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This paper presents "The Mediterranean Forest," an interactive exhibit designed for the Science Museum of Valencia. The exhibit engages children aged 3–8 by bringing their animal drawings to life in a virtual world. The system allows children to select, paint, scan, and transform drawings into three-dimensional avatars. These virtual animals interact with each other in the environment and with the children in the room. The exhibit is a collaborative space, where users can manipulate the real world, that promotes learning by exploration. The proposed solution integrates various cutting-edge technologies, including a large Virtual Reality projection system with blending techniques, Kinect devices for the interactivity, cheoptics hologram technology for realistic 3D visuals, and AI-driven virtual avatars simulating different behaviors and reacting to the user's approach. The exhibit was evaluated through a study involving children, with feedback collected using a tailored questionnaire and the results indicated high levels of engagement and enjoyment among the children, with the majority expressing positive experiences. Some questions were not understandable for some children, which should be considered for future formal evaluation. The system's intuitiveness allowed children to navigate and interact with the virtual environment. The exhibit also demonstrates scalability, accommodating large groups of children effectively. Overall, "The Mediterranean Forest" successfully captivates children's attention, fostering creativity and imagination by transforming their drawings into a dynamic virtual world. This study underscores the benefits of using interactive technologies in museum settings to enhance children's learning experiences, encouraging further advancements in this field. [ABSTRACT FROM AUTHOR]

This article proposes a model for integrating computer role-playing games with museum experiences to enhance cultural heritage learning with a particular focus on design. Centered at the Izmir Archaeology Museum, the study delves into the design of a serious game aimed at enriching both the educational and experiential facets of museum visits. The model highlights the use of gameplay components and design patterns to manifest tangible and intangible heritage content, thereby promoting visitor awareness and understanding of cultural heritage. Through a provisional game scenario based on the museum's prehistoric artifact exhibition, the study illustrates how a gameplay design approach that is informed by heritage content displayed in the museum can be prototyped. The proposed model not only aims to make museum visits more engaging, but also seeks to contribute to the broader discourse on game design, game-based learning, and museum experience. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD. [ABSTRACT FROM AUTHOR]

In visual arts education, understanding abstract concepts and intricate symbolism is crucial for appreciating traditional art. However, traditional teaching methods often fail to facilitate students' grasp of these ideas, resulting in reduced engagement and inefficient learning. To overcome this, our study integrates Augmented Reality (AR) technology into a card game to enhance visual arts education. Using a quasi-experimental approach and a gamification model, we evaluated the influence of AR technology in the card game. Sixty Primary 6 students participated, divided into an experimental group (using an AR-based card game) and a control group (using a conventional card game). The study concluded that AR technology significantly improved student performance, flow state, and reduced cognitive load, highlighting its potential to enhance visual arts education. This study contributes to the ongoing research on Augmented Reality Game-Based Learning (AR-GBL) for visual arts education. It also guides art teachers in effectively integrating AR technology into authentic classroom teaching environments. [ABSTRACT FROM AUTHOR]

Background: While game-based learning has demonstrated positive outcomes for some learners, its efficacy remains variable. Adaptive scaffolding may improve performance and self-regulation during training by optimizing cognitive load. Informed by cognitive load theory, this study investigates whether adaptive scaffolding based on interaction trace data influences learning performance, self-regulation, cognitive load, test performance, and engagement in a medical emergency game. Methods: Sixty-two medical students from three Dutch universities played six game scenarios. They received either adaptive or nonadaptive scaffolding in a randomized double-blinded matched pairs yoked control design. During gameplay, we measured learning performance (accuracy, speed, systematicity), self-regulation (self-monitoring, help-seeking), and cognitive load. Test performance was assessed in a live scenario assessment at 2- and 6–12-week intervals. Engagement was measured after completing all game scenarios. Results: Surprisingly, the results unveiled no discernible differences between the groups experiencing adaptive and nonadaptive scaffolding. This finding is attributed to the unexpected alignment between the nonadaptive scaffolding and the needs of the participants in 64.9% of the scenarios, resulting in coincidentally tailored scaffolding. Exploratory analyses suggest that, compared to nontailored scaffolding, tailored scaffolding improved speed, reduced self-regulation, and lowered cognitive load. No differences in test performance or engagement were found. Discussion: Our results suggest adaptive scaffolding may enhance learning by optimizing cognitive load. These findings underscore the potential of adaptive scaffolding within GBL environments, cultivating a more tailored and effective learning experience. To leverage this potential effectively, researchers, educators, and developers are recommended to collaborate from the outset of designing adaptive GBL or computer-based simulation experiences. This collaborative approach facilitates the establishment of reliable performance indicators and enables the design of suitable, preferably real-time, scaffolding interventions. Future research should confirm the effects of adaptive scaffolding on self-regulation and learning, taking care to avoid unintended tailored scaffolding in the research design. Trial registration: This study was preregistered with the Center for Open Science prior to data collection. The registry may be found at https://osf.io/7ztws/. [ABSTRACT FROM AUTHOR]

