Academic literature on the topic 'Gamification as out-class strategy'
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Journal articles on the topic "Gamification as out-class strategy"
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Irunokhai, E. A., P. N. Meduna, J. O. Adigun, C. A. Jeje, and S. A. Wealth. "Gamification as Catalyst for Enhanced Learning Outcomes in Upper Basic Education in Ilorin Metropolis, Kwara State, Nigeria." Journal of Applied Sciences and Environmental Management 28, no. 11 (2024): 3619–24. https://doi.org/10.4314/jasem.v28i11.15.
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Gamification is adding game mechanics into non-game environments, such as a website, online community, learning management system or even business intranet to increase participation. Consequently, the objective of this paper is to evaluate the impact of gamification as a catalyst for enhanced learning outcomes in upper basic education in Ilorin Metropolis, Kwara State, Nigeria using various standard and appropriate techniques. The study revealed that gender does not influence the teachers’ perception about gamification’s effectiveness as an instructional strategy, male and female teachers had relatively similar challenges in implementing gamification, the challenges faced by teachers in implementing gamification teaching strategy in order of severity include lack of appropriate technology, curriculum alignment issues, insufficient training and professional development, time constraints and it was discovered that gamification contributes significantly to students’ academic improvement as gamification increases student engagement and participation in class.
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Lee, Sungha. "Design of Gamification Teaching and Learning Model to Improve Concept Learning and Evaluation of Student Satisfaction in this Class." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 14 (2023): 657–67. http://dx.doi.org/10.22251/jlcci.2023.23.14.657.
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Objectives The purpose of this study were to design a gamification teaching-learning model to improve concept learning classes. And to compare and evaluate the satisfaction of students who took a gamification class according to this model and the gamification method and the lecture method. Methods The gamification teaching-learning model was designed by analyzing the contents of 34 academic papers and the syllabus of the research subject. The data for analysis are 74 cases that responded to all 6 questions of the student satisfaction survey. Differences in student satisfaction were analyzed by the paired sample method. Student satisfaction factors included class satisfaction factors that considered positive changes in class preparation, class operation method, knowledge, skills, and attitude. The evaluation factors for the reasons for class satisfaction were learning motivation, learning recall, and learning flow, and were analyzed by the matched sampling method for each item. Results The gamification instructional model was designed as learning activities of In-Class, Out-Class, and In-Class. The gamified class was conducted according to the designed instructional model. Student satisfaction with the gamification method was higher than the lecture method in learning motivation, learning memory, and learning flow. Conclusions The gamification teaching and learning model was appropriately designed. According to the designed teaching-learning model, the gamification method applied to class was more positive than the lecture method in terms of improving learning motivation, promoting thinking ability, and arousing interest in learning. This study provides researchers who are contemplating the educational effects of classroom instruction with an opportunity to explore instructional strategy tips and gamification instructional materials.
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John, Bindu, and Rintu Thomas. "Gamification as an innovative tool in classroom teaching: Does it enhance learning outcomes and student participation in nursing?" Journal of Education Technology in Health Sciences 10, no. 3 (2024): 57–63. http://dx.doi.org/10.18231/j.jeths.2023.014.
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Gamification has been introduced in the nursing curriculum as one of the newest and most innovative teaching methods by blending the games with the concepts. In this method, they are applying the game elements in a non-game environment. Evidence cited in the empirical research shows that it increases students' class engagement, motivation, problem-solving ability, and competencies to a large extent. However, not many research studies have been conducted exploring the impact of gamification on the teaching and learning of nursing subjects. 1) Identify the application of gamification as an innovative teaching-learning strategy in nursing curriculum 2) Explore the student satisfaction, motivation, and class engagement while using gamification as a learning method 3) Impact of gamification on the academic performance of nursing students.A literature search was conducted using online databases available in Google Scholar, PubMed, Medline, Science Direct, and ProQuest. The studies included were descriptive surveys, systematic reviews, quasi-experimental, and mixed research methods. The key search concepts explored were ‘Gamification and nursing education’, ‘gamified as a learning tool in nursing education’, ‘gamification and academic outcomes of nursing students', and 'gamification as a teaching strategy in nursing education'. The available evidence from the research studies indicates positive results in using gamification can be a used as a learning strategy and shows that it can bring about increased class engagement, clarification and understanding of difficult concepts, and improve interaction and communication in nursing courses. However, challenges remain in terms of lack of clarity on the competencies to be examined the learning outcomes and the efficacy of its application in the professional field, and the underlying costs. Gamification can be introduced as an innovative technology in the teaching-learning process. Further studies are required to provide more evidence in its application to various nursing courses and the learning outcomes to be examined.
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Lopes, Walter, Philipy Augusto, Inácia Fernandes, and Charles Madeira. "Proposal for a gamification strategy applied to remote learning." Journal on Interactive Systems 15, no. 1 (2024): 92–103. http://dx.doi.org/10.5753/jis.2024.2700.
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With the rapid and drastic evolution of the COVID-19 pandemic at the end of 2019, interventions in the social interaction of the world population were necessary. Despite the distance from socializing, people’s routines needed to remain normal as far as possible, and this includes student learning. Thus, the solution for educational institutions was to migrate activities to the remote teaching format as an emergency. As expected, some obstacles were encountered, and others were accentuated and requiring strategies to help mitigate such problems. Several studies point to demotivation as one of the main elements that affect students in terms of low academic performance and, consequently, culminating in low learning achievement, high failure rates, and dropout rates. The objective of this study is to propose, for Emergency Remote Teaching (ERT) activities, a simple gamification strategy aimed at student engagement. An exploratory literature review was carried out to identify potentially key points that could be adopted, which could influence student motivation. Based on this, the primary motivational activators for the gamification strategy were listed in Framework Octalysis. As a way of validating the technique, two not mandatory classes were taught in a remote format containing the same course content (Introductory to the Internet of Things (IoT)), differentiating between the control group (without interventions) and the group with the application of the proposed strategy of gamification. The expected result was the perception of greater engagement in the class with the application of the gamification strategy against the control class, but it was not achieved as expected. The research found that students had low participation and engagement in both traditional and gamified classes, even after intervention. This could be due to factors such as course duration, lack of collaboration, and teacher involvement. Both classes had the same completion and dropout rate (2 completions and 13 dropouts). As future works, the authors suggest interviewing students to understand the causes of demotivation and using Design Thinking, plan to investigate the root causes of low participation and develop actions for the ”Ownership and Possession” motivational activator, apply improvements to larger classes, introduce a student/monitor role, and compare gamification in regular and non-mandatory classes.
