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Educations are challenged in their effort to facilitate students learning when it comes to especially processes of reflection. Also in a Problem-Based Learning context, errors often cause a lack of motivation, that gives reflection processes and academic inquiry difficult conditions Game-Based Learning is thus suggested as a learning strategy which can address these learning needs though a procedural rhetoric. Furthermore, Game-Based Learning is found to affords students risk taking and engagement in learning activities However, a literature review of empirical studies of Game-Based Learning reveals existing gaps in the literature. There are missing models for how academic activities can be enhanced through the use of Game-Based Learning, here especially the transformation of "Game Over" elements into a learning environment based on physical Game objects. This study aims to describe learning situations where the academic focal point is a reflective and innovative writing process through gaming principles. The study design aims to identify what impact Game-Based Learning have on facilitating academic literacy to create processes of reflection. Based on two cases, the empirical data are retrieved from video observations during a period of 1 year. A qualitative content analysis and interpretation of the collected data reveals how the use of "Game Over" strengthens the depth of the students' writing through a reflective and metacognitive approach to the task. As a contribution to the existing knowledge, this paper presents a Procedural Rhetoric for how to work with a "Game Over" strategy to facilitate academic literacy and thereby create processes of reflection in a physical context. [ABSTRACT FROM AUTHOR]

This paper introduces the Games Realising Effective and Affective Transformation (GREAT) research and Innovation project. The project will examine the emerging ways Applied Games could be used to facilitate the social engagement of European citizens in determining future policy priorities and policy interventions to the existential challenge of climate change. This full paper is a provides detail of the work in progress but moreover provides a a conceptual analysis of the methodologies applied to this emerging domain of study. The project is funded by the EU Horizon programme with UK Associate partners funded through UKRI and coordinated by the DIPF, Leibniz Institute for Research and Information in Education, Frankfurt and involves seven partners located across Europe, Serious Games Interactive (SGI) Denmark, Centre for Social Innovation (ZSI) Austria, International University of Rioja (UNIR) Spain, Frederick University, Cyprus, Playmob and The University of Bolton (UoB) as UK associate partners. The project incorporates collaborative design and citizen science methods and brings together researchers with expertise in the areas of games, data analytics, and policy development. This integrated investigation will be articulated by case studies of the use of games in facilitating dialogue between citizens and policy stakeholders including policy makers, policy implementers, political parties, campaigning organisations and affected citizens. This will be achieved by leveraging the central role of games in contemporary culture by combining academic studies with practical experimentation of novel applications of games. The context for the research is the global challenge of climate emergency, and each case study incorporates a research cycle addressing a policy issue and research questions, using multiple pilots to generate both quantitative and qualitative and data to further inform research activity. [ABSTRACT FROM AUTHOR]

Game-Based Learning (GBL) has gained significant attention in recent years as an effective educational approach to enhance student engagement and learning outcomes in higher education. This conference paper aims to emphasise the significance of GBL in higher education and presents a comprehensive review of a case study involving the application of GBL in a linguistics course. The study explores the impact of games on student learning, motivation, and engagement with the course content. By integrating gaming principles and mechanics into the curriculum, students are encouraged to actively participate, explore concepts, and apply their knowledge in a dynamic and stimulating environment. The study examines data gathered from student surveys and structured interviews to evaluate the effectiveness of GBL in fostering student engagement and knowledge acquisition. Furthermore, this paper provides a valuable set of recommendations and strategies for educators and administrators interested in implementing GBL in higher education settings. It explores the potential benefits of GBL, including increased motivation, improved critical thinking skills, and enhanced problem-solving abilities. Additionally, it highlights the importance of aligning game design with specific learning objectives and ensuring the integration of assessment mechanisms to gauge student progress effectively. Moreover, this paper discusses potential pitfalls and challenges that may arise during the implementation of GBL in higher education. It addresses issues such as technology requirements, accessibility considerations, and the need for appropriate training and support for instructors. By acknowledging these challenges and offering potential solutions, this research aims to guide educators and administrators in overcoming obstacles and optimising the implementation of GBL in higher education courses. [ABSTRACT FROM AUTHOR]

Digital educational escape rooms (DEERs) can provide an engaging gamified learning experience for students that is easy to use and sustainable for teachers. Though well-established in the STEM fields, where escape rooms often call for students to apply procedural skills, escape rooms are also used across a range of subjects to impact durable skills and attitudes such as communication, collaboration, and critical thinking. This paper seeks to extend the application of DEERs into social entrepreneurship (SE) education by exploring the DEER design elements relevant to the SE field. This paper will focus on developing durable skills and attitudes associated with social entrepreneurship, an area of entrepreneurship that seeks to create businesses with positive social impact. To identify the relevant design elements in DEERs, we conducted a systematic literature review. The research question was "Which design elements of digital educational escape rooms are necessary to teach social entrepreneurship skills and competencies?" This current paper builds on this type of framework by highlighting the relationship between the components of a DEER and learning objectives, specifically those relevant to a social entrepreneur's educational context. For example, almost all papers reported successful collaboration in online groups. The authors also found that specific puzzle types were less important than the gamified context on impact on learning and skill development. Thus, the authors contribute to our understanding of how DEERs can relate to SE specific learning objectives, skills, and attitudes. [ABSTRACT FROM AUTHOR]

The pork tapeworm, Taenia solium, is the agent causing the most important parasitic infection worldwide due to its substantial economic and health impacts, disproportionally affecting low-income countries. Health education should form a core component in control efforts and sustain control strategies proposed by the World Health Organization (WHO), such as human treatments. Traditional health education methods have shown to be less effective. Therefore, in the field of tropical medicine, new, engaging ways to teach affected populations are needed. Within the project 'Gaming 4 Health' we developed an educational video game aimed at instructing school-going children in low-income countries about the tapeworm and how to prevent it. Building on the principles of gamified learning and the self-determination theory, we created the educational video game the 'Tapeworm Game'. The game was developed by a multidisciplinary team, following the game design research cycle which included five steps: game planning, game design, prototyping, play testing and evaluation. The 'Tapeworm Game' is a multi-player video game set in an African village. The game's objective is to educate players about the tapeworm and how to prevent the the spread of disease. Players create their own avatar and learn about disease prevention by exploring the village, engaging in minigames and preforming complementary actions, such as handwashing and visiting the toilet. Points are earned by playing the minigames and performing the actions correctly within a given time. The more points a player accumulates, the higher they climb on the leader boards. Rewards are unlocked based on performance and competence and displayed as stars, badges, and avatar customizations. This makes the game exiting and keeps children fully immersed, motivating them to learn, improve and continue playing the video game. With this video game our goal is to educate, raise awareness and advance the control of the pork tapeworm as part of the WHO's 2030 goals for Neglected Tropical Diseases. [ABSTRACT FROM AUTHOR]

This study aims to examine how inclusivity measures are understood and applied in game-based learning (GBL). It considers the perspectives of various stakeholders, such as educators, game designers, and students. The focus is on creating accessible and engaging games that meet the diverse needs and characteristics of players. The methodology adopted a combination of primary and secondary data sources to pursue these aims. The primary data collection involved focus groups with educators, game designers, and students. The study employed a participatory design approach, involving multiple stakeholders in the exploration of inclusivity measures. The data collected from the focus groups, along with findings from the literature review, helped in formulating a set of inclusivity metrics for educators to create educational games that cater to diverse student needs. The obtained results emphasize the limited state of analogue GBL accessibility in scholarly and professional literature, while emphasizing the existing frameworks to be adopted by educators, designers, and publishers. Stakeholder discussions revealed themes related to inclusivity measures, including motor, sensory, and cognitive needs of players. Game designers can enhance accessibility by considering these requirements and incorporating alternative communication channels, accessible cues, adaptable gameplay options, and diversified knowledge-based requirements. In addition to inclusivity, addressing instances of exclusion, managing teams effectively, promoting inclusive communication, and incorporating gameplay limitations, educational components, diverse perspectives, and real-world applicability are discussed as important in education game design, to this extent. [ABSTRACT FROM AUTHOR]

