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Although there is ample evidence that gamification can engage students in learning, it is less used than one would expect. This raises the question of the difficulties teachers face in planning and implementing gamification in their classes. What enables teachers' implementation of gamification? These questions were addressed through a case study, and data were collected along the four phases of a teachers' training course. The first phase approached the gamification concept, the Octalysis Framework, the types of gamification, and digital tools. The second phase focused on planning the gamification activity, the third one on implementing it with their students in school, and the fourth phase on sharing and reflecting on their experience. It was possible to identify enablers and difficulties that influenced the planning, such as personal background, time available, and technical conditions in the classroom. Most teachers opted for a platform with digital tools that allowed them to apply all the desired features to their gamified activities. The most complex gamified activities were related to the teacher's gaming experience, use of digital tools, and risk-taking.

Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce cognitive load to ultimately improve learning outcomes. However, some studies have called into question its benefits, prompting more research to be conducted to properly understand the phenomenon. Hence, the study examined gamification's influence on motivation and cognitive load for enhancing learning engagement. The study was underpinned by the integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model, self-determination theory (SDT), and cognitive load theory (CLT) in developing a conceptual framework. A sample of 407 university students who participated in five gamified courses were involved in the study. The data collected through a questionnaire were analyzed using SmartPLS structural equation modeling software. According to the study's findings, both motivation and cognitive load influence engagement in learning, with cognitive load being the stronger influence. The study contributes to our knowledge by elucidating the relationship between gamification and students' cognitive load and motivation to learn, as well as how these elements ultimately engage students in the learning process. [ABSTRACT FROM AUTHOR]

The presence of playful elements in learning environments is increasingly frequent in university settings. The objective of this study was to evaluate the gaming experience of the participants of an escape room activity developed in the second year of the Bachelor of Science in Nursing program. An escape room activity was carried out, based on 10 tasks, on the thematic content of the subject 'History, Theory and Methods of Nursing II', with students in the second year. After the game experience, the Gameful Experience Scale (GAMEX) questionnaire of 27 items in the validated version in Spanish and for nursing students was applied. An open-ended question was also included to allow the students to give their opinion on aspects of improvement, or their feelings during their performance, and a thematic analysis was utilized for this qualitative approach. A total of 107 students participated in the escape room activity, and 75 individuals acceded to the request to be surveyed. The results in the Enjoyment dimension showed that five of the six questions were assessed with the maximum score by the majority of respondents. In the Absorption dimension, between 15% and 25% of the sample did not manage to abstract themselves from the real world. In the dimensions of Creative Thinking and Activation, up to 70% managed to feel imaginative, creative, or exploratory, feeling active and excited. Nearly 85% of the sample reported the Absence of Negative Affect (hostility, annoyance, or frustration) during the game. In the Dominance dimension, up to 70% of the sample considered feeling influential during the game. Two categories were identified after analyzing the participants' responses: room for improvement in the activity and feelings during the activity. In conclusion, the escape room is positioned as a useful tool for university teaching in nursing. This didactic game allows students to have fun while learning, and to value the knowledge and techniques provided by the subject while being able to work as a team. [ABSTRACT FROM AUTHOR]

The project involved applying gamification methodology in the teaching of engineering and materials science through the creation of a board game. This game facilitated the active study of the subject, encouraged self-assessment, and developed general competencies such as teamwork and interdisciplinary collaboration, as well as specific competencies in the structure, description, and characterization of materials and manufacturing processes. During the course, students created questions and tests for the game, which were reviewed by the faculty and used to print and manufacture the game. Students utilized the game to study actively, interact with their peers, and reflect on the course topics. There are plans to extend the project to more specialized subjects within the Materials Engineering degree program. The creation of these contents promotes active student learning, reinforces their knowledge, enhances information retention, and motivates students through gamification. [ABSTRACT FROM AUTHOR]

Gamification is being incorporated into university classrooms due to its educational benefits for students learning, including encouraging student behavior and engagement, and consequently improving learning outcomes. Despite gamification being increasingly used in education, little has been developed related to Very-Large-Scale Integration (VLSI). In this article, we describe two different gamification experiences applied to integrated circuit processing and design in an introductory VLSI design course for Electronic Engineers. While gamification in universities is still not very mature and our experience spans only two academic years, we observed that, with the practice of gamifying part of our course, the topics treated in games were profoundly learned and the experience was very positive in every aspect of the teaching–learning process. [ABSTRACT FROM AUTHOR]

Higher Education Institutions (HEIs) face new challenges in regard to technological development in light of necessary pedagogical and didactic innovations in educational action. This article proposes a Technological–Pedagogical Gamification Model (MGTP) that guides the design of gamified educational practices in Virtual Teaching and Learning Environments (EVEAs). The MGTP proposal is based on theoretical cores of Pedagogy and Computer Science theories, as well as works related to gamified experiences in EVEA where the social, cognitive, and teaching presences were analyzed. This work also presents an initial validation of the MGTP through expert judgment, and its results are analyzed from both a qualitative (content analysis and comments) and quantitative (using the Content Validity Coefficient method) perspective. These results reveal a high level of acceptance of the model by experts that is corroborated by reliability tests (Cronbach's alpha and split-half reliability test). The results facilitated the development of a final version of the model for its subsequent application and evaluation in university practice. [ABSTRACT FROM AUTHOR]

