Background It is well known that regular physical exercise has associated benefits; yet, participation remains suboptimal. Mobile health (mHealth) has become an indispensable medium to deliver behavior change interventions, and there is a growing interest in the gamification apps in mHealth to promote physical activity (PA) participation. Gamification could use game design elements (such as points, leaderboards, and progress bars), and it has the potential to increase motivation for PA and engagement. However, mHealth-based gamification interventions are still emerging, and little is known about the application status and efficacy of such interventions. Objective This systematic review aims to investigate gamification apps in mHealth for improving PA levels and simultaneously summarize the impact of gamification interventions on PA participation. Methods We searched PubMed, Scopus, Web of Science, Embase, CINAHL (EBSCO host), and IEEE Xplore from inception to December 20, 2020. Original empirical research exploring the effects of gamification interventions on PA participation was included. The papers described at least one outcome regarding exercise or PA participation, which could be subjective self-report or objective indicator measurement. Of note, we excluded studies about serious games or full-fledged games. Results Of 2944 studies identified from the database search, 50 (1.69%) were included, and the information was synthesized. The review revealed that gamification of PA had been applied to various population groups and broadly distributed among young people but less distributed among older adults and patients with a disease. Most of the studies (30/50, 60%) combined gamification with wearable devices to improve PA behavior change, and 50% (25/50) of the studies used theories or principles for designing gamified PA interventions. The most frequently used game elements were goal-setting, followed by progress bars, rewards, points, and feedback. This review demonstrated that gamification interventions could increase PA participation; however, the results were mixed, and modest changes were attained, which could be attributed to the heterogeneity across studies. Conclusions Overall, this study provides an overview of the existing empirical research in PA gamification interventions and provides evidence for the efficacy of gamification in enhancing PA participation. High-quality empirical studies are needed in the future to assess the efficacy of a combination of gamification and wearable activity devices to promote PA, and further exploration is needed to investigate the optimal implementation of these features of game elements and theories to enhance PA participation.

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A much more attractive way to use the internet was discovered. Users are represented by avatars in the fantasy persistent 3D world, and the avatars apparently come to occupy a special place in the hearts of their creators (Castronova, 2001). At present, millions of people worldwide have accounts to some kind of virtual environments. Virtual world may soon become the primary venue for all online activities (Castronova, 2001) including learning. Imagine that one can gain knowledge and skills by social interactions in virtual worlds. A massively multi-student online learning environment (MMOLE) is a pedagogically designed space where students would spend much time learning online by doing and interacting with others. Furthermore, massively multiplayer online games (MMOGs) or massively multiplayer online role playing games (MMORPGs) allow individuals, through their avatars, to learn in the service of games goals and through problem solving and collaboration. This article aims at exploring the pedagogical potentials of virtual worlds. The strengths and weaknesses will be outlined and some of the issues will be discussed through case studies. Hopefully, lessons can be learned and the future virtual worlds can become a more powerful and effective environment to engage students in learning.

Many attempts at personalisation have been made in education. They all collect learning data and analyse learning behaviours, and ultimately achieve personalised learning dynamically. However, further research is needed on the ways to effectively access and analyse information about learning within an enjoyable environment and with positive results when realising personalised learning. In order to solve this problem, we connect the time in class and after class with semantic knowledge and combine these elements with gamification and a better interaction experience. We explore whether this teaching method can offer students a better learning experience and positive learning outcomes. Our approach plays an obvious role in personalised learning. Our results indicate that a teaching method which connects the two parts of a class with gamification and a means of interaction in AR (augmented reality) produces novel and enjoyable feelings, stimulates students' enthusiasm and improves the learning effects when they do personalised learning.

ObjectiveThe effectiveness of integrating message framing into educational interventions to promote the health behaviour of patients with chronic diseases is still being debated in nursing research. The objective of this study was to assess the impact of educational interventions based on gain and loss frames on the health behaviours and beliefs of patients with chronic diseases and to identify the frame that achieves better outcomes.DesignThe systematic review was based on PRISMA guidelines for comprehensively searching, appraising and synthesising research evidence.Data sourcesWe searched the PubMed, Web of Science, PsycINFO and CINAHL databases for reports published from database inception until 26 March 2021.Eligibility criteriaIntervention studies, published in English, with adult patients with chronic disease conditions, and with intervention contents involved in the implementation of message framing, were considered. The outcomes were health behaviours or beliefs, such as knowledge, self-efficacy, intention or attitudes.Data extraction and synthesisData extraction and entry were performed using a predesigned data extraction form and assessed independently by two reviewers using the Cochrane Collaboration Risk of Bias I.ResultsA total of 11 intervention studies were included. We found that educational intervention based on both gain and loss frames could enhance the positive effects of communication, and promote healthy behaviours and beliefs in patients with chronic disease. Many of the studies we included here showed the advantage of loss framing messages. Due to the limited number of articles included and without quantitative analysis, this result should be interpreted cautiously.ConclusionsIntegrating message framing into health education might be a promising strategy to motivate patients with chronic disease to improve their health behaviours and beliefs. More extensive and well-designed trials are needed to support the conclusions and discuss the effective framing, moderators and mediators of framing.PROSPERO registration numberCRD42021250931.