Although the use of business simulation games (BSG) in higher education has grown steadily, there are still many instructors who have never taught with BSG and their use in several academic disciplines remains very low. Existing research has primarily used quantitative surveys to identify the hurdles that prevent faculty from teaching with BSG. This article uses a focus group methodology to further investigate the obstacles to using BSG and subsequently applies a change management framework to identify levers that can be used to promote the use of BSG. The obstacles to adoption are classified into categories of suitability, risk and resources. Focus group participants expressed concerns over the suitability of existing BSG for their courses and the expected time required to identify, evaluate and prepare to teach with BSG. These factors made most focus group participants consider teaching with BSG as fraught with risk. In response, universities can encourage faculty to start using BSG in their teaching through the provision of resources, information and training, and through organizational adjustments such as incentives and flexibility to adjust course syllabi. A full range of measures is identified and the environmental contexts in which each one is likely to be effective are discussed. The individual levers that can bring about change have different environmental contexts in which they are likely to be effective. [ABSTRACT FROM AUTHOR]

Students and academics face a range of challenges when writing, including a lack of motivation, self-regulatory skills, and creativity. To address these difficulties, the Cluster of Excellence Image Knowledge Gestaltung at Humboldt University has developed a gamification writing software called iWrite. In this article, we introduce the development process of the software and its features - including gamification features such as progress bars, points, a planner, streaks, visualization, and levels - as well as additional practical writing-supportive features such as proofreading and time and activity tracking. iWrite provides valuable game features that promote the development of efficient and enjoyable writing habits. Research indicates that gamification features like these can be a powerful tool in enhancing writers' motivation and self-regulation when engaging in creative tasks like writing. While the software development is finished, a systematic evaluation of it is planned within the EU-FairPlay project beginning 2024. The study aims to evaluate consistency of usage and impact on writing progress on students testing the software over several weeks. The result is expected to show, which game mechanics are working well in context of academic writing. [ABSTRACT FROM AUTHOR]

The reduced cost of Virtual Reality (VR) technology makes it possible to be used in education. And the virtual learning scenarios in immersive virtual reality (IVR) contain some kind of gamification in the design aspects. Though some published reviews mapped the application of IVR in education, reviews about the use of gamification in IVR in education are still under research. In this review, game elements, game mechanisms, learning performance evaluation, research design, and methods were extracted from the selected empirical articles from Web of Science, Scopus, and Google Scholar after rigorous inclusion and exclusion. It found that learning interactions inside the IVR learning scenarios frequently consisted of interaction with virtual objects or equipment, interaction with avatars (non-Player Characters (NPC)), interaction with avatars (participant displayed as an avatar), and watching the video in a follow-the-machine view. The most popular three gamification mechanisms were rewards, challenges, and avatars, while the most common gamification elements utilized were content unlocking, a point system, task difficulty levels, NPC, an achievement system, role-playing, and a progress bar. Action error rates and test scores were the popular learning performance measurement metrics. In general, positive learning performance was more related to the number of game mechanisms rather than the number of game elements. Gamified IVR programs facilitated learning engagement, learning motivation, collaborative ability, declarative knowledge learning, and procedural knowledge and skills learning especially for novice trainees. Some high abstract focus areas like algebra in mathematics might not be suitable for IVR-based instruction even combined with the use of gamification. Some recommendations and future research directions were given such as how to help integrate gamified IVR learning materials with normal education or training and how to improve simulator sickness, more attention to diverse learning performance measurement, collaborative learning in IVR, learning theories or pedagogical strategies adopted in gamified IVR-based instruction. [ABSTRACT FROM AUTHOR]

The world is becoming increasingly complex, and as a result, the demand for individuals with strong employability skills is growing rapidly. It is essential for engineering education to adapt to this reality and provide opportunities for students to develop critical thinking, problem-solving, communication, teamwork, adaptability, and leadership skills. By doing so, engineering graduates will be well-equipped to navigate the complex challenges of the modern world and make meaningful contributions to society. Engineering education needs to adapt to this reality by incorporating more opportunities for students to develop their employability skills. This can be done through a variety of methods, such as experience- or projectbased learning, internships, co-op programs, and industry partnerships. Game-based learning offers an engaging and immersive experience that can promote the development of these skills in a fun and interactive way. Within the Game-based learning approach implemented in our lecture the students play two subsequent game modules in which they first plan and build a factory building together and then put it into operation in the second part. The players are confronted with problems and situations that can only be overcome through communication and cooperation. This paper presents the self-developed online platform that uses gamification aspects such as micro-achievements for each student to represent the progress with the learning materials as well as within the gaming parts. The platform aims to provide students with an engaging and interactive way of learning, while also assessing their performance through collected data. [ABSTRACT FROM AUTHOR]

Games-based learning constitutes integrating games into learning experiences to create effective learning environments by applying some common characteristics which improve intrinsic and extrinsic motivation. Using an exploratory study design and reflexive thematic analysis, this paper shares insights from a research study conducted between September 2021-April 2023, to co-evaluate the effectiveness of a co-created games-based learning application, for formative assessment of learning on a business undergraduate programme. Potential benefits of games-based learning in higher education institutions (HEI) include introduction of a structured rewards system and goals in a fun and focused way into learning that can act as a powerful motivator to enhance engagement and promote participative interaction It offers an alternative opportunity to HEIs to redefine learner experience by re-evaluating contemporary pedagogies. Findings from this study indicate, application of games-based learning as a pedagogical intervention, can improve learning experience of students on business management programmes by allowing students to take ownership of learning. The cocreated application piloted in this study, helped students to recall contents learned and track their performance through instant feedback received upon completion of a game. It also supported students in identifying weaknesses in their grasp of knowledge related to particular topics within a module and motivated them to work on areas of improvements. A key challenge identified by the students was expectation of a variety of games within GBL approaches to keep intrinsically motivated to use such applications for learning. [ABSTRACT FROM AUTHOR]

Serious games, including immersive Virtual Reality (iVR) experiences, can be challenging for players due to their unfamiliar control systems and mechanics. This study focuses on designing a gamified tutorial for iVR serious games that not only teaches iVR interactions but also enhances user enjoyment and engagement. The tutorial consists of progressively challenging mini-games that adapt to the user's performance. Tips and recommendations are provided through a robot avatar if users struggle or make mistakes. An optional narrative is included to enhance user engagement, but it is not mandatory for the iVR experience. Gamification elements, such as point collection and progress updates, are incorporated into the tutorial. It can be played independently or as an introduction to iVR serious games. The goal is to use gamification principles to maintain user engagement and flow while enhancing the learning experience in the virtual world. [ABSTRACT FROM AUTHOR]

In recent decades, topics of sustainability and carbon neutrality are getting more attention from society and academia in the sense of urbanization and social innovation. Scholars have been proposing methods to achieve sustainability and they emphasize the importance of educating citizens about the ethics of sustainability. Also, in the educational context, there is a trend in applying gamification concepts to promote sustainability. Previous studies have demonstrated that gamification can engage students through interactive content and reward systems, so that they can be motivated to learn and apply knowledge. Nevertheless, limited articles can be found to propose methods for developing technological applications for green innovation education. In addition, scant interest has been shown to include gamification in sustainability education, especially in Hong Kong. Knowing that simulation games may raise students' curiosity to learn, we designed an augmented-reality-based educational mobile application to investigate their perception of engaging technologies and gamification in the learning process of sustainability education. In this application, there are three major components to be presented. First, various simulation games are included to educate learners with practical skills to nurture sustainable living habits. Cartoons and animations are added to better explain abstract ecological theories, and learners can interact with game characters / elements in real-time motion for an advanced gaming experience. Second, to motivate students to learn the content, digital achievement badges can be earned after winning the mini-games and they can be shared on social media platforms. It is expected that the reward system can attract students to participate actively. Last but not least, the application is hoped to engage Hong Kong citizens and the globe in the Green Deck project of Hong Kong and encourage more social involvement. With reference to the application structure, this study is expected to explore the effects of implementing games and augmented reality on education for sustainable development. Two surveys (pre- and postsurveys) would be established to evaluate the students' learning experience and knowledge acquisition on sustainability. [ABSTRACT FROM AUTHOR]

