Background and Aims More and more young video game players in Hungary are choosing to take their leisure activities for fun to a higher level and try the professional level of video gaming. Nowadays, it is being seen as a potential career path similar to traditional sports. This raises the question of what might spur young people in particular to become esports players? Our aim was to explore, through content analysis of available qualitative data, the motivational and social factors behind an esports career in Hungary, as well as the life path and its characteristics behind becoming an esports player. Method Data from interviews (N = 30) and focus group discussions (N = 15) were analysed using content analysis, based on a set of predefined codes and conducted by three independent coders. Results The content analysis revealed that participants generally reported receiving consistent peer support in relation to their esports careers. In addition, it was found that a sense of competence, coupled with the opportunity to compete, was a motivating force for them. On the other hand, financial challenges, the negative perception of esports in general and the shortcomings of the national esports sector had a negative impact on the commitment to the activity. Conclusion These results help to better understand the characteristics of esports in the country, and provide insights into the factors that support their careers and the barriers that esports players face in their career path.

Background Children with Down syndrome often struggle to interact with others, leading to their exclusion from the play environment. Playing cultural games is one of the interventions that can help develop and improve interpersonal intelligence in children with Down syndrome. Therefore, this study aims to identify the effect of cultural game intervention on interpersonal intelligence in children with Down syndrome. Method This study is qualitative in nature, using a case study approach. In qualitative research, systematic observation methods are used to collect research data. This study aims to examine the impact of cultural games on the interpersonal intelligence of children with Down syndrome before and after the cultural games intervention. This study selected ten children with Down syndrome, aged seven to twelve years, as study respondents using purposive sampling methods. The results The results of the study indicated that cultural games can promote and improve the interpersonal intelligence characteristics of children with Down syndrome, such as cooperation, empathy, having many friends, being admired, and understanding the nature of others. However, children with Down syndrome are unable to demonstrate the intelligence characteristics of leadership and problem-solving. Conclusion Children with Down syndrome can improve their interpersonal intelligence through intervention using cultural play models. This is because cultural play includes aspects of interpersonal intelligence.

Background Virtual simulations (VSs) are increasingly utilized to train nursing students for clinical practice, yet few tools to evaluate VS quality, and little research has examined specific design elements that impact user experience across different modalities. Comparative evidence between screen-based VS and headset virtual reality (VR) within the same VS scenario is especially limited. Purpose The primary goal of this study is to identify challenging/bothersome events in a VS, compare how these events manifest in screen-based versus headset VR, and examine their impact on electrodermal activity (EDA; physiological arousal), performance, usability, and cognitive load. Methods A mixed-methods approach was applied to analyze audio-video and EDA data from 20 third-year nursing students during a VS. Objective performance scores were generated by the OMS software, while self-reported data on usability and cognitive load were collected through post-simulation surveys. Results Six challenging/bothersome event categories were identified: software-related restrictions and bugs, confusion/lack of success, negative affect, technical errors, neglect of instruction, and other. Results revealed that encountering challenging/bothersome events significantly increased students’ EDA (an indicator of physiological arousal), possibly reflecting frustration/confusion. Furthermore, while no single challenging/bothersome event category predicted performance or usability relative to others, we found that software-related restrictions and bugs were particularly critical, significantly increasing extrinsic cognitive load compared to technical errors. Conclusions Our findings highlight specific VS elements that hinder students’ experience, directly pointing to areas for future improvements. We also provide valuable insights for educators and developers to enhance virtual learning environments in nursing education by addressing how to reduce cognitive load and improve performance and usability. Future research should develop VS-specific usability tools and replicate this study in diverse contexts to further refine virtual learning experiences.

Background Reaction time is very important for Taekwondo athletes and digital games are thought to increase reaction time. The aim of our study was to investigate the effects of playing digital games on reaction time in licensed Taekwondo athletes. Methods 55 healthy volunteers aged between 15-35 years were included in our study. Sociodemographic and digital game based information were recorded with an online survey and two groups were recruited: video game player (VGP) Taekwondo athletes (n = 29) and non video game player (NVGP) Taekwondo athletes (n = 26). Human Benchmark test was used to measure visual reaction time. The reaction time tests were repeated five times for both hands and the average of recorded scores were obtained. Results There was a significant difference between the reaction time measurement results of VGP and NVGP Taekwondo athletes as a result of statistical analyses between the groups (p < 0.05). Conclusion Due to the finding that reaction time is better in VGP athletes, it may be concluded that the inclusion of digital games aimed at improving reaction times may be effective in training or rehabilitation programs of Taekwondo athletes.

