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Background: In a world increasingly stressed by climate change and scarcity of natural resources, the prosocial behaviors of new generations become increasingly essential, especially when aimed at sustainability. This study aims to investigate the gamified system applied to the game-based educational program BLUTUBE, designed to promote better practices regarding virtuous water usage in the primary schools of the Municipality of Lucca. Methods: We analyze the self-reported sustainable behaviors of almost 800 students of the 2nd, 3rd, and 4th grades, using a survey about water consumption and awareness of related topics. We examine the association between the increase in the self-reported prosocial behaviors, which occurs after the end of the educational program, and participation in different activities - measured by the number of accumulated points - stimulated through gamification. Results: We find that higher participation in gamified activities corresponds more likely to a higher increase in reported sustainable behaviors. Moreover, we observe that this result is led by specific activities - playing the board game Blutube at school, playing the urban game, and taking pictures of virtuous actions - rather than others - playing the board game at home. Lastly, given the difference between genders in the perceived benefits from gamification, we find that males increase more their awareness about sustainable behaviors by playing more the board game than females. In contrast, females raise their awareness when playing the urban game more. Discussion: We suggest that playing the board game in a broader social context, such as school, can enhance the perception of children's behaviors' impacts on the external environment. Also, to effectively promote sustainable behaviors, educators should consider using game-based learning materials that incorporate rewards mechanisms into the activities. Conclusions: This work sheds light on the relationship between gamification and pro-environmental behaviors, laying the ground for future research. [ABSTRACT FROM AUTHOR]

Introduction: In recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education. Research Objectives: Our study investigated market investors' perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education. Methodology: We conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game. Results: From market investors' perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions. Conclusion: From our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions. [ABSTRACT FROM AUTHOR]

Background: Research into transgressive play experiences in games has grown in recent years. In this article, we explore the potential for transgressive play to be constructive in multiplayer settings—something we conceptualize as "benevolent transgression." Aim: This article describes the presence and appeal of benevolent transgressive play experiences in the tabletop role-playing game Dungeons & Dragons [D&D]. Research Methods: In 2021, amid the COVID-19 pandemic, we conducted focus group discussions (3 groups, 14 participants, aged 24–55) and an online survey (354 participants, aged 18–63) with current D&D players to better understand what play experiences were meaningful and appealing for them—in consideration of the game's contemporary resurgence. Key Finding and Discussion: Our qualitative analysis focuses on participant responses that described the presence and appeal of transgressive play that knowingly challenges player boundaries or game boundaries, what we term benevolent transgression. We propose two key factors that we believe enable it—1) player agency and 2) collaborative negotiation —and briefly discuss benevolent transgression in consideration of game-based learning [GBL]. [ABSTRACT FROM AUTHOR]

Background: Videogames are emerging as increasingly popular tools for training complex skills, in part due to their potential for improving the transfer of learning to changing demands. One caveat is that training outcomes are primarily influenced by a learner's capability and willingness to engage in adaptive learning processes. The present study examined the role of epistemic curiosity as a predisposition for seeking information and resolving gaps in knowledge. Method: Using a game-based learning environment with strong cognitive and perceptual-motor demands, we tested the effects of interest- and deprivation-type epistemic curiosity on performance during skill acquisition and adaptation to unforeseen change. A task-change paradigm and piecewise latent trajectory model disentangled the effects on performance trajectories corresponding to skill acquisition and adaptation. Results: Interest-type epistemic curiosity, but not deprivation-type, was positively related to baseline performance, even after controlling for cognitive ability and videogame experience. Moreover, the positive effect of interest-type epistemic curiosity on post-change performance (i.e., adaptation) was fully mediated by pre-change performance. Discussion: These findings indicate that interest-type epistemic curiosity is particularly important in the earlier phases of learning, but explains little variability in adaptive performance beyond its direct influence on performance acquired prior to change. This research speaks to the roles of individual differences in cognition and motivation during game-based learning. [ABSTRACT FROM AUTHOR]

Background. Keeping high school students engaged and motivated to learn complex scientific concepts can be difficult and challenging; this is especially true if the task feels daunting and unfamiliar to the students. Incorporating educational technology, such as KAHOOT, into the classroom can help students learn scientific material even when it is difficult. Aim. Our objective is to determine the effectiveness of gamification in an Advanced Placement Biology (AP biology) classroom by using the online game 'KAHOOT!' as a supplement to traditional teacher-centered learning. In addition, we determine the use of 'KAHOOT!' in enhancing student engagement and the learning experience for biology. Methods. A presentation on Transcription and Translation was given to a small group of high school AP Biology students (n = 18, 18 women). After the presentation, the students were given 15 questions and twenty seconds to answer each question in the 'KAHOOT!' game. Both the students and the teacher were given a post-activity survey to assess their interest in the activity. Results. Based on the responses in the Students' Survey, 'KAHOOT!' can be used as a gamified assessment tool to help students learn the topic of 'Transcription and Translation' by actively engaging them in a fun and exciting manner. Conclusion. The overall activity had a positive impact on the students and teacher as the students enjoyed learning Transcription and Translation through the use of 'KAHOOT!'. [ABSTRACT FROM AUTHOR]

Background. Although the effectiveness of game-based learning (GBL) is well-supported, much less is known about the process underlying it. Nevertheless, developing a mental model that matches the game system, which in turn models a real-world system, is a promising proposed process.Aim. This article explores the first steps in model matching: identifying the entities and (complex) relations in a game system.Method. Participants (N = 30) played the analog game DOMINION and completed a multi-step mental model mapping exercise. Categories of entities in mental model maps were inductively identified with grounded theory coding, while complex relations in mental model maps were identified via content analysis.Results. Participants described formal game entities, player actions, sociality, learning processes, and subjective experience in their mental model maps. Participants identified very few complex relations—and no feedback loops—in their mental model maps.Conclusions. Games—and analog games specifically—provide a breadth of resources for model matching and GBL. Through gameplay, learners come to affix conceptual meanings to material objects, a process dubbed lamination. [ABSTRACT FROM AUTHOR]

Background and Aim.Gamification is growing in popularity in education and workplace training, but it is unclear which game elements are conducive to learning. The theory of gamified learning suggests that one type of gamification, the addition of game fiction/narrative, can be used to improve learning outcomes, and the Technology-Enhanced Training Effectiveness Model (TETEM) suggests individual differences impact the strength of this effect. From this theoretical basis, this study gamified a training module with game fiction in order to improve outcomes over the original training.Results and Conclusion. In a study of 273 learners, trainees were significantly more satisfied with training enhanced with game fiction over the control text (d = 0.65) but did not differ in declarative knowledge scores by condition. Further, trainees in the control condition scored higher on procedural knowledge than trainees in the game fiction condition, although the effect was smaller (d = −0.40). Thus, the use of narrative improved reactions to training but at some cost to training effectiveness. Attitudes toward game-based learning were also tested as a moderator of the condition-outcome relationship. [ABSTRACT FROM AUTHOR]