Blockchain Papers

Liang Guo

Game-based teaching (GBT) has gained widespread adoption in modern education, yet teachers bear heavy burdens in designing GBT activities and interpreting student learning performance, while centralized educational data storage brings prominent security and credibility risks. To tackle the above bottlenecks, this paper proposes SmartTA, an integrated teaching assistant system combining GBT recommendation modules, automated machine learning (AutoML), and blockchain. Specifically, SmartTA supplies customized GBT cases and exam scoring suggestions for teachers, and leverages AutoML to automatically mine student learning behaviors with zero coding requirements. Three groups of experiments are conducted to validate the system: AutoML achieves a maximum prediction accuracy of 93% on six public educational datasets; the Hyperledger Fabric-based blockchain prototype enables data insertion with an average latency of approximately 2.2 seconds and query latency of approximately 150 ms; 20 frontline educational practitioners provide 85% positive user feedback. The experimental results suggest that SmartTA may help reduce teachers’ lesson preparation workload, support improved instructional quality, while enabling tamper-resistant data storage via blockchain. This study realizes the practical fusion of AutoML and blockchain for GBT scenarios, and establishes a novel, secure, data-driven teaching assistance paradigm that is accessible to non-technical educators.

Sreekanth Vp, Ronny Sebastian Roy, Surya Gopalakrishnan, Thanmaya S Krishna

The proliferation of cyber threats and the increasing digital vulnerability of students necessitate innovative educational approaches to cybersecurity awareness. Traditional methods of teaching cybersecurity often fail to engage learners effectively, resulting in poor knowledge retention and limited practical skills. This paper introduces Zyberix, an interactive educational game that leverages Web3 technologies to teach cybersecurity concepts through immersive gameplay and blockchain-based incentives. By integrating Unity game engine with Ethereum smart contracts, IPFS decentralized storage, and NFT rewards, Zyberix creates an engaging learning environment that simulates realistic cyber threats including phishing, malware, and social engineering attacks. The system rewards successful challenge completion with verifiable Non-Fungible Tokens (NFTs), providing both motivation and an introduction to blockchain technology. This research demonstrates how gamified experiential learning combined with Web3 technologies can significantly enhance cybersecurity education, addressing the critical gap between theoretical knowledge and practical application while fostering digital literacy among students.

Yuyang Zhao, Fernando Bacao, YanLing Li, Ping Dong · 6 authors

Real-World Asset Farm (RWAF) games are an emerging class of blockchain-based applications that tokenize real-world agricultural assets — including land, crops, livestock, and produce — as non-fungible tokens (NFTs), enabling players to engage in both virtual gameplay and tangible financial investment. Despite their growing commercial and academic prominence, the psychological mechanisms underlying individual adoption of RWAF games remain poorly understood. This study develops and empirically tests an integrated adoption model that bridges the Unified Theory of Acceptance and Use of Technology (UTAUT), the Uses and Gratifications Theory (UGT), and a revised Awareness–Interest–Desire–Action (AIDA) framework, reconceptualized as a three-stage cognition–affection–conation process. The model captures users' financial investment perceptions (performance expectancy, effort expectancy, social influence, facilitating conditions, and perceived risks) and gamification perceptions (hedonic, utilitarian, and content gratification) as dual affective pathways that mediate the relationship between technology awareness and behavioral intention. Covariance-based structural equation modeling was applied to survey data collected from 362 respondents in China. Results indicate that awareness is the most influential determinant of adoption intention, operating both directly and indirectly through all affective mediators except social influence. Among the affective constructs, facilitating conditions, content gratification, and utilitarian gratification exert the strongest effects on behavioral intention. Importantly, financial investment perceptions produce stronger mediating effects than gamification perceptions, suggesting that instrumental motivations dominate the adoption calculus for this dual-purpose technology. These findings advance theoretical understanding of adoption processes in technologies that integrate financial and entertainment functionalities and offer actionable guidance for RWAF game developers, marketers, and policymakers seeking to expand user engagement in blockchain-based gaming ecosystems.