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Vasbieva, Dinara G., and Olga A. Kalugina. "Gamification integration into multilingual classrooms." XLinguae 17, no. 2 (2024): 178–89. http://dx.doi.org/10.18355/xl.2024.17.02.12.
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This paper discusses today's multilingual classrooms, which are developing under the conditions of digitalization by promoting gamification or incorporating game elements and mechanics into non-game contexts. The purpose of the study is to substantiate and evaluate the impact of gamification on students' motivation, engagement, and enjoyment with the help of action research, and gamification is compared to the game-based learning method. The instruments applied were tests, interviews, and class observations. The gamification of learning is an educational approach that seeks to motivate students for the benefit and purpose of the foreign language class. When applied correctly, gamification can bring new and complex elements to the foreign language learning environment, which created quite favorable overall students' perception of the class. The findings indicate that the action research validates the effectiveness of gamification as a strategy for engaging, motivating and entertaining students in the university classroom setting.
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Santiago, Paulo Vitor da Silva, José Rogério Santana, and Maria José Costa Dos Santos. "Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students." Journal of Instructional Mathematics 4, no. 2 (2023): 67–76. http://dx.doi.org/10.37640/jim.v4i2.1778.
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This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
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Putri, Anindia, Nur Qalbi, and Awalia Azis. "Integrating Gamification Strategy to Stimulate Students' Interest and Motivation on English Lesson at SMP Negeri 26 Makassar." Journal of Computer Interaction in Education 5, no. 2 (2022): 103–18. http://dx.doi.org/10.56983/jcie.v5i2.518.
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The goal of this research is to clearly identify more about the problem of the gamification learning approach by using teaching materials based on gamification achievement in face-to-face learning and how Android applications used as a way of mobile learning to overcome these problems. This study aims to examine the application of gamification to stimulate students' interest and motivation in the concept of mobile learning by using a learning resource named Lima Sahabat for learning among seventh graders of junior high school. A Quasi-experimental study design was used (non-equivalent control group Pre-Test and Post-Test designs). The population in this study were all the seventh grade students (224 students) and the samples were class VII.2 (31 students) and VII.3 (31 students). The result for interest there was an increase of 1,9 points for the control class (72,74 – 70,84), while in the experimental class there was an increase of 14,52 points (78,23 – 63,71) and the result of motivation there was an increase of 1,03 points for the control class, while in the experimental class there was an increase of 18,87 points. The significance value of 0.000 for the learning interest variable and 0.001 for the learning motivation variable is less than 0.05 (5%), the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted. By accepting the alternative hypothesis (H1), it can be concluded that gamification effects the interest and learning motivation of class VII students at SMP Negeri 26 Makassar in English Lesson.
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Gaurina, Marija, Anna Alajbeg, and Ivana Weber. "The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom." Education Sciences 15, no. 1 (2025): 104. https://doi.org/10.3390/educsci15010104.
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The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts.
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Liu, Bin, and Junqing Wang. "Demon or angel: an exploration of gamification in management." Nankai Business Review International 11, no. 3 (2019): 317–43. http://dx.doi.org/10.1108/nbri-02-2018-0013.
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Purpose Previously coined as the application of gaming principles in non-gaming scenarios, gamification is an emerging managerial tactic, but it lacks a rigorous theorization in the management discipline. Based on introductive research on related domains, this study aims to link up gamification and training and directly explored its effectiveness and efficacy, thus providing certain implications for practitioners. Specifically, this paper conceptualizes the gamification as a crystallization of routines as it continuously strengthens the new ways to award and punish with predetermined goals while initiated from past experiences. As such, the study confirms that gamification demotivates the participants and lowers their performances. Overall, the study is important as it investigates the significance of gamification and offers a new perspective to disentangle the debates over the effect of experience on learning. Design/methodology/approach The study used one base experiment conducted in two random-chosen paired classes, followed by another confirmative experiment. By introducing the gamification system into one experiment class while controlling the other, the authors sent out two waves of surveys while merging with the objective grades to investigate the effects of gamification on both motivation and performance. Findings The results have confirmed that gamification could engender the detrimental effects on both motivation and performance, though the authors did not find support for a mediating effect of motivation on the relationship between gamification and performance. Research limitations/implications Because of resource limitation, the study used business students’ academic performance as a proxy for the performance effect. Although the results help reveal a basic cause-effect relationship, we still need further experiments based on real business units and/or on larger samples. Practical implications The findings indicate that gamification counter-intuitively demotivates participants and directly leads to poorer performances. This reminds practitioners of a cautious adoption of gamification in their management system. Originality/value To the best of authors’ knowledge, this study is among the first to link the trendy concept of gamification with both managerial and academic studies on related fronts.
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Huesca, Gilberto, Gabriela Campos, Mónica Larre, and Claudia Pérez-Lezama. "Implementation of a Mixed Strategy of Gamification and Flipped Learning in Undergraduate Basic Programming Courses." Education Sciences 13, no. 5 (2023): 474. http://dx.doi.org/10.3390/educsci13050474.
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The post-pandemic stage has accelerated the search for innovative ways that impact the teaching–learning process. Flipped learning and gamification have been used as active learning strategies to increase motivation and student learning gains. Both strategies have shown positive results when applied alone and when compared to traditional modalities. In this work, we present a quantitative study that was applied to 414 students throughout a complete course of basic programming, divided into four groups: (1) group that applied flipped learning using videos, (2) group that applied outside-class gamification, (3) group that applied both strategies, and (4) control group. A pretest–posttest process, with 96 true or false questions test, was applied to the groups to find out the normalized learning achievements of the students. A statistical analysis found that the students in groups 1 and 2 performed significantly better (+9%) than the students in the control group. In addition, the students of group 3 had a lower performance than the students of groups 1 and 2 (−10%). Our results confirm that active learning in a flipped classroom and the use of gamification can be useful and strategic tools for advancing the new way of educating in the post-pandemic period.