Gamification encompasses the utilization of "playful" or "game-like" elements within non-gaming contexts. It finds diverse applications, primarily within the realms of education/training and the workplace, with the aim of enhancing teamwork and productivity. Nonetheless, the concept of gamification remains a topic of significant debate. Several authors caution that gamification may undermine intrinsic motivation to learn or perform, particularly among younger audiences. Furthermore, the research community increasingly emphasizes potential negative consequences resulting from specific gamification mechanics, such as competition. In this article, we present an approach to gamification that combines competitive elements, albeit at the level of student groups rather than individuals. The idea is to minimize the exposure of underperforming individuals while capitalizing on collaborative group dynamics, wherein stronger students provide support to weaker ones. We conducted a quasi-experiment, comparing motivation and performance between a gamified classroom scenario and a conventional, non-gamified scenario. The results indicate that the proposed gamification approach boosts motivation and performance in contrast to the non-gamified condition. These findings contribute to a deeper comprehension of the effects of gamification and offer a realistic perspective on its beneficial impacts within educational settings. [ABSTRACT FROM AUTHOR]

The boardroom challenge is a custom developed board game used as a formative assessment in an undergraduate business management course. The course forms part of an Accountancy degree which culminates in the professional designation of members to the South African Institute of Chartered Accountants (SAICA). Students are required to develop skills and competencies towards future membership of their professions professional body. To this end an industry employer and training company partnered with the University to develop students' business acumen utilizing gamified learning in the form of a custom developed board game. The boardroom challenge has taken place annually from 2015-2019 and commenced again in 2022 when Covid-19 regulations permitted. On game day students compete in randomly assigned groups of six with an industry game master at each table as a facilitator. Students and facilitators complete questionnaires after the boardroom challenge providing feedback and suggestions. Open ended feedback from 2015-2019 has been thematically analysed to evaluate perceptions on game mechanics. Game mechanics include rolling the dice to determine which scenario students need to address. During the game students have to answer theory questions or address scenarios, depending on what the dice causes their game piece to land on. Correct answers earn currency in the game and students display their new rank in the organisation with each correct answer. Moving up the salary scale tops out at CEO after which students can begin to earn shares. Turn taking is regulated by a timer, to ensure everyone has sufficient turns while industry based game masters make the final call on the appropriateness of answers to open ended scenario type questions. The board game generates great excitement and engagement from students with several preparatory activities scaffolded into tutorials before game day. Students' perception of the various game elements and mechanics indicate their evaluation is dependent on how they have conceptualized the impact of specific mechanics on their marks. As a mitigating factor, the data was gathered and analysed over many years. [ABSTRACT FROM AUTHOR]

This study explores applying design science research (DSR) frameworks to facilitate cross-disciplinary collaboration towards game development. It uses a DSR framework proposed by Peffers et al (2014) to integrate the knowledge and experiences of a cross-disciplinary research team and develop a game which gamifies the investment decision-making process of energy communities. The framework employed for this paper constituted five phases around problem identification, definition of solution objectives, artefact design and development, demonstration and evaluation. The iterative process of the framework allowed for gradual but incremental improvement in the outcome and the associated artefacts and sustained researcher collaboration. The resultant interactive in-person game required the participants (or their teams) to navigate through the complexities of the decision-making process in a community while considering factors such as information asymmetry, uncertain return on investments, time constraints, etc. The game was instantiated twice and was able to engage players effectively. Moreover, the post-game evaluation indicated that the players acquired learning about energy communities. The participants developed an understanding of the game only gradually and their engagement in the later rounds of the game. Three distinct investment strategies emerged from the two instantiations (diversification, focus on centralised options, or focus on decentralised options). The participants preferred to maintain a strategy rather than reacting situationally. This gamification experience, albeit applicable to this specific research context, shows that DSR frameworks can be successfully applied to facilitate cross-disciplinary collaboration because they allow for more flexible and iterative knowledge exchange. The post-game evaluation helped identify avenues for further improvements, such as focusing on incremental-iterative development of the output, expanding the flexibility and visibility of the game, involving a more balanced research team, etc. The contribution of this study lies in extending the discourse on cross-disciplinary collaboration by incorporating DSR frameworks and demonstrating the application of game-based learning beyond end-user application. [ABSTRACT FROM AUTHOR]

Chemistry can often be very abstract. For this reason, different learning environments and methods are increasingly being developed to make it more accessible to learners at school or university. One such method is the use of educational escape games (Avargil, Shwartz and Zemel, 2021). This term refers to live-action, team-based games. In these escape games, clues must be followed, puzzles and tasks must be solved within a certain time frame in order to reach a certain goal (Tercanli, Martina and Ferreira Dias, 2021). This concept offers new opportunities for the educational sector. Learning pedagogy categorises this as game-based learning. The game serves as a medium for learning and achieving specific learning goals (Hu et al., 2022). Entertainment is not the main focus, but should be used in a targeted way to convey knowledge or elicit certain behaviours (Sailer, 2016). Through experimental escape games with digital enrichment, previously acquired knowledge can also be applied and consolidated. As not only the popularity of the subjects of chemistry and physics has declined, but also scientific competences (Dohrmann, 2019), it is particularly relevant for the STEM field to introduce students to these topics in a playful way (Veldkamp et al., 2020) and thus increase their interest in dealing with scientific topics. Escape games have already been shown to promote teamwork, problem-solving skills and creativity (Hacke, Przybylla and Schwill, 2019). These skills are part of the 21st century skills. In the context of the Science4Exitschool project, this concept will be applied to the teaching of chemistry in schools. In addition to the technical background, the paper will also describe how this innovation can be implemented as an example. [ABSTRACT FROM AUTHOR]

Personality Traits are one of the most important aspects of human behaviour analysis that can be widely used in a plethora of scientific fields. Nowadays, a variety of industries use self-assessment techniques to evaluate their employees or candidates to form effective teams based on the relationships between the personnel. The Big Five personality traits, also known as the OCEAN Five model, encompass an individual's behaviour on five factors: Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. Currently, the evaluation is based on questionnaires, which are prone to subjectivity and can be biased. In this paper, we analyse the behaviours on which each trait is based, in a series of 3D Escape Rooms with the aim of collecting metrics in a number of settings/situations to effectively assess them, with the use of gamification. Each Escape Room has unique features and simulates special occasions to monitor the player's reactions as well as gameplay style to generate specific models that calculate the level of each personality trait. The final profiling, however, is based on a combination of metrics from the different rooms since the behaviours are common and overlap with each other but can be evaluated in different situations. Results validate the mathematical models of metrics for each behaviour and crystallise the nature of the situations in which these behaviours can be modelled. Therefore, through gamification, a new generic model for categorising players, based on the Ocean five personality trait model, is generated. [ABSTRACT FROM AUTHOR]

Dutch energy suppliers are obliged to cooperate in reducing consumption by stimulating energy saving behaviours among their customers. One important strategy for this context is personalized gamification. We investigate how a personalized gamified energy saving application can be designed based on individual preferences within the context of an energy supplier. To design a personalized gamification application the proposed method of Knutas et al. was adapted by leaving out the parts about machine learning and adding an evaluation phase. We show that customization by users can be a valuable alternative for using machine learning personalization strategies. We used this iterative design process to focus on personalizing, in this use case for the three main user types of the customer base of a Dutch energy supplier. The design of the gamified application was adapted using feedback of both stakeholders and customers using interviews and focus groups. This resulted in two final designs designed to stimulate energy saving behaviour among customers. The design had a dashboard which allowed for personalization within gamified elements, and an energy editor in which users can change characteristics in their households to learn about the effects of actions on their energy consumption. These two final designs were validated using an interactive prototype along with interviews. The added value of this study is that it shows that the Hexad framework with its proposed gamification user types is suitable to understand the main motivations of a target group. Results suggest that designing within gamified mechanics based on a user type's main motivation is an effective strategy for personalization. Motivation-based design is not the only successful personalization design strategy but adapting designs to personal situation and existing energy saving behaviour might also motivate users. [ABSTRACT FROM AUTHOR]

