Background:
Previous studies have shown a U-shaped relationship between systolic blood pressure and risk of all-cause of mortality in patients with type 2 diabetes and renal impairment.
Aims:
To ...evaluate the associations between time-updated systolic blood pressure and time-updated change in systolic blood pressure during the follow-up period and risk of all-cause mortality in patients with type 2 diabetes and renal impairment.
Patients and methods:
A total of 27,732 patients with type 2 diabetes and renal impairment in the Swedish National Diabetes Register were followed for 4.7 years. Time-dependent Cox models were used to estimate risk of all-cause mortality. Time-updated mean systolic blood pressure is the average of the baseline and the reported post-baseline systolic blood pressures.
Results:
A time-updated systolic blood pressure < 130 mmHg was associated with a higher risk of all-cause mortality in patients both with and without a history of chronic heart failure (hazard ratio: 1.25, 95% confidence interval: 1.13–1.40 and hazard ratio: 1.26, 1.17–1.36, respectively). A time-updated decrease in systolic blood pressure > 10 mmHg between the last two observations was associated with higher risk of all-cause mortality (−10 to −25 mmHg; hazard ratio: 1.24, 95% confidence interval: 1.17–1.32).
Conclusion:
Both low systolic blood pressure and a decrease in systolic blood pressure during the follow-up are associated with a higher risk of all-cause mortality in patients with type 2 diabetes and renal impairment.
La presencia de elementos lúdicos en el contexto educativo, específicamente en la modalidad de formación E-learning, demuestra que la incorporación de la gamificación sistematiza la experiencia del ...usuario en base a parámetros relacionados con los juegos. Este artículo presenta la integración de dos modelos conceptuales de gamificación extraídos de la revisión literaria publicada entre el 2012 y el 2015, validando cada una de las dimensiones e indicadores mediante un estudio Delphi con expertos en pedagogía y diseño de juegos. Posteriormente, se exhiben los resultados cualitativos de la aplicación del modelo en 6 aplicaciones móviles educativas analizadas durante 6 meses (junio 2015- enero 2015) manifestando la idoneidad y pertinencia de la categorización. En definitiva, el siguiente modelo construye una vía de conexión entre la base teórica y el análisis empírico de la gamificación con el fin de sobreponerse a los retos de la educación E-learning en el siglo XXI teniendo como última instancia la implicación de futuras investigaciones en la transposición de la estructura a un modelo de utilidad cuantitativo.
Esta investigación analiza la vinculación sistemática de los videojuegos hacia el desarrollo de la lectura dentro del entorno mediático y digital a través de la revisión teórica. Para ello, fueron ...examinadas diversas publicaciones académicas provenientes de bases de datos internacionales presentadas entre 2005 y 2016, relacionadas con la implicación de los videojuegos en la enseñanza de la lectura organizada según ámbito escolar, planteamiento teórico y diseño de la investigación. Los resultados demostraron la predominancia en la enseñanza secundaria, fundamentando su repercusión como agente educativo en los cambios de hábitos de la lectura, abriendo una ventana de conexión entre los lectores y motivando la interacción colaborativa. De igual modo, se vislumbró su impacto en la transformación de la lectura orientada a la búsqueda de información y a la adquisición de habilidades de comprensión. Tras esta argumentación, el artículo concluye a favor de la inclusión de los videojuegos en el programa curricular educativo, al fortalecer el interés por la lectura adaptada al contexto digital y mediático.
In this paper, we present experiences of designing and implementing a series of playable concepts based on gameplay design patterns for goals and goal structures. These playable concepts are coupled ...with existing gameplay design patterns to enable complementary design knowledge representations, allowing different perspectives for the same phenomenon. Twenty-six playable concepts were created and are available online at itch.io. The paper discusses the details of the design process and reflects on the value of interactive representation of design knowledge and on coupling design knowledge representations. The paper contributes to the ongoing discussions in the game research community concerning documenting and disseminating game design knowledge.
