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This study evaluated the effect of green banana flour (GBF) consumption on obesity-related conditions in mice fed high-fat diets. GBF was prepared using stage 1 green banana pulp, which was dehydrated and milled. Mice were fed a control diet (n = 20; 10% of energy from lipids) or a high-fat diet (n = 20; 50% of energy from lipids). After 10 weeks, mice were divided into 4 groups based on feed: standard chow (SC; n = 10), standard with 15% GBF (SB; n = 10), high-fat diet (HF; n = 10) and high-fat diet with 15% GBF (HFB; n = 10) for 4 weeks. HFB exhibited lower gains in body weight (–21%; p < 0.01) and in all fat pads (p < 0.01) compared with the HF group. SC, SB, and HFB showed smaller retroperitoneal white adipose tissue diameters (p < 0.001). SB and HFB-treated mice showed lower levels of leptin, IL-6, and TNF-α compared with the SC and HF groups (p < 0.01). In the GBF-fed groups, there was a reduction in the abundance of Firmicutes (SB: –22%; HFB: –23%) and an increase in Bacteroidetes (SB: +25%; HFB: +29%) compared with their counterparts. We demonstrated that GBF consumption attenuated inflammation and improved metabolic status, adipose tissue remodeling, and the gut microbiota profile of obese mice. Novelty: Green banana flour (GBF) consumption, rich in resistant starch, regulates body weight in mice fed high-fat diets. GBF consumption improves fat pad distribution in mice fed high-fat diets. GBF improves obesity-associated systemic inflammation and regulates gut microbiota profile in mice fed high-fat diets.

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Mathematics anxiety (MA) is a negative emotional response to the manipulation of numbers and the solving of mathematical problems, potentially hindering learning and leading to poor maths skills. Digital game-based learning, in which games are used for education, has been recognised as a potential tool for reducing MA and positively influencing learning, information assimilation, and retention. Peer tutoring is an active learning method that reduces MA in addition to benefiting students academically. This study assessed how ’Seven Spells’, a digital maths game developed by our team, affects students’ levels of MA and mathematics performance. We hypothesized that this game could be used in classrooms to control MA and potentialise mathematics learning when combined with peer tutoring. 55 children from two 4th classes in an Irish primary school participated in this study. Over a period of three weeks (two days/week), the groups played the ’Seven Spells’ game with and without peer tutoring. A mathematics knowledge test, including content covered by the game, was administered at the beginning and end of the study to assess the children’s mathematics skills. Game scores were also analysed. At the end of the study, the children participated in an interview, answering questions about the game and the peer tutoring experience. The average game scores increased significantly for the entirety of the children, and also for both groups separately. MA only decreased significantly in the no-peer tutoring group, suggesting that the peer tutoring approach, which was expected to reduce MA, was not successful. No statistically significant differences were found between the peer tutoring and the no-peer tutoring groups in terms of game scores, mathematics errors and MA, further pointing out that the peer tutoring approach was not successful either in reducing MA or in stimulating mathematics learning.

Several studies suggest the need to develop technology skills from a young age. The development of computational thinking enhances multidisciplinary abilities, such as abstracting and decomposing a problem into smaller parts to find a solution. Among various tools, educational games can be implemented to efficiently stimulate the development of technology skills in primary school students. The current paper describes an educational game designed to motivate players to learn and reflect on cryptography, a collection of computer science techniques adopted for data protection. The Code of Kells is a mystery game that aims to support the development of computational thinking and maths abilities for primary school students. In this collaborative game, 10-12 years old players use cryptography techniques to discover who stole the Book of Kells – an ancient manuscript kept in the Trinity College Library in Ireland. To identify the criminal's identity, the players should work on teams and follow a map of Dublin city to collect encrypted clues hidden in popular locations, such as Phoenix Park and Dublin Castle. The participants should follow guidelines provided by a cipher sheet that illustrates cryptography techniques such as Caesar's Cipher, Polybius Cipher, Pigpen Cipher and the Morse Code. Each clue leads the player closer to the revelation of who stole the book of Kells. In this study, 80 primary school children (10-11 years old) evaluated The Code of Kells by sharing their experience through an adapted version of the Game Experience Questionnaire (GEQ). Nine dimensions of the questionnaire were assessed considering children’s previous mathematics and literacy scores, besides their levels of maths anxiety. Results suggest that children with higher mathematics performance positively perceived the game and found it challenging. However, results also indicate that maths high achievers students also felt tense while playing. Students with high levels of maths anxiety perceived the game as a sensory and imaginative immersive activity.