Mary Jesselyn Co, Bruce Mitchell, Lisa Jordan Powell

This paper describes the development and implementation of an innovative hotel carbon reduction simulation aimed at developing sustainability competencies in business students. Using the Harvard Business School "Net Zero" simulation, we assess how interactive simulation-based learning opportunities improve students' self-assessment of the eight sustainability competencies with a mixed-methods approach. The research examines critical gaps in knowledge of how simulation-based methods can develop integrated competency sets needed to solve complex sustainability challenges. The simulation assigns around 950 first-year management students as hotel managers tasked with achieving 50% emission reductions over seven years while maintaining financial performance. Students select from 29 sustainability initiatives across Energy, Purchasing, and Management categories, working within realistic constraints of carbon budgets, site-specific emission factors, and dynamic market conditions. Our comprehensive analytical design combines pre-post competency surveys with cluster analysis of strategic approaches, and qualitative analysis of learning reflections. Anticipated outcomes are enhanced competency development across all eight dimensions, with gains in systems-thinking, futures-thinking, and implementation competencies. The research aims to provide empirical proof for developing specific sustainability competences as well as demonstrating scalable approaches of integrating sustainability education into core business curriculum.

Josef Bergt, Franz Huber

This study conducted a systematic literature review (SLR) on the function and potential of non-fungible tokens (NFTs) and blockchain technology with regard to ownership in gaming. We explored theoretical viewpoints, analytical frameworks, measures, relationships, and procedures up to 2024 to examine the relationship between NFTs, blockchain, and ownership in gaming. A four-step methodology (planning, execution, analysis, and reporting) was followed, based on Tranfield et al.'s (2003) approach. The widely adopted PRISMA technique was utilized to ensure transparency and rigor in conducting the systematic literature review. The contribution of this study lies in its exploration of how NFTs and blockchain transform ownership in gaming, marking the first comprehensive SLR on this topic from the standpoint of digital asset ownership transformation. The [*expected*] findings suggest that NFTs and blockchain significantly transform traditional ownership structures in gaming by enabling decentralized, verifiable, and transferable digital assets. However, fully realizing this potential remains challenging. Persistent issues—such as partial rather than complete decentralization, economic inequalities and speculation-driven markets, psychological complexities around player motivation, and technological hurdles like scalability and interoperability—complicate the path toward sustainable NFT-based ecosystems. Adoption appears influenced as much by hype and financial incentives as by informed choice. These insights underscore the necessity for developers, policymakers, and stakeholders to collaborate on clear legal frameworks, robust security measures, equitable economic models, and player-centric designs. In doing so, the gaming industry can foster genuine, enduring ownership experiences that align innovation with fairness, trust, and meaningful engagement.

J Guruprakash, P. Pradeep, L. B. Krithika

This study introduces GenePixKolor (GPK) fusion, an innovative approach to non-fungible token (NFT) generation and rarity ranking tailored for the gaming industry and tokenomics ecosystems. GPK Fusion leverages genetic algorithms, image processing and machine learning to create a comprehensive, four-stage system that optimizes both the trait generation and visual appeal of NFTs, while providing an advanced rarity ranking mechanism. The GPK Fusion’s rarity ranking method uniquely combines trait-based and pixel-based evaluations. Pixel rarity was assessed using color distribution for overall aesthetic appeal, and trait rarity was assessed using trait combinations. Fusing pixel rarity with trait rarity provides a more holistic assessment of an NFT’s uniqueness, balancing functional value with visual attractiveness. This approach addresses the limitations of existing rarity calculation methods, offering a more nuanced and comprehensive evaluation of the NFT. Empirical comparisons demonstrate that GPK Fusion consistently produces NFTs with superior trait combinations and enhanced visual appeal compared to traditional methods. Its rarity ranking shows a strong correlation with practical valuation strategies in real-time trading environments and enhances the NFT marketplaces. This research contributes to the evolving field of NFT design and valuation by providing game developers and tokenomics strategists with a powerful tool for creating, evaluating and ranking digital assets. GPK Fusion’s methodology opens new avenues for creating more engaging, visually striking and balanced NFTs. GPK potentially revolutionizes asset creation and valuation in the rapidly growing intersection of gaming and blockchain technologies.

Jia Fu, Jade Zheng, Florence Li

In the rapidly evolving landscape of GameFi, a fusion of gaming and decentralized finance (DeFi), there exists a critical need to enhance player engagement and economic interaction within gaming ecosystems. Our GameFi ecosystem aims to fundamentally transform this landscape by integrating advanced embodied AI agents into GameFi platforms. These AI agents, developed using cutting-edge large language models (LLMs), such as GPT-4 and Claude AI, are capable of proactive, adaptive, and contextually rich interactions with players. By going beyond traditional scripted responses, these agents become integral participants in the game's narrative and economic systems, directly influencing player strategies and in-game economies. We address the limitations of current GameFi platforms, which often lack immersive AI interactions and mechanisms for community engagement or creator monetization. Through the deep integration of AI agents with blockchain technology, we establish a consensus-driven, decentralized GameFi ecosystem. This ecosystem empowers creators to monetize their contributions and fosters democratic collaboration among players and creators. Furthermore, by embedding DeFi mechanisms into the gaming experience, we enhance economic participation and provide new opportunities for financial interactions within the game. Our approach enhances player immersion and retention and advances the GameFi ecosystem by bridging traditional gaming with Web3 technologies. By integrating sophisticated AI and DeFi elements, we contribute to the development of more engaging, economically robust, and community-centric gaming environments. This project represents a significant advancement in the state-of-the-art in GameFi, offering insights and methodologies that can be applied throughout the gaming industry.