Climate adaptation and learning support organizations in dealing with the current and projected consequences of climate change by recognizing challenges as opportunities, ensuring business continuity and increasing their economic efficiency. Here it applies that those actors who deal with their existing framework conditions, opportunities and risks at an early stage, and also have structures or capacities for strategic learning processes, increase their climate resilience and reduce their vulnerability to negative impacts. A cumulative doctoral thesis analyze to what extent companies already have climate-related structures conducive to learning, to what extent they take responsibility in terms of the learning object (climate change), and which elements prove to be limiting here. The results illustrate that intangible resources such as a sense of responsibility, executives positive attitude and common values have a significant influence on the way companies deal with climate change. Based on these findings, a serious game will be developed and its didactic effectiveness reflected critically to raise the climate-related awareness of decision-makers and to enable them to derive their own adaptation measures. [ABSTRACT FROM AUTHOR]

This is the third article in a series of articles reflecting on implementing the Commercial Off The Shelf (COTS) Board Game "Scythe" in an educational setting. It reflects on the evolution of a Game-Based Learning (GBL) approach teaching fundamental management methods and training 21st Century Skills. The first iteration of Scythe as the board game platform to train and educate students in OODA-Loop and decision support techniques was planned as a three-day on-premise workshop in February 2020. The kick-off was in November 2019 and was followed by a long self-study preparation phase. It transformed into a fully distributed learning event on short notice due to the advent of COVID-19. The second iteration, from November 2020 to March 2021, was a four-month closely supervised distributed learning experience featuring SWOTAnalysis, Kanban-Board, Scrum and other agile management methods next to the OODA-Loop. These two iterations had one thing in common. The board game Scythe was used as an analogue board game, and a Slack Workspace was used to submit pictures of the physical board game to reflect on the current situation. In the second iteration, Steam licences for the digital version of Scythe (Digital Scythe) were provided to students as a decision support tool. From November 2021 to February 2022, the third iteration implemented Digital Scythe entirely. Therefore, the final tournament and highlight of the learning experience were also fully digital, with new challenges for facilitation. This complete digitalisation also provided unique learning opportunities, particularly concerning 21st-century skills. Overall, this new seminar prototype was a huge success, and the demand for this kind of learning experience looks pretty high. It emphasises virtualisation using the popular gaming platform Steam. This article also applies a framework for distributed wargaming. [ABSTRACT FROM AUTHOR]

Digitalisation causes a fundamental change in industrial production and brings new challenges for which employees in the manufacturing industry must be trained. A simulation game developed by researchers of the Fraunhofer Institute for Manufacturing Engineering and Automation IPA supports this change process, from lean production to digitalisation in production through a game-based qualification. To evaluate how qualified employees are and to what extent they accept digital transformation, a quantitative survey was designed and filled out by the participants after each simulation game workshop. This paper aims to examine the mindset of different focus groups regarding their awareness of ongoing challenges concerning digital transformation. The survey results show that despite challenges due to the changes in production technologies and environments caused by Industry 4.0, the simulation game has generally contributed to a better understanding of the impact of digitalisation and the acceptance of the changes in production caused by the digital transformation. [ABSTRACT FROM AUTHOR]

In sex education, traditional teaching approaches that place the teacher in the centre of learning provide little opportunity for promoting the development of students' sexual knowledge, maturity, self-confidence, communication skills, and well-rounded personalities. In Thailand, this traditional approach has an impact on teenage students' effective learning for the Comprehensive Sex Education (CSE) curriculum through their behaviours and attitudes about sex-related topics. Moreover, CSE does not cover many approaches such as discussions and debates to promote students' analytic and criticalthinking skills related to sexual-related topics. (MSDHS, 2019; UNESCO, 2021 & UNICEF, 2016). This study investigates students' learning CSE through embedded digital Games-Based Learning (GBL) module that is delivered to Grade 7 (age 12-14) secondary school students in the north of Thailand. Researchers in this study developed a game that aims at encouraging and stimulating students' skills to analyse and critique their understanding of CSE. The purpose of this paper is to investigate how the levels of Bloom's Taxonomy have been manifested with students' learning using GBL. In the course of the study, 1152 students responded to answer pre and post-tests. The statistical findings show that students' scores in the post-test were significantly higher than those of the pre-test (withought GBL). This paper concludes that, GBL facilitated opportunities for students to conceptualize, apply, analyse, synthesize, evaluate and create their learning actively and skilfully. However, the statistical data highlights that the development measured after the use of CSE gamified syllabus does not occur at the same rate and that some skills developed at a higher rate than others. Importantly, the study found that GBL is not a standalone approach to teach CSE, other pedagogical approaches (e.g., enquiry-based learning) need to be embedded. These approaches can be implemented with or without technology, but they need to be planed ahead. Final study conclusion is that, efficient teaching of CSE is not down to students only, collective efforts of other stakeholders (e.g., parents, policy makers, etc), are needed. [ABSTRACT FROM AUTHOR]

Despite being a relatively new concept, escape rooms are used in academia as learning and collaborative tools. Research findings have established that educational escape rooms (EERs) can create immersion as they combine the strengths of storytelling and gameplay, therefore eliciting high motivation and engagement and so promoting successful learning. Yet evidence demonstrates that there is little consistency in the approaches adopted in this emerging field. A major obstacle faced by educators is the lack of practical design frameworks for EERs. To address this, we propose Room2Educ8, a user-centred conceptual framework based on Design Thinking principles to operationalise the development of EERs. This framework provides heuristics for empathising with learners, defining learning objectives and constraints, adding narrative, designing puzzles, briefing and debriefing participants, prototyping and playtesting, documenting the whole process, and evaluating the escape room experience. It delivers an easy-to-follow guideline that can be adopted and adapted in various learning contexts to create immersive learning experiences. Room2Educ8's prescribed nature makes it also approachable for commercial escape room designers who consider moving into Serious games territory. To validate the integrity and use of the proposed framework, 104 participants with no prior experience in EER design used Room2Educ8 from 2018 to 2022 to develop 26 EERs. Feedback was obtained through a combination of surveys and focus groups. The framework validation suggests that Room2Educ8 can be proposed as a valid tool for EER design. Participants found the framework very detailed, with clear and understandable steps that were easy to follow regardless of lack of prior experience in EER design. It can be used to develop a wide range of EER types covering different topics and allows designers to get a deeper understanding of the people they are designing for. [ABSTRACT FROM AUTHOR]

There is an increased interest in serious games about programming, particularly for younger ages. The ability to evoke motivation and retain engagement leads to better learning efficiency and a positive educational impact. Serious games usually include support systems to assist novice users. In recent years there have been attempts to enhance support with intelligent tutoring systems. These systems adapt and provide personalized learning by analyzing user behaviour. Although this is a positive evolution, support still remains in the form of hints, images and videos. The paper describes an alternative adaptive method for support with working examples. An expert solution to a similar problem is displayed to the students allowing them to address the problem and start the solving process by analogy. Our previous research showed that working examples can reduce cognitive load during problem-solving and increase the student's educational results in comparison to traditional techniques. This paper presents the design of NanoDoc, a serious game for teaching the programming concepts of sequence and iteration to elementary school students. It features adaptive support with editable and executable working examples. Each example can be examined, edited and executed freely by the user until the required knowledge level is sufficient to solve the similar problem at hand. The adaptation method is based on a Fuzzy Logic algorithm and the dynamic modelling of user knowledge level. The paper also provides some preliminary results on student usage in the classroom and a questionnaire about the game experience. Plans for future research include investigating if adaptive support with working examples can reduce cognitive load even further and how learning is affected. [ABSTRACT FROM AUTHOR]

Learning-game co-creation is a pedagogical activity where learners draw on their knowledge of a specific topic to collaboratively create a learning game that peers can later use to gain a new understanding of a topic (Kafai & Burke, 2015; Kangas, 2010). Indeed, this approach offers important learning opportunities, as students call upon their acquired knowledge to create the different components of their game (e.g., rules, objective, dynamics, elements), all while also calling upon their creativity and encouraging their engagement with the activity. Studies exploring game creation as a learning activity have allowed us to identify and understand the common phases of this process. However, it is less clear to determine which are pedagogical principles the teacher should consider when implementing this approach into their own "teaching reality." In this paper, we present a pedagogical experience based on co-creating a music learning game with seven young musicians (age: 10-14). More specifically, our paper presents the educational, operational, and conceptual models that enabled us to establish a robust pedagogical foundation upon which we built this learning activity that, to our knowledge, had never been explored in our field (music education). Therefore, we will explain how we used each model to a) structure the set of activities that enabled the participants to create their own music learning game, b) guide the researcher's pedagogy act to co-create a music learning game with the students, and c) understand the participants' creative response towards this learning activity. [ABSTRACT FROM AUTHOR]

Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions. [ABSTRACT FROM AUTHOR]

Various difficulties characterise students' adaptation to university. It is crucial to engage first-year students from the first moment of university entrance, to support their transition from secondary to higher education, and to facilitate their learning experiences and learning outcomes. This study starts from the dual premise that orientation activities offer first-year students important transitional support to cope with the stressful challenges while enabling a sense of community, and that, as students sometimes consider orientation activities as tedious, gamification might make participation more enjoyable, while stimulating students' motivation and information retention. Based on educational literature on gamification of learning settings, this study presents the design, implementation, and evaluation of a gamified orientation day, organised for first-year students. The design of the gamified orientation day is based on the eight gamification features of Apostol, Zaharescu and Alexe (2013): players, story, goals, rules, problem solving, feedback, safe environment, and sense of mastery. The objectives of the orientation day and its practical implementation are explained on the theoretical basis of these eight features. Qualitative survey data (N=1326) were collected to evaluate the strengths of the orientation day and the areas for further improvement. The data show that students perceive the gamified orientation day as a pleasant learning experience. Students appreciate collaborating with peer students and their active participation in knowledge acquisition. This study provides evidence-based best practices for the gamification of orientation days, and aims to inspire other universities in adapting their strategy on facilitating the transition and orientation of first-year students. [ABSTRACT FROM AUTHOR]

The potential of non-educational games in learning is well-established, but there have been relatively few empirical studies attempting to explore the kinds of informal learning take place in non-educational games outside of formal education. Simultaneously, student motivation is known to have a connection to learning outcomes, but there is a lack of research on the relationship between gaming motivations and informal learning in games. This paper aims to fill the gap in research by, firstly, forming an empirically-based understanding of what players perceive they are learning from playing non-educational games, and secondly, exploring the potential connections of self-articulated learning outcomes with motivations to play games and preferences for gameplay activities. The research data was collected through an online survey panel. The respondents were asked to describe in open-text answers what they had learned by playing games, and their motives and gameplay activity preferences were measured using two psychometric instruments, Motives of the Autonomous Player, MAP (Vahlo and Tuuri, submitted) and the gameplay activity inventory GAIN (Vahlo et al, 2018). The open-text responses analysed using data-driven content analysis, which resulted in 11 main categories of learning outcomes. Cluster analysis of the main categories revealed three clusters indicating informal game-based learner types: (1) Learning perseverance, learning mainly related to coping skills and self-enhancement, (2) Learning practices and communalities, focusing on practical and interpersonal skills, and (3) Learning to perform, emphasising cognitive and sensori-motor competencies. Comparisons of the learning outcome clusters with motives and gameplay preferences revealed the learner types had distinct profiles which denote differences between learner types in the overall motivation to play games, in certain motivational factors, and in preferences of gameplay activities. Based on this analysis we suggest the existence of two distinct continuums, transfer of learning, and the situational dependence to gameplay activities, where these learner types are located. [ABSTRACT FROM AUTHOR]

The way a professor teaches in the classroom mostly at the undergraduate level is constantly changing, and this is reflected in how pedagogical resources are transformed. What was previously unthinkable to use in the classroom is now standard, including an impactful tool, the video games. This digital tool, over the years, has positioned itself as an element that goes beyond entertainment, and have proven that thanks to the interaction that it provides the alumni has gain more capacities and tools beyond the academic goal. The objective of this work was to delve into the relevance of Game-Based Learning (GBL) and how it affects students to develop and acquire teamwork competency and strengthen peer collaboration. This paper aims to show the results obtained from the research and analysis of 99 undergraduate students enrolled in creative studies; specially, the majors that are included are: communication, digital art, marketing, musical production, architecture, and industrial design, all these students are part of private college in Puebla, México. The quantitative methodology used a six-item, Likert-scale instrument. This questionnaire was applied to undergraduate students in academic programs related to the creation of multimedia and transmedia content and other creative areas. The results indicated that the students appreciated the educational methodology of using video games as a didactic tool and this creates that the students get more involved not only with the classes, but with their own learning. It must be cleared that this kind of methodology must be applied during the sessions, and, of course, it helps if cooperation exists among the class members inside and outside the classroom. Also, this tool supports teachers in improving class dynamics and the way of teaching changes allowing them to assume a new role as a guide to knowledge and encourager of more student interactions. Thus, recreational activities utilizing video games in various activities potentiates educational innovation. These tools positively impact students' education as their acceptance and willingness to use them improve their learning process. [ABSTRACT FROM AUTHOR]

The effectiveness of gamification in educational technology and digital learning environments has been the subject of research for over a decade. Gamified interventions encourage active learning by promoting role-playing, mentalisation, and experimentation. Learner-centred approaches have been shown to increase learning outcomes compared to traditional methods in some domains. Although the behavioural drivers associated with gamified learning are now well documented, practical advice for game designers who produce workplace training is much less common. This paper proposes the RADSIM framework for behaviourally effective cybersecurity games design, whereby psychological and behavioural principles are combined with learning theories to facilitate practical game-based learning. Using the framework will increase the engagement and retention of knowledge of the end-user. Although designed with cybersecurity training in mind, there are implications for educational game design in general. Future avenues for research, including potential case studies in practice, increasing the customisability of gamified interventions, and utilising natural data from organisations are considered. [ABSTRACT FROM AUTHOR]

Currently, university students expect to obtain not only valuable knowledge about their majors, but they also want to develop different skills that will allow them to develop and stand out in the highly competitive world of work in which we find ourselves. To achieve this, Tecnologico de Monterrey implemented the Tec21 model, a challenge-based learning system focused on the development of both disciplinary and transversal competencies. Among the innovative tools used to promote these competencies we can find, after our research, the gamification: a technique that uses the resources of a game to promote student learning in an unconventional way, resulting in an excellent means for the development of the competencies. At the beginning of the pandemic, educational institutions reinvented themselves through innovation to make distance learning efficient. At Tecnologico de Monterrey, we have sought to develop problem-solving competencies through the implementation of two gamification strategies: an Enterprise Resource Planning (ERP) simulator that emulates the processes of a scale car model manufacturing line and a role-playing game in which students solve problems through a scenario. Three important factors were considered for gamification: engagement, academic rigor, and the development of competencies, all this has been enhanced with the use of emerging technologies such as immersive, augmented, and virtual reality, which allow students to have access to Laboratories at a distance and at any time. The theoretical concepts used, the situations or problems selected, the dynamics of the game, and the use of technological elements such as augmented reality and the use of the Tec Virtual Campus, have made this project an enrichment experience for the users, since the students spent an average of 32 hours of practice per week, improved their confidence in the application of problem-solving methodologies and developed teamwork, problem-solving, and information analysis skills. One of the greatest achievements, additional to the academic aspect, was the increased emotional stability of the students, which had been affected by episodes of depression derived from the confinement. [ABSTRACT FROM AUTHOR]

Financial literacy for managers and owners of Micro, Small and Medium Enterprises (MSMEs) is defined as the combination of awareness, knowledge, skills, attitudes, and behaviours that a potential entrepreneur or business owner should have to make effective financial decisions to start a business, run a business, and ensure its sustainability and growth (OECD, 2020). To ensure this combination of financial knowledge and skills, different educational perspectives may emerge as the solution. The use of gamification and digital game-based learning (DGBL) are educational methodologies largely used in formal and informal environments, for different target audiences and different fields of knowledge, including finance. However, it is largely used by children and younger people in the same contexts described above. We find a gap that justifies further research on the formal use of DGBL in the adult population, namely for the development of financial literacy. For the use of gamification in this context to be effective is essential to identify which knowledge, skills and attitudes are required for MSMEs managers. The OECD (2020) questionnaire is an example of an instrument used to measure adult financial knowledge namely in managers, owners and future entrepreneurs of MSMEs. The financial literacy content for managers includes questions on basic concepts of asset management, inflation, investments, cash flows and risk analysis. However, at the top of our knowledge, we find little research to support how can we actively develop this awareness and knowledge through games. In this study, through exploratory analysis of government documents and literature, we sought to understand the three scales for measuring financial literacy, namely, financial knowledge, financial attitudes, and financial behaviour, which are the main contents that should be included in the pre-game's assessment and on the learning objectives. The second concern is how to include these scales in the game to positively impact the behaviour, attitudes and knowledge of the managers of MSMEs. Thus, the contribution of the study is to create through the metrics used to measure financial literacy and the game mechanisms used a proposal for a model for designing digital games for financial literacy. Policymakers, private associations connected to MSMEs, and other players may take, for sure, lessons to be learned to prepare better the managers to guarantee stable and sustainable enterprise support. [ABSTRACT FROM AUTHOR]

