This article focuses on the phenomenon of gamification in the context of the philosophy of sport. Gamification is usually understood as a process of adding games or game-like elements to some activity in order to encourage participation. Gamification takes the techniques that game designers use to engage players and applies them to motivate people in different spheres of our lives. With the rapid development of cyber games and the penetrating everyday lives of many young people, gamification becomes an important issue for different fields of study. In economic discourse, it is often used as a business strategy. For pedagogy, it can present an educational method or teaching instrument, and psychologists examine gamification as a motivational method. In the context of sports, gamification provides a possibility for various empirical sociological studies. However, the sociological investigations could be supported by studies of philosophical backgrounds of gamification applied in the field of sports. Some authors speak about the concept of meaningful gamification. They are mostly explained more from psychological positions (exploring the theories of motivation etc.) than from the philosophical ones. Virtuality and the virtual worlds connected with cyberspace (from which gamification comes) are often understood as the opposite of reality (or escape from reality). Thus, it could be taken as something inauthentic. Badges and points present "pure" instruments that could strengthen the instrumental approach to the world. However, is it as simple? In the philosophical discourse, we could examine gamification from a range of different positions. This article assesses two possible ways in terms of how to describe and discuss gamification in the philosophical discourse. One is the topic of game and play based on the work of Johan Huizinga. The other is the concept of authenticity and instrumentality based on Martin Heidegger, Jan Patočka, and Hans-Georg Gadamer. It appears probable that gamification in sport is rapidly spreading, and it will be examined within different empirical studies more and more. This article argues that this phenomenon is also as an interesting topic for the philosophy of sport.
- Publication type
- Meeting Abstract MeSH
This paper presents a gamified motor imagery brain-computer interface (MI-BCI) training in immersive virtual reality. The aim of the proposed training method is to increase engagement, attention, and motivation in co-adaptive event-driven MI-BCI training. This was achieved using gamification, progressive increase of the training pace, and virtual reality design reinforcing body ownership transfer (embodiment) into the avatar. From the 20 healthy participants performing 6 runs of 2-class MI-BCI training (left/right hand), 19 were trained for a basic level of MI-BCI operation, with average peak accuracy in the session = 75.84%. This confirms the proposed training method succeeded in improvement of the MI-BCI skills; moreover, participants were leaving the session in high positive affect. Although the performance was not directly correlated to the degree of embodiment, subjective magnitude of the body ownership transfer illusion correlated with the ability to modulate the sensorimotor rhythm.
- Publication type
- Journal Article MeSH
- Keywords
- gamification of medical education, serious games, virtual cases, problem-based learning, scenario-based learning,
- MeSH
- Humans MeSH
- Multimedia MeSH
- Computer-Assisted Instruction * MeSH
- Programmed Instructions as Topic MeSH
- Simulation Training * MeSH
- Internal Medicine * education MeSH
- Check Tag
- Humans MeSH
- Publication type
- Research Support, Non-U.S. Gov't MeSH
Current mobility patterns over-rely on transport modes that do not benefit sustainable and healthy lifestyles. To explore the potential for active mobility, we conducted a randomized experiment aimed at increasing regular commuter cycling in cities. In designing the experiment, we teamed up with developers of the "Cyclers" smartphone app to improve the effectiveness of the app by evaluating financial and non-financial motivational features. Participants in the experiment were recruited among new users of the app, and were randomly assigned to one of four different motivational treatments (smart gamification, two variants of a financial reward, and a combination of smart gamification and a financial reward) or a control group (no specific motivation). Our analysis suggests that people can be effectively motivated to engage in more frequent commuter cycling with incentives via a smartphone app. Offering small financial rewards seems to be more effective than smart gamification. A combination of both motivational treatments-smart gamification and financial rewards-may work the same or slightly better than financial rewards alone. We demonstrate that small financial rewards embedded in smartphone apps such as "Cyclers" can be effective in nudging people to commute by bike more often.
- MeSH
- Smartphone * MeSH
- Bicycling * MeSH
- Adult MeSH
- Financing, Personal MeSH
- Middle Aged MeSH
- Humans MeSH
- Mobile Applications * MeSH
- Motivation * MeSH
- Reward MeSH
- Health Behavior * MeSH
- Check Tag
- Adult MeSH
- Middle Aged MeSH
- Humans MeSH
- Male MeSH
- Female MeSH
- Publication type
- Journal Article MeSH
- Research Support, Non-U.S. Gov't MeSH
- Randomized Controlled Trial MeSH
Virtuální realita představuje interaktivní uměle vytvořené prostředí izolované od reálného světa. Tato jedinečná technologie za využití imerzivity a gamifikace v posledním desetiletí vhodně doplňuje edukaci léčebných postupů a operačních technik. Náš tým se na základě pozitivních zkušeností s využitím virtuální reality v rehabilitaci rozhodl vyvinout vzdělávací model relativně nenáročné neurochirurgické operace, a to zavedení čidla intrakraniálního tlaku. Obsahem sdělení je vývoj modulu a první zkušenosti s jeho testováním ve výuce. Modul kombinuje realisticky navržené prostředí s virtuální asistencí a možností online kontroly vyučujícím. Za využití jednoduchého ovládání umožňuje bezpečný a libovolně opakovaný nácvik operace. Zdá se, že imerzivita a gamifi kace jsou klíčovým rozdílovým prvkem pro lepší zapamatování informací při nácviku, a tím zkvalitnění učebního procesu oproti jiným technikám. To nám potvrdili při testování modulu zdravotničtí pracovníci vývojového týmu a studenti lékařské fakulty a vyšší odborné zdravotnické školy. Předpokládáme, že aplikace tohoto modulu do nácviku operačních postupů by v budoucnu mohla efektivně doplnit stávající výukové metody a potenciálně urychlit vzdělávací křivku při nácviku daného výkonu.
