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This exploratory paper investigates gamification as a medium for knowledge workers to interact with each other. The purpose of this paper is to open the discussion around the sustaining impact that gamification might have on knowledge management (KM).

The paper employs an exploratory literature review investigating the current state of the art in relation to KM and gamification; this literature review serves as the starting point of subsequent theorizing.

Based on the literature review the authors theorize that the use of gamification in KM can go far beyond the motivational aspects. To name just a few uses of gamification, it can help in: supporting flexibility, facilitating transparency and therefore improving trust, visualizing skills and competences as well as generating requirements for new competences and promoting a collaborative environment among the knowledge workers.

This paper opens the discussion around KM and gamification and suggests a wide range of areas for further research.

In this paper the authors argue that by looking at gamification as more than just a set of tools for improving motivation and engagement a company can address some pitfalls of a particular type of knowledge workers.

Gamification is a new, but increasingly popular approach, which has been shown to be powerful in many areas. This paper is novel in that it initiates a dialogue around the impact that gamification might have on KM.

This paper seeks to examine the value of teaching about mental illness through the use of literature.

Using the examples of two colleges in eastern USA that focus on educating students for healthcare careers, the paper examines two different course formats for using literature to teach about mental illness: a course that places the topic within the larger context of medicine and literature; and a freestanding madness and literature course.

While professional education tends towards specialization, it can lead to a monocultural vision that limits approaches to patients and problems alike. Courses integrating mental illness and literature were found to be effective means of counteracting this trend.

The study is limited to two healthcare‐centred colleges in eastern USA.

For mental health clinicians and healthcare professionals in general, literature broadens the scope of both perspectives and analytical tools for understanding mental disorders and responses to them.

While literature courses often contain such themes as mental illness, courses that truly integrate literature with mental illness meet a growing need for interdisciplinary education as a means of preparing more flexibly thinking healthcare professionals.

The purpose of this paper is to propose an efficient method, called kinodynamic velocity obstacle (KidVO), for motion planning of omnimobile robots considering kinematic and dynamic constraints (KDCs).

The suggested method improves generalized velocity obstacle (GVO) approach by a systematic selection of proper time horizon. Selection procedure of the time horizon is based on kinematical and dynamical restrictions of the robot. Toward this aim, an omnimobile robot with a general geometry is taken into account, and the admissible velocity and acceleration cones reflecting KDCs are derived, respectively. To prove the advantages of the suggested planning method, its performance is compared with GVOs, the so-called Hamilton-Jacobi-Bellman equation and the rapidly exploring random tree.

The obtained results of the presented scenarios which contain both computer and real-world experiments for complicated crowded environments indicate the merits of the suggested methodology in terms of its near-optimal behavior, successful obstacle avoidance both in static and dynamic environments and reaching to the goal pose.

This paper proposes a novel method for online motion planning of omnimobile robots in dynamic environments while considering the real capabilities of the robot.