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Many studies have incorporated concept maps into digital games to enable learners to make connections between subject concepts in the game. However, most learners do not associate spontaneously with the thematic concepts in the game but need to be facilitated by effective scaffolding mechanisms to reconceptualize the learning process and content. Therefore, this study proposed a knowledge check-based concept map-guided gaming strategy for chemistry learning for secondary-level learners. Specifically, the knowledge check-based concept map-guided gaming strategy was employed as a learning strategy while playing digital games. The knowledge check mechanismwas developed based on the notation of two-tier testing. Moreover, the learning environment was a self-developed chemical classification-based digital game, in which learners learned through concept mapping guided gaming tasks with factual and conceptual questions to confirm that they can actually learn content and conceptual understanding in the game. To understand the effects of the proposed strategy, a quasi-experimental design was adopted to measure compare two groups' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load of seventh-grade students using the knowledge check-based concept map-guided gaming strategy and the conventional concept map-guided gaming strategy. The results of the study showed that learners' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load in chemistry learning were effectively improved by the knowledge check-based concept map-guided gaming strategy. Furthermore, this study implies that teachers can adjust their teaching scaffolds and provide strategies according to learners' learning behaviors in digital game-based learning. [ABSTRACT FROM AUTHOR]

Secondary science students still struggle to master scientific concepts and apply content-based knowledge. The instructional design behind the incorporation of innovative technology and the use of game-based learning (GBL) could be a key to increasing student acquisition of science knowledge. Using a mixed methods design, this study examined the effects of a scaffolded Game-based Learning (GBL) science unit using a virtual reality (VR) game component. The VR game focused on the scientific method, lab safety, and equipment, and purposefully embedded instructional scaffolds to support the needs of diverse learners. The quasi-experimental study (pre- and post-test design) investigated the acquisition of targeted science knowledge with student groups of differing motivation levels and under two different game modes (immersive and non-immersive). With a mixed methods embedded design, quantitative data (student pre- and post-tests) was analyzed first followed by qualitative data (classroom video observations and student focus groups). Statistical analysis revealed: (1) students demonstrate an overall improvement on the post-test of targeted science knowledge in a scaffolded GBL learning design, (2) students using the immersive VR mode showed greater improvement in targeted science knowledge than students using the non-immersive desktop game, and (3) students with low intrinsic motivation performed better in the immersive VR than the desktop version. Further examination of qualitative data uncovered the GBL curricular activities and scaffolds may have also contributed to students' science learning gains through reflection and discussion after gameplay experiences. The repeated multimodal learning opportunities and the opportunities to learn through whole-body movements were also found to be the potential reasons why the immersive VR group outperformed the non-immersive group. [ABSTRACT FROM AUTHOR]

This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students' achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students' immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students' learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students' academic performance, active involvement, and satisfaction were improved. Students' curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts. [ABSTRACT FROM AUTHOR]

Although user-generated microgames, defined as very simple games made by non-professionals on open platforms, are popular and appear to have considerable advantages in facilitating learning, further exploration is needed to establish their potential in instructional practices. The present study investigates the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform. Through an exploratory experiment research method, four elementary school teachers designed and implemented microgame-based learning utilising these very small games on GeoGebra Classroom attended by 129 students. Data were gathered from lesson plans, classroom activity records and self-reflection questionnaires. This study revealed that teachers designed learning with various user-generated microgames and debriefing methods respecting learning content, but they shared comparatively similar scenarios by inserting microgame-based learning into the middle of the main session. The completion rate for the debriefing activity is minimum although the total joining times overshoot the number of students. Teachers found that user-generated microgames are acceptable to orchestrate short serious gaming sessions even though they are limited to one player with basic interfaces. Notwithstanding several disadvantages of these microgames recognised by students, such as missing learning instructions and inadequate interfaces, they so far enjoy learning by playing the games. The most critical implication of this study is to provide sufficient instructions and additional time for microgaming sessions in elementary schools to ensure sustainable completion of the briefing, playing and debriefing activities. [ABSTRACT FROM AUTHOR]

