Game Nexus

This study aimed to evaluate the effectiveness of an eight-session sport video game intervention with biofeedback on improving emotional awareness and emotional regulation in young adults. A randomized controlled trial was conducted with 30 participants recruited from universities and community centers in Morocco. Participants were randomly assigned to an intervention group (n = 15) or a control group (n = 15). The intervention group completed eight 75-minute sessions of sport video games integrated with biofeedback over four weeks, while the control group engaged in standard physical activities without biofeedback. Emotional awareness and emotion regulation were measured at baseline, immediately post-intervention, and at a four-month follow-up using validated self-report instruments. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) with Bonferroni post-hoc tests in SPSS-27. Repeated-measures ANOVA revealed significant main effects of time, group, and their interaction for both emotional awareness (F(2,48) = 38.42, p < .001, η² = .58; F(1,28) = 31.55, p < .001, η² = .54; F(2,48) = 33.71, p < .001, η² = .56) and emotional regulation (F(2,48) = 42.61, p < .001, η² = .61; F(1,28) = 34.08, p < .001, η² = .55; F(2,48) = 36.21, p < .001, η² = .57). Bonferroni post-hoc tests indicated that the intervention group showed significant improvements from pre-test to post-test and sustained gains at the four-month follow-up (all p < .001), while the control group demonstrated no significant changes across time points. The findings suggest that sport video games integrated with biofeedback are effective in enhancing emotional awareness and emotion regulation, with benefits persisting beyond the intervention period. This approach offers a cost-effective, engaging, and scalable method to support emotional competencies in young adult populations.

This study aimed to investigate the effects of a mobile fitness game application on motivation and readiness for lifestyle change among adults using a randomized controlled trial design. Thirty participants from Slovakia (18 women, 12 men; mean age = 27.63 years, SD = 5.42) were randomly assigned to an intervention group (n = 15) or a control group (n = 15). The intervention group engaged in a 15-session structured exergame program delivered via a mobile fitness game app over three months, while the control group received only general health education materials. Motivation was assessed with the Behavioral Regulation in Exercise Questionnaire-2 (BREQ-2) and readiness for lifestyle change with the University of Rhode Island Change Assessment (URICA). Data were collected at baseline, post-intervention, and three-month follow-up. Repeated-measures ANOVA with Bonferroni post hoc tests was conducted using SPSS-27. Significant time × group interaction effects were found for both motivation (F(2, 54) = 25.61, p < .001, η² = .49) and lifestyle change readiness (F(2, 54) = 25.41, p < .001, η² = .49). In the intervention group, motivation increased significantly from baseline (M = 2.96, SD = 0.51) to post-intervention (M = 3.87, SD = 0.46; p < .001) and was maintained at follow-up (M = 3.79, SD = 0.48). Similarly, readiness improved from baseline (M = 2.88, SD = 0.54) to post-intervention (M = 3.78, SD = 0.47; p < .001) and remained stable at follow-up (M = 3.70, SD = 0.45). No significant changes were observed in the control group. The findings suggest that mobile fitness game apps can effectively enhance motivation and readiness for lifestyle change, with improvements sustained for at least three months. These results underscore the potential of gamified mobile interventions as accessible and engaging tools for health promotion.

This study aimed to investigate the effects of a cooperative exergame intervention on social support and quality of life in patients with disabilities. A randomized controlled trial was conducted with 30 participants recruited from rehabilitation centers in Iraq. Participants were randomly assigned to an intervention group (n = 15) receiving a 12-session cooperative exergame program or to a control group (n = 15) placed on a waitlist. Standardized instruments, the Multidimensional Scale of Perceived Social Support (MSPSS) and the WHOQOL-BREF, were administered at pre-test, post-test, and a five-month follow-up. Data analysis was performed using SPSS-27, employing repeated measures analysis of variance (ANOVA) with Bonferroni post hoc tests to examine group differences across time points. Repeated measures ANOVA revealed significant main effects of time and group, as well as significant time × group interaction effects for both social support (F(2,56) = 40.60, p < .001, η² = .59) and quality of life (F(2,56) = 45.00, p < .001, η² = .62). Bonferroni post hoc tests showed that the intervention group demonstrated substantial improvements from pre-test to post-test in social support (mean difference = −15.44, p < .001) and quality of life (mean difference = −15.47, p < .001), with effects maintained at follow-up. No significant changes were observed in the control group across any measurement points. The cooperative exergame intervention significantly enhanced both social support and quality of life in patients with disabilities, with improvements sustained over five months. These findings suggest that integrating cooperative exergames into rehabilitation programs can address both physical and psychosocial aspects of disability management, offering a promising, accessible, and engaging therapeutic approach.