Virtual reality represents an interactive, artificially created environment isolated from the real world. This unique technology, through immersion and gamification, has effectively complemented the education of therapeutic procedures and surgical techniques over the past decade. Based on positive experiences with the use of virtual reality in rehabilitation, our team decided to develop an educational model for a relatively straightforward neurosurgical procedure: the insertion of an intracranial pressure sensor. This report discusses the development of the module and the initial experiences with its testing in education. The module combines a realistically designed environment with virtual assistance and the possibility of online supervision by instructor. Its simple controls allow for safe and freely repeatedly practiced operations. Immersion and gamification appear to be key diff erentiators for better retention of information during training, thereby improving the educational process compared to other techniques. This has been confi rmed during module testing by healthcare professionals from the development team and students from the faculty of medicine and higher medical school. We anticipate that the application of this module in surgical training could effectively complement existing teaching methods and potentially accelerate the learning curve for the given procedure in the future.
Generation Z is expected to officially surpass the Baby Boomers in the labor market by 2024 and to represent 30% of the global workforce by 2030. In the work environment, they are referred to oxymoronically as competitively ambivalent. Therefore, it is necessary to investigate the reasons for this behavior and to identify initiatives that would facilitate understanding between Generation Z and other generations. The aim of the present study was to find out whether Generation Z in the Czech Republic and Slovakia, which lives in conditions of deepening polarization of society and differentiated opportunities (e.g., in access to education, consumption of goods and services, work and entertainment), exhibits compatible value orientation or whether significant antagonisms exist in the value system. The study utilized the referential Schwartz's theory of values, which handles universal values dynamically. This theoretical framework was extended to include the dimension of instrumental values that were contextualized in the labor market environment. The results show that the representatives of Generation Z in the Czech Republic and Slovakia prefer collective values (Benevolence and Universalism) in the first two places. However, they subsequently lean toward two individual values (Hedonism and Self-Direction). The comparison of the results in the European context showed the same values being shared by the representatives of Generation Z with preference nuances. The comparison of Generation Z representatives with members of other generations in the European context showed consistency of sharing collective values (Benevolence and Universalism). Discussion: Intergenerational value congruence, as well as knowledge of the difference in preferred values across generations (the collectivism value of Tradition shared by Baby Boomers and Generation X, and Hedonism as an individualism value shared by Generation Y and Generation Z) can help the successful integration of Generation Z representatives in the labor market. A way toward intergenerational synergy can be the recommended strategies for managing Generation Z in the context of career paths: Flexibility of development; Gamification; Mentoring.
- Publication type
- Journal Article MeSH
BACKGROUND: Genetic testing rapidly penetrates into all medical specialties and medical students must acquire skills in this area. However, many of them consider it difficult. Furthermore, many find these topics less appealing and not connected to their future specialization in different fields of clinical medicine. Student-centred strategies such as problem-based learning, gamification and the use of real data can increase the appeal of a difficult topic such as genetic testing, a field at the crossroads of genetics, molecular biology and bioinformatics. METHODS: We designed an electronic teaching application which students registered in the undergraduate Medical Biology course can access online. A study was carried out to assess the influence of implementation of the new method. We performed pretest/posttest evaluation and analyzed the results using the sign test with median values. We also collected students' personal comments. RESULTS: The newly developed interactive application simulates the process of molecular genetic diagnostics of a hereditary disorder in a family. Thirteen tasks guide students through clinical and laboratory steps needed to reach the final diagnosis. Genetics and genomics are fields strongly dependent on electronic databases and computer-based data analysis tools. The tasks employ publicly available internet bioinformatic resources used routinely in medical genetics departments worldwide. Authenticity is assured by the use of modified and de-identified clinical and laboratory data from real families analyzed in our previous research projects. Each task contains links to databases and data processing tools needed to solve the task, and an answer box. If the entered answer is correct, the system allows the user to proceed to the next task. The solving of consecutive tasks arranged into a single narrative resembles a computer game, making the concept appealing. There was a statistically significant improvement of knowledge and skills after the practical class, and most comments on the application were positive. A demo version is available at https://medbio.lf2.cuni.cz/demo_m/ . Full version is available on request from the authors. CONCLUSIONS: Our concept proved to be appealing to the students and effective in teaching medical molecular genetics. It can be modified for training in the use of electronic information resources in other medical specialties.
- MeSH
- Genetic Diseases, Inborn diagnosis MeSH
- Genetic Testing * MeSH
- Genetics, Medical education MeSH
- Humans MeSH
- Molecular Medicine education MeSH
- Computer-Assisted Instruction * MeSH
- Problem-Based Learning MeSH
- Education, Medical, Undergraduate methods MeSH
- User-Computer Interface MeSH
- Video Games MeSH
- Computational Biology education MeSH
- Teaching MeSH
- Check Tag
- Humans MeSH
- Publication type
- Journal Article MeSH
- Evaluation Study MeSH