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

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

This research examines student teachers' perceptions of a game-based exam conducted in the Genial.ly app in the study course "Legal Aspects of the Pedagogical Process". This study aims to find out the pros and cons of game-based exams and understand which digital solutions can enable the development and analysis of digital game data. At the beginning of the course, students were introduced to the research and asked to provide feedback throughout the course on what they saw as the most important aspects of each class and insights on how they envisioned the game-based exam could proceed. The game-based exam was built using the digital platform Genial.ly after its update, which provided the possibility to include open-ended questions and collect data for analyses. It was designed with a narrative in which a new teacher comes to a school and is asked for help in different situations. After reading a description of each situation, the students answered questions about how they would resolve them based on Latvia's regulations. After the exam, students wrote feedback indicating that the game-based exam helped them visualize the situations presented, resulting in lower stress levels compared to a traditional exam. This research was structured based on design-based principles and the data were analyzed from the perspective of how educators can use freely available solutions to develop game-based exams to test students' knowledge gained during a course. The results show that Genial.ly can be used as an examination tool, as indicated by positive student teachers' responses. However, this research has limitations as it was conducted with only one test group due to administrative reasons. Future research could address this by including multiple groups within the same course as well as testing game-based exams in other subject courses for comparison. [ABSTRACT FROM AUTHOR]

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

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

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

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students' learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking. [ABSTRACT FROM AUTHOR]

AbstractThis study investigated the impact of digital vocabulary games (DG) and digital vocabulary worksheet (DW) on achievement emotions and learning outcomes among 62 third-grade students with diverse reading abilities. Participants were classified as struggling or typical readers based a standardized reading fluency assessment. The research examined how these digital tools influenced vocabulary acquisition and emotional responses across the diverse reading abilities. Results showed that both DG and DW effectively improved vocabulary knowledge, with no significant difference in learning gains between modalities. However, DG elicited greater active positive emotions and calmness than DW, which could foster motivation and persistence, crucial for learning. Struggling readers experienced increased calmness and decreased negative emotions with DG, achieving gains comparable to their typical readers peers with both tools. Typical readers did not exhibit significant differences in emotional experiences or learning outcomes between the digital tools, suggesting their adaptability to various digital formats. This study illuminates the role of digital tools in not only promoting vocabulary growth but also shaping diverse emotional experiences during learning among young students with varied reading profiles. The findings have important implications for supporting struggling readers and nurturing a positive learning experience for all. [ABSTRACT FROM AUTHOR]

Learning with games requires two types of information, namely domain‐specific information and game‐specific information. Presenting these two types of information together with gameplay may pose a heavy demand on cognitive resources. This study investigates how timing of information presentation affects cognition (ie, mental effort and performance), motivation (ie, achievement goals) and emotion (ie, achievement emotions). Participants were secondary school students (N = 145). Participants participated in a 2 × 2 factorial experiment with two factors—timing of domain‐specific information presentation and timing of game‐specific information presentation, either before or during gameplay. We measured mental effort, chemistry knowledge, time on task, achievement goals and achievement emotions. Multiple regression and robust regression revealed that presenting domain‐specific information before gameplay promoted higher approach goals, higher avoidance goals and more enjoyment than presenting it during gameplay. There was no difference between presenting game‐specific information before gameplay and during gameplay except for performance‐avoidance goals. We conclude that timing of information presentation affects motivational and emotional processes and outcomes and that students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. Educators may change the timing of domain‐specific information presentation accordingly. Practitioner notes What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. [ABSTRACT FROM AUTHOR]

