Background: Gamified reward systems, such as providing digital badges earned for specific accomplishments, are related to student engagement in educational settings. The purpose of this study was to conduct a meta-analytic review to quantify the effects of gamified interventions on student behavioral change. Methods: A meta-analysis was performed using the following databases: The Academic Search Complete, Communication & Mass Media Complete, Education Source, ERIC, Library Information Science & Technology Abstracts, and PsycINFO. Inclusion in the review required: (a) peer-reviewed conducted between 2010 and 2019, (b) experimental controlled design, (c) gamification elements, and (d) educational setting. Results: Using a random-effects model, a statistically significant (Cohen’s d (ES) = 0.48, 95% CI = 0.33, 0.62) gamification effect was evidenced by moderate and positive grand effects sizes (ES). Gamification effects were higher with adults in higher education (ES = 0.95) than K-12 students (ES = 0.92). Brief interventions delivered in days or less than 1 week were significantly more effective (ES = 1.57) than interventions lasting up to 20 weeks (ES = 0.30). Interventions incorporating gamification elements across years (ES = −0.20) was adversely associated with behavioral change. Conclusions: Findings suggest that short-term over longer-term gamified interventions might be a promising way to initiate changes in learner’s behaviors and improve learning outcome.

Cyberbullying has been subject to a debate about whether it is a subtype of traditional bullying or a distinct deviant behavior from traditional bullying. Applying a longitudinal South Korean youth sample and latent group-based trajectory modeling, the current study examines (a) an overlap of developmental trajectories between cyberbullying and traditional bullying, and (b) effects of predictors on developmental trajectory groups for both cyberbullying and traditional bullying. It is concluded that cyberbullying is close to a variation of bullying rather than a distinct deviant behavior and reported an overlap of developmental trajectories between cyberbullying and traditional bullying, and strong associations between both forms of bullying and peer-related predictors. Policy implications and suggestions for future research are discussed.

Kawasaki Disease (KD) is the most common cause of pediatric acquired heart disease, but its etiology remains unknown. We examined 1164 cases of KD treated at a regional children’s hospital in San Diego over a period of 15 years and uncovered novel structure to disease incidence. KD cases showed a well-defined seasonal variability, but also clustered temporally at much shorter time scales (days to weeks), and spatiotemporally on time scales of up to 10 days and spatial scales of 10–100 km. Temporal clusters of KD cases were associated with strongly significant regional-scale air temperature anomalies and consistent larger-scale atmospheric circulation patterns. Gene expression analysis further revealed a natural partitioning of KD patients into distinct groups based on their gene expression pattern, and that the different groups were associated with certain clinical characteristics that also exhibit temporal autocorrelation. Our data suggest that one or more environmental triggers exist, and that episodic exposures are modulated at least in part by regional weather conditions. We propose that characterization of the environmental factors that trigger KD in genetically susceptible children should focus on aerosols inhaled by patients who share common disease characteristics.

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