A decline in European students' interest in STEM subjects, exacerbated by the COVID-19 pandemic's disruption of education, has raised concerns about the continent's future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven digital game approach designed to engage secondary students in collaborative environmental problem-solving. Implemented across Romania, Italy, Estonia, and Finland, this six-month study employed a mixed-methods design involving 62 teachers and 239 students in ten distinct game missions focused on environmental challenges. The quantitative results indicated significant improvements in students' transversal skills (teamwork, communication, and critical thinking), as reported by over 75% of teachers. The qualitative data emphasised the value of structured peer review in developing students' reflective practices. This research underscores the importance of teacher facilitation in game-based learning and problem-based simulations and highlights the potential of such methodologies to boost student engagement and environmental awareness. These findings suggest that the BIG GAME project approach could be a valuable tool for revitalising STEM education and cultivating future-ready citizens. [ABSTRACT FROM AUTHOR]

Various pedagogical approaches have been proposed to attract more female students to STEM (science, technology, engineering, and mathematics), targeting student beliefs and perceptions that are linked to STEM study intentions. The current study, which took place in a secondary school in Cyprus and employed a quasi-experimental design, aims at contributing to this literature. Responses to pre- and post-questionnaires by 69 experimental and 27 control students show that students in the experimental group, who participated in an intervention in which they learned about the lives and accomplishments of STEM/STEAM role models via a game-based learning approach, improved their STEM ability perceptions compared to control group students, who reported similar pre-post survey levels of STEM ability perceptions. Female students benefited more compared to their male counterparts, and using a game-based learning approach contributed significantly to the effectiveness of students' exposure to the role models. Taken together, study findings support the use of role models and learning games as tools to attract more female students to STEM. [ABSTRACT FROM AUTHOR]

The development of creativity plays a decisive role in the future development of human life as it stimulates divergent thinking and grants the critical ability to innovate and solve problems. Therefore, the question of how to encourage students' creativity has also attracted the attention of related research in various fields. Our study used the Scratch visual programming tool to allow students to create their own digital games. We used different technological devices as external stimuli during the research process to stimulate students' creative ideas. We provided four control devices: a keyboard and mouse, PicoBoard, a 65-inch touch screen, and a Wii remote control for 92 fifth-grade students in four S-shaped classes. After a 12-week experimental process, students designed their original Scratch game. The results of the study found that differences in device properties correspond to different items of creativity: devices highly relevant to students' life experiences improve the flexibility and elaboration of creativity. Innovative controls promote creative originality. The freedom of device control can increase the fluency of creativity. Therefore, providing control devices with different properties will allow teachers to establish learning environments that foster creativity. Finally, we speculate on the impact of other control devices on creativity based on the research results for future reference. [ABSTRACT FROM AUTHOR]

This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-experimental pre-post design, allowing for the comparison of students' attitudes and motivations before and after the gamified intervention. The qualitative component was designed to complement the quantitative findings. Quantitative analysis revealed significant improvements in students' perceptions and motivation, with notable increases in positive attitudes towards these sciences. Qualitative data further highlighted enhanced interest and enjoyment, with students reporting greater engagement and a shift in their perception of physics and chemistry as accessible and enjoyable. The study also noted an increase in self-confidence among future teachers and improved teaching self-efficacy. The findings suggest that integrating gamification in initial primary science teacher education can effectively foster more favorable attitudes, enhance motivation towards science, and improve teaching confidence. Future research should explore long-term impacts, as well as personalized gamification approaches to cater to different types of learners and maximize educational effectiveness. [ABSTRACT FROM AUTHOR]

Active learning is a paradigm where students take a more active role in their learning process. In this paper, two team-based evaluation activities are established for students according to the principles of active learning in order to assess their knowledge, skills and attitudes. These activities were based on scenarios related to network administration issues, and at a later stage, each team had to make a pitch presentation about what they did and how they did it to address them. Each presentation was rated by all students with a specific construct on a peer review basis, which had previously been validated by a panel of experts. The results obtained revealed quite high values with low variability and an acceptable reliability. Additionally, the level of motivation was also assessed, indicating a high level of motivation while undertaking the activities. [ABSTRACT FROM AUTHOR]

The need to support science, technology, engineering, and mathematics (STEM) learning in secondary education is reflected in the ongoing investigation of innovative pedagogical practices, including game-based learning (GBL). Using an analysis of scholarly publications based on word co-occurrence, this study aimed to identify the main research themes addressed in the past decade by the scholarly community on game-based teaching and learning solutions in the context of STEM education in secondary schools, their evolution over time, and the key issues addressed in recent years. After a systematic selection, the titles and abstracts of the publications were collected in a text corpus and analyzed using T-LAB software version 7.2.1.4 (2022). A preliminary visual exploration of the keywords was performed to obtain an overall view of the issues addressed by the research. Specificity analysis was then applied to identify, for each subset of the corpus identified by the years of publication, the evolution of themes reflected in a change in the frequency of lemma use. Finally, to explore the most recent topics, the main thematic clusters of publications in the last three years were identified (thematic analysis of elementary contexts). The results suggest some changes in the issues addressed over the past decade, such as a shift in focus from the specific technologies and competitive elements of games to understanding how GBL can support engagement, motivation, and understanding of complex scientific concepts. The five key thematic clusters identified ("Experience", "Application", "Validation", "Emotion", and "Programming") also indicate a stronger emphasis by the latest publications on the experiential and emotional components of learning, the need for empirical studies, and the integration of computational thinking and coding into GBL. Overall, this study indicates that GBL has the potential to become an integrated component of STEM education, evolving with pedagogical and technological innovations. [ABSTRACT FROM AUTHOR]