This study examined the effectiveness of gamified motor-skill drills on enhancing self-efficacy and academic engagement among secondary school students. A randomized controlled trial design was employed with 30 participants from Hungary, randomly assigned to either an intervention group (n = 15) receiving eight sessions of gamified motor-skill drills or a control group (n = 15) receiving no structured intervention. Outcomes were assessed at baseline, post-intervention, and four-month follow-up using validated self-report instruments for self-efficacy and academic engagement. Data analysis was conducted using repeated-measures analysis of variance (ANOVA) with Bonferroni post hoc tests in SPSS-27. Inferential analysis revealed significant main effects of time and group, as well as strong time × group interaction effects for both self-efficacy (F(2,56) = 41.46, p < .001, η² = .59) and academic engagement (F(2,56) = 54.54, p < .001, η² = .66). Post hoc comparisons indicated that self-efficacy scores in the intervention group increased significantly from pre-test to post-test (Mean Diff. = -7.11, p < .001) and remained elevated at the four-month follow-up (Mean Diff. = -6.16, p < .001), while no significant differences emerged in the control group. Similarly, academic engagement improved significantly in the intervention group from pre-test to post-test (Mean Diff. = -11.97, p < .001) and from pre-test to follow-up (Mean Diff. = -10.53, p < .001), with no significant differences observed between post-test and follow-up or across time points in the control group. Gamified motor-skill drills produced significant and lasting improvements in students’ self-efficacy and academic engagement, supporting their integration into physical education programs as a dual-purpose intervention targeting both motor competence and academic outcomes.

This study examined the effects of a virtual reality (VR) exergame intervention on exercise motivation and self-efficacy among healthy adults in Nigeria through a randomized controlled trial design. Thirty participants (aged 19–33 years) were recruited from community fitness centers and universities in Lagos, Nigeria, and randomly assigned to either a VR exergame group (n = 15) or a control group (n = 15). The intervention consisted of eight structured VR exergame sessions, each lasting 75–90 minutes. Assessments of exercise motivation and self-efficacy were conducted at baseline, post-intervention, and at a five-month follow-up. Data were analyzed using repeated-measures analysis of variance (ANOVA) with Bonferroni-adjusted post-hoc tests, employing SPSS version 27. Assumptions of normality, homogeneity, and sphericity were confirmed prior to analysis. Results demonstrated significant time × group interactions for both exercise motivation, F(2,54) = 22.61, p < .001, η² = .45, and self-efficacy, F(2,54) = 21.42, p < .001, η² = .44. Post-hoc tests revealed that the VR group showed significant improvements in motivation from baseline to post-intervention (Mdiff = 1.17, p < .001) and baseline to follow-up (Mdiff = 1.01, p < .001), with no significant decline between post-intervention and follow-up (p = .26). Self-efficacy followed a similar pattern, with significant increases from baseline to post-intervention (Mdiff = 1.18, p < .001) and baseline to follow-up (Mdiff = 1.05, p < .001), with no significant decline at follow-up (p = .38). The control group demonstrated no significant changes across time for either variable. The findings indicate that VR exergames are effective in significantly enhancing exercise motivation and self-efficacy, with sustained effects observed at five-month follow-up. VR-based interventions may offer a powerful and engaging strategy to promote exercise adherence and long-term behavioral change.