Dissertations / Theses on the topic "Gamification as out-class strategy"
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Chen, Chia Ching, and 陳嘉慶. "A study on the analysis of competitive strategy of Fan-out package industry-Class study on A company." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/08951799687114733292.
Full textBooks on the topic "Gamification as out-class strategy"
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Sandler, Corey. Official Sega Genesis and Game Gear strategies, 3RD Edition. Bantam Books, 1992.
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Inc, Game Counselor. Game Counselor's Answer Book for Nintendo Players. Microsoft Pr, 1991.
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Inc, Game Counsellor, ed. The Game Counsellor's answer book for Nintendo Game players: Hundredsof questions -and answers - about more than 250 popular Nintendo Games. Microsoft Press, 1991.
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Osberg, Lars. Canada’s Middle Class—Forever Further Behind? Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198807032.003.0005.
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This chapter highlights Canada’s distinctive trajectory of inequality and living standards. Inequality rose markedly because real incomes grew strongly at the very top but stagnated for most of the rest of the income distribution until the resource-led boom of the 2000s. The importance of macroeconomic policy is brought out, in particular the role of monetary policy in choking off growth in order to keep inflation low, at the cost of substantial unemployment. The growth in incomes at the very top may be underestimated by the available estimates, while the weakening of redistribution via the tax and transfer systems has accentuated the trend to greater inequality. The consequences of a sustained ‘squeeze’ on middle incomes and living standards are spelled out and the implications for the future, in the absence of a major shift in the growth strategy, are discussed.
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Succi, Sauro. Out of Legoland: Geoflexible Lattice Boltzmann Equations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199592357.003.0023.
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The LBEs discussed to this point lag behind “best in class” Computational Fluid Dynamics (CFD) methods for the simulation of fluid flows in realistically complicated geometries, such as those presented by most industrial devices. This traces back to the constraint of working along the light-cones of a uniform spacetime. Various methods have been proposed to remedy this unsatisfactory state of affairs. Among others, a natural strategy is to acquire geometrical flexibility from well-established techniques which can afford it, namely Finite Volumes (FV), Finite Differences (FD) and Finite Elements (FE). Alternatively, one can stick to the cartesian geometry of standard LB, and work at progressive levels of local grid refinement. This Chapter presents the general ideas being both strategies.
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Lih, Lars T. Lenin and Bolshevism. Edited by Stephen A. Smith. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199602056.013.009.
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The strategy of European Social Democracy, as embodied in the German Social Democratic Party (SPD) and set forth in the canonical writings of Karl Kautsky, was based on the aggressive use of political freedom to carry out large-scale propaganda campaigns. Lenin aimed at implanting this strategy into the uncongenial soil of Russian absolutism, which gave rise to his organizational ideas for the Social Democratic underground. After the 1905 revolution, Bolshevism was defined by a scenario for overthrowing the tsar in which the socialist proletariat would provide class leadership to the putatively democratic peasantry. Lenin responded to the crisis of European Social Democracy in 1914 by putting forward a vision of a new era of global revolutions, taken in large part from Kautsky’s writings. There is more continuity between pre-war Bolshevism and the revolution in 1917 than is commonly realized, but one crucial shift was the marginalization of political freedom.
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Jaffrelot, Christophe. Gujarat Under Modi. Oxford University Press, 2024. http://dx.doi.org/10.1093/oso/9780197787502.001.0001.
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Abstract In 2012 Narendra Modi became the first Hindu nationalist politician thrice elected to lead a state of the Indian Union, his stewardship as Chief Minister of Gujarat being the longest in that state’s history. Modi and his BJP supporters explained his achievement by pointing to economic growth under his leadership, yet detractors point out that Modi has been more business-friendly than market-friendly—to the benefit of large industrial corporations, and at the cost of great social polarization.In 2002, an anti-Muslim pogrom of unparalleled ferocity occurred in Gujarat, leading to the biggest number of Muslim deaths since Partition. The state’s Hindu majority immediately rallied around Modi. No serious riot has occurred in Gujarat since, but polarization was key to Modi’s strategy there, and he has deployed that strategy again and again since he became Prime Minister of India in 2014. For Modi has cultivated a communal image. A marketing genius, his messaging combines the politics of Hindutva with economic modernization, to the clear appreciation of Gujarat’s middle class.Christophe Jaffrelot’s revealing book shows how Modi’s Gujarat served as the laboratory of Modi’s India, not only in terms of Hindu majoritarianism and national populism, but also of caste and class politics.
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Official Sega Genesis and Game Gear Strategies, '94 Edition. Random House, Electronic Publishing, 1993.
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Zimmermann, Malte. Predicate Focus. Edited by Caroline Féry and Shinichiro Ishihara. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642670.013.26.
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This chapter discusses a grammatically defined sub-class of focus: that on verbal predicates and on functional elements in the extended verbal projection. The phenomena falling under the label ofpredicate focusare introduced, and it is shown that predicate focus is interpretable on a par with argument or term focus on DPs and PPs. A unified structured-meaning approach that treats focus as the psychological predicate of the clause allows for singling out DP-terms and transitive verbs as categories in need of explicit marking when focused. A cross-linguistic overview of the grammatical strategies for marking predicate focus is provided, focusing on asymmetries in the realization of predicate as opposed to in terms of obligatory marking, grammatical strategy, and complexity. The information-structural and grammatical factors behind such focus asymmetries are discussed with some tentative universals concerning the explicit marking of information-structural categories on verbal predicates.
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Tabak, John. Significant Gestures. Praeger, 2006. http://dx.doi.org/10.5040/9798216014669.