Introduction: We frequently associate microbes with infection, rarely expounding on their usefulness and importance to healthy development. For humanity to leverage these microbial “super powers”, learners from all backgrounds need to appreciate their utility and consider how microbes could help solve some of the most critical problems we face. However, learners are frequently uninterested or intimidated by microbiology. The card game “No Guts No Glory” was created to engage students by piquing curiosity and encouraging informal learning to change perceptions and advocate the value of microbes to good health. Methods: Undergraduates from various faculties in the National University of Singapore were invited to play and give feedback on accessibility, engagement and self-reported learning gains. Results: The game was well-received across disciplinary backgrounds with positive feedback (5-point scale) on game mechanics being fun (4.17±0.63), attractive artwork (3.83±1.00) and scientific snippets (3.79±1.04), positive re-playability (3.46±0.84), player engagement for those without foundational knowledge in microbiology (3.63±1.04), and usefulness of knowledge taught (3.54±1.10). Areas for improvement evidenced from feedback included unclear instructions (2.74±0.98), limited content taught (2.76±0.93), not generating interest to attend formal microbiome classes (2.88±1.17) and not prompting lifestyle changes (1.98±1.11). Conclusion: This pilot study provided valuable insights from the target demographic, with concrete ideas on how to improve the educational potential of “No Guts No Glory”. Findings further lay the groundwork for the design of future instruments to objectively quantify learning gains from gameplay [ABSTRACT FROM AUTHOR]

Creativity has been proven to be a core competitiveness in the twenty-first century. Although many experimental studies have confirmed that game learning can improve creativity, some studies have contrary results. Currently, there are very few, and primarily incomplete, meta-analyses integrating experimental studies of educational gaming's impact on creativity. The current meta-analysis included 29 articles from 2002 to 2022, containing 116 effect sizes and 4,159 student subjects. The results showed that the overall mean weighted effect size was 0.84, indicating that game learning significantly positively affected students' creativity compared with non-game learning. In addition, the mean effect size was moderated by digital content, teaching strategies, educational stages, publication sources, and class size but not by patterns, disciplines, and experiment duration. Accordingly, this study provides new insights and suggestions on improving creativity via game learning design and implementation as a reference for researchers, teachers, game designers, and developers in the field of creativity. [ABSTRACT FROM AUTHOR]

AbstractResearch coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers’ Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors’ observations suggest this framework contributed to students’ affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

Educational technology has advanced tremendously in recent years, with several major developments becoming available in healthcare professionals' education, including nursing. Furthermore, the COVID-19 pandemic resulted in obligatory physical distancing, which forced an accelerated digital transformation of teaching tools. This review aimed to summarize all the available digital tools for nursing undergraduate education developed from 2019 to 2023. A robust search algorithm was implemented in the Scopus database, resulting in 1592 publications. Overall, 266 relevant studies were identified enrolling more than 22,500 undergraduate nursing students. Upon excluding multiple publications on the same digital tool, studies were categorized into three broad groups: serious games (28.0%), gamified applications (34.5%), and VR simulations and other non-gamified digital interventions (37.5%). Digital tools' learning activity type (categories = 8), geographical distribution (countries = 34), educational subjects (themes = 12), and inclusion within a curriculum course (n = 108), were also explored. Findings indicate that digital educational tools are an emerging field identified as a potential pedagogical strategy aiming to transform nursing education. This review highlights the latest advances in the field, providing useful insights that could inspire countries and universities which have not yet incorporated digital educational tools in their nursing curriculum, to invest in their implementation. [ABSTRACT FROM AUTHOR]

Children born after 2010 are labelled as members of Generation Alpha, who currently pursue their primary education. Gamification and game-based learning methodologies have gained popularity in the global education sector in the recent past. The goal of this study is to investigate the present state of adopting gamification and game-based learning for primary education student cohorts, with the aid of recent peer-reviewed research publications. By employing a systematic mapping design, reviewed paper results are categorized and further evaluated in relation to the attributes such as type of gamification, game mechanics and elements used, evaluation context, type of experimental outcome, gamified academic subject area, and type of application. With the aid of review results, this study proposes a mapping of gamification learning mechanics, suited to address Generation Alpha traits. It also recommends future research directions, which include investigating the realistic learning preferences of Generation Alpha, the need for designing novel educational game elements and adaptive gamification learning strategies, and the importance of long-term studies with diverse learner samples. The findings of this study will support prospective stakeholders, such as researchers, educators, parents, and educational policymakers, to utilize gamification approaches effectively in educating Generation Alpha.