This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and Scielo. According to the inclusion, exclusion, and quality criteria, it was determined to include 9 SLR articles on gamification that address at least one of the two key variables: student motivation or academic performance. The articles were published between 2016 and 2022, available in open access, written in English or Spanish, and with content that is directly related to the research questions. The results reveal that gamification significantly influences motivation by facilitating the assimilation of knowledge, the improvement of skills and academic competencies of students, and specifically refers to a wide range of capabilities that are essential for success in the educational environment and that can be enhanced through playful and interactive learning experiences. These skills can be cognitive, self-learning, social, or collaborative, among others. It is concluded that creativity and adaptability are key to successfully implementing gamification in the classroom. [ABSTRACT FROM AUTHOR]

It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of commendable work has been carried out to remedy particular shortfalls in present systems, no literature was found that develops a concise and complete model for an education approach that maps the use of emergent technologies and techniques to improve on shortfalls in present teaching and learning paradigms. This paper reviews emergent technologies and techniques and their impacts and successes, to propose a combined model for online education to improve the effectiveness, accessibility and impact of teaching and learning activities. This paper concludes by presenting the possible future scope of education and employment structures by examining the possible impacts of the proposed model. [ABSTRACT FROM AUTHOR]

The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a design was applied for assessment in a course within the STEM area. Furthermore, a project-based learning activity was also added to complement that assessment. The results obtained expose an increase in both academic performance and success rate, where the percentage rises in both cases go in line to the literature. Additionally, a high level of engagement was measured during those active learning activities, which is reported to lead to better performance and improved learning. Hence, this high engagement seems to be the primary source of the increments experienced. [ABSTRACT FROM AUTHOR]

Little is discussed regarding the meaning of "definition" in primary school, where children often memorize definitions. In geometry, students frequently confuse "definition" with the "description" of a geometric object. The aim of this study is to verify whether a new hybrid methodology between storytelling and game-based learning called Geometrikoland exercises skills that fall within what we understand as "definitory thinking", which the set of competencies and meta-competencies is associated with acquiring a true mastery of definitions in geometry. This goal can be achieved because the dynamics of Geometrikoland alter the approach to definitions. The methodology applied is a hybrid of storytelling and adventure game-based learning applied to a "engine" of quadrilateral theory. The experiment took place in a fifth-grade class in an Italian school. The analysis of some data based on the accuracy of geometry actions during workshops and qualitative analysis based on the analysis of oral arguments produced during the labs lead to the conclusion that, on average, children have gained a greater awareness of what it means to define a geometric object and a better understanding of the relationships between various subsets of the set of quadrilaterals, previously seen as separate sets. Further confirmation has been provided by comparing the results of two mini-tests (a placement test and an exit test), which are useful for assessing the skills associated with the criterion of arbitrariness, the criterion of uniqueness, and classificatory thinking. [ABSTRACT FROM AUTHOR]

Video games have emerged as a promising tool for enhancing engagement with cultural heritage. However, there is limited knowledge about how existing games can effectively fulfill this role. This study compiled and analyzed 100 video games based on cultural heritage by adapting an existing framework that includes 10 game attributes for a comparative statistical analysis of the games' engagement features. These features include narrative-driven gameplay, information capsules, task-driven learning, ease of play, identity-driven content, open-world exploration, people-centered perspectives, meaningfulness, simulation, and verisimilitude. The analysis revealed that while the majority of games adhered to most of the recommended attributes, features such as task-driven learning, open-world exploration, and simulation were either uncommon or rare. These findings highlight a significant opportunity to develop games that incorporate these underrepresented features, thereby providing more immersive and engaging experiences in heritage education. Furthermore, the study offers a systematic overview of existing games that represent cultural heritage, serving as a valuable resource for developers, designers, and educators in this field. [ABSTRACT FROM AUTHOR]

This study aims to examine the influence of gamification in students' learning outcomes and academic performance. A longitudinal study was conducted to compare students' academic performance in online learning (2020–2021), traditional learning (2021–2022), and gamified learning (2022–2023). The longitudinal study lasted 3 years and a total of 1001 higher education students were involved. Three research questions were set to be explored and students' viewpoints and experiences were also examined through a questionnaire of 20 questions. This study follows a quantitative research approach. The data refers to students' academic performance, success rate, excellence rate, withdrawal rate, engagement, motivation, and perspectives. In the laboratory part of the course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (39% and 13%), excellence rate (130% and 23%), average grade (24% and 11%), and retention rate (42% and 36%) respectively. In the theoretical part of the course, gamified learning resulted in better outcomes over online learning and traditional learning in success rate (19% and 14%), in excellence rate (125% and 79%), and in average grade (25% and 12%) respectively. In the overall course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (14% and 14%), in excellence rate (122% and 70%), and in average grade (25% and 17%) respectively. The highest increase was observed in students' excellence rate. Students highly regarded gamification as an effective educational approach that can increase their learning outcomes, engagement, productivity, and motivation and trigger both their both intrinsic and extrinsic motivation. The learning experience become more enjoyable and students' basic needs in terms of autonomy, competence and sufficiency, and relatedness and sense of belonging were met. Traditional learning also resulted in better learning outcomes when compared to online learning. Gamification emerged as an effective learning approach which leads to improved learning outcomes and academic performance, learning motivation, engagement, and retention rate over online learning and traditional learning in both theoretical and applied course settings. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) is an emerging paradigm, even though it does not receive enough attention in many academic plans. In order to introduce our students to IoT, in this paper we present the overall results of a seminar dedicated to encourage them to design basic IoT projects on a software application called Packet Tracer v8.2.1. Such projects were carried out in groups, whereas the evaluation process was performed by means of filling in a peer review construct after the presentation was made by each team. This construct was previously validated by a panel of five experts by applying the Aiken's V test, where an overall value of 0.907 was obtained. There were nine items within that construct, which were grouped into three dimensions, such as the quality of the prototypes presented, the communication skills during the presentations of the prototypes, and the alignment of the prototypes with SDGs. The average results obtained for all dimensions were all above 8 out of 10, whilst the medians were all 9 and the coefficient of variations were around 0.2. Those results showed high ratings with moderate variation among them. Furthermore, the reliability of the data collected in the evaluation process was assessed by applying the Cronbach's alpha, accounting for values above 0.9 for each dimension and overall, which means an excellent internal consistency of such data. Likewise, the level of engagement during the activity was also measured by the means of the ISA engagement scale, resulting in an overall value around 6.5, with a median of 7, which proved a high engagement among students. [ABSTRACT FROM AUTHOR]