Gamification is gaining popularity in education because of its positive effects on learning motivation and engagement. However, several studies have doubted the long-term sustainable effects of gamification pedagogy, arguing that it provides only short-term benefits. Therefore, the purpose of this work is to explore the sustainability of gamification effects in learning. A crossover quasi-experiment was designed to trace the change of the impact of a gamified reading tool on children's reading over time. The results show that active participants' reading habits, motivation, and interests increased sharply during the use of the gamification application and then decreased slightly after they ceased using the application but remained higher than before the intervention. A discussion of how to create the persistence and sustainability of the effects of gamification for learning is presented. [ABSTRACT FROM AUTHOR]

Scholars in teacher education have observed that the dichotomy between teachers' professional and personal identities could restrain their pursuits of adopting innovative approaches in the classroom. At the same time, adopting new pedagogical approaches often contests teachers' professional identities and confidence. In this paper, we examine a graduate course on game-based learning, designed for professionals such as teachers and practitioners. While video games and game-based learning have gained attention from researchers and practitioners, they may pose challenges for many teachers. We observed that this course could provide opportunities for participants to construct their narratives in relation to gaming and learning over time. They may also reinterpret and extend their cultural worlds as part of their teacher identity. We conclude that enabling teachers to confront tensions and risks of adopting unfamiliar practices could help them transform their self-narratives. This study could inform design considerations to support teachers' adopting innovative pedagogies in future research and practices on professional learning. It is also important to acknowledge that the study had limited participant diversity and representativeness. There is the need for further exploration of teachers with different backgrounds and experiences in order to better understand the challenges and opportunities of adopting innovative pedagogies. [ABSTRACT FROM AUTHOR]

Although many studies in recent years have examined the use of gamification as a motivational strategy in education, evidence regarding its effects on intrinsic motivation is inconsistent. To make the case for or against the adoption of gamification in education, this study examines its effects on students' intrinsic motivation and the underlying motivational factors: perceived competence, autonomy, and relatedness. In this review, we analyzed the results of studies comparing gamified learning with non-gamified learning published between 2011 and 2022. The results of our meta-analysis of 35 independent interventions (involving 2500 participants) indicated an overall significant but small effect size favoring gamified learning over learning without gamification (Hedges' g = 0.257, 95% CI [0.043, 0.471], p =.019) with no evidence of publication bias. Gamification also exerted a positive and significant effect on the students' perceptions of autonomy (Hedges' g = 0.638, 95% CI [0.139, 1.136], p =.012) and relatedness (Hedges' g = 1.776, 95% CI [0.737, 2.814], p =.001), but minimal impact on competence (Hedges' g = 0.277, 95% CI [0.001, 0.553], p =.049). To further investigate the possible reasons for the small impact on intrinsic motivation, a systematic review of 31 studies was conducted. The findings revealed two major challenges encountered in the adoption of gamification to increase students' intrinsic motivation: students' lack of perceived competence and lack of perceived autonomy in gamified classes. [ABSTRACT FROM AUTHOR]

This study is to develop and validate a scale that measures the acceptance intention of secondary school teachers toward gamified English-as-a-foreign-language (EFL) tools. Drawing upon the technology acceptance models (TAM) and related frameworks, we synthesized a framework that includes six main factors contributing to teachers' acceptance intention of gamified learning tools. These factors are perceived enjoyment, perceived usefulness (PU), perceived ease of use (PEoU), perceived risks, facilitating conditions, and control variables. The study involved 361 and 512 secondary school teachers who participated in qualitative interviews and quantitative surveys, respectively. Surprisingly, in the context of implementing gamified tools for the teaching of English-as-a-second-language, the results indicate that only two factors can be retained in the proposed framework (PU and PEoU). However, PU and PEoU in the current research contexts brought new connotations, which is of significance for future studies. Eventually, a five-item scale measuring PU (PU-gamification-EFL) and a six-item scale measuring PEoU (PEoU-gamification-EFL) have been validated. Implications and limitations were discussed, as well as suggestions for future studies. [ABSTRACT FROM AUTHOR]