Authors unavailable

GameFi's integration with omnichain non-fungible token initiatives marks a major advance in the gaming and blockchain sectors.This integration brings together the dynamic aspects of decentralised finance (DeFi) with the creative possibilities of non-fungible tokens (NFTs) across numerous blockchain platforms.In the developing industry of GameFi, which combines gaming with financial incentives, non-fungible tokens (NFTs) are used to generate one-of-a-kind in-game assets that may be exchanged, sold, or utilised inside a variety of games and ecosystems.

Andreea Raluca Duguleană, Cristina Tănăsescu, Mihai Duguleană

This research aims to establish the primary drivers influencing the development and consumers’ decision-making process in web3 games—decentralized games that function according to the play-to-earn paradigm. We observe several types of micro-economies developed within five play-to-earn games and highlight four roles consumers play at any given time. Our study offers a different perspective on rational consumer behaviour in cryptocurrency-based games and paves the way to better understanding their dynamics and evolution. Results shed light on the construction of in-game economies and how individuals of a given type engage in different playing activities. Furthermore, we compare the key features of web3 games with those similar to classic online games and assess if the play-and-earn implementations represent an evolution from previous revenue models. Using our proposed methodology, researchers can compare and classify any P2E games. We conclude by establishing a set of actions that enable consumers to benefit from this new phenomenon.

Wang Jun, Muhammad Shahid Iqbal, Rashid Abbasi, Marwan Omar · 5 authors

Machine learning is playing an increasingly important role in education. This article examines its potential to bring about transformative change in this field. By using machine learning algorithms, physical education teachers can gather and analyze data on student performance and behavior. This enables them to create personalized learning experiences that cater to the unique needs of each student. Machine learning can also track and assess student progress, providing educators with valuable insights into the effectiveness of their teaching strategies. Furthermore, it can optimize the design of physical education curricula and assessments, making them more efficient and effective. Additionally, machine learning offers a more objective and accurate approach to evaluating and grading students. This paper discusses the challenges and opportunities associated with integrating machine learning into physical education, including ethical considerations and potential limitations.

Hilda Hadan, Leah Zhang-Kennedy, Lennart E. Nacke, Ville Mäkelä

Introduction In recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education. Research Objectives Our study investigated market investors’ perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education. Methodology We conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game. Results From market investors’ perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions. Conclusion From our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions.

Alvon Danilo Sukardi, Gerry Guinardi, Gerry William Nanlohy, Vanessa Tjandra · 6 authors

The global crisis brought on by COVID-19 is unparalleled. Tourism is one of the many industries that have been made public by the recent COVID-19 epidemic. Indonesia itself was affected by the impact that caused a decrease in both foreign and domestic tourists. Smart tourism through the metaverse concept is one of the proposed solutions to deal with this problem, considering that metaverse has been booming lately, so it can attract the attention of tourists who cannot come directly to the tourist attractions. This paper aims to provide new insights regarding how to improve the Indonesian economy through tourism, so people realize the importance of the metaverse in the future. Moreover, we believe that the future of this metaverse will be very bright because the advantages of technology used in the metaverse are very beneficial for users (Blockchain, Crypto, Non-Fungible Token).

Asif Ali Wagan, Abdullah Ayub Khan, Yen‐Lin Chen, Lip Yee Por · 6 authors

Game-based learning in schools and colleges, with the help of AI-enabled augmented intelligence techniques, is reported to improve children’s neurodevelopment, intellectual sensing, and specific learning abilities, according to US officials. There is currently a huge transformation from traditional assisted learning to augmented reality-enabled computer-based learning. Globally, there has been a dramatic increase in the use of game-based augmented learning in most schools and colleges. A few problems arise that create concern, such as the emerging effects of gaming on institutional premises, the disordering of children’s involvement after game-learning, the rate of learning and attendance, adaptation, and teachers’ experience. To address these individual aspects, we proposed a blockchain Ethereum-enabled, secure AI-based augmented game learning environment, called B-AIQoE, in which protected on-chain and off-chain channels are designed to handle all the transactions and exchanges among students before analysis in terms of color transition, redundancy, unethical transmission, and related vulnerabilities. On the other hand, the proposed system examines and analyzes the Quality of experience (QoE) and improves accessibility as it receives feedback from the students and teachers. For the purpose of automating game-based transactions, three different aspects are discussed, such as verifying and validating student-teacher registration, creating content for game-based learning and privacy, and updating students’ records and exchanges. Finally, this paper separates, analyzes, and discusses a list of emerging challenges and limitations and their possible solutions involved in creating the proposed system.