Many undergraduate students hold robust misconceptions about the emergent nature of molecular processes, believing them to be directed rather than random. Interactive simulations might help transform such misconceptions by visualizing stochastic processes in a time-independent medium and enabling students to manipulate the environment to test their naïve hypotheses. Furthermore, game-based learning (GBL) might enhance the effectiveness of such simulations by promoting productive negativity (PN), i.e., learning from failure. In a randomized controlled trial with pre-test, post-test and delayed one-year follow-up, undergraduates (n = 84) engaged with either a GBL or interactive simulation (SIM) environment for 20–45 min and were compared to a baseline group (n = 138). GBL (p = 0.035) and SIM (p = 0.069) resolved more misconceptions than baseline but did not differ from each other (p = 0.992). GBL group also trended toward more positive long-term conceptual change. In-game interactions generated in response to PN were predictive of conceptual change in the GBL group alone, suggesting that PN may only be effective when supported by game design. Participants' native English-speaking status had a moderating effect, with native-speakers performing well in GBL and poorly in SIM environment, while the opposite was true for non-native-speakers, which, as discussed herein, may be aligned with cultural differences in acceptability of GBL. The GBL intervention generated longer voluntary use (p = 0.005), especially amongst frequent game-players. The results inform how GBL/SIM approaches can implement PN as a mechanism for conceptual change about molecular emergence. [ABSTRACT FROM AUTHOR]

The teaching of structural analysis is essential in the training of undergraduate students who will be qualified in structural calculations. The use of games in learning can motivate students and improve their performances in evaluations. To this end, H5P-based matching games have been adopted in Moodle for a structural analysis course as an optional assignment to train graphs of internal forces (GIFs). Although the students knew that participating in the games would positively impact their grades, they were not informed of the exact number of extra points they would receive based on their performances. The engagement, motivation and performance of the students were analyzed using various statistics. Furthermore, the effectiveness of the game in facilitating knowledge acquisition was evaluated by comparing the students' performances in the games to their performances in the GIF exercises during face-to-face examinations. The study found that the students who participated in the games exhibited high levels of motivation and engagement. In addition, the results indicate that the participants had a moderately improved understanding of GIFs when taking the course examinations. [ABSTRACT FROM AUTHOR]

In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students' reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions. [ABSTRACT FROM AUTHOR]

The integration of technology in educational settings has gained popularity, aiming to enhance student engagement and motivation. Kahoot! digital tool activities have emerged as a favored choice for creating dynamic and captivating learning environments. This study investigates the impact of incorporating Kahoot! on students' learning outcomes and motivation to learn science. The research utilized a quantitative methodology, collecting data through pre- and post-questionnaires administered to both experimental (N = 53) and control groups (N = 56). This study identified that integrating Kahoot! activities led to a significant improvement in students' grasp of scientific concepts and principles. Moreover, a noteworthy increase in self-efficacy, interest, and enjoyment levels was observed among students in the experimental groups. This indicates that Kahoot! activities not only enhance students' understanding of scientific concepts but also amplify their motivation to engage with the subject matter. This study also explored potential demographic variables that could influence these outcomes. Notably, the findings suggest that grade level plays a role in students' motivation to learn science. In conclusion, this study underscores the potential of Kahoot! activities to positively influence students' science learning experiences, emphasizing the importance of cultivating dynamic and captivating learning environments. [ABSTRACT FROM AUTHOR]

Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes. [ABSTRACT FROM AUTHOR]

Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce cognitive load to ultimately improve learning outcomes. However, some studies have called into question its benefits, prompting more research to be conducted to properly understand the phenomenon. Hence, the study examined gamification’s influence on motivation and cognitive load for enhancing learning engagement. The study was underpinned by the integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model, self-determination theory (SDT), and cognitive load theory (CLT) in developing a conceptual framework. A sample of 407 university students who participated in five gamified courses were involved in the study. The data collected through a questionnaire were analyzed using SmartPLS structural equation modeling software. According to the study’s findings, both motivation and cognitive load influence engagement in learning, with cognitive load being the stronger influence. The study contributes to our knowledge by elucidating the relationship between gamification and students’ cognitive load and motivation to learn, as well as how these elements ultimately engage students in the learning process.

The project involved applying gamification methodology in the teaching of engineering and materials science through the creation of a board game. This game facilitated the active study of the subject, encouraged self-assessment, and developed general competencies such as teamwork and interdisciplinary collaboration, as well as specific competencies in the structure, description, and characterization of materials and manufacturing processes. During the course, students created questions and tests for the game, which were reviewed by the faculty and used to print and manufacture the game. Students utilized the game to study actively, interact with their peers, and reflect on the course topics. There are plans to extend the project to more specialized subjects within the Materials Engineering degree program. The creation of these contents promotes active student learning, reinforces their knowledge, enhances information retention, and motivates students through gamification.