Background Compassion fatigue is a significant problem in health care as higher degrees of compassion fatigue are associated with psychical, emotional, and work-related negative outcomes in professionals. Despite the significance of the problem, research has yet to establish how this problem can be ameliorated. Our study aimed at investigating if an educational program including a serious game, could be a feasible avenue to pursue. Method We developed an educational program “The Compassion Equation: Find Your Formula”, inspired by theory and evidence on compassion fatigue and serious games. It consists of a short lecture, a serious board game, as well as group and individual reflections conducted in small groups with colleagues. We examined the feasibility of the educational program by obtaining reports from health care workers employed in psychiatric hospitals. They reported on levels of compassion fatigue, self-care beliefs and behaviors, as well as questions on feasibility of the game. Results A total of 212 health care workers from 12 wards participated in the study. Of these 79% recommend the educational program as a way to prevent compassion fatigue. Less than 20% disagreed with the feasibility of the game being effective. Conclusion Despite methodological issues, our study provides the first suggestion that an educational program with a persuasive game may be feasible to prevent compassion fatigue. Further studies are, however, needed to establish the mechanisms as well as the educational program’s effect on levels of compassion fatigue, and self-care beliefs and behaviors.

Background Video games are highly popular among young people worldwide and have been shown to help develop skills that are crucial for career planning, such as problem-solving, strategic thinking, and collaboration. These skills align with the future skills framework, which highlights essential life and career skills, learning and innovation skills, and ICT skills that can be fostered through gaming. Methods This cross-sectional study investigates the role of video games in fostering future skills relevant to career planning among Swiss secondary students (N = 265). We conducted quantitative content analysis within the future skills framework, paired with structural equation modeling (SEM), to determine whether students could identify skills acquired through gaming, which reflective abilities are needed, and how these might apply to career planning. Results Male students were more likely to report engaging in video gaming (b = .27, p < .001). Video gaming positively influenced both the number (b = 1.31, p < .001) and variety (b = .78, p < .001) of skills identified by students that could be coded within the future skills framework. SEM analysis demonstrated that criticality had a positive effect on the frequency of identified skills coded as future skills (b = .42, p < .05), whereas self-reflection negatively impacted this frequency (b = −.33, p < .05). Additionally, the frequency of future skills identified significantly influenced the perceived learning transfer to career planning (b = .12, p < .001). Conclusion The study underscores the importance of video games as informal learning environments that cultivate future skills essential for career planning. Integrating gaming experiences into career planning can support the development of adaptable, innovative, and forward-thinking skills. Encouraging an open, critical mindset enhances the transferability of gaming skills to real-life career contexts.

gaming; simulation; generations; generation gap; gen-Z; playful interaction

Background This study explores the emotional experiences of players in online, text-based tabletop role-playing games (TTRPGs) and their potential impact on players. The goal is to understand the therapeutic and educational possibilities arising from these emotional experiences. Methods Through qualitative analysis, themes were identified based on participants' narratives. Eight participants who engaged in online, text-based TTRPGs were interviewed to gather data on their emotional experiences and effects outside the game. Result The study identified three main categories of emotions experienced by players: emotions related to the community, emotions associated with the game world and characters, and emotions linked to game mechanics. These emotions were found to impact players beyond the gaming environment, influenced by the players' emotional immersion. Additionally, the study revealed two distinct approaches to immersion among players and highlighted emotions as motivating factors for gameplay. Discussion The findings emphasize the role of TTRPGs in providing creative outlets, social interaction, and recreation, facilitating skill development, and broadening perspectives based on players' emotional experiences. Additionally, this study highlights the potential for immersion in online, text-based TTRPGs linked to therapeutic and educational uses. Limitations This study employs an in-depth phenomenological qualitative interview method. While this approach yields detailed and nuanced data, it may not provide extensive generalizability. Future research endeavors could benefit from more significant and diverse participant pools to enhance the understanding of emotional experiences in TTRPG players. Furthermore, exploring additional factors such as genres, narrative structures, and player-character relationships could offer more profound insights. Conclusion This study demonstrates that online, text-based TTRPGs allow players to experience various emotions with implications beyond the game's boundaries. The findings suggest that interventions based on role-playing activities may benefit from the online text-based method due to its accessibility and lower barriers to entry.