Agile project management methodology usage have grown widely in the last decade. Not all types of projects should apply agile methodologies, and the tasks that would typically be executed by a project manager are not (explicitly) addressed in agile methodologies. This paper describes The Project Win Game: a serious game for people to experience the differences in decision-making between traditional/waterfall and agile projects. The game engages an audience in complex decision-making and allows them to experience the effects of their decisions; this allows non-managers to learn project management responsibilities and translate that experience into knowledge. This paper describes the gamification of project management, the development of the game, and the lessons learned through single-player and competitive play. This paper would interest people that need to engage non-managers in management tasks and understand how a board game builds knowledge based on the experience of playing the game. [ABSTRACT FROM AUTHOR]

Personality recognition and computational psychometrics data have become prevalent in personnel selection processes. Such assessment tools are adequate for human resources seeking tools to assess a large volume of diverse player personalities in the current "war of talents." Recently, studies about using Gamified situational judgment test approaches have shown positive results in assessing players' behavior and personality. Gamified situational judgment tests combine the advantages of gamification, such as enhancing players' reactions and flow state, with the acknowledged traditional situational judgment test approach. To gamify a situational judgment test, an innovative approach using the visual novel game genre has shown positive results in the gamification by adding game elements such as narrative scripts, non-player characters, dialogs, and audiovisual assets to the test. Indeed, these elements play an essential role in the validity of the players' personality results by using a stealth-assessment method to minimize social bias and player's stress. However, to our knowledge, as gamification in personality detection is still recent, little is known on the possible positive outcomes of designing game elements such as the dialogues and non-player character personalities in the validity of the team cohesion measure. To this end, we propose an empirical study to build personality trait models based on non-players characters' speeches. We used the Myers-Briggs Type Indicator based on four dichotomies to classify the personalities as one of companies and organizations' most used personality typology. For each of the four dimensions, we train twenty-four separate binary classifiers and one 16-class classifier, using well-established machine learning and a convolutional neural network in the domain of natural language processing, text analytics, and computational psychometrics. The results of this study show that it is possible to recognize non-playable characters' personalities and thus can help game designers to understand their characters' personalities using natural language processing. [ABSTRACT FROM AUTHOR]

As per Deterding et al. (2011), gamification can be defined as using game design elements in non-game contexts and it is used to increase motivation and engagement. That is why there are already gamified application to change people's behavior when it comes to environmental protection. Climate change is a complex topic which is for younger children aged 6 to 10 years quite often too abstract to understand properly. Therefore, a browser-based app is being developed that aims at teaching basics about renewable energy, mobility, greenhouse effect, soil sealing, heat insulation and the like. Using elements of gamification like points, collecting stars, planting trees digitally, a changing background (depending on the progress made) as well as a narration about the protagonist Mani (a groundhog that is affected by climate change) and his friends encourage the children to use the app not only at school but also at home. By telling stories which introduce the topic, the children get a first understanding of how everybody of us affects the environment and what we can do to prevent effects of climate change. Moreover, instructions for easy hands-on experiments are used to make children experience certain effects and/or consequences of climate change. The app seeks to meet children's emotional needs acknowledging feelings, emphasizing solutions, and encouraging action. The contribution shows how elements of gamification are included in the app to ensure that children are motivated to engage with the topics as well as stay immersed and transfer the learnings into their every-day-life. [ABSTRACT FROM AUTHOR]

Climate change is one of humanity's biggest challenges. With reference to power grids, there is a strong need for decarbonization alongside for a substantial increase in renewable energy generation. Keeping in mind that renewable energy sources are volatile - solar and wind power are heavily weather dependent - it is necessary to ensure the balance between power generation and power demand in the European power grid at all times. Significant deviations in grid frequency or bottlenecks could lead to a blackout. This raises the need for flexibility in the power grid substantially. An option so far relatively little explored is to make use of industrial demand-side flexibility. With a share in the power demand of about 45 per cent in Germany, industry could contribute significantly to power grid stability. While technologies for industrial demandside flexibility have been comprehensively explored by the scientific community and (prototypically) implemented in industry, this knowledge has not spread to a broader audience. To foster knowledge on industrial demand-side flexibilization, we developed an approach using a serious game called SynErGame, synchronizing energy supply and demand. Within two game modes, one perspective macro-oriented and the other industry-oriented, a player learns about the benefits and challenges of using demand-side flexibility options to stabilize a power grid. The paper first introduces the topic of flexibilizing industrial power demand. Secondly, requirements are derived and the game design is outlined in detail. Thirdly, the paper shows how to make the game accessible via browser or app on mobile devices, such as smartphones and tablets. During ongoing use, SynErGame has proven particularly effective for audiences inclined to digital technologies, such as students. [ABSTRACT FROM AUTHOR]

Gamification in educational contexts is often used to increase learners' intrinsic motivation and their self-efficacy beliefs, two constructs which are positively related with each other as well as to scholastic outcomes. As self-efficacy beliefs are conceptualized context-specific, it is important to consider various users' needs by adapting the learning environment to their corresponding gamification player types (GPT). Studies show that different GPT are characterized by different motivational aspects (intrinsically motivated, extrinsically motivated, disruptive GTP) Therefore, the aim of the present study is the examination of six different GPT according to the HEXAD typology (Tondello et al., 2016) for pre-service teachers regarding their distribution and their relation to self-efficacy with digital media. Altogether N = 75 pre-service teachers were assessed in terms of their GPT and their self-efficacy with digital media. It was hypothesized that the GPT distribution for pre-service teachers is comparable to the distribution reported by Tondello et al. (2016). Additionally, it was exploratively examined to what extent the different types of players differ in their self-efficacy with digital media. Results show that the GPT distribution in the current sample differs significantly from the expected distribution. Pre-service teachers seem to show specific GPT characteristics due to their profession. Concerning self-efficacy with digital media, pre-service teachers show a high subjective perception of their self-efficacy with digital media, but contrarious to the hypothesis no significant relation was found between GPT and self-efficacy with digital media. The results indicate that pre-service teachers feel confident to the use of digital media in class and that pre-service teachers form a group with a specific distribution of player types and therefore have specific needs in gamified learning environments. Due to the reported high amount of intrinsic player types, game design elements which promote intrinsic motivation should be in the focus of prospective analyses. [ABSTRACT FROM AUTHOR]

Nowadays, the noteworthy growth of digital tools for museums and art spaces enhances and redefines the museum experience. The creation of digital applications that provide meaningful experiences in the art space is a real challenge. Transformative learning theories focus on educational processes that aim for the development of critical thinking while some of them involve the aesthetic experience as a medium that can be exploited. ARtales is an augmented reality mobile application for the National Gallery of Athens visitors which utilizes transformative learning methods through aesthetic experience in an attempt to offer a more substantial and innovating experience in the gallery. More specifically, users asked to discover hidden symbols, uncover hidden objects and live AR experiences related to different subjects/scenarios in the outdoor spaces of the gallery or in their personal place, in order to develop their critical thinking and revisit the artworks in a playful and substantial way. The application also uses a points-based reward system in the direction of gamification. This study refers to the first use and evaluation of the ARtales application by a number of postgraduate students in order to draw conclusions related to the development of the critical thinking and the transformation of the views and perceptions of the participants, the assimilation of the offered information as well as the acquaintance with the artworks. For this purpose, questionnaire-based evaluation and free conversation with the participants was carried out as well. According to the results derived, the first use showed positive acceptance and response. Last but not least, the study gives suggestions for future work and exploitation as well as future pilot implementation which is of major importance in order for the ARtales app to become feasible for a widespread use in the near future. [ABSTRACT FROM AUTHOR]