This study is focusing on synthesizing the theoretical and designing framework of constructivist gamification environment models to enhance ill-structured problem solving in learning science. The research model used is based on model development (phase 1) proposed by Richey & Klein. This research consists of two phases as follow: (1) to analyze and synthesize the theoretical framework; (2) to synthesize the designing framework of the constructivist gamification environment model to enhance ill-structured problem solving. The findings of the theoretical analysis shows that the theoretical framework is built upon four main pillars: psychological, pedagogical, technological, and problem-solving bases. Synthesizing the design framework of a development model is based on the findings of theoretical analysis. Five cognitive aspects make up the designing framework: (1) the stimulation of cognitive structure and encouragement of problem solving; (2) the support for cognitive equilibrium; (3) the support for enlarging cognitive structure; (4) the enhancement of ill-structured problem solving; and (5) the support for knowledge construction. The constructivist gamification environment model consists of seven components, namely: (1) the problem base; (2) the learning resource; (3) the cognitive tools; (4) the collaboration; (5) the problem solution; (6) the scaffolding; and (7) the coaching. [ABSTRACT FROM AUTHOR]

Question-asking is essential for reasoning, understanding, and investigating scientific problems within and beyond traditional classrooms. Nevertheless, questions generated in formal and informal learning environments can be infrequent and unsophisticated. This study explores museum visitors' question-asking quality by considering their interactions with two different modes of a question-asking mobile app (Ask or Game Mode) in two different museum environments (linear non-interactive or non-linear interactive exhibits). Results showed that visitors' question-asking quality was influenced by app modes and by museum environments. Specifically, we found that visitors' question-asking quality was significantly higher when using the gamified version of the app (Game Mode) compared to a non-gamified version (Ask Mode) in a linear non-interactive exhibit. Findings also revealed that question-asking performance could be significantly influenced by instrumental factors (such as app performance in answering questions) and socio-contextual factors (such as visitor group inquiry frequency). The study provides fundamental and comprehensive insights for designing active learning environments by considering the influential factors of question-asking. [ABSTRACT FROM AUTHOR]

In conventional digital game-based learning, geographic maps are generally used to provide students with the whole picture of the gaming contexts, while the concepts to be learned are separately presented as individual gaming objects. Scholars have indicated the problems of such a gaming content design, in which students could encounter difficulties making effective connections between spatial and conceptual knowledge during the learning process, which may influence their learning effectiveness. As a result, it is a crucial and challenging issue to assist students in organizing spatial and conceptual knowledge in contextual learning environments, such as digital games. To solve this problem, an integrated concept map and geographic map-based digital gaming (CM-GMDG) approach is proposed to demonstrate how spatial and conceptual knowledge can be connected in the development of digital games. To investigate the effectiveness of the approach, a quasi-experiment was conducted in a social science course. Two classes of seventh graders in a high school participated in this study. The experimental group (N = 39) adopted the CM-GMDG approach while the control group (N = 23) adopted the conventional geographic map-based digital gaming (GMDG) approach. The results showed that the students using the CM-GMDG approach significantly outperformed those using the GMDG approach on learning achievement. Moreover, the learning behavioral pattern analysis results showed that compared with the control group, students in the experimental group more frequently engaged in knowledge-acquiring behaviors, such as reading learning materials and completing learning tasks. On the other hand, the control group gave up on the learning tasks more frequently by switching the gaming scenes and stopping answering questions. This indicated that the CM-GMDG approach was more helpful for guiding students to focus on their learning tasks than the GMDG approach. [ABSTRACT FROM AUTHOR]

Even though game elements can increase motivation and engagement, they also might distract learners and thereby decrease performance and learning outcomes. In the current study, we investigated the effects of intrinsically integrated game elements on performance and learning outcomes. In a pre-post training study, 85 adult participants were randomly assigned either to the game-based or non-game-based training condition. Participants trained their fraction magnitude understanding with digital number line estimation tasks on five consecutive days (á 15–20 min). The learning outcomes were evaluated using a paper-based number line estimation task. While participants in both the game-based and non-game-based condition improved their fraction magnitude understanding from pretest to posttest, their improvement did not differ significantly. However, during the training, participants in the game-based condition responded more accurately but were slower than those in the non-game-based condition. The current results suggest that game elements might increase participants' cognitive engagement and change their priorities or strategies (i.e., accuracy over speed) during learning. Nevertheless, better training performance did not lead to superior learning outcomes. [ABSTRACT FROM AUTHOR]

