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Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation, research also shows that not all students benefit from the use of leaderboard. Based on self-determination theory (SDT), this study examined how students’ actual competence, perceived competence, perceived autonomy, and perceived relatedness affected students’ enjoyment and intention for future participation in a leaderboard-based math practice game. The results showed that both perceived competence and perceived autonomy were closely related to students’ enjoyment and intention for future participation, while students’ actual competence and perceived relatedness were not related to their enjoyment or intention for future participation in such leaderboard-based math practice games. The findings of the study offer valuable insights and recommendations for both gamification research and practice.

 

Neuromorphic vision sensors or event cameras have made the visual perception of extremely low reaction time possible, opening new avenues for high-dynamic robotics applications. These event cameras’ output is dependent on both motion and texture. However, the event camera fails to capture object edges that are parallel to the camera motion. This is a problem intrinsic to the sensor and therefore challenging to solve algorithmically. Human vision deals with perceptual fading using the active mechanism of small involuntary eye movements, the most prominent ones called microsaccades. By moving the eyes constantly and slightly during fixation, microsaccades can substantially maintain texture stability and persistence. Inspired by microsaccades, we designed an event-based perception system capable of simultaneously maintaining low reaction time and stable texture. In this design, a rotating wedge prism was mounted in front of the aperture of an event camera to redirect light and trigger events. The geometrical optics of the rotating wedge prism allows for algorithmic compensation of the additional rotational motion, resulting in a stable texture appearance and high informational output independent of external motion. The hardware device and software solution are integrated into a system, which we call artificial microsaccade–enhanced event camera (AMI-EV). Benchmark comparisons validated the superior data quality of AMI-EV recordings in scenarios where both standard cameras and event cameras fail to deliver. Various real-world experiments demonstrated the potential of the system to facilitate robotics perception both for low-level and high-level vision tasks.

 

One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 

One of the most used game design elements in gamification design is leaderboard, a scoreboard showing participants’ current scores and rankings. Though many studies suggest the positive effects of leaderboard on participants’ learning and motivation (Kalogiannakis, Papadakis, & Zourmpakis, 2021), research also shows that not all students benefit from the use of leaderboard (Andrade, Mizoguchi, & Isotani, 2016; Nicholson, 2013). Based on self-determination theory (SDT) (Ryan & Deci, 2017), we designed a study where undergraduate math students completed a leaderboard-based review, and addressed two questions: (RQ1) How are students’ perceived autonomy and competence associated with their enjoyment and intention of continued participation? (RQ2) How is student actual competence associated with their enjoyment and intention of continued participation? 

Constructing single atom catalysts with fine-tuned coordination environments can be a promising strategy to achieve satisfactory catalytic performance. Herein, via a simple calcination temperature-control strategy, CeO₂supported Pt single atom catalysts with precisely controlled coordination environments are successfully fabricated. The joint experimental and theoretical analysis reveals that the Pt single atoms on Pt₁/CeO₂prepared at 550 °C (Pt/CeO₂-550) are mainly located at the edge sites of CeO₂with a Pt–O coordination number ofca. 5, while those prepared at 800 °C (Pt/CeO₂-800) are predominantly located at distorted Ce substitution sites on CeO₂terrace with a Pt–O coordination number ofca. 4. Pt/CeO₂-550 and Pt/CeO₂-800 with different Pt₁-CeO₂coordination environments exhibit a reversal of activity trend in CO oxidation and NH₃oxidation due to their different privileges in reactants activation and H₂O desorption, suggesting that the catalytic performance of Pt single atom catalysts in different target reactions can be maximized by optimizing their local coordination structures.