In situ learning activities are recently becoming of higher interest in education because they facilitate contextualized learning experiences. A particular case is the creation of learning routes containing geo‐located questions. In this line, teachers are increasingly more interested in getting involved in the design of such learning experiences according to their specific needs. QuesTInSitu is a mobile application that supports the creation of questions that have to be answered in the real location. Previous research experiments reported educational benefits of carrying out this type of activities and highlighted the requirement of incorporating mechanisms that promote problem solving and students’ motivation. Games and educational puzzles are considered interesting and feasible approaches to address these goals. On the one hand, puzzle‐based games are especially suitable to feasibly involve teachers as designers of the games. On the other hand, this type of games can promote engagement in the subject topics, while fostering students’ problem solving, analytical and memory skills. Therefore, this paper proposes a puzzle‐based game metaphor as an innovative way to design gamified in situ learning activities. A game design task, completed by secondary education teachers, has been carried out to evaluate the proposed puzzle‐based game metaphor. In order to computationally represent and enact the designed gamified in situ learning activity following the proposed metaphor, a new version of the QuesTInSitu has been developed. Evaluation results show that teachers are able of using the metaphor to design potentially fruitful gamified in situ learning activities according to their educational objectives. [ABSTRACT FROM AUTHOR]

With improvements in health care children diagnosed with long term medical conditions are now more likely to live longer with the possibility that their condition will follow them into adulthood. As the young person grows older they will eventually have to transfer their care to the adult setting. Failure to plan and coordinate this has been associated with poorer health outcomes and disruption to their care. Transition planning encourages both health literacy and health promoting behaviours in an age and developmentally appropriate way. In order to gauge the attainment of these skills assessment tools have been developed. They all have items of commonality (understanding the condition, self‐ management, adherence to treatment and communication) but many are disease specific and address items that are specific to their country of origin (i.e. medical insurance). A series of transitional readiness checklists have been developed at Birmingham Children’s Hospital which are more focussed to young people in the UK. The domains they measure include knowledge, self‐advocacy, transferring to adult care, health and lifestyle, activities of daily living, school and vocation, leisure and managing emotions. Engaging and encouraging young people to work towards attaining the required skills and the assessment of their competency in them beyond the health care setting remains a challenge in every day clinical practice. The processes would therefore benefit from a more objective assessment for the doctor and structured in way to be more fun for the young person. Gamification is the term used to describe the use of game mechanics in non‐game contexts with the aim of trying to improving engagement and motivation. In this paper we will discuss how the dynamics of gamification (progress, feedback and behaviour) and game mechanics can be mapped to the self‐care and self‐ management skills associated with Birmingham Children’s Hospital transitional care checklists. This will include how badges can be used to indicate a young person’s progression towards attaining increasing levels of knowledge for example about their condition, the effects of their condition on their body as well as improving understanding of their treatments and any side effects associated with it. Other examples will include how trophies can be used to indicate successful understanding of a series of concepts at a particular developmental stage in a young person. This paper focuses on discussing the application of gamification to the Birmingham Children’s Hospital transitional care checklists. However this initial framework will give both clinicians and health care workers an insight into the use of gamification in a health care setting and provide a basis for application to other areas of knowledge and skills acquisition where engagement in the processes can be challenging. [ABSTRACT FROM AUTHOR]

This paper describes how the introduction of competitive elements to an introductory undergraduate module in Computing at the University of Central Lancashire (UCLan) enabled the teaching team to motivate, engage, and influence the behaviour and expectations of new students. The Four Week Challenge (4WC) forms the first module that all students encounter on a number of different Computing courses. It is run in full‐time “burst mode” during the students’ first month at UCLan, with the start of regular teaching delayed until after this module has finished. It is designed to lead students through a challenging (yet highly scaffolded) project to show them where their course could take them. The students work in teams of six on a series of incremental challenges. The ultimate goal for teams on the module is to build a sophisticated mobile phone game, market it on‐line, and present it in an academic context. Moreover, the module itself is run as a game, with teams competing against each other not only to build the best game, but also to be the most effective team. Important in getting the students to embrace the idea of the module as a game was instilling a belief that the teams were fairly matched, and that each had an equal chance of success. To this end we devised a method of sorting students into balanced teams based on: a) their chosen course within Computing; b) their preferred team role; and c) their existing competence at computer programming. The challenges in each week follow themes within computing, giving the opportunity for different individuals in each team to come to the fore throughout the module according to their interest. Points were awarded to each team on a daily basis for various activities, and a running total displayed as a Leader Board in the foyer of the Computing building. This public and regularly updated display fuelled a strong sense of competition between the teams, motivating them to work harder and achieve better results. Since the 4WC is an assessed module (10 ECTS credits) both output and teamwork are graded each week. As well as contributing to the teams’ final grade for the module, these marks are also translated into points for the Leader Board. Besides academic learning outcomes, the 4WC has been designed to address issues of retention and engagement in Computing at UCLan. One aim is to foster a culture of peer‐support, where no student would feel isolated on the course. Specific activities where points are awarded only if all members of the team make a defined contribution encourage the stronger team‐members to support the less experienced. Again with the promise of points, students are encouraged to share knowledge and techniques. In presentations, students are supportive of other teams, asking questions and offering advice. By the end of the month are publishing their own tutorials and running their own help classes. An awards ceremony is held at the end of the module, with prizes for the overall winning team, and also in several other categories. [ABSTRACT FROM AUTHOR]

Educational computer games are a highly popular but also a highly challenging field when it comes to an effective and efficient adoption in the classrooms. This holds true from the perspective of the necessary technical infrastructure, from the pedagogical embedment as well as the perspective of a meaningful and formative use of individual gaming results. Not least, there are increasingly critical questions about the effectiveness of using high quality computer games for (usually limited) subject matter. In the context of a European project we developed a rather light weight tool for learning and practicing divisions. The target age group of the tool is 6 to 8. To benefit from the motivational potential of games we used a “gamification” approach. Accordingly, we designed and developed a game‐like, attractive user interface and integrated elements of competition. The system is capable of providing students formative, competence‐based feedback in real‐time. Tailored to the age group this feedback is displayed in form of a smiley and a text block, the latest beta version also provides a text‐to‐speech output of the feedback. The theoretical foundation for the real‐time analysis is Competence‐based Knowledge Space Theory on which basis competence states can be identified. Concretely, for the tool this means that the feedback says not only that an action was correct or incorrect but the feedback refers to the underlying skills. The tool thereby can distinguish which skills are available and which are lacking by associating the actions with a competency structure of the domain. We applied and evaluated the tool in Austrian classrooms and found some evidence for the motivational aspect of the gamification elements, in particular the scoring. We also found positive effects of an individualized and meaningful feedback about errors. Finally, there occurred certain gender difference, for example, girls were much less attracted by competition elements (e.g., by comparing high scores) then boys, however, more attentive towards feedback coming from the tool. [ABSTRACT FROM AUTHOR]

This paper investigates the effects of a gamified awards and penalties framework on a third‐year undergraduate game production module which has a predominantly male demographic. Students work in teams of three game programmers and two artists to develop a computer game prototype, applying their game‐programming knowledge and game theory to complete the project. ‘Gamification’ harnesses the reward and penalty game mechanics and apply it to real‐world problems, such as, the motivational challenges that can be a stumbling block to many student team projects. Achieving an award is a framework for incorporating competition‐based learning into the classroom, while the issuing of penalties is a system for encouraging attendance. Penalty cards issued for absence (and other infractions) affected grades. However, the receiving of an award was not connected to the assessment. The benefits and drawbacks of students collaborating on team projects have been well studied. From the student's point of view, the main drawback of team‐ based learning is most commonly unequal contribution. Using game theory as a basis for establishing a system of awards and penalties, this paper offers a gamified framework to keep students equally contributing to team efforts. This paper asks three questions: 1) Does the awards/penalties framework improve attendance? 2) If yes, does improved attendance result in improved assessments? 3) Does the framework improve cohesion and performance in student teams? This paper presents quantitative evidence to answer the first two and offers speculative comments on the third. Initial results suggest that the awards and penalties framework improves attendance and increases student performance and overall grade. Speculatively, the framework appears to be effective in increasing motivation. Informal student commentary indicates that while motivation is not improved across the cohort, those that are motivated contribute significantly more time and effort to the project. Awards proved successful in improving completion of previously resisted tasks and, if timed correctly, can attract students to attend a class they would otherwise choose to miss. [ABSTRACT FROM AUTHOR]