The promise of Learning Analytics Dashboards in education is to collect, analyze, and visualize data with the ultimate ambition of improving students' learning. Our overview of the latest systematic reviews on the topic shows a number of research trends: learning analytics research is growing rapidly; it brings to the front inequality and inclusiveness measures; it reveals an unclear path to data ownership and privacy; it provides predictions which are not clearly translated into pedagogical actions; and the possibility of self-regulated learning and game-based learning are not capitalized upon. However, as learning analytics research progresses, greater opportunities lie ahead, and a better integration between information science and learning sciences can bring added value of learning analytics dashboards in education. [ABSTRACT FROM AUTHOR]

In the modern day, educational demands necessitate student-centered instructional approaches at all levels of educational institutions. Through the integration of digital technology, these frameworks incorporate up-to-date teaching methods, encourage social engagement, and promote cultural values. Gamification in digital technologies assists in establishing an educational environment that is engaging, entertaining, personalized, and constantly available. This educational environment is based on digital learning resources and draws on stored human knowledge, articulating education by removing geographical and temporal boundaries. Kahoot! is a platform that allows the creation of and access to gamified assessment quizzes while integrating technology into the teaching and learning process. In this article, we present the results of a study based on a Kahoot! quiz used in a classroom with 27 6th-grade pupils in a Greek elementary school. Our objective is to determine the effectiveness of game-based learning by using Kahoot! as a supplementary element to traditional teaching methods. With the inclusion of a post-activity questionnaire for overall interest and motivation to learn while using Kahoot! and the Driscoll Questionnaire, we aim to explore the potential benefits of Kahoot! in the learning process, pupil engagement, and assessment. The analysis of the collected data from the questionnaire demonstrated a positive attitude toward Kahoot! as an alternative educational method and learning approach. It also revealed positive feedback on the motivation, enjoyment, sense of autonomy, creativity, and pupil interest in the learning process. In addition, the study indicated a moderate positive effect on pupils' understanding of the learning content and a slight inclination towards the technology-based, non-traditional approach compared to traditional teaching. Based on the findings, by fostering an encouraging and creative environment, we can improve pupil engagement and overall motivation while promoting autonomous learning through a game-based experience. [ABSTRACT FROM AUTHOR]

Educational technology plays a major role in today's learning as it offers significant advantages in delivering learning content, classroom communications, and assessing learners. Assessment is a cornerstone in modern and formal education and is particularly necessary for tracking progress, measuring knowledge or achievement, and planning future educational steps. This study investigates the effects of using an online game-based learning (GBL) approach in students' assessment in terms of their performance and self-efficacy in English as a foreign language (EFL) learning. A quasi-experiment was conducted on intermediate school-level students, who were divided into two groups, namely control and experimental. Each group underwent an English language test conducted through a Google Form and a role-playing game developed to mimic the functionality of an assessment tool. The results indicate that the performance of the experiment group was neither affected positively nor negatively using the GBL assessment tool. On the other hand, the results also show that using such a tool has positively affected students' self-efficacy levels. [ABSTRACT FROM AUTHOR]

This report explores the integration of problem-based learning, gamification, and data-driven approaches in engineering education. With a focus on the course "GeoGovernment 1", this framework aimed to engage students actively and foster self-directed learning. By tackling real-world issues like automated teller machine (ATM) burglaries in Rhineland-Palatinate (Germany), students gained experience in data analyses and geoinformatics technology. This approach not only motivated students but also enhanced their prospects in science, technology, engineering, and mathematics (STEM) fields, equipping them with skills necessary for their future careers. The course structure emphasized student-centered learning, with educators playing facilitative roles to provide guidance. In summary, the combination of problem-based learning, gamification, and data-driven approaches offers a promising solution to address the challenges faced by STEM education, providing an engaging and effective learning experience for students, and ultimately preparing them for the demands of the ever-evolving professional landscape. [ABSTRACT FROM AUTHOR]

Reflective learning is widely recognised as a highly effective approach to learning. It involves learners in a process wherein they reflect on their past experiences to improve their skills and knowledge. In recent years, there has been growing recognition of the capacity of games to facilitate experiential learning. Therefore, this research aimed to evaluate the effectiveness of integrating reflective design principles into digital game-based learning (GBL). The focus was on assessing the reliability and appropriateness of reflective game design, as well as learner perceptions. This study adopted a participatory design approach, ensuring the active involvement of the target audience across all extensive phases. The research consisted of three main phases. Firstly, reflective learning was integrated into game design to develop the Reflective Game Design (RGD) framework. This development was guided by insights gathered from participants through both a user survey (N = 101) and semi-structured interviews (N = 15). Subsequently, a GBL digital game was developed based on the RGD framework in co-design sessions (N = 6). Finally, a prototype evaluation (N = 56) was conducted to assess the feasibility and practicality of implementing reflective game design within digital GBL contexts. Overall, the RGD approach and the game prototype received positive feedback in terms of engagement, content clarity, the incorporation of reflective game elements, and player immersion. This study contributes to the literature by providing principles and guidelines for RGD, thus offering valuable insights for researchers, educators, and game designers looking to create effective educational games. [ABSTRACT FROM AUTHOR]

