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Algal polysaccharides (extracellular polysaccharides) and carbon nanotubes (CNTs) were adsorbed on dioctadecyldimethylammonium bromide Langmuir monolayers to serve as a matrix for the incorporation of urease. The physicochemical properties of the supramolecular system as a monolayer at the air–water interface were investigated by surface pressure–area isotherms, surface potential–area isotherms, interfacial shear rheology, vibrational spectroscopy, and Brewster angle microscopy. The floating monolayers were transferred to hydrophilic solid supports, quartz, mica, or capacitive electrolyte–insulator–semiconductor (EIS) devices, through the Langmuir–Blodgett (LB) technique, forming mixed films, which were investigated by quartz crystal microbalance, fluorescence spectroscopy, and field emission gun scanning electron microscopy. The enzyme activity was studied with UV–vis spectroscopy, and the feasibility of the thin film as a urea sensor was essayed in an EIS sensor device. The presence of CNT in the enzyme–lipid LB film not only tuned the catalytic activity of urease but also helped to conserve its enzyme activity. Viability as a urease sensor was demonstrated with capacitance–voltage and constant capacitance measurements, exhibiting regular and distinctive output signals over all concentrations used in this work. These results are related to the synergism between the compounds on the active layer, leading to a surface morphology that allowed fast analyte diffusion owing to an adequate molecular accommodation, which also preserved the urease activity. This work demonstrates the feasibility of employing LB films composed of lipids, CNT, algal polysaccharides, and enzymes as EIS devices for biosensing applications.
Game-based learning is a promising approach to anti-phishing education, as it fosters motivation and can help reduce the perceived difficulty of the educational material. Over the years, several prototypes for game-based applications have been proposed, that follow different approaches in content selection, presentation, and game mechanics. In this paper, a literature and product review of existing learning games is presented. Based on research papers and accessible applications, an in-depth analysis was conducted, encompassing target groups, educational contexts, learning goals based on Bloom’s Revised Taxonomy, and learning content. As a result of this review, we created the publications on games (POG) data set for the domain of anti-phishing education. While there are games that can convey factual and conceptual knowledge, we find that most games are either unavailable, fail to convey procedural knowledge or lack technical depth. Thus, we identify potential areas of improvement for games suitable for end-users in informal learning contexts.