Competition in digital game-based learning (DGBL) is tantamount to a double-edged sword, because it not only improves students' learning performance, but may also cause them psychological stress. Therefore, researchers focus on collaboration, for it can mitigate the negative effect of competition. However, studies on the correlations among competition, collaboration, and learning performance in DGBL remain wanting so far. To remedy this deficiency, this study developed a question bank practice game which offers a situation of intergroup competition with intragroup collaboration, and devised a research model to investigate the correlations among competition, collaboration, and learning performance in DGBL. The research findings of this study indicated that: (1) perceived competition is a factor more significant than perceived collaboration behind learning performance, in which perceived competition directly affects perceived collaboration; (2) perceived competition not only directly affects behavioral intention, but also indirectly influences it via perceived enjoyment, whereas perceived collaboration simply has indirect influence on behavioral intention through perceived usefulness; and (3) behavioral intention directly influences learning performance. These research findings showed that the combination of competition and collaboration indeed influences students' learning performance in DGBL, and competition occupies the most crucial role. This is because the pleasure brought by competition strongly prompts students to engage in DGBL, which in turn influences their learning performance in DGBL. Meanwhile, competition also facilitates students' collaboration, from which they benefit personally in terms of learning. [ABSTRACT FROM AUTHOR]

Educational games are becoming increasingly prevalent. Recently, adaptive game-based learning to accommodate diverse learners has received considerable attention. The current study aims to explore the effect of adaptive scaffolding from a multidimensional engagement perspective. A total of 61 students from a Taiwan secondary school studied Newton's laws in a computer-based interactive game environment. The students were assigned to either a fixed scaffolding group or an adaptive scaffolding group to test the effect of adaptive scaffolding. The findings suggest that adaptive scaffolding can have a significant effect on students' learning performance and engagement. The study offers significant implications for the design and integration of adaptive scaffold to promote learning engagement in digital game-based learning. [ABSTRACT FROM AUTHOR]

Since the late twentieth century, with the development of the Internet of Things (IoT), the IoT covers the application of comprehensive knowledge and technology in the fields of circuitry, physics, mechanics, and information, making it a suitable topic for hands-on science, technology, engineering, and mathematics (STEM) activities. The IoT covers a large amount of knowledge, practical skills, and programming skills in STEM fields, both teaching and learning the content can be difficult. Thus, this study used gamification with the 6E model and the software development method as the teaching strategies to explore their effects on high school students' computer programming self-efficacy, IoT knowledge, and hands-on performance in IoT learning activities. In this study, a quasi-experimental design was used for 12 weeks, and the 132 students who participated in the experiment were divided into Experimental Group 1 (EG1, 66 students using gamification with the 6E model), Experimental Group 2 (EG2, 31 students using the 6E model only), and the Control Group (CG, 35 students using the software development method). Through Analysis of Covariance, the results showed that the students in EG 1 achieved higher academic performance in terms of computer programming self-efficacy, IoT knowledge, and hands-on skills. The results of the lag sequence analysis of behavioral patterns showed that all the students required frequent two-way communication with the teachers and needed to communicate with their group members. The students in EG 1 exhibited positive interactions and took the initiative in asking for help from other students, which indicated that the students in this group achieved better learning outcomes. In addition, those interested in exploring STEM hands-on activities would benefit from our findings. [ABSTRACT FROM AUTHOR]

Adopting a pretest–posttest experimental design with repeated measures, this study examined the effects of three types of game-based learning supports in the form of modeling on knowledge development that contributed to successful math problem solving and students' perceived game flow. Forty-one sixth-grade students participated in the study and played a 3D architecture game that aims to promote mathematical conceptual understanding and problem solving skills, and presented with different types of learning supports (i.e., conceptual knowledge only, procedural knowledge only, and the combination of the two). No significant effect of the types of supports was found on participants' perceived game flow. However, there was a significant impact of support type on participants' performance on two posttests. The results indicated that the learning support with procedural knowledge only, compared with the learning support with both conceptual and procedural knowledge as well as that with conceptual knowledge only, was significantly more effective in promoting students' knowledge acquisition related to mathematical problem solving. [ABSTRACT FROM AUTHOR]