Massification in higher education has made the satisfaction of students' needs unattainable among university lecturers. In contrast, the use of innovative strategies for collaborative learning enhances student engagement in the heterogeneous student context. Moreover, this paper aims to explore strategies for fostering student engagement through collaborative learning among first-year students at the University of Venda. To answer the research question of whether innovative learning designs in teaching and learning can foster students' engagement and collaborative learning, subsequently, this paper employed a mixed-methods approach to gauge the effectiveness of different teaching strategies on student outcomes. Significantly, the purposive sampling approach was used to sample a group of 200 students in the Extended Curriculum Programme (ECP). The researchers used participant observation and narrative inquiry as data collection instruments in this paper. Furthermore, the students in their respective groups were assigned topics from the English and Biology modules to use their talents to demonstrate their understanding of certain complex concepts in these modules. The non-surprising findings of this paper elucidated that collaborative learning expedites students' mastery of key concepts and subject content through the integration of talents. The module lecturers introduced students to these innovative designs to ensure collaborative learning and effective student engagement. The key findings articulated that these aspects, namely role-playing exercises, group projects, peer-to-peer learning, use of talents, peer feedback, and so forth, have the potential to improve student performance and academic success. The implication of this study is that students learn to work together, delegate responsibilities, improve participation, and communicate effectively to attain a common goal. Using these strategies, lecturers promote collaboration among students and foster a more engaging and interactive learning experience. This paper further recommends the integration of students' talents as an effective strategy to foster student engagement and collaborative learning to track and monitor at-risk students at an early stage. [ABSTRACT FROM AUTHOR]

This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact of this approach was assessed in terms of acceptance of the game, knowledge gain and changes in teachers' beliefs concerning the importance of nine design principles that can be adopted to foster the development of students' SRL skills. Our findings suggest that the game-based approach adopted in this study was well-accepted, with Wilcoxon tests revealing that the mean rating is significantly different from the median point of the scale for all items measured after game use. As for teachers' learning gains and changes in beliefs, a questionnaire submitted to participants before and after the gameplay showed significant changes in knowledge and a more varied but generally positive trend in terms of changes in beliefs. Thus, the study's findings advocate for increased dedication to researching and experimenting with the incorporation of games in teacher professional development, potentially extending these efforts to other educational domains. [ABSTRACT FROM AUTHOR]

The general purpose of this study was to determine the potential of using a gamified platform in the development of scientific writing skills among engineering students at a Peruvian university. To this end, a gamified web platform named Call for Papers for Engineers was designed. This platform contains mini-games focused on developing reading and writing skills for articles related to the engineering area. A quantitative methodological approach was employed, with a quasi-experimental design involving two groups: an experimental group and a control group, with pre-and post-test measurements. Additionally, the gamified platform was validated through expert judgment, and user satisfaction levels were assessed. The main results indicate that the content developed in the course and the use of the gamified web platform were effective teaching methods, as the students in the experimental group demonstrated higher performance after using the gamified platform compared to the control group. Furthermore, participants in the study expressed satisfaction with the use of this technological resource, finding it motivating and user-friendly. [ABSTRACT FROM AUTHOR]

Higher Education Institutions (HEIs) face new challenges in regard to technological development in light of necessary pedagogical and didactic innovations in educational action. This article proposes a Technological–Pedagogical Gamification Model (MGTP) that guides the design of gamified educational practices in Virtual Teaching and Learning Environments (EVEAs). The MGTP proposal is based on theoretical cores of Pedagogy and Computer Science theories, as well as works related to gamified experiences in EVEA where the social, cognitive, and teaching presences were analyzed. This work also presents an initial validation of the MGTP through expert judgment, and its results are analyzed from both a qualitative (content analysis and comments) and quantitative (using the Content Validity Coefficient method) perspective. These results reveal a high level of acceptance of the model by experts that is corroborated by reliability tests (Cronbach’s alpha and split-half reliability test). The results facilitated the development of a final version of the model for its subsequent application and evaluation in university practice.

Gamification is being incorporated into university classrooms due to its educational benefits for students learning, including encouraging student behavior and engagement, and consequently improving learning outcomes. Despite gamification being increasingly used in education, little has been developed related to Very-Large-Scale Integration (VLSI). In this article, we describe two different gamification experiences applied to integrated circuit processing and design in an introductory VLSI design course for Electronic Engineers. While gamification in universities is still not very mature and our experience spans only two academic years, we observed that, with the practice of gamifying part of our course, the topics treated in games were profoundly learned and the experience was very positive in every aspect of the teaching–learning process.

This study investigates the impact of structural gamification, using the digital platform FantasyClass, on the attitudes and motivation of preservice primary education teachers towards physics and chemistry. Employing a mixed-methods approach, the research combined quantitative and qualitative data collection and analysis involving 65 second-year university students over a 14-week course. The quantitative component was framed within a quasi-experimental pre-post design, allowing for the comparison of students’ attitudes and motivations before and after the gamified intervention. The qualitative component was designed to complement the quantitative findings. Quantitative analysis revealed significant improvements in students’ perceptions and motivation, with notable increases in positive attitudes towards these sciences. Qualitative data further highlighted enhanced interest and enjoyment, with students reporting greater engagement and a shift in their perception of physics and chemistry as accessible and enjoyable. The study also noted an increase in self-confidence among future teachers and improved teaching self-efficacy. The findings suggest that integrating gamification in initial primary science teacher education can effectively foster more favorable attitudes, enhance motivation towards science, and improve teaching confidence. Future research should explore long-term impacts, as well as personalized gamification approaches to cater to different types of learners and maximize educational effectiveness.

Active learning is a paradigm where students take a more active role in their learning process. In this paper, two team-based evaluation activities are established for students according to the principles of active learning in order to assess their knowledge, skills and attitudes. These activities were based on scenarios related to network administration issues, and at a later stage, each team had to make a pitch presentation about what they did and how they did it to address them. Each presentation was rated by all students with a specific construct on a peer review basis, which had previously been validated by a panel of experts. The results obtained revealed quite high values with low variability and an acceptable reliability. Additionally, the level of motivation was also assessed, indicating a high level of motivation while undertaking the activities.