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Tabak has created a fascinating exploration of a unique and uniquely beautiful North American language. The story begins in 18th century France in the first schools to use signed language as the language of instruction. Early in the 19th century a few individuals introduced a variant of this language into the United States and developed an educational system in which to use it. Out of these schools come members of a new American social class, the Deaf—with a capital D—who, united by a common signed language, create institutions through which they can participate in society on terms equal to those of other constituent groups. This strategy proved extremely controversial among all but the Deaf. The controversy lasted a century, during which time American Sign Language evolved along racial lines and in response to the pressures of those who sought to eliminate the use of American Sign Language. Today, new ideas in art, science, and education have supplanted much of the old opposition to American Sign Language and Deaf culture. New legislation and new technologies have also had profound effects on the lives of American Deaf. As a consequence, American Sign Language is evolving faster than ever before.
Book chapters on the topic "Gamification as out-class strategy"
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Corrado, Federica, Erwin Durbiano, and Gabriella Negrini. "The COVID-19 Effects and the Development Process of Lanzo Valleys in a Metro-Mountain Perspective." In The Urban Book Series. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33894-6_8.
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AbstractDuring the last century, the close relationship between the Lanzo valleys and the Turin conurbation has declined differently because of the specific local resources, networks, and the dominant development model, starting with the historic holiday resort of the Turin upper class up to the industrialization of the lower valley, linked to Turin industry and currently in crisis. Recent projects, carried out by the local community, however, testify to the desire for a new dynamism through innovative experiences that look beyond the traditional activities, as testified by the selection of this area in the first phase of the National Strategy for Internal Areas (SNAI). These dynamics have accelerated in relation to the COVID-19 pandemic which has further re-evaluated the role and importance of some local assets that have favoured the spread of a different model of living characterized by a temporary residency that positively exploits the qualities of an urban-mountain environment. On the other hand, there was a rediscovery of a different tourism, linked to places, history, and nature. This contribution deepens the evolution of these dynamics, focusing on the entire metropolitan-mountain area and on specific municipalities through qualitative-quantitative analyses to evaluate the effects both in the short and long-term allowing to establish which are, in the near future, the permanent assets on which to focus attention to trigger a leverage effect and which ones can be considered as temporary conditions that run out in a short time.
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Ravi, Chaitanya, Prasad Pathak, and Poonam Gandhi. "Smart Urbanization in India: Engagement, Participation, and Citizenship in Pune Smart City." In Inclusive Cities and Global Urban Transformation. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-7521-7_3.
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AbstractThe chapter examines the particular type of urbanization favored by the smart city paradigm; India’s Smart Cities Mission; and the top-down, elite-centered, citizen engagement it has created in Pune city. The chapter begins by summarizing the smart city development approach’s focus on capacity-building, mobility, and smart governance. It then looks at India’s flagship Smart Cities Mission and its attempts to engage citizens through extensive deployment of ICT tools. Such attempts have met with very limited success owing to the top-down nature of decision-making by policymakers, digital divide in terms of gadget ownership, and online portal designs primarily geared towards information dissemination rather than active citizen engagement in the planning process. The chapter focuses in particular on the city of Pune and uses data gathered from a survey of 310 respondents from 2020 to 2021 to highlight the limitations of top-down communication strategy that is unable to equalize caste, class, gender, and digital access-related differences. The result is a citizen engagement process that fails to engage a variety of stakeholders, confers disproportionate influence on elite English-speaking, caste-class privileged, tech-savvy citizens with better access and ability to navigate ICT tools. Thus, the planning process for smart city development in Pune highlights the preference of administrators to rely on ICT tools for citizen engagement due to their ease of deployment but such convenience-based thinking selects for elite citizens and blocks out the voices of the poor and marginalized, thus resulting in a narrow technocratic governance over a more democratic collaborative governance.
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Nagesh, Prajwal, Ajay Bailey, Sobin George, and Lekha Subaiya. "Is Namma Metro Age-Inclusive? Everyday Experiences of Transportation Inequalities for Older Adults." In Inclusive Cities and Global Urban Transformation. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-7521-7_11.
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AbstractMetro rail is envisioned as a core strategy in major Indian cities to address urban mobility issues such as congestion, air pollution, and lack of accessibility. Bengaluru, with its metro rail project, Namma Metro (“Our Metro” in English), begun in 2011, was one of the earliest adopters of this urban transport system in South India. Twenty-five other Indian cities will adopt the metro rail by 2025, with a total investment of $54 billion (IIR, 2020). The focus of the discussion on Namma Metro has largely been on the state-of-art technology used, the aesthetics of the train and the stations, and the efficiency of the system. There is scant attention paid to the everyday experiences, struggles, adjustments and adaptions made by heterogeneous urban dwellers while using the metro system, and even less to that of older adults with limited digital literacy. Using an intersectional approach, we examine how interlocking categories of age, gender, caste, class and metro infrastructure interact and shape the ‘splintering urban’ experiences for older adults in Bengaluru’s metro. Based on sixty qualitative in-depth telephonic interviews with older adults, we explore interpretatively what Namma Metro means to their everyday mobilities and how they negotiate this ‘modern infrastructural ideal.’ We find that older adults’ unfamiliarity with ticketing systems, technology-driven navigation processes and the new infrastructure environment of metro rail evoked an ‘out of place’ feeling, leading to anxious journeys. Further, a poor grievance redressal system and lack of trust in the government contributed to normalising barriers as a by-product of age. Lack of agency made older commuters circumvent such barriers by avoiding the metro system. Such exclusionary experiences have shaped older adult’s perception of Namma Metro as designed for ‘youngsters’ and ‘officials’ and deprived them of the primary public transport network to access the city.
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Topal, Murat, and Gozde Sezen-Gultekin. "Gamification in Classroom Management." In Research Anthology on Developments in Gamification and Game-Based Learning. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch085.
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This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.
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Topal, Murat, and Gozde Sezen-Gultekin. "Gamification in Classroom Management." In Utilizing Technology, Knowledge, and Smart Systems in Educational Administration and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1408-5.ch012.
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This chapter is going to focus on the topic of gamification in classroom management. In this context, firstly, the definition, characteristics, theories of class management, and the strategies used in classroom management are going to be defined, and then gamification as the next generation strategy is going to be discussed. Although there are many studies on classroom management strategies that have been designed to make the education environment more effective in the literature, the use of these strategies in classroom applications may vary according to the practitioner and the classroom climate. However, it is seen that gamification has become increasingly important with the change in the perspectives and expectations of people and the advancement of the methods and techniques used in education.
