Virtual reality (VR) sports games are increasingly becoming important tools for enhancing cognitive and physical health among older adults. However, current research faces several challenges. Many experimental studies utilize existing games designed for general populations, lacking those specifically tailored for older adults; small sample sizes limit the generalizability of results; and issues such as cybersickness and technology adaptability remain challenges, although progress has been made. This literature review employs the PRISMA method to assess the latest research findings on the impact of VR sports games in improving cognitive and physical functions in older adults. We conducted a search in the Web of Science and SCOPUS databases, selecting literature related to VR interventions for balance, muscle strength, memory, and concentration enhancement. From an initial pool of 1705 articles, 12 studies met the inclusion criteria. Results indicate that VR sports games significantly enhance older adults’ exercise motivation through immersive experiences, while real-time feedback promotes the simultaneous improvement of cognitive and physical abilities. Furthermore, the social interaction elements within the VR environment effectively alleviate feelings of loneliness and enhance engagement longevity. Future research should focus on developing personalized and collaborative VR game designs and exploring their applications in home rehabilitation and community care to enhance accessibility and long-term effects. This review provides theoretical and practical support for the innovative application of VR technology in promoting healthy aging. It will benefit technology developers and researchers focused on the cognitive and physical health of older adults.

Background: Mobile health (mHealth) offers easy accessibility to healthcare information and services, promoting positive behaviour change. However, user engagement to mHealth diminishes over time, resulting in significant dropout rates. This study aims to investigate the factors contributing to the discontinuation of mHealth use and examine how persuasive elements influence users’ intention to continue using mHealth. It also seeks to identify the key motivators and barriers affecting mHealth engagement. Methods: A survey was conducted to assess persuasive elements, motivators, and barriers related to mHealth usage. The survey included measures to evaluate users’ perceived persuasiveness of mHealth, the factors influencing their intention to continue using it, and both the motivators and barriers to its sustained use. Results: The analysis revealed that unobtrusiveness had the strongest positive correlation with the intention to continue using mHealth. Additionally, a positive association was found between users’ perception of mHealth’s persuasiveness and their intention to continue using it. The study also identified key motivators that encourage mHealth adoption and several barriers that hinder long-term engagement. Conclusions: These findings highlight the importance of developing strategies to enhance the long-term adoption of mHealth solutions and reduce dropout rates. Future research is needed to explore effective interventions for sustaining mHealth usage and addressing the barriers that lead to disengagement.

Some experts attribute the relatively low completion rates of Massive Open Online Courses (MOOCs) partly to user dissatisfaction with the system. Live instructors are absent from MOOCs due to their delivery through virtual learning platforms. A distinctive feature distinguishing MOOCs from other e-learning systems is the significantly higher ratio between users and instructors. Consequently, the main challenges include limited interaction between students and study materials and the heightened need for instructor guidance. Consequently, enhancing the design of the existing MOOCs system is imperative to create a more engaging learning experience. Previous studies have attempted to incorporate persuasive design elements into e-learning systems. However, these studies must integrate persuasive design with motivational factors and effective learning strategies to encourage student behavior change and increase student engagement. The present study utilizes prior literature to establish a conceptual framework for persuasive e-learning development, known as PEDAL, which integrates motivational factors, learning strategies, and persuasive design principles. The initial section of the paper introduces issues related to student motivation, learning strategies, the MOOCs platform, and the potential impact of persuasive technology on enhancing the effectiveness of MOOCs. The subsequent section elucidates the methodology employed for the literature search. The third section explains the mechanisms of the PEDAL framework and discusses relevant previous literature that contributed to its development. Finally, the last section outlines the framework's limitations and potential future improvement. The paper also outlines how the proposed conceptual framework can be applied to design an effective e-learning system.

Background: Longer life expectancy makes physical exercise crucial for active aging. However, adherence to traditional exercise among community-dwelling older adults is generally low. Virtual reality (VR) and mixed reality (MR) Tai Chi exergames, as novel health promotion tools, show significant potential, particularly for older adults exercising in a home setting. Objective: This study aimed to evaluate the usability and feasibility of a VR and MR Tai Chi exergame for community-dwelling older adults, focusing on subjective experience, physiological comfort, and objective interaction performance. The study also explored the relationships between key usability factors and sought to quantify links between objective accuracy and subjective experience (the Game Experience Questionnaire or Virtual Reality Sickness Questionnaire [VRSQ]) to inform choices of display mode, feedback strength, and session length. Methods: Of the 86 community-dwelling older adults recruited for this study, data from 70 participants were considered valid after an initial screening, during which 16 (18.6%) were excluded due to issues with VR adaptation. Participants were sequentially assigned in a rotating order to 1 of 4 variants (VR/MR×soothing/intense) to balance exposure; however, primary analyses were preplanned to be collapsed across variants, focusing on whole-sample usability and feasibility rather than confirmatory between-group hypotheses. The primary outcome measures included the Game Experience Questionnaire, VRSQ, and objective gameplay logs. Results: The VR/MR Tai Chi game demonstrated good overall usability and acceptability among the screened participants. Subjective experience was highly positive, with median scores for “positive affect” (median 4.0) and “competence” (median 3.8) being significantly high, whereas the median for “Challenge” (median 1.4) was significantly low ( P <.001 for all). Physiological comfort in the postscreening sample was acceptable, with the most common mild symptoms being dizziness with eyes closed (20.0%) and vertigo (18.6%), both of low severity; however, the initial exclusion of 18.6% of participants due to VR discomfort is noteworthy. Therefore, generalizability is limited because the analyzed sample overrepresents older adults who tolerate immersive displays. Accuracy showed significant positive correlations with flow (ρ=0.342) and competence (ρ=0.322), whereas the VRSQ total score was significantly negatively correlated with positive affect (ρ=−0.334, P =.005). Conclusions: Tai Chi exergames based on immersive technologies offer a feasible and attractive pathway for promoting physical exercise among community-dwelling older adults, particularly within the home environment, supporting the goal of aging in place. As a single, laboratory-based session, the reported satisfaction may partly reflect a novelty effect; therefore, longer-term, home-based follow-ups are needed to assess durability. Analysis of the key usability factors provides guidance for specific design choices, while also indicating directions for future research, such as longitudinal evaluations, extension to more diverse populations, and application in real-world home settings.

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The development of society has put forward higher requirements for K-12 talent cultivation. However, some situations are not optimistic, such as students’ low interest in mathematics, science and other disciplines, and the subject setting cannot match the needs of talent cultivation. Numerous studies confirmed that in the context of curriculum integration, further integration of science, technology, engineering, and mathematics (STEM) curriculum, learning methods and other aspects is needed, but there are still few summaries of the development direction and approaches of STEM in the context of STEM integration. This paper focuses on STEM integration, to clarify the development direction and approaches of STEM integration in the context of education reform, and then systematically summarize the development and existing problems of STEM integration education with a systematic literature review (SLR) method, 62 articles from 2013-2023 were finally selected from Web of Science (WoS). This study reveals the development of STEM curriculum, STEM pedagogy and models in STEM integration, attaches importance to the concept of interdisciplinary integration, advocates curriculum integration and improves students’ 21st century skills by integrating. In addition, there needs to be more research focusing on the internal impacts of learning outcomes, STEM literacy, and student STEM identity.