(1) Background: Older people’s chronic pain is often not well managed because of fears of side-effects and under-reporting. Telehealth interventions, in the form of smartphone applications, are attracting much interest in the management of chronic diseases, with new and evolving approaches in response to current population demographics. However, the extent to which telehealth interventions may be used to promote and effect the self-management of chronic pain is not established. (2) Aim: To provide an objective review of the existing quantitative and qualitative evidence pertaining to the benefits of smartphone applications for the management of chronic pain in older people. (3) Methods: A literature search was undertaken using PubMed, Medline, CINAHL, Embase, PsychINFO, the Cochrane database, Science Direct and references of retrieved articles. The data were independently extracted by two reviewers from the original reports. (4) Results: This integrative systematic review identified 10 articles considering smartphone applications related to self-management of chronic pain among older adults. (5) Conclusions: It is important for future research to not only examine the effects of smartphone initiatives, but also to compare their safety, acceptability, efficacy and cost–benefit ratio in relation to existing treatment modalities.

Psychomotor skills are a series of cognitive abilities often linked with physical movement, coordination and speed that individuals use, to progress through cognitive stages in order to demonstrate fine motor skills. This paper investigates whether or not playing a video game could potentially influence and improve the psychomotor skills of adolescents, particularly their eye-hand coordination, visual response and attention competence, the aim being to provide statistical evidence that video games can be potentially used to enhance psychomotor skills. A total of 62 participants were invited to participate in an experimental study where these participants were divided into two groups, the control group and the experimental group. The participants were aged between 16 and 19 years, and they were asked to complete a building block task that is closely associated with using psychomotor skills, and they did not have any prior experience of. A pre – post study design was used in both groups in order to measure participants’ level of confidence in using their psychomotor skills. Furthermore, the study investigated if the participants in the experimental group integrated elements of video game play into intentional and automatic real-life reactions within the building block task they undertook. The findings of the study suggest that those participants who played the video game were more confident in using their eye-hand coordination and visual response, and managed to complete the natural building block task faster and more accurately than the participants who did not play the video game.

Developmental Dyslexia (DD) is a common language-based learning difficulty which occurs across all cultures. Whilst various interventions are implemented to aid with reading difficulties, research suggests that phonics is still the most promising approach, yet the challenge in this approach has always been keeping pupils engaged and interested. Multisensory approaches have shown promise in keeping pupils engaged but they are time consuming and require high levels of teacher involvement. This paper suggests using 3D environments and gaming technology as a multisensory intervention to aid reading in Dyslexia. The paper proposes an initial framework and indicates the development and evaluation strategy for the framework.

A recent UK Government commissioned study found concerning levels of unemployment among computing students from disadvantaged, black and minority ethnic backgrounds. The study highlighted that work experience was a factor in increased levels of graduate employment. As such, it is vital that students have equal access to such work experience. This study considers the availability of work experience to 140 computing students at two city centre UK universities. Data analysis considered socioeconomic background and ethnicity to determine if these influenced attitudes to work experience. While students’ socioeconomic backgrounds and ethnicity had little influence on their interest in work experience, patterns of success in gaining work experience reflected worrying graduate (un)employment patterns, with those from disadvantaged, black or minority ethnic backgrounds less able to secure work experience. These findings have serious implications for university and government policies promoting work experience and highlight the need for national interventions.

In security/safety-critical applications, such as community policing, citizens and Law Enforcement Officers (LEOs) need a safe and realistic environment to support their learning in handling challenging situations. In this context, the use of games can prove crucial in helping citizens improve awareness and better understand the potential value that can be developed in building relationships with Law Enforcement Agencies (LEAs) providing support within a specific area.