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Upchurch, William R., and Susan M. Wildermuth. "“A Spoonful of Game Design Makes the Work-Out More Fun”." In Emerging Research and Trends in Gamification. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8651-9.ch002.
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Gamification is the concept of infusing elements of gameplay (competition, incentives, story/narrative, collaboration, problem-solving, etc.) into non-game activities in order to make those activities more compelling. Recently, game designers have begun stressing the need for greater “maturity” in the field of gamification with greater focus on the importance of designing applications for optimal user experience. One hurdle to achieving maturity in the field is the fact that even gamification experts question “What exactly are the essential elements of gameplay that optimize user engagement and enjoyment?” Thus, the goal of the current chapter is to provide a comprehensive listing of the elements of gameplay that are essential to user engagement, and to provide examples of how each of those elements has been applied successfully in game design in the past. The chapter reviews 14 essential gameplay elements including: chance, control, creativity, completion, spectacle, status, strategy, unification, rules, narrative, recognition, collaboration, escapism, and enjoyment.
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Amaya Díaz, Inés, and Johnny Bajaña Zaja. "Gamification as a Multimedia Methodology Strategy in the English Language Teaching Process for EFL Learners." In Education and Human Development. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109716.
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In the twenty-first century, traditional educational methods work less than before because they are designed to make students fundamentally passive. Within this research work, it has been proposed to develop gamification as a multimedia methodology strategy in the English language teaching process for EFL learners, thus developing techniques that help improve and develop the skills of English as a foreign language in the UTB-EQ students’. The introduction point concerning this research work starts from the best-known and most common methods used in the English language teaching process, thus pointing out the appropriate way they have been helpful at the time to help students acquire EFL. Within the methodology, the methods used to obtain relevant information about the current investigation, the field methods were used: inductive-deductive, analytical-synthetic, and scientific methods served as primary drivers for getting the results of the application of the gamification as a multimedia methodology strategy. The results show this teaching strategy’s contribution to the EFL. Finally, the discussion provides significant answers on how this strategy is unique and effective in developing EFL students’ skill development.
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Sendra, Anna, Natàlia Lozano-Monterrubio, Jordi Prades-Tena, and Juan Luis Gonzalo-Iglesia. "Developing a Gameful Approach as a Tool for Innovation and Teaching Quality in Higher Education." In Research Anthology on Developments in Gamification and Game-Based Learning. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3710-0.ch026.
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This paper introduces the results of applying a gameful approach based on six playful activities as a tool to improve the learning process in higher education. A total of 850 students from different courses of Universitat Rovira i Virgili (Spain) were involved in the study. The strategy was evaluated through a participant observation (active and passive) and mixed-methods surveys answered by the students. Results point out that most participants responded positively to the activities proposed. The reported levels of motivation and engagement also indicate the capabilities of this strategy as a method to enhance the learning experience of students. Despite these positive outcomes, challenges like the impact on working practices of teachers or the long-term engagement of gameful approaches requires additional research.
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Gao, Chongli, Mingyue Xia, Zhehao Zhang, Yongpeng Han, and Yaxin Gu. "Improving the Brain-Computer Interface Learning Process with Gamification in Motor Imagery: A Review." In Gamification - Analysis, Design and Development [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.105715.
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Brain-computer-interface-based motor imagery (MI-BCI), a control method for transferring the imagination of motor behavior to computer-based commands, could positively impact neural functions. With the safety guaranteed by non-invasive BCI devices, this method has the potential to enhance rehabilitation and physical outcomes. Therefore, this MI-BCI control strategy has been highly researched. However, applying a non-invasive MI-BCI to real life is still not ideal. One of the main reasons is the monotonous training procedure. Although researchers have reviewed optimized signal processing methods, no suggestion is found in training feedback design. The authors believe that enhancing the engagement interface via gamification presents a potential method that could increase the MI-BCI outcome. After analyzing 2524 articles (from 2001 to 2020), 28 pieces of research are finally used to evaluate the feasibility of using gamified MI-BCI system for training. This paper claims that gamification is feasible for MI-BCI training with an average accuracy of 74.35% among 111 individuals and positive reports from 26 out of 28 studies. Furthermore, this literature review suggests more emphasis should be on immersive and humanoid design for a gaming system, which could support relieving distraction, stimulate correct MI and improve learning outcomes. Interruptive training issues such as disturbing graphical interface design and potential solutions have also been presented for further research.
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Lamberti, Laura, and Francesca Tovena. "The Mastermind Game." In Handbook of Research on International Approaches and Practices for Gamifying Mathematics. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9660-9.ch008.
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The game-based teaching project proposed in the subsequent sections has been realized in a 15-year-old non-English native speakers' class. The activity is based on the Mastermind game and adopts the CLIL approach in the initial phase. The gamification strategy allows a comfortable introduction of elements of set theory, logic, combinatorics. Moreover, algorithmic thinking skills are improved, as well as various soft skills. The English as L2 language has been chosen since it is the most widely spoken for video games and coding. The authors propose a game-based approach since in every game there are rules that must be understood and applied and there is a goal to be achieved. The students, captivated by the game, are interested in reflecting on rules and procedures and are willing to put their skills into motion. The project experimented the effectiveness of games as a teaching tool to convey mathematical concepts.
Conference papers on the topic "Gamification as out-class strategy"
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Anil Yasin, AR. "GAMIFICATION STRATEGIES IN HIGHER EDUCATION: LEVERAGING PAST IN THE ERA OF PANDEMIC." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7105.