A Community of Practice (CoP) is a group of individuals who willingly come together because they have common interests in a specific area and want to develop their skills and competences by collaborating with other members and sharing their experience. CoPs have been applied to diverse environments, including organizations, education, associations and the social sector, as well as the governmental institutions and international development. A community of practice may emerge from both bottom‐up or top‐down initiatives and it will exist as long as the members believe they have something to contribute to it, or gain from it. The widespread access to personal computers and to the internet made the virtual environment very interesting for communities of practice, providing collaboration tools and both synchronous and asynchronous forms of communication. However, some differences and drawbacks in the interaction between individuals are also registered in the translation to the virtual environment. Keeping these communities alive depends a lot on the motivation of members, on their commitment and will to participate. Those are not easy to attain and maintain, especially on the online environment. Different approaches have been implemented to animate a community (be it real or virtual) and ensure a high level of communication and experience sharing. Of course, providing a rich and valuable knowledge repository is crucial, but the question is, how to turn passive community members into active participants? In this paper we present three communities of practice with completely different domains and communities (footwear industry professionals, trainers and trainees; innovation and marketing students, teachers and experts; and serious games practitioners and researchers). We compare the approaches that were used to animate the individuals to participate and to be involved in those communities. In particular, we present the results of using gamification as a form of motivating participants. [ABSTRACT FROM AUTHOR]

Ionic compound solubility is an essential topic at all levels of high-school chemistry. The concept of solubility involves complex interactions and many high school students find understanding and memorizing solubility rules challenging. An educational card game “Ionic Combinations' is designed to help students to learn the solubility rules through the game play. The players compete to gain points by creating ion compounds to meet the mission requirements, and, therefore, learn solubility rules in a fun and engaging way. The pre-test and post-test results from high-school students with a chemistry background show significant improvement in the accuracy of predicting compound solubility after one game cycle. “Ionic Combinations” allows student players to learn and practice all five types of solubility rules equally and gain a robust and balanced enhancement from 19%-35% in learning solubility rules in all categories. [ABSTRACT FROM AUTHOR]

The recent COVID-19 restrictions have forced many museums and entertainment institutions to shut their doors to visitors. This initiated an extraordinary impact on the heritage sector, forcing museum professionals to rethink and reshape how heritage contents could be made more accessible. This paper is part of ongoing research for developing a theoretical framework towards enhancing the visitor experience within the museum environments. The study investigates the implementation of gamified storytelling experience within the context of immersive technology in museum environments towards increasing the level of immersion of the visitor's when "interacting" with museum artefacts. Digital technology allows museum professionals to implement advanced interaction within their exhibition displays, enabling visitors to be more active and involved in the knowledge exchange process. Museum display and exhibition practices are beginning to explore the potential of immersive technology to provide visitors with meaningful experiences that facilitate the transfer of knowledge. In this study, Virtual Reality (VR) is considered as an instrument that could enable better interpretation of these artefacts. To add and increase immersion and meaningful interactions in VR experiences, this study investigates storytelling and gamified approaches as key enablers of such experiences. The study covers engineering heritage with the Lanchester petrol-electric car developed in 1927 as the subject matter and also an artefact. The car, the inventor, Frederick Lanchester, and the history serves as the focal point of the investigation into the gamified immersive representations of museum objects. Three different VR experiments (gamified, narrated, and immersive) will be conducted in closed (university lab) and open (museum) environments to validate and determine the framework's impact on enhancing the users' experiences and interpretations. The developed framework will benefit museums exhibition in general by improving the interpretation process and educational experience for the visitors. The paper describes different approaches considered in this study such as gamification and storytelling practices in museum mediums to improve immersions and motivation of the visitors. [ABSTRACT FROM AUTHOR]

Gamification has developed markedly over the past decade and educational institutions, starting to see its potential, are carrying out research projects introducing gamification to the classroom. Likewise, gamification has also experienced major success in the market of casual language acquisition, with mobile applications such as Duolingo and Babbel using gamification to make learning a new language more engaging. Learning a new programming language is often challenging for students and can be compared to learning a new foreign language. Hence, the authors developed a proof-ofconcept for an application adopting the gamification concepts found in the aforementioned language learning apps and plan to evaluate it in an introductory programming course at our university this fall. The proof-of-concept implements game design elements such as rewards, experience points, and achievements and will—in later stages—also include the element of leaderboards, which have produced promising results in previous research. To ease access for participating students, the application will be implemented as a web-based application, requiring no client-side installation. The course contents will be modelled closely to the subject matter of the accompanied lecture, with the webapp taking on a complementary role, thereby enabling students to interact with topics in an alternative way. Students of selected exercise groups will be made aware of the supportive application and compared with groups not aware of it. Students are not obligated to use the application. This should allow for a spread within groups between students who used the app and those who did not, enabling further comparison within the same exercise group. Use, impact, and user satisfaction will be evaluated with use statistics, students’ grades, and user surveys, respectively. The goal of our study is to evaluate whether the implementation of gamification in programming learning apps can improve students’ engagement with programming, thus furthering their skillset and lowering the dropout rate of the course. [ABSTRACT FROM AUTHOR]

Anxiety disorders are one of the most common mental health problems in Denmark with an estimated 350.000 sufferers. Social Anxiety Disorder (SAD) often begins in adolescence and has a considerable negative impact on the patient’s life. The gold-standard treatment for SAD is cognitive behavioral therapy (CBT). A central element in CBT is exposure therapy. During exposure the patient and practitioner gradually confront the feared stimuli. VR Exposure Therapy (VRET) utilizes virtual reality (VR) to provide an immersive and intense experience, comparable to the real world, for patients with anxiety disorders. This paper examines the development and design of two specific VR scenarios: “A Bench Scenario” with two people interacting with the patient and “An Employee Presentation” with four other people. The focus in this paper is regarding the design and development of the specific triggers used to provoke the fear stimuli within the patients with SAD and combined with game elements to enhance these triggers. These scenarios are developed and includes the usage of different game elements. These scenarios are to be tested in a larger RCT study combined with biometric data such as heart rate, sweat, and pulse sensors in order to measure anxiety levels. Both scenarios are to be interpreted in real-time and the scenarios can relay computer game inspired feedback to the practitioner. The overall goal of this project is: a) to shorten the treatment period for the patients, b) make a new approach for the current standard of treatment, and c) to lower the costs in treatment within the public sector. In the future the project will be able to target the specific anxiety triggers within the current patient. This research is a part of a larger project, called VR8, which is divided into several work-packages and between several partners. [ABSTRACT FROM AUTHOR]

With the sudden outbreak of the deadly COVID-19 virus, countless academic institutions around the world were driven to shift entirely from teaching in physical classrooms to online teaching overnight. One of the biggest challenges faced by educators is how to sustain student engagement in online delivery. Gamification, the approach of engaging users by employing game design elements and mechanics is one such solution. Nevertheless, in most cases the practice of gamification is more on being results oriented and less experience-centric, while the success of video games is usually more focused on its overall player experience. For the purpose of this paper, the term ‘vertical gamification’ is used to describe the lower-tier levels of gamification which utilizes game elements such as leader-boards, points and badges as its purpose is to attain higher points for rewards. The utilization of social gameplay elements such as the challenge, opposition, and competition aspects of game design within gamification is termed as ‘horizontal gamification’. The horizontal reference refers to a more social-centric aspect of game experience. This paper aims to examine learners and their perceived experience in the gamification of online classes and to gauge the level of engagement and challenges faced by these learners. The research also aims to investigate if a vertical gamification procedure provides a similar level of engagement as the horizontal gamification procedure. Through a series of surveys involving 108 participants within a normal online class environment, online classes utilizing vertical gamification and online classes utilizing horizontal gamification; the research was able to determine at which point the learner’s level of engagement increases. The research will apply the GAMEFULQUEST instrument to assess the perceived gamefulness between the various online classes to ascertain the success of using a more distinctive experienced-based gamification approach to enhance engagement for online teaching and learning. [ABSTRACT FROM AUTHOR]