The education pathways and opportunities of schoolgirls in Asia are facing different challenges. The empirical studies have implemented Information and Communication Technology-enabled learning to expand such pathways and opportunities and promote education inclusiveness and equity. Through the Gender Analysis Framework, this review paper focuses on exploring and discussing how ICT-enabled learning may expand schoolgirls' education pathways and opportunities in Asia for inclusive and equitable education. This review covers 30 studies that adopted ICT-enabled learning, synthesizes, and presents four key ICT-enabled learning approaches: Emerging technologies-enabled learning, Digital game-based learning, Mobile-enabled learning, and Computer-assisted learning. Our result discusses about how different approaches in this review (in)directly impact on schoolgirls' access to assets, their practice and participation in learning activities, belief and perception of their own and other stakeholders', and how policies accommodate these approaches. The review further suggests several guidelines to develop an inclusive learning environment enabled by ICT to education pathways and opportunities of schoolgirls, thereby enhancing education inclusiveness and equity. [ABSTRACT FROM AUTHOR]

Prior studies on game-based learning provide limited and mixed results in the transfer of skills learned during game play to contexts outside of the game. This study tested the effects of playing a blocked-based programming educational game implemented with in-game cognitive supports on students' ability to learn and apply computational thinking (CT) skills in near and far transfer tasks. With 79 students randomly assigned to one of two conditions, the control group received basic game supports and the treatment group received cognitive supports in addition to the basic game supports. After two hours of total gameplay over the course of four days, both groups performed equally well, and students' CT skills were improved significantly at the near transfer level but not at the far transfer level. Students in the control condition performed significantly better on far transfer compared to the students in the treatment condition. Regression analyses indicated that the overall use of the cognitive supports was infrequent, but the amount of time spent voluntarily using cognitive supports with help on goal setting and worked examples predicted far transfer performance. How students use the cognitive supports (subverting the use of cognitive support to conscientiously learn the computational skill by using them more as game cheat sheets) might explain these findings. Design implications and directions for future research on facilitating learning transfer with in-game supports are discussed. [ABSTRACT FROM AUTHOR]

Computational thinking is acknowledged as an essential competency for everyone to learn. However, teachers find it challenging to implement the existing learning approaches in K-12 settings because the existing approaches often focus on teaching computing concepts and skills (i.e., programming skills) rather than on helping students develop their computational thinking competency—a competency that can be used across disciplinary boundaries in accordance with curriculum requirements. To address this need, the current study investigated how game-based learning influenced middle school students’ learning processes, particularly on the development of computational thinking competency, self-efficacy toward computational thinking, and engagement during gameplay. Additionally, the study examined how these outcomes were moderated by individual differences. We observed evidence that the gaming experience influenced students’ computational thinking self-efficacy, but not computational thinking competency or game-based engagement. Compared to age (grade) and prior gaming experience, gender tended to play a more important role in moderating students’ computational thinking competency, self-efficacy toward computational thinking competency, and game-based engagement. Implications and possible directions for future research regarding using game-based learning to enhance computational thinking competency are discussed. [ABSTRACT FROM AUTHOR]