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The on-going pandemic has shifted how education, teaching strategies, and technology interact with each other. With the universities forced by the COVID-19 to cease on-campus education and immigrate to virtual class settings, virtual tools, once perceived as a supporting or supplementary education aspect, evolve to be the center stone of contemporary education. While vast arrays of rearrangements are taking place and new ways of class delivery styles are experimenting, the need for providing an engaging online content delivery strategy still exists. As a result, to support a dynamic teaching structure and achieve desired learning outcomes, some university and college lecturers start to employ non-traditional teaching techniques. One of the most widely used and relatively controversial techniques that emerged as a solution is gamification. Whether this teaching method is effective or not has not been well established. It is also still questionable how this strategy can be utilized in a virtual learning environment. Motivated to contribute this on-going debate, the present paper proposes to conduct a systematic literature review following the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” (PRISMA) methodology to answer the following set of questions: (1) Is gamification a viable teaching strategy? (2) What are the commonly used gamification strategies? (3) Can gamification-based teaching be incorporated to online classes? This study utilizes the Web of Science (WoS) Core Collection database to mine data for the last five years to answer research questions. The results indicate that gamification is an effective teaching strategy and can be easily integrated into virtual class settings. Findings contribute to the relevant literature strand while providing insight about contemporary teaching styles to lecturers. Keywords: gamification, PRISMA, educational innovation, higher education, COVID-19
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Pàmies Vilà, Rosa, Albert Fabregat Sanjuan, Joan Puig Ortiz, Lluïsa Jordi Nebot, and Antonio Hernández Fernández. "Aplication of a gamification learning system in mechanical engineering studies." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1158.
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The purpose of this study is to examine the effects of using a gamification tool as a new teaching strategy. Specifically, Kahoot! is evaluated as a tool for enhancing student learning. We test the tool empirically in a university class setting in an engineering degree, namely as part of the laboratory sessions of the subject Mechanism and Machine Theory during two consecutive academic years. The students were randomly divided into three different groups (control group, gamification group and writing group) and their results were evaluated depending on the learning method applied during the class. In terms of gamification, this project introduces real-time feedback to stimulate the interest of students and help them use the typical tools and methodologies of game-based learning. The analysis of their performance in the laboratory exam shows significant differences between the group that used gamification and the groups that did not. The study concludes that gamebased elements and competitive activities enhanced student performance and recommend their use in educational environments to support the learning process.
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Zapata, Mireya, and Silvia Carvajal. "Gamification in the Teaching-Learning Process for Initial Education Children." In Human Systems Engineering and Design (IHSED 2021) Future Trends and Applications. AHFE International, 2021. http://dx.doi.org/10.54941/ahfe1001138.
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This research was carried out with children of the initial level of 3 years. It was based on the importance of including gamification in the teaching-learning process through a mobile application. The general objective of this research is to carry out an analysis of the impact of this educative strategy in the teaching-learning process of the human body, which was carried out in four sections and worked with two groups, one control and one experimental. It began with the application of a pre-test with the two groups to determine the mastery of knowledge that children had on this subject, being similar the results. After the intervention, a post-test was applied to the two groups. It was obtained as a result that the experimental group obtained a better academic performance, concluding that when working with a technological tool as part of an educative strategy, the learning process is significant.
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Sharunova, Alyona, Ahmed Ead, Christopher Robson, Misha Afaq, and Pierre Mertiny. "Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86879.
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With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.
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Talero-Sarmiento, Leonardo Hernán, Julián A. Durán-Peña, Kevin A. Salcedo-Rugeles, and Sergio M. Garcia-Franco. "The identification of improvement strategies in continuous assessment using sentiment analysis in the Operational Research course." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10246.
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The University aims is to graduate professionals with high levels of competence to impact society positively. In consequence, the institutions apply different educational strategies to focus on improving the curricular competences until mastery the whole competences topics. An alternative highly applied is continuous assessment, which is a form of educational examination that evaluates the progress of a student throughout a prescribed course. A critical course in the engineer formation is Operational Research; this course focuses on scientific management supported by mathematical models such as decision theory, stochastic scenarios, simulation, mathematical optimization etcetera. This work aim is to diagnose the continuous assessment strategy apply to Industrial and System engineer students enrolled in Operational Research course, to do that, this research carries out a sentiment analysis which is a text classification tool that analyses an incoming message (in this case a perception essay) and indicates whether the underlying sentiment is positive, negative or neutral. Furthermore, the Techniques applied to group the emotions of anger, anticipations, disgust, fear, joy, negative, positive, sadness, surprise, and trust. Taking into account the initial results, the authors highlight alternatives such as the flipped classroom, gamification as educational strategies to implement in futures courses looking to improving the continuous assessment positive perception.
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Faqih, M. Vithor Al, Sri Lathifah, and Antomi Saregar. "Gamification model in physics flipped classroom for increasing out-of-class participation." In PROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0200943.
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Vidal-Lucas, Mª Jose, Eva Antonino-Daviu, David de Andrés-Martínez, et al. "ENGAGING STUDENTS IN OUT-OF-CLASS ACTIVITIES THROUGH GAME-BASED LEARNING AND GAMIFICATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0834.
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Markopoulos, Panagiotis, and Evangelos Markopoulos. "Addressing the UN 2030 sustainable development agenda and the ESG index with serious games in virtual environments." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003862.
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The gaming industry has been dominated by the entertainment games since the early 70s and evolved over the years with the technological advancements especially in hardware that allowed more demanding software to be developed. Over the time and in particular the last decade the serious games have emerged with gamified applications on any type of corporate operations. Serious games became a new global market as the gamification benefits radically impact operations performance, competitiveness, and brand awareness. However, a more significant contribution of serious games can be considered their immerse interaction with the users and the opportunities offer to participate and deliver business operations remotely, effectively, enjoyably and rewardingly. Without being the initial target of the gaming industry, serious games seem to contribute much on sustainable development oriented corporate strategies and operations. The integration of Virtual Reality, Augmented Reality, Mixed Reality and now Metaverstic environments in gamified corporate applications signifies a new era in serious gaming that can be aligned with the UN 2030 Sustainable Develop agenda and the UN Sustainable Development Goals (SDGs). This paper introduces the use of gaming and futuristics interactive technologies applied on the UN SDGs. It explains how each SDG can be supported with such technology and what could be the impact in the society and the economy. Furthermore, it indicates how gamified SGDs applications can impact the ESG scores and points out the added value serious games can offer in organizational efforts to comply with the ESG requirements. The triangulation of the serious games with the UN SDGs and the ESG is powered by the Company Democracy Model as the catalyst for the democratic innovation developed to generate green ocean strategies with sustainable innovation and pink ocean strategies with social innovations.The paper introduces a matrix that highlights the combination of the gaming and futuristics interactive technologies that can be used for the support of each SDG and ESG category criteria. It also indicates ways and provides indicative examples of applications to practically addresses these combinations. The integration of the company democracy model in the developed of such gamified corporate or organizational strategies is empowered with the development of a democratic knowledge-based culture where gaming elements, concepts and techniques derive from the contributions of anyone with fantasy, imagination and creativity. The research conducted is supported with and extensive literature review, cases studies and primary research delivered with survey and interviews from business executives around he worlds and form difference business sectors. The research conducted in based on an extensive literary review, primary research with surveys and interviews but also with the analysis of several case studies to indicate the needs and the trends for the alignment of the gaming technology with the UN 2030 sustainable development agenda. Furthermore, the paper presents the pre and post condition on adopting such a strategy, highlights research limitations, and identifies areas of further research to be conducted for the application and the adaptation of such strategic approaches in vertical organizational sectors and geographic regions.
