BackgroundIn today’s society, stress is more and more often a cause of disease. This makes stress management an important target of behavior change programs. Gamification has been suggested as one way to support health behavior change. However, it remains unclear to which extend available gamification techniques are integrated in stress management apps, and if their occurrence is linked to the use of elements from behavior change theory.ObjectiveThe aim of this study was to investigate the use of gamification techniques in stress management apps and the cooccurrence of these techniques with evidence-based stress management methods and behavior change techniques.MethodsA total of 62 stress management apps from the Google Play Store were reviewed on their inclusion of 17 gamification techniques, 15 stress management methods, and 26 behavior change techniques. For this purpose, an extended taxonomy of gamification techniques was constructed and applied by 2 trained, independent raters.ResultsInterrater-reliability was high, with agreement coefficient (AC)=.97. Results show an average of 0.5 gamification techniques for the tested apps and reveal no correlations between the use of gamification techniques and behavior change techniques (r=.17, P=.20), or stress management methods (r=.14, P=.26).ConclusionsThis leads to the conclusion that designers of stress management apps do not use gamification techniques to influence the user’s behaviors and reactions. Moreover, app designers do not exploit the potential of combining gamification techniques with behavior change theory.

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These results support the existence of a general auditory processing impairment in developmental dyslexia.

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Effects of shared book reading on expressive vocabulary and grapheme awareness without letter instruction in German kindergarteners (longitudinal; N = 69, 3;0–4;8 years) were investigated. Expressive vocabulary was measured by using a standardized test; grapheme awareness was measured by asking children to identify one grapheme per trial presented amongst non-letter distractors. Two methods of shared book reading were investigated, literacy enrichment (additional books) and teacher training in shared book reading strategies, both without explicit letter instruction. Whereas positive effects of shared book reading on expressive vocabulary were evident in numerous previous studies, the impact of shared book reading on grapheme awareness has not yet been investigated. Both methods resulted in positive effects on children’s expressive vocabulary and grapheme awareness over a period of 6 months. Thus, early shared book reading may not only be considered to be a tool for promoting the development of expressive vocabulary, but also for implicit acquisition of grapheme awareness. The latter is considered an important precondition required for the explicit learning of grapheme–phoneme conversion rules (letter knowledge).