It is widely recognized that flipped learning has great potential for enhancing students' conceptual understanding through the reversed arrangement of before-class learning activities and in-class settings. However, this approach also raises the challenge of students having to obtain the learning content by themselves, especially for abstract concepts such as fractions, where students frequently encounter problems in mathematics education. In this study, we proposed a gamified interactive e-book approach to supporting a flipped mathematics classroom. To evaluate the effectiveness of the proposed approach, a quasi-experimental study was implemented in an elementary school mathematics course. There were three groups: the students who adopted the gamified interactive e-book in the mathematical flipped classroom (the GIEBFL group), the students who learned with conventional flipped learning (the CFL group), and those who learned with traditional instruction (the TI group). The results from a paper-and-pencil test indicated that the GIEBFL students significantly outperformed the CFL and TI students. In addition, the questionnaire of students' learning motivation showed that the GIEBFL students had better motivation than the CFL and TI students. Also, the GIEBFL students achieved significantly higher meta-cognition tendency than the TI students. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of gamification used in formal educational settings on student affective and behavioral outcomes. Using systematic procedures to identify and screen the manuscripts across 18 academic databases, we identified 13 studies with behavioral outcomes and 19 studies with affective outcomes employing gamification in educational settings. These manuscripts accounted for a total of N = 1974 (n = 987 in gamification, n = 987 in control) participants in the affective model, and N = 1596 (n = 760 in gamification, n = 836 in control) in the behavioral model. Employing random-effects models, we calculated two statistically significant medium overall effect sizes for affective outcomes at g =.574 [.384,.764] and for behavioral outcomes at g =.740 [.465, 1.014]. We also examined 14 different gamification design elements (e.g., leaderboards, badges, etc.) as moderators to pinpoint the conditions in which gamification may be effective. Additionally, we examined contextual elements as moderators, including the discipline, student level, and publication source. Publication bias was not identified as a threat to either the affective or behavioral model. We also provide a discussion of our findings, limitations, and suggestions for future research. [ABSTRACT FROM AUTHOR]

When novice users try to learn to use a software application that includes a variety of high element interactivity tools, the complex structure of the software can increase cognitive load and render the tools incomprehensible. Accordingly, there is a need for an efficient teaching approach that can provide practical knowledge to users while decreasing their cognitive load. In this study, the use and choice of narrative were selected as procedures that can provide practical knowledge to software learners in addition to impacting cognitive load through providing a familiar theme to worked-examples. We compared the effects of familiar and unfamiliar narratives versus a no-narrative condition on cognitive load of users while learning software applications with both low and high interactivity tools through e-learning platforms. The results showed that an e-learning system with a familiar narrative could decrease cognitive load in comparison to the no-narrative and unfamiliar narrative systems for both low and high interactivity materials. It was concluded that people can learn new software applications more easily when familiar context worked-examples are used to integrate novel material with their existing knowledge. [ABSTRACT FROM AUTHOR]

Over three years, our research team has designed various learning supports for promoting content knowledge and solving game levels. In this case study, we examined the optimal design and the evaluation of learning support videos for a physics educational game. Often studies focus on investigating the effects of research-based principles without a systematic examination of the design and development processes. Thus, comprehensive design descriptions and recommendations for developing effective in-game learning supports are scarce in the literature. This study comprises two stages: design and evaluation. In the design stage, we collaborated with two physics experts to design and iteratively revise 18 learning support videos. We applied the First Principles of Instruction (Merrill, 2002) to create instructional strategies and multimedia learning principles (Mayer, 2017) to develop the videos and help learners engage in cognitive processing. In the evaluation stage, we presented the videos to 14 students to gather feedback on their perceptions and, in the following year, examined the effectiveness of the final videos with 263 students. Results revealed that, among all supports, the videos were the only support that significantly predicted posttest scores and game levels completed and viewing patterns did not affect game enjoyment. We conclude with a discussion of our experiences and recommendations to contribute to the foundation of designing in-game learning supports. [ABSTRACT FROM AUTHOR]

This paper is in response to a manuscript entitled "Designing and integrating purposeful learning in game play: a systematic review" (1). Ke's excellent review in this supplement highlights the ongoing need to apply more pedagogical rigor based on sound educational principles in the design and assessment of games. Ke calls for more robust implementation research about how to better apply learning integration in digital games to drive more meaningful learning effectiveness. The article demonstrates the rich methods and opportunities that researchers have used to map out better approaches to measuring and improving the complex arena of learning by game mechanics and game world design. Nearly all children and teens and many adults play video games daily and so it is important to understand how games can help improve learning outcomes. Further research is needed on the design and research of learning integration using continuous design improvement methods in advancing testable theories of game-based learning-play improvement. Maximizing learning effectiveness requires the gameplay to make sense to the learner and act as a catalyst for gradually growing insights and learning accountability by the learner. [ABSTRACT FROM AUTHOR]