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Balutoiu, Maria anca, Alexandru Gradinaru, Alin Moldoveanu, et al. "LIBQUEST - REVITALIZE LIBRARIES AND READING THROUGH GAMIFICATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-023.
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Digital technology has already become a necessity of everyday life for any average person in developed countries. Starting from simple tasks like calculus or grammar, to more complex ones like navigation, simulations and appointments, nowadays we rely more and more on technology like smartphones, smartwatches and smart assistants. As this may seem to improve our life and help us in everyday tasks, it may have a negative impact in other areas like culture, education, focus, sustained brain-use or imagination. Libraries, a pillar of culture and education, lose popularity every day in favour of digital content and feeds. This article pioneers the design and the implementation of a modern cultural space to encourage reading and involvement in cultural activities through gamification in a mixed reality context. It is part of the Lib2Life research project that is being carried out by a strategic partnership between national libraries and universities to explore ways that can revitalize libraries and cultural heritage using digital technology. The paper presents a detailed solution design and the refining iterations on the initial concept of adding mixed reality game quests inside national libraries activity. The quests will get users to involve in captivating adventure games the will require them to use digital technology alongside real libraries or cultural events in order to solve the puzzle. Furthermore, the solution has a user-centered perspective, where the user can both access the content and contribute with his own content, that increases the potential to create virtual communities that benefit and contribute at the same time. This work is supported by a grant of the Romanian Ministery of Research and Innovation, CCCDI - UEFISCDI, project number PN-III-P1-1.2-PCCDI-2017-0689 / ,,Lib2Life- Revitalizarea bibliotecilor si a patrimoniului cultural prin tehnologii avansate" / "Revitalizing Libraries and Cultural Heritage through Advanced Technologies", within PNCDI III.
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Fellner, Felix, Akiyasu Miyamoto, Christian Joerg, Christoph Kraus, Martin Härtl, and Malte Jaensch. "Applications of an Advanced Multiple Injection Calibration Strategy to Address Future Emission Legislation Challenges." In 16th International Conference on Engines & Vehicles. SAE International, 2023. http://dx.doi.org/10.4271/2023-24-0081.
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<div class="section abstract"><div class="htmlview paragraph">A novel algorithm-based approach is employed in this publication to calculate multiple direct injection patterns for spark ignition engines. The algorithm is verified by investigating the combustion and emission behavior of a single-cylinder research engine. State-of-the-art standard exhaust gas analyzers, a particle counter and an additional FTIR analyzer enable in-depth investigation of engine exhaust gas composition.</div><div class="htmlview paragraph">With the upcoming worldwide pollutant emission targets, the emission limits will be reduced while the test procedures’ requirements to the engine increase. Special attention to the engine-out emissions must be paid during cold-start, during which the aftertreatment system lacks sufficient pollutant emission conversion efficiency.</div><div class="htmlview paragraph">With advanced injection control, the engine-out emissions can be reduced and exhaust aftertreatment heat-up can be accelerated. Such injection strategies separate the injected fuel quantity over several injection events for different purposes, respectively. However, increasing effort for engine calibration prevents the full employment of the advantages of complex, multiple injection strategies.</div><div class="htmlview paragraph">The algorithm-based approach used in this publication facilitates automatic injection pattern generation, instead of calibrating the multiple injections based on conventional Design of Experiment methods that are associated with extensive engine testing. To adapt to different operation conditions, a reduced number of calibration parameters are introduced to efficiently identify beneficial injection patterns. Special focus is placed on optimizing the engine cold-start behavior in view on engine-out emissions and rapid exhaust heating. Consequently, investigations have been undertaken with the research engine cooled down to -7°C. Combustion imaging using an endoscopic optical access complement to the thermodynamic measurement data and visualize the influence of injection strategy on combustion. The presented results proof that the automatically calculated injection patterns facilitate combustion optimization.</div></div>
Reports on the topic "Gamification as out-class strategy"
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Cunningham, Stuart, Marion McCutcheon, Greg Hearn, Mark Ryan, and Christy Collis. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Sunshine Coast. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.136822.
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The Sunshine Coast (unless otherwise specified, Sunshine Coast refers to the region which includes both Sunshine Coast and Noosa council areas) is a classic regional hotspot. In many respects, the Sunshine Coast has assets that make it the “Goldilocks” of Queensland hotspots: “the agility of the region and our collaborative nature is facilitated by the fact that we're not too big, not too small - 330,000 people” (Paddenburg, 2019); “We are in that perfect little bubble of just right of about everything” (Erbacher 2019). The Sunshine Coast has one of the fastest-growing economies in Australia. Its population is booming and its local governments are working together to establish world-class communications, transport and health infrastructure, while maintaining the integrity of the region’s much-lauded environment and lifestyle. As a result, the Sunshine Coast Council is regarded as a pioneer on smart city initiatives, while Noosa Shire Council has built a reputation for prioritising sustainable development. The region’s creative economy is growing at a faster rate that of the rest of the economy—in terms of job growth, earnings, incomes and business registrations. These gains, however, are not spread uniformly. Creative Services (that is, the advertising and marketing, architecture and design, and software and digital content sectors) are flourishing, while Cultural Production (music and performing arts, publishing and visual arts) is variable, with visual and performing arts growing while film, television and radio and publishing have low or no growth. The spirit of entrepreneurialism amongst many creatives in the Sunshine Coast was similar to what we witnessed in other hotspots: a spirit of not necessarily relying on institutions, seeking out alternative income sources, and leveraging networks. How public agencies can better harness that energy and entrepreneurialism could be a focus for ongoing strategy. There does seem to be a lower level of arts and culture funding going into the Sunshine Coast from governments than its population base and cultural and creative energy might suggest. Federal and state arts funding programs are under-delivering to the Sunshine Coast.
