Background: A learning task recurrently perceived as easy (or hard) may cause poor learning results. Gamer data such as errors, attempts, or time to finish a challenge are widely used to estimate the perceived difficulty level. In other contexts, pupillometry is widely used to measure cognitive load (mental effort); hence, this may describe the perceived task difficulty.Objective: This study aims to assess the use of task-evoked pupillary responses to measure the cognitive load measure for describing the difficulty levels in a video game. In addition, it proposes an image filter to better estimate baseline pupil size and to reduce the screen luminescence effect.Methods: We conducted an experiment that compares the baseline estimated from our filter against that estimated from common approaches. Then, a classifier with different pupil features was used to classify the difficulty of a data set containing information from students playing a video game for practicing math fractions.Results: We observed that the proposed filter better estimates a baseline. Mauchly’s test of sphericity indicated that the assumption of sphericity had been violated (χ214=0.05; P=.001); therefore, a Greenhouse-Geisser correction was used (ε=0.47). There was a significant difference in mean pupil diameter change (MPDC) estimated from different baseline images with the scramble filter (F5,78=30.965; P<.001). Moreover, according to the Wilcoxon signed rank test, pupillary response features that better describe the difficulty level were MPDC (z=−2.15; P=.03) and peak dilation (z=−3.58; P<.001). A random forest classifier for easy and hard levels of difficulty showed an accuracy of 75% when the gamer data were used, but the accuracy increased to 87.5% when pupillary measurements were included.Conclusions: The screen luminescence effect on pupil size is reduced with a scrambled filter on the background video game image. Finally, pupillary response data can improve classifier accuracy for the perceived difficulty of levels in educational video games.

Virtual reality (VR) is rapidly gaining popularity and becoming more accessible. Numerous studies have examined the effectiveness of this technology in educational settings. This article provides a summary of the evidence regarding the efficacy of virtual environments for elementary education. A meta-analysis was conducted to combine the findings of independent experimental studies. The studies included in this review were sourced from reputable databases such as Web of Science, Scopus, IEEE, ACM, and ScienceDirect. The results indicate that students who learn in a virtual environment achieve higher learning scores compared to those in traditional classrooms (standard mean difference [SMD]=0.64, 95% CI [0.36, 0.92], p<0.001). Additionally, the findings suggest that learning in a tethered VR environment is equally effective as learning through mobile VR. Furthermore, there were no significant differences in scores when different media materials were used for the control group. This review emphasizes the advantages of employing mobile VR for learning in contrast to using tethered VR.

It has been shown that the emotional state of students plays an important role towards with learning; for instance, engaged concentration is positively correlated with learning. This paper proposes the Inductive Control (IC) for educational games. Unlike conventional approaches that only modify the game level, the proposed technique also induces emotions in the player for supporting the learning process. This paper explores a fuzzy system that analyzes the players' performance and their emotional state for controlling the level and aesthetic content of an educational video game. The emotional state of the player is recognized through voice analysis. A total of 40 subjects played a video game designed to practice basic math skills; for each trial, a student plays two times in a row the same game but each time the game was controlled by one of the two approaches ---Dynamic Difficulty Adjustment (DDA) and IC, the playing order was assigned randomly. Results show that when the proposed approach is used the participants changed faster from unpleasant--low to pleasant or high emotions. These experiments demonstrate that the inductive control technique improves the learning effectiveness through detection and stimulation of positive emotions.

In the search of alternatives for controlling Aethina tumida Murray, we recently proposed the BAA trap which uses boric acid and an attractant which mimics the process of fermentation caused by Kodamaea ohmeri in the hive. This yeast is excreted in the feces of A. tumida causing the fermentation of pollen and honey of infested hives and releasing compounds that function as aggregation pheromones to A. tumida. Since the boron is the toxic element in boric acid, the aim of this article is to assess the amount of boron residues in honey and beeswax from hives treated with the BAA trap. For this aim, the amount of bioaccumulated boron in products of untreated hives was first determined and then compared with the amount of boron of products from hives treated with the BAA trap in two distinct climatic and soil conditions. The study was conducted in the cities of Padilla, Tamaulipas, and Valladolid, Yucatan (Mexico) from August 2014 to March 2015. The quantity of boron in honey was significantly less in Yucatan than in Tamaulipas; this agrees with the boron deficiency among Luvisol and Leptosol soils found in Yucatan compared to the Vertisol soil found in Tamaulipas. In fact, the honey from Yucatan has lower boron levels than those reported in the literature. The BAA treatment was applied for four months, results show that the BAA trap does not have any residual effect in either honey or wax; i.e., there is no significant difference in boron content before and after treatment. On the other hand, the organophosphate pesticide coumaphos was found in 100% of wax samples and in 64% of honey samples collected from Yucatan. The concentration of coumaphos in honey ranges from 0.005 to 0.040 mg/kg, which are below Maximum Residue Limit (MRL) allowed in the European Union (0.1 mg/kg) but 7.14% of samples exceeded the MRL allowed in Canada (0.02 mg/kg).

A virtual tour is a guided tour facilitated through Virtual Reality (VR) technology. The primary focus of this paper is on Virtual Tours of Facilities (VTF) within academic contexts. These VTFs employ VR as a medium to provide immersive educational experiences within facilities, such as laboratories, industrial sites, and universities. Our study advances three hypotheses: firstly, that continuous variables distinguish VTFs; secondly, that VTFs offer distinct inherent advantages and disadvantages in comparison to conventional in-person visits; and thirdly, that various software types and developmental approaches for virtual tours can be systematically categorized based on their technical attributes and usability factors. Through a snowball rolling literature review method, we analyze 32 studies to identify current research trends, pinpoint gaps, and highlight areas of interest related to VTF. The ensuing analysis explores VTF applications, associated challenges, and potential technologies, culminating in a comprehensive and insightful overview of the field.