due to the limited use of online tools and platforms, which also results in narrow community outreach. Correspondingly, understanding public perceptions of disaster education methods and experiences for the adoption of novel methods is critical, but this is an understudied area of research. The aim of this study is to understand public perceptions towards online disaster education practices for disaster preparedness and evaluate the effectiveness of the gamification method in increasing public awareness. This study utilizes social media analytics and conducts a gamification exercise. The analysis involved Twitter posts (n = 13,683) related to the 2019–2020 Australian bushfires, and surveyed participants (n = 52) before and after experiencing a gamified application—i.e., STOP Disasters! The results revealed that: (a) The public satisfaction level is relatively low for traditional bushfire disaster education methods; (b) The study participants’ satisfaction level is relatively high for an online gamified application used for disaster education; and (c) The use of virtual and augmented reality was found to be promising for increasing the appeal of gamified applications, along with using a blended traditional and gamified approach.