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Using digital learning to assist in-service employees in promoting language skills has become an efficient way that can save training costs and profits. However, the employees' language learning performance often is not as expected due to low learning motivation, willingness, and persistence. Therefore, this study developed a game-based Japanese learning system based on the Octalysis gamification framework proposed by Chou (2016) to facilitate enterprise employees' learning effectiveness of Japanese as a second language (L2). All the eight core drives of the Octalysis gamification framework were adopted in the design of the learning functions and gamification mechanisms, including "epic meaning and calling," "development and accomplishment," "empowerment of creativity and feedback," "ownership and possession," "social influence and relatedness," "scarcity and impatience," "unpredictability and curiosity," and "loss and avoidance." This study used a true experimental design and recruited 54 Taiwanese employees from a Taiwan branch of an international Japanese business company to conduct a two-week experiment. The research participants were randomly assigned as the experimental and control groups respectively, using a Japanese learning system with or without a game-based design to support their Japanese learning. This study confirmed that the game-based Japanese learning system could significantly enhance the learners' engagement in learning behaviors, learning performance, learning motivation, and immersion experience. In addition, for most learning functions designed by applying the core drives regarded as intrinsic motivators in the Octalysis gamification framework, the more frequently the learners used the functions, the better they performed in learning performance. Moreover, several learning functions designed by employing positive or negative motivators also had significant positive correlations between the number of use and learning performance. This study contributes to the digital game-based language learning field by applying the Octalysis gamification framework to design an effective game-based Japanese learning system for company employees and examine the correlations between the use of the learning functions and learning performance. • A game-based Japanese learning system (GJLS) based on Octalysis gamification framework is proposed. • The GJLS could significantly enhance learning behavior and learning performance. • The GJLS could significantly enhance learning motivation and immersion experience. • Both positive and negative game learning functions are positively correlated with learning performance. • This study broadens the research horizon of game-based language learning. [ABSTRACT FROM AUTHOR]

The difficulty of designing intrinsically integrated game-based learning systems has led to alternative design strategies based on extrinsic integration. This study extends prior work on extrinsic integration design by examining the effectiveness of alternative reward structures in integrating learning and game. Specifically, a performance-contingent reward is proposed as a new integration mechanism and its effects on learning, motivation, engagement, and system perception are assessed, vis-à-vis a completion-contingent reward. A group of university students (N = 64) were involved in an empirical experiment designed to determine the effectiveness of the new reward structure in the context of English vocabulary learning and arrow-shooting gaming. The results from the experiment show that the proposed reward structure produces a statistically significant increase in the level of learning, motivation, and engagement. The results are highly encouraging for game-based learning research as the proposed approach is easily extendable, with design implications that are widely applicable. • We examine the effectiveness of alternative reward structures in integrating learning and game for game-based learning. • Performance-contingent rewards produce higher levels of learning and motivation relative to completion-contingent rewards. • Our proposed integration strategy is easily extendable to many other learning domains. [ABSTRACT FROM AUTHOR]

There are already evidences of Serious Games (SG) effectiveness in teaching-learning processes for some areas of knowledge. Some studies analyzed the influence of different interaction modes, with focus on competitive and collaborative SG modes separately. New research studies however, suggest that SG with collaboration and competition altogether, could also provide benefits. A review on Collaborative-Competitive SG (CCSG) was performed, but no methodology was found to design such games. Instead, different research studies claim that specific design features should require attention in the design phase since they may compromise the success of a CCSG in terms of usage and learning. Once the outcome is said to be sensitive to those features, we hypothesized that a CCSG with such concerns altogether still promote learning. Thus, a new CCSG was designed considering all of these features, implemented, put to use and tested. Learning evaluations on a pre-experimental research design showed an increase in knowledge acquisition and level of confidence on students that played the resulting game. Data show that joining all design concerns regarding a CCSG did not compromise game capability to promote learning. Based on the feedback of game use, more features arose and we advocate that they should be considered as design concerns as well. Game design features identified in this work have been proved effective and can be used as guidelines for future educational CCSG. [ABSTRACT FROM AUTHOR]

In recent years, using game concepts for educational purposes in digital environments has become continually more popular and relevant. Games can be used to motivate and engage users in regular system use and, in the end, support learners in achieving better learning outcomes. In this context, different kinds of game concepts exist, such as gamification or serious games, each with a different perspective and usefulness in digital learning environments. Because developing and using with game concepts in digital learning environments has recently become more important, and developing them is still not fully established, questions arise about future research directions involving games in digital learning. Therefore, this study aims to identify the state of the field and determine what is relevant when using game concepts in digital learning. To achieve this goal, we present the results of a bibliometric analysis considering more than 10,000 articles between 2000 and 2019 and summarize them to develop a research agenda. This agenda supports researchers and practitioners in identifying avenues for future research. We contribute to theory by providing a detailed understanding of the relevance of game concepts in digital learning. We propose a research agenda to assist researchers in planning future approaches with and about gamification concepts in digital learning. Practical implications are proposed by demonstrating what should be considered when using game concepts in learning environments. • Summary of existing research about game concepts in digital learning considering more than 10.000 studies. • State-of-the-art analysis of how game concepts in relation to digital learning have developed from 2000 to 2019. • Detailed research agenda about how and what we can research about game concepts in digital learning. • Clarification of what is relevant and important when we consider game concepts in digital education. [ABSTRACT FROM AUTHOR]

In recent years, digital game-based learning models with suitable teaching strategies have proved to be of great educational benefit. Two-tier tests are an effective diagnostic tool and can be used to diagnose misconceptions of students. This study therefore designed an educational game with two-tier testing mechanism to detect the misconceptions of students in the game and provide different kinds of feedback for the misconceptions. In addition, we used lag sequence analysis to analyze the behavioral patterns of students exhibited during gameplay to understand the influence of different types of feedback content and reading time on learning effectiveness. The results indicate that digital game-based learning with two-tier testing and general digital game-based learning exert no significant effects on learning effectiveness. However, we did find out from the results of the lag sequence analysis that students who are willing to spend time reading feedback for the misconceptions are likely to achieve better learning effectiveness. Furthermore, incorporating two-tier testing into digital games can effectively reduce mathematics anxiety and help learners learn well. • A digital-game-based learning with two-tier testing approach was proposed. • Two-tier tests can detect the misconceptions and provide feedback. • The approach has been applied to a mathematics courses. • A lag sequential analysis is applied to analyze the results. • The proposed approach can effectively reduce mathematical anxiety. [ABSTRACT FROM AUTHOR]

The purpose of this study was to analyze the design characteristics of game-based learning environments in the research literature through a content analysis. Article text was coded in 194 sampled publications on six primary characteristics and 14 secondary characteristics from 2007 to 2017. The results revealed associations between four groups of primary characteristics for a framework including leveled games, problem solving games, open-world multiplayer games, and immersive multiplayer games. The framework of secondary characteristics included paired positive and negative game mechanics, immediate feedback with technology, reward mechanisms that track progress, supportive multi-sensory learning, team structures, and teams with personalization. We conclude the article with a discussion of primary and secondary characteristics in game-based learning, suggestions for reporting game-based learning research, and directions for future research. • Game design for game-based learning includes primary and secondary characteristics. • A content analysis of the design within194 research articles from 2007 to 2017. • Results include two frameworks of design characteristics. • We recommend that researchers provide more detail on game design in publications. [ABSTRACT FROM AUTHOR]