Os jogos precisam de pessoas? Em caso afirmativo, o que faz as pessoas importantes para os jogos? Pode parecer auto-evidente que jogos são artefatos projetados para ser usado pelos jogadores, mas ...neste artigo vamos discutir a ideia paradoxal de jogos zero-player. Não desejamos argumentar contra o estudo de jogadores, mas acreditamos que muitas concepções comuns sobre jogadores são demasiadamente vagas para serem úteis. Baseado na análise de jogos zero-jogador, nós fornecemos cinco subcomponentes para ajudar na compreensão do conceito de jogador. Expressas como perguntas, elas são: Este é um jogador humano? O jogador tem agência? O jogador joga ao longo do tempo? O jogador parece ter intencionalidade? O jogador exibe preferências estéticas?
Os jogos precisam de pessoas? Em caso afirmativo, o que faz as pessoas importantes para os jogos? Pode parecer auto-evidente que jogos são artefatos projetados para ser usado pelos jogadores, mas ...neste artigo vamos discutir a ideia paradoxal de jogos zero-player. Não desejamos argumentar contra o estudo de jogadores, mas acreditamos que muitas concepções comuns sobre jogadores são demasiadamente vagas para serem úteis. Baseado na análise de jogos zero-jogador, nós fornecemos cinco subcomponentes para ajudar na compreensão do conceito de jogador. Expressas como perguntas, elas são: Este é um jogador humano? O jogador tem agência? O jogador joga ao longo do tempo? O jogador parece ter intencionalidade? O jogador exibe preferências estéticas?
We report from a Research Atelier that explored how ubiquitous computing could be applied to fun and entertainment. The Atelier lasted for five days, starting with two days of scenario development ...and brainstorming activities. This led to three fairly concrete - though very different - game ideas. The background and motivation for the Atelier is described, as well as the method used and the games developed. PUBLICATION ABSTRACT
Designing gamification Deterding, Sebastian; Björk, Staffan L.; Nacke, Lennart E. ...
CHI '13 Extended Abstracts on Human Factors in Computing Systems,
04/2013
Conference Proceeding
In recent years, gamification - the use of game design elements in non-game contexts - has seen rapid adoption in the software industry, as well as a growing body of research on its uses and effects. ...However, little is known about the effective design of such gameful systems, including whether their evaluation requires special approaches. This workshop therefore convenes researchers and industry practitioners to identify current practices, challenges, and open research questions in the design of gameful systems.
Design is typically envisioned as aiming to improve situations for users, but this can fail. Failure can be the result of flawed design solutions, i.e. anti-patterns. Prior work in anti-patterns has ...largely focused on their characteristics. We instead concentrate on why they occur by outlining two processes that result in anti-patterns: 1) backfiring, and 2) favouring. The purpose of the paper is to help designers and researchers better understand how design processes can lead to negative impacts and to repentant designers by introducing a richer vocabulary for discussing such processes. We explore how anti-patterns evolve in HCI by specifically applying the vocabulary to examples of social media design. We believe that highlighting these processes will help the HCI community reflect on their own work and also raise awareness of the opportunities for avoiding anti-patterns. Our hope is that this will result in fewer negative experiences for designers and users alike.
In this paper, we investigate different types of collaborative interaction that children in special education may engage in when playing co-located collaborative games. The work used a qualitative ...approach for studying three different games (2 digital, 1 boardgame) to understand how they provide opportunities for collaborative interaction to children (aged 12 years) in special education. To analyse the gameplay sessions, we used the three levels of collaborative interaction from Activity Theory (AT) as a frame of reference, and we combined this model with gameplay design patterns (GDPs) to express and encode the differences in collaborative interaction between and within the playtests. An important finding is that children do indeed display different levels of collaborative interaction. Furthermore, our paper demonstrates how the three levels of collaborative interaction as defined in AT combined with GDPs can be used to analyse and describe collaborative gameplay actions between children in special education, and it provides insight in a number of gameplay design elements that may support the occurrence of higher levels of collaborative interaction.
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