Jinmao Zhu, Luyao Zhang

Gamification is an effective strategy for motivating and engaging users, which is grounded in business, marketing, and management by designing games in nongame contexts. Gamifying education, which consists of the design and study of educational games, is an emerging trend. However, the existing classroom games for understanding macroeconomics have weak connections to the microfoundations of individual decision-making. We design an educational game on cryptocurrency investment for understanding macroeconomic concepts in microeconomic decisions. We contribute to the literature by designing game-based learning that engages students in understanding macroeconomics in incentivized individual investment decisions. Our game can be widely implemented in online, in-person, and hybrid classrooms. We also reflect on strategies for improving the user experience for future educational game implementations.

Pariwut Prachayanant, Tanpat Kraiwanit, Veraphong Chutipat

The purpose of gamification in cryptocurrencies is to improve user engagement through game-thinking (Kabita, 2020; Rodrigues et al., 2019). Yet, it is unclear whether participants are motivated by the desire to have fun or to generate money. This study intends to explore the elements that encourage people to participate in cryptocurrency gamification by analysing perceived enjoyment, perceived profitability, and demographic variables. Data was obtained from Thai nationals residing in Thailand who have invested in digital assets or plan to in the future. Using multivariate logistic regression, statistically significant factors were identified. The data indicate that Thai investors’ interest in cryptocurrency gamification increases with age and student status. Also, people are attracted to the gamification of cryptocurrencies since they may be both interesting and lucrative. The study argues that it is essential to assess the risks associated with the gamification of cryptocurrencies. This will ensure that individuals who wish to earn money do not lose it. In addition, the likelihood of financial exploitation through cryptocurrency gaming must be evaluated. This is required because the risk of individuals being victimised through scams increases as the number of persons who play these games grows.

Marianne Poser

The goal was to develop a concept for the useful application of tokens in the learning platform of the Blockchain Academy Mittweida (BCAM). Thereby, imparted knowledge about the blockchain should become tangible for users. Based on the research of existing concepts, different ideas were developed and their use was tested. In the process, the specifics of the e-learning sector as well as those of blockchain technology are considered. Combining tokenization, e-learning, and gamification, a token model was finally developed, which is technically based on a smart contract of the Ethereum Blockchain. The model includes tokens that users can collect and exchange for badges. The badges are in turn represented as NFTs.

Om P. Sharma

Financial literacy among Generation Z is alarmingly low, especially around compound interest and credit. This paper presents an innovative, Web3-based gamified learning system that uses low-cost 3-D avatars and visual narratives to teach compounding concepts. By integrating NFTs for identity, interactive missions, and real-time compounding simulation within a metaverse environment, the platform aims to engage 18–24-year-olds intuitively and enhance knowledge retention. A prototype was implemented and evaluated with a randomized controlled trial (N = 100) comparing it to traditional text-based instruction. The Web3 gamified group outperformed the control group significantly (75 % vs 55 %, p < 0.01), with higher engagement scores and intent to apply concepts. Qualitative feedback highlighted the motivational effect of avatar growth and NFT rewards. Results show that Web3 gamification can meaningfully improve compound interest learning while remaining low-cost and scalable. Limitations include gas-cost friction and novelty bias. Future work includes deploying advanced financial topics, refining UX to mitigate over-gamification, and evaluating long-term retention and cross-cultural adoption.

M.E. Sousa‐Vieira, David Ferrero-Castro, J.C. López-Ardao

Badges are non fungible tokens used to document or certify achievements in academics or in any other domain. Besides their utility as proof of achievement, badges are of interest in higher education as pure incentives to push the students and learners in general toward pursuing well-defined goals and skills. In this respect, badges can be naturally incorporated into digital learning platforms also as part of informal learning activities, and stimulate participation, merit, and visibility for the students. However, the level of engagement of learners into these learning activities depends crucially on how the system of badges and rewards has been designed and on how it is applied, if it is to be used effectively. In this paper, we report on the design and implementation of a smart badges system, and an example of its use inside a gamification methodology for informal learning in a master level course, and discuss the benefits and the observed gains in learning performance that can be obtained.

Viktor Atterlönn

No abstract is available for this record.