This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and Scielo. According to the inclusion, exclusion, and quality criteria, it was determined to include 9 SLR articles on gamification that address at least one of the two key variables: student motivation or academic performance. The articles were published between 2016 and 2022, available in open access, written in English or Spanish, and with content that is directly related to the research questions. The results reveal that gamification significantly influences motivation by facilitating the assimilation of knowledge, the improvement of skills and academic competencies of students, and specifically refers to a wide range of capabilities that are essential for success in the educational environment and that can be enhanced through playful and interactive learning experiences. These skills can be cognitive, self-learning, social, or collaborative, among others. It is concluded that creativity and adaptability are key to successfully implementing gamification in the classroom.

This study aimed to ascertain if there was a significant impact on the acquisition of English language competence, motivation, attention, and emotions towards English as a Second Language (ESL) after the development of gamification based on the famous Among us game with primary education students aged 7–8 years (n = 24) from a state school in Ciudad Real (Castilla-La Mancha). An experimental method with a pretest–post-test design was considered, in which the control group followed a transmission instructional model, and the experimental group underwent an eight-session gamified experience using Information and Communication Technologies (ICT). Four ad hoc tests were designed and implemented to assess writing, reading, speaking, and listening skills, while various test adaptations were used to measure attention and motivation variables. The results show that gamification helped to improve the variables analyzed, showing significant enhancements in reading from the experimental group, as well as a more positive attitude towards the English subject, increased active participation, and fewer negative inclinations towards mistakes. The study suggests that incorporating gamification can have a positive impact on learning outcomes and may serve as a means of bridging linguistic inequalities and promoting equitable access to language learning opportunities. However, further research is necessary to explore the potential of gamification in this regard. [ABSTRACT FROM AUTHOR]

Virtual Reality (VR), especially in its immersive form, is a promising technology employed to support education and training in various fields. VR offers unique opportunities to experience situations and environments that are otherwise inaccessible or risky. Educational Seismology aims to inform and educate the public on earthquakes; to this end, the use of VR is investigated as an attractive solution. VRQuake is an immersive VR application designed and developed for Educational Seismology purposes. VRQuake is structured in five consecutive scenes and is organized as a game. It allows users to interact with virtual objects in real time and apply learned rules and good practices in reaction to an earthquake, thus providing a dynamic learning environment. A pilot evaluation of VRQuake is performed by volunteer university students who play the game and then answer a questionnaire with closed- and open-type questions referring mostly to the user experience. Analysis of the answers has shown positive results regarding usability, clarity and acceptance of the application. Answers are also encouraging as to the educational potential of VRQuake. Furthermore, qualitative analysis of open-type questions has contributed user suggestions and demands that point to interesting new directions for further improvement of user experience and learning outcomes. [ABSTRACT FROM AUTHOR]

Serious games (SGs) provide an opportunity to address social issues in an interactive environment that is particularly appealing and engaging for school-aged children. Gender stereotypes are one of the most prevalent gender-related issues in current society. Stereotypes appear at early ages and are a global problem, even if they are particularly prevalent in certain cultures and countries. This paper presents an early acceptance evaluation of Kiddo, a serious game, to address gender stereotypes in Mexico. The game has been designed to address four of the main gender stereotypes still present in children in Mexico, and it is intended to be used in classes by teachers to provide a common experience for the class and to start a discussion about gender stereotypes. The evaluation was carried out with a prototype of the game and consisted of two separate stages. First, we verified both the usability of the game and its acceptance with a sample including teachers and gender experts (10 participants). Second, we carried out a complete formative evaluation with teachers (32 participants) who will oversee the later application of the game to ensure their acceptance of the game as a tool to use in their classes. The initial results of both usability and acceptance questionnaires are promising and have provided a useful insight into the strengths and areas of improvement for the game, and they are being incorporated into the final version of Kiddo. Besides improving the game, these results are additionally being used to better understand teachers' perspectives and enrich the companion teacher pedagogic guide to simplify the game application in the classroom. [ABSTRACT FROM AUTHOR]

While gamification has been paired with computer programming education on numerous occasions, most of the scientific reports covering the evaluation of its learning outcomes pertain to single-case specialized gamification applications with none or little chance of reuse in other institutions and courses; thus, they offer only limited replicability and comparability of results. In this work, we aim to address this gap by investigating the learning outcomes of a programming course based on the FGPE (Framework for Gamified Programming Education) platform, an open-source, fully configurable gamification platform developed specifically to support teaching and learning computer programming that can be used by any institution to support any programming-related course. This is, to the best of our knowledge, the very first study evaluating the learning outcomes of FGPE-supported programming education. Moreover, we address the question of whether students learning with gamified platforms limited to programming practice can benefit from additionally using non-gamified MOOCs by comparing the results attained in three groups differing in the choice of learning support tools (FGPE and MOOC vs. FGPE only vs. MOOC only). [ABSTRACT FROM AUTHOR]

Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and advancing equity. To support the development of such models, we conducted a professional development to explore teacher acquisition of technological, pedagogical, and content knowledge for games (TPACK-G) during a DGBL workshop series informed by culturally relevant pedagogy. This mixed methods pilot study used pre- and post-surveys and interviews to investigate shifts in teachers' (n = 9) TPACK-G, perceptions of DGBL, and operationalizations of equity and cultural relevance. The survey findings showed increases in teachers' TPACK-G, and corroboration between the surveys and interviews showed teachers' expanded ideas about the range of applications of digital games in STEM education. However, the interviews revealed that teachers' conceptualizations of equity and cultural relevance varied considerably. [ABSTRACT FROM AUTHOR]