This study aimed to explore how athletes cognitively and emotionally appraise stress during high-intensity mini-games, with a focus on their lived experiences of challenge and threat profiles. A qualitative design was adopted, drawing on a phenomenological approach to capture athletes’ subjective experiences. Twenty-five athletes (14 males, 11 females) from diverse sporting backgrounds in South Africa participated, all with at least three years of competitive experience. Semi-structured, in-depth interviews were conducted until theoretical saturation was reached. Each interview lasted 45–70 minutes, was audio-recorded, and transcribed verbatim. Data were analyzed thematically using NVivo 14 software. Themes were developed through iterative coding, review, and consensus discussions to ensure credibility and rigor. Four overarching themes emerged. First, cognitive appraisal of stress reflected athletes’ interpretations of demands, resources, and situational awareness, with fluctuations between challenge and threat orientations. Second, emotional and physiological responses revealed both energizing states such as excitement and maladaptive states such as anxiety, with athletes also reporting physiological markers like accelerated heart rate or fatigue. Third, social and contextual influences underscored the roles of teammates, coaches, spectators, and cultural identity in shaping stress appraisals. Finally, coping and adaptation strategies included problem-focused approaches (e.g., tactical adjustments), emotion-focused strategies (e.g., self-talk, humor), and long-term resilience-building, with many athletes reframing stress as an opportunity for growth. Collectively, these findings confirm that stress appraisal in mini-games is a dynamic, socially embedded, and meaning-laden process. The study extends the challenge–threat framework by demonstrating how athletes’ lived experiences integrate physiological, emotional, social, and cultural dimensions of stress appraisal. Insights highlight the need for interventions that not only enhance physiological conditioning but also address appraisal processes, resilience, and context-sensitive coping strategies.

This study explored how social interaction components within virtual reality (VR) movement-based games contribute to group career counseling processes, focusing on communication, collaboration, emotional engagement, and vocational reflection. A qualitative design was employed using semi-structured interviews with 23 participants from Canada. Participants were selected purposively to include individuals with prior exposure to VR environments and familiarity with group-based counseling contexts. Data collection continued until theoretical saturation was reached. Interviews lasted between 45 and 75 minutes, were audio-recorded, transcribed verbatim, and analyzed thematically using NVivo 14. Coding followed an inductive process of open, axial, and selective coding, with constant comparison techniques applied across transcripts to ensure validity. Inter-coder reliability was established through independent coding of selected transcripts and consensus discussions. Four overarching themes emerged. First, communication dynamics highlighted verbal clarity, nonverbal avatar signals, and feedback mechanisms, while also noting barriers such as technical glitches. Second, collaboration and group processes emphasized team cohesion, trust building, role distribution, and joint problem-solving within VR tasks. Third, emotional and psychological experiences revealed that participants reported a strong sense of belonging, motivation, confidence development, and flow states, alongside challenges such as performance anxiety. Fourth, career counseling relevance demonstrated that VR facilitated career exploration, transferable skill development, vocational identity formation, and decision-making support, with participants noting applicability of these experiences beyond the virtual setting. The study demonstrates that VR movement-based games provide a powerful platform for enhancing social interaction and vocational reflection in group career counseling contexts. By fostering communication, collaboration, and emotional engagement, VR extends the reach of traditional counseling methods and prepares learners with transferable skills applicable to real-world career challenges. These findings underscore the potential of integrating immersive technologies into counseling programs to enrich educational and vocational outcomes.

This study aimed to qualitatively explore and identify the dimensions of motivational climates emerging in technology-enhanced training environments, focusing on coach–athlete dyads. A qualitative research design was employed, using semi-structured interviews with 19 participants from the United States, including both athletes and coaches across diverse sporting disciplines. Participants were recruited through purposive sampling, ensuring direct experience with technology-integrated training. Data collection continued until theoretical saturation was achieved. Interviews lasted between 45 and 75 minutes, were audio-recorded, and transcribed verbatim. NVivo 14 software facilitated thematic analysis, which followed an inductive process of open coding, categorization, and theme development. Trustworthiness was ensured through constant comparison, memoing, and reflexive interpretation. Four overarching themes were identified. (1) Digital feedback and performance tracking: athletes valued real-time monitoring, personalized goals, and collaborative data review, though some reported stress and overreliance on metrics. (2) Coach–athlete relationship dynamics: technology enhanced communication and transparency but also altered authority structures, with athletes increasingly relying on digital feedback over coach judgment. (3) Athlete motivation and psychological climate: gamification features fueled competition and confidence but also heightened anxiety and disengagement risks when data reflected poor progress. (4) Barriers and ethical concerns: participants highlighted privacy issues, unequal access to devices, varying digital literacy, and sustainability challenges in maintaining long-term engagement with technological tools. The findings suggest that technology reshapes motivational climates by amplifying both empowering and disempowering elements. While digital tools enhance accountability, autonomy, and feedback quality, they also risk creating ego-involving pressures and ethical dilemmas. Coaches and organizations must strike a balance between leveraging the benefits of technology and safeguarding athlete well-being, autonomy, and equity. This study contributes to motivational climate theory by integrating digital, relational, and cultural dimensions within modern sport contexts.