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Altstein, Miriam, and Ronald J. Nachman. Rational Design of Insect Control Agent Prototypes Based on Pyrokinin/PBAN Neuropeptide Antagonists. United States Department of Agriculture, 2013. http://dx.doi.org/10.32747/2013.7593398.bard.
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The general objective of this study was to develop rationally designed mimetic antagonists (and agonists) of the PK/PBAN Np class with enhanced bio-stability and bioavailability as prototypes for effective and environmentally friendly pest insect management agents. The PK/PBAN family is a multifunctional group of Nps that mediates key functions in insects (sex pheromone biosynthesis, cuticular melanization, myotropic activity, diapause and pupal development) and is, therefore, of high scientific and applied interest. The objectives of the current study were: (i) to identify an antagonist biophores (ii) to develop an arsenal of amphiphilic topically active PK/PBAN antagonists with an array of different time-release profiles based on the previously developed prototype analog; (iii) to develop rationally designed non-peptide SMLs based on the antagonist biophore determined in (i) and evaluate them in cloned receptor microplate binding assays and by pheromonotropic, melanotropic and pupariation in vivo assays. (iv) to clone PK/PBAN receptors (PK/PBAN-Rs) for further understanding of receptor-ligand interactions; (v) to develop microplate binding assays for screening the above SMLs. In the course of the granting period A series of amphiphilic PK/PBAN analogs based on a linear lead antagonist from the previous BARD grant was synthesized that incorporated a diverse array of hydrophobic groups (HR-Suc-A[dF]PRLa). Others were synthesized via the attachment of polyethylene glycol (PEG) polymers. A hydrophobic, biostablePK/PBAN/DH analog DH-2Abf-K prevented the onset of the protective state of diapause in H. zea pupae [EC50=7 pmol/larva] following injection into the preceding larval stage. It effectively induces the crop pest to commit a form of ‘ecological suicide’. Evaluation of a set of amphiphilic PK analogs with a diverse array of hydrophobic groups of the formula HR-Suc-FTPRLa led to the identification of analog T-63 (HR=Decyl) that increased the extent of diapause termination by a factor of 70% when applied topically to newly emerged pupae. Another biostablePK analog PK-Oic-1 featured anti-feedant and aphicidal properties that matched the potency of some commercial aphicides. Native PK showed no significant activity. The aphicidal effects were blocked by a new PEGylated PK antagonist analog PK-dF-PEG4, suggesting that the activity is mediated by a PK/PBAN receptor and therefore indicative of a novel and selective mode-of-action. Using a novel transPro mimetic motif (dihydroimidazole; ‘Jones’) developed in previous BARD-sponsored work, the first antagonist for the diapause hormone (DH), DH-Jo, was developed and shown to block over 50% of H. zea pupal diapause termination activity of native DH. This novel antagonist development strategy may be applicable to other invertebrate and vertebrate hormones that feature a transPro in the active core. The research identifies a critical component of the antagonist biophore for this PK/PBAN receptor subtype, i.e. a trans-oriented Pro. Additional work led to the molecular cloning and functional characterization of the DH receptor from H. zea, allowing for the discovery of three other DH antagonist analogs: Drosophila ETH, a β-AA analog, and a dF analog. The receptor experiments identified an agonist (DH-2Abf-dA) with a maximal response greater than native DH. ‘Deconvolution’ of a rationally-designed nonpeptide heterocyclic combinatorial library with a cyclic bis-guanidino (BG) scaffold led to discovery of several members that elicited activity in a pupariation acceleration assay, and one that also showed activity in an H. zea diapause termination assay, eliciting a maximal response of 90%. Molecular cloning and functional characterization of a CAP2b antidiuretic receptor from the kissing bug (R. prolixus) as well as the first CAP2b and PK receptors from a tick was also achieved. Notably, the PK/PBAN-like receptor from the cattle fever tick is unique among known PK/PBAN and CAP2b receptors in that it can interact with both ligand types, providing further evidence for an evolutionary relationship between these two NP families. In the course of the granting period we also managed to clone the PK/PBAN-R of H. peltigera, to express it and the S. littoralis-R Sf-9 cells and to evaluate their interaction with a variety of PK/PBAN ligands. In addition, three functional microplate assays in a HTS format have been developed: a cell-membrane competitive ligand binding assay; a Ca flux assay and a whole cell cAMP ELISA. The Ca flux assay has been used for receptor characterization due to its extremely high sensitivity. Computer homology studies were carried out to predict both receptor’s SAR and based on this analysis 8 mutants have been generated. The bioavailability of small linear antagonistic peptides has been evaluated and was found to be highly effective as sex pheromone biosynthesis inhibitors. The activity of 11 new amphiphilic analogs has also been evaluated. Unfortunately, due to a problem with the Heliothis moth colony we were unable to select those with pheromonotropic antagonistic activity and further check their bioavailability. Six peptides exhibited some melanotropic antagonistic activity but due to the low inhibitory effect the peptides were not further tested for bioavailability in S. littoralis larvae. Despite the fact that no new antagonistic peptides were discovered in the course of this granting period the results contribute to a better understanding of the interaction of the PK/PBAN family of Nps with their receptors, provided several HT assays for screening of libraries of various origin for presence of PK/PBAN-Ragonists and antagonists and provided important practical information for the further design of new, peptide-based insecticide prototypes aimed at the disruption of key neuroendocrine physiological functions in pest insects.