This paper responds to a 2016 systematic literature review of the research on learning games by Ke (Educ Technol Res Dev 64(2):219–244, 2016). The review paper unpacked the idea of intrinsic integration in learning games, analyzing important emergent themes. The key ideas and the value of this review are discussed in the context of the recent shift to virtual instruction. The limitations, impact, and future implications are also described, with the perspective of this response focused on education theory. Intrinsic integration is an important consideration when designers create the next generation of digital games, and as researchers try to untangle the affordances of different educational games for student learning. [ABSTRACT FROM AUTHOR]

This paper is a response concerning the implications of scholarship of the article entitled "A critical review of 13 years of mobile game-based learning" by Giannakas et al. (in Educ Technol Res Dev 66:341–384, 2018). This response focuses on the key ideas presented in Giannakas et al. (2018) from a practical perspective, highlighting how practitioners, scholars and designers can use their findings to effectively utilise mobile Game Based Learning (mBGL) approaches to support and enhance learning. This response paper is discussing the value, impact and practical implications of Giannakas, et al. (2018) and possible future directions relevant to the use of smartphone enabled virtual reality to support mGBL. [ABSTRACT FROM AUTHOR]

This paper is in response to the article titled "Designing and integrating purposeful learning in game play: a systematic review" by Ke (Educ Technol Res Dev 64:219–244, 2016) focusing on research, evaluation, and design. In her article, Ke's synthesized five major themes related to the design of learning games in published academic research. These are then offered as guideposts for future research-based learning game design. However, to be more responsive to the immediate needs of educators, I contend that we should be able to speak to commercial learning games as well. My proposal is that we use Ke's work as a starting point for commercial learning game evaluation, and more broadly, expand our research and design so that we can speak more thoughtfully about commercial games and the variety of ways they could be integrated into learning experiences. [ABSTRACT FROM AUTHOR]

This study focused on the use of casual games to motivate learners in a corporate retail settings to engage in a online learning platform. The study analyzed two populations of learners who were using the learning platform. One group of learners was in a game condition. In this condition, the learners were provided the option to play a casual game (lasting no more than five minutes) every time they logged into the software. The second group of learners was in a non-game condition. They did not have the option of playing games at any time on the platform. Over a 12 month period of time, the study compared the level of engagement of the two groups as measured by the number of times learners returned to the platform and the proportion of time the learner spent browsing non-required areas of the platform. The results provided evidence that playing a casual game produced significant levels of engagement with the learning platform. It was found that learners in the game condition logged in significantly more often than those in the non-game condition. The evidence supports the conclusion that adult learners are more motivated to come back and engage with the learning platform when they can play a casual game first. In terms of learning, it was found learners in the game condition answered significantly more questions correctly and had significantly longer correct answer streaks than learners in the nongame condition. [ABSTRACT FROM AUTHOR]

Gamification research in educational settings has produced mixed results on student learning outcomes. Educational researchers and practitioners both struggle with identifying when, where, and how to use gamification design concepts. The present study provides findings from a meta-analysis that integrated the empirical, quantitative research on gamification in formal educational settings on student learning outcomes. This was achieved by examining the overall effect size, identifying which gamification design elements (e.g., badges) were used, and determining under what circumstances (e.g., engineering education) gamification works. The final corpus of data included 30 independent studies and associated effect sizes comparing gamification to non-gamification conditions while accounting for N = 3083 participants. The overall effect size using a random-effects model is g =.464 [.244 to.684] in favor of the gamification condition, which is a small to medium effect size. We examined 14 different gamification design elements (e.g., leaderboards) and showed that each leads to different effects on student learning outcomes. Further, the type of publication (e.g., journal article), student classification (e.g., undergraduate), and subject area (e.g., mathematics) are also investigated as moderators. We provide a discussion of our findings, some recommendations for future research, and some brief closing remarks. [ABSTRACT FROM AUTHOR]

Digital game-based learning (DGBL) is known to be widely used for improving learning in various fields. Among the elements of DGBL, competition has been very controversial. This meta-analysis, which included 25 articles written between 2008 and 2019, revealed that DGBL has produced improvements for learning outcomes with an overall effect size of.386. In addition, we explored multiple moderators to understand how competition in DGBL influenced student learning for different learners, contexts, game types, and learning outcomes. We found that competition in DGBL was effective for math, science and language, but not for social science and other subjects. It was effective for K12 students and college students. It was effective for puzzle, strategy, role-playing, and simulation, but not for action games. Finally, competition in DGBL was equally effective for cognitive and non-cognitive outcomes. Through the results of this study, we fill a critical gap in the research left by recent reviews, which do not examine the role of competition; a key gaming element. In addition, we offer a number of suggestions for future studies. [ABSTRACT FROM AUTHOR]

