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Abstract This article examines the ethical dimensions of AI-supported fact-checking tools in the context of elderly health care, focusing on how caregivers interpret trust, credibility, and cultural relevance when engaging with AI-mediated information. The study adopts a qualitative, exploratory methodology grounded in Value Sensitive Design and Human–Machine Communication. Empirical data were collected through a co-design workshop, focus group discussions, empathy map exercises, and descriptive questionnaires with elderly caregivers in a rural Portuguese context. Rather than aiming for statistical generalization, the research prioritizes contextual understanding and value articulation. The findings reveal that caregivers evaluate AI-supported fact-checking solutions not only in terms of informational accuracy, but also through ethical considerations such as protection, inclusion, trustworthiness, and perceived legitimacy. Differences between traditional journalistic approaches, automated AI solutions, and visual or animated formats were less salient than participants’ interpretations of how these tools aligned with their lived experiences and communicative norms. By foregrounding the perspectives of caregivers in a socioeconomically constrained setting, this study contributes empirically grounded insights to debates in AI ethics and responsible AI design. It highlights the importance of culturally sensitive, user-centered approaches when deploying AI technologies in health communication and misinformation management, particularly for vulnerable populations.

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As competitive and cooperative dynamics gain prominence in games, they present unique opportunities to study player behavior. This paper explores the orientations of different player types, as categorized by Bartles Taxonomy, through the lens of a Game With A Purpose (GWAP) called BartleZ. Bartle's Taxonomy identifies four distinct player types Achievers, Explorers, Socializers, and Killers. This study delves into how these different types approach competitive and cooperative gameplay, through structured dilemmas in BartleZ. Results with 45 participants, reveal that player orientations significantly influence engagement and decision-making. Achievers balanced both strategies; Explorers favored cooperation; Socializers consistently chose cooperation; and Killers preferred competition but adapted in some contexts. Overall, players leaned toward cooperation early on, with a shift toward competition as complexity increased. Our findings pinpoint the importance of tailoring GWAP mechanics with diverse player motivations, enhancing both engagement and problem-solving effectiveness.

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The use of gamified crowdsourcing mechanisms through serious games and games with a purpose (GWAPs) has emerged as an effective motivational strategy for enhancing performance in human intelligence tasks (HITs). In this systematic literature review, we examine the underlying characteristics of competitive and cooperative player-oriented GWAPs and how they can be leveraged to optimize crowdsourcing performance in completing batches of HITs. By exploring gamified crowdsourcing elements in GWAPs, we can evaluate the impact of these two types of player behaviors (i.e., competition and cooperation) on motivation and performance. We reviewed 27 publications and grouped them into five categories: player orientation, game elements and motivation, crowd work optimization, gamified knowledge collection, and comparative studies and best practices. Our research pinpoints the significance of intuitive task instructions, alignment of game elements with player motivations, and the role of competitive and cooperative dynamics in enhancing engagement and performance.

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Since the publication of the 2020 paper, Finding the Gaps About Uses of Immersive Learning Environments: A Survey of Surveys, the landscape of immersive learning environments (ILEs) has continued to evolve rapidly. This update aims to revisit the gaps identified in that previous research and explore emerging trends. We conducted an extensive review of new surveys published after that paper's cut date. Our findings reveal a significant amount of new published reviews (n = 64), more than doubling the original corpus (n = 47). The results highlighted novel themes of usage of immersive environments, helping bridge some 2020 research gaps. This paper discusses those developments and presents a consolidated perspective on the uses of immersive learning environments.