In 2013, the ChildProgramming methodology was presented as a model for teaching programming to groups of children between 10 and 12 years old, applying collaborative, playful, and agile development strategies. Different projects have been developed at the undergraduate and graduate levels at the Universidad del Cauca, where this methodology has been applied in case studies that have allowed its validation and adjustment, making contributions to the conceptual model (abstraction, transactive memory, gender, and gamification). In this article, a general review of the evolution of the methodology is conducted, and two new approaches that enrich the ChildProgramming methodology, the application of debugging practices, and the inclusion of educational robotics, are presented. The objectives, conceptual model, proposed practices, and the conclusions or results obtained in the validation process of these new elements, carried out in a real work environment applying the case study methodology, are presented. Likewise, the future of the methodology is presented in terms of work in progress and proposals for future work. [ABSTRACT FROM AUTHOR]

Research shows an increasing interest in video game use for educational purposes. However, their use does not always give rise to positive learning, particularly when moral learning is analysed. This result can be explained since video games promote pragmatic goals aimed at success. Therefore, we believe that to facilitate moral learning, it is necessary to promote a moral cognition focus on epistemic goals oriented towards reflection on the actions and events that take place in the game. To identify if epistemic goals can promote moral cognition with a video game, we used Papers, Please. In this game, players take on the role of a customs officer who should face moral dilemmas related to allowing immigrants to cross the border into their country. We analysed the dialogues and decisions made by 12 pairs of students through a category system. The dialogue between players facilitated greater moral activation compared to studies that analysed spontaneous play. In addition, we identified that the game mechanics that promoted moral conflicts between players fostered more moral dialogue. Likewise, when the players empathised with the immigrants, the moral dialogue was more frequent. Therefore, we believe that these characteristics should be considered when designing educational practices using video games to promote moral cognition. [ABSTRACT FROM AUTHOR]

The use of active learning activities for evaluation purposes has been reported to improve results in all areas within the education field. In this paper we describe a generic multilevel structure for educational escape rooms, along with a use case where such a design was applied for assessment in a course within the STEM area. Furthermore, a project-based learning activity was also added to complement that assessment. The results obtained expose an increase in both academic performance and success rate, where the percentage rises in both cases go in line to the literature. Additionally, a high level of engagement was measured during those active learning activities, which is reported to lead to better performance and improved learning. Hence, this high engagement seems to be the primary source of the increments experienced.

It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of commendable work has been carried out to remedy particular shortfalls in present systems, no literature was found that develops a concise and complete model for an education approach that maps the use of emergent technologies and techniques to improve on shortfalls in present teaching and learning paradigms. This paper reviews emergent technologies and techniques and their impacts and successes, to propose a combined model for online education to improve the effectiveness, accessibility and impact of teaching and learning activities. This paper concludes by presenting the possible future scope of education and employment structures by examining the possible impacts of the proposed model.

This study aims to examine the influence of gamification in students’ learning outcomes and academic performance. A longitudinal study was conducted to compare students’ academic performance in online learning (2020–2021), traditional learning (2021–2022), and gamified learning (2022–2023). The longitudinal study lasted 3 years and a total of 1001 higher education students were involved. Three research questions were set to be explored and students’ viewpoints and experiences were also examined through a questionnaire of 20 questions. This study follows a quantitative research approach. The data refers to students’ academic performance, success rate, excellence rate, withdrawal rate, engagement, motivation, and perspectives. In the laboratory part of the course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (39% and 13%), excellence rate (130% and 23%), average grade (24% and 11%), and retention rate (42% and 36%) respectively. In the theoretical part of the course, gamified learning resulted in better outcomes over online learning and traditional learning in success rate (19% and 14%), in excellence rate (125% and 79%), and in average grade (25% and 12%) respectively. In the overall course, gamified learning yielded better outcomes over online learning and traditional learning in success rate (14% and 14%), in excellence rate (122% and 70%), and in average grade (25% and 17%) respectively. The highest increase was observed in students’ excellence rate. Students highly regarded gamification as an effective educational approach that can increase their learning outcomes, engagement, productivity, and motivation and trigger both their both intrinsic and extrinsic motivation. The learning experience become more enjoyable and students’ basic needs in terms of autonomy, competence and sufficiency, and relatedness and sense of belonging were met. Traditional learning also resulted in better learning outcomes when compared to online learning. Gamification emerged as an effective learning approach which leads to improved learning outcomes and academic performance, learning motivation, engagement, and retention rate over online learning and traditional learning in both theoretical and applied course settings.

The Internet of Things (IoT) is an emerging paradigm, even though it does not receive enough attention in many academic plans. In order to introduce our students to IoT, in this paper we present the overall results of a seminar dedicated to encourage them to design basic IoT projects on a software application called Packet Tracer v8.2.1. Such projects were carried out in groups, whereas the evaluation process was performed by means of filling in a peer review construct after the presentation was made by each team. This construct was previously validated by a panel of five experts by applying the Aiken’s V test, where an overall value of 0.907 was obtained. There were nine items within that construct, which were grouped into three dimensions, such as the quality of the prototypes presented, the communication skills during the presentations of the prototypes, and the alignment of the prototypes with SDGs. The average results obtained for all dimensions were all above 8 out of 10, whilst the medians were all 9 and the coefficient of variations were around 0.2. Those results showed high ratings with moderate variation among them. Furthermore, the reliability of the data collected in the evaluation process was assessed by applying the Cronbach’s alpha, accounting for values above 0.9 for each dimension and overall, which means an excellent internal consistency of such data. Likewise, the level of engagement during the activity was also measured by the means of the ISA engagement scale, resulting in an overall value around 6.5, with a median of 7, which proved a high engagement among students.