Research on mobile game-based learning has been gaining attention in the past few years. To understand the potential of mobile game-based learning in STEM education, a systematic review was conducted. Based on a set of inclusion and exclusion criteria, 30 articles published during the years of 2010 through 2019 were included. Analyses were conducted to identify the contexts of studies, research foci, research methodologies, measures, research instruments, the mobile game features and so on. Based on the analyses, a comprehensive understanding of the research in mobile game-based learning in STEM education was presented, and insights and directions for future research were provided. The systematic review suggests that, although current research has greatly increased our understanding of mobile game-based learning in STEM education, future research is needed to address the fundamental question of when mobile game-based learning is an appropriate approach for learning in STEM education and when is not. [ABSTRACT FROM AUTHOR]

This paper examines whether using From Here to There! (FH2T:E), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of student interactions (mouse clicks, resets, errors, problem solving steps, and completions), 19 variables were identified to summarize overall problem solving processes. An exploratory factor analysis identified five clear factors including engagement in problem solving, progress, strategic flexibility, strategic efficiency, and speed. Regression analyses reveal that after accounting for behavior within the app, playing the gamified version of the app contributed to higher learning gains than playing a nongamified version. Next, completing more problems within the game related to higher achievement on the post-test. Third, two significant interactions were found between progress and prior knowledge and engagement in problem solving and prior knowledge, where low performing students gained more when they completed more problems and engaged more with those problems. [ABSTRACT FROM AUTHOR]

Building on established pedagogy and technological advancement, this article presents a model of gameful design for learning using interactive tabletops, enacted and evaluated in the context of socio-emotional education. Based on the proposed model, we detail the design of a technology-enhanced learning experience in which a series of traditional lessons are enriched by collaborative work on interactive tabletops; four gameful activities are used which may be directly linked to a school curriculum. We conduct a qualitative case study with the participation of 86 fifth grade students across two elementary schools which have a significant minority enrolment. We demonstrate the ways in which the students draw on recently-acquired knowledge, engage in dramatic play, share the digital space and collaborate intensively to achieve a new and refined understanding of concepts and behaviours linked to perspective-taking. We discuss how tabletops, in synergy with constructivist pedagogy and principles of gameful design, allow researchers and practitioners to promote communication, collaboration and perspective-taking in ways that were hitherto difficult to enact in traditional lessons. Gameful design for learning is seen as a multilevel endeavour, which involves the selection of tasks and tools as well as the behaviour of the learners and the instructor as participants in the learning environment. [ABSTRACT FROM AUTHOR]

While empirical literature on digital games for learning is already growing fast, the quick transition to digital is anticipated to further accelerate educators' interest in using digital games for learning. In the "shifting to digital" era caused by the pandemic, digital learning games seem to be a relevant topic for discussion and inquiry. To be more responsive to the immediate needs of the educators, Lee extends the discussion of learning games published in academic research (as in Ke [3]) to include commercial learning games. [Extracted from the article]

The use of digital games as an instructional tool has garnered increasing attention in the education community. Empirical work supported by theory on the learning affordances of digital games allowed the game-based learning community to arrive at the consensus that digital games provide an excellent medium for the acquisition of skills and the exploration of concepts. The field, however, lacks research on how best to teach with games. For example, an unanswered question is whether gameplay should take place before instruction, after instruction, or integrated throughout in order to maximize the effectiveness of the game. To answer this question, a study was conducted with 103 middle school students who either played a digital game designed to teach algebraic concepts before receiving formal instruction, received formal instruction before playing the game, or received formal instruction intermittently during their gameplay session. The results indicate while on average all participants showed improvement in terms of learning, those who played the game before receiving instruction showed significant improvement. These results provide evidence supporting the theory that games are effective when used as an advanced organization tool. [ABSTRACT FROM AUTHOR]