Abstract To evaluate user perceptions and educational impact of gamified online role-play in teledentistry as well as to construct a conceptual framework highlighting how to design this interactive learning strategy, this research employed an explanatory sequential mixed-methods design. Participants were requested to complete self-perceived assessments toward confidence and awareness in teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire and participate in an in-depth interview to investigate their learning experience. The data were analyzed using descriptive statistics, paired sample t-test, one-way analysis of variance, and framework analysis. There were 18 participants who completed self-perceived assessments and satisfaction questionnaire, in which 12 of them participated in a semi-structured interview. There were statistically significant increases in self-perceived confidence and awareness after participating in the gamified online role-play (P

Both digital and non-digital games have been shown to be effective for supporting student engagement in mathematics. However, little is known about educator preferences for a particular game mode (i.e. digital versus non-digital), and what factors influence these preferences. To address this gap, 111 Australian primary school educators completed a questionnaire reporting on their usage of, and preferences for using, digital compared with non-digital games to support mathematics instruction. Participants were considerably more likely to use non-digital games than digital games in their classrooms, and the majority indicated a clear preference for using non-digital games. Thematic analysis revealed several themes that explained why many participants preferred non-digital games, with the most frequently coded theme being for pedagogical reasons such as: that they were better for promoting collaboration and communication; that they afforded opportunities for students to use manipulatives; and that they were easily adapted and differentiated for specific groups of students. Other notable themes included: assessment, in particular, the perception that when students played non-digital games it was easier to observe their understanding; access to, and limited awareness of, suitable digital resources; and managing the setup and delivery of the game. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Among various methods of learning and teaching, educational games are tools that engage students for both educational purposes and entertainment. This study aimed to evaluate the effectiveness of game-based learning (GBL) for undergraduate obstetrics and gynecology students in the form of a gamebook. A quasi-experimental study was conducted to compare the outcomes of two different teaching methods, conventional case-based learning (CBL) and GBL, on undergraduate medical students from Taylor's University, Malaysia. A statistical analysis was performed to compare the performance between the control and intervention groups. Single-best-answer multiple-choice questions (MCQs) were used to assess students' knowledge and understanding of the clinical subject content, and a 5-point Likert scale was used to assess students' perception of the new teaching method. Chi-squared tests were used to compare the mean academic performance of the two groups of 128 participants. There was no significant difference in the post-intervention MCQ scores. Students in the GBL group found that learning is more enjoyable and felt more confident in managing patients both theoretically and in real world situations. In conclusion, GBL is comparable to conventional CBL in achieving the desired knowledge and understanding of the topics with a more positive perception towards GBL. [ABSTRACT FROM AUTHOR]

Introduction: In 2015, our university hospital pharmacy acquired the PharmaHelp robot system to automate part of its chemotherapy production. Complex technical use, downtime periods, and insufficient training caused a drop in motivation and disparities in operators' knowledge. We created a short, playful, standardized, gamed-based training program to address this, and evaluated its impact. Methods: Operators were classified as trainers or trainees according to their knowledge about Information and Communication Technologies. Before, after the training, and at 6 months (6M), their robot knowledge was assessed on a 0-24-scale, motivation and self-efficacy in using it on 0-to-100 scales. Pairwise comparison t -test with Bonferroni adjustment was used (p < 0.05 considered significant). Satisfaction was measured using a six-point Likert scale. Trainer/trainee teams participated in 2-hour training sessions with three games and a debriefing. For "Knowing the manufacturing steps," cards with the steps were placed in the correct order. For "Knowing the criteria for using the robot," teams guessed whether certain compounds could be used with the robot. For "Knowing how to handle production errors," the answer to each error (taken from real-life issues) was selected from four options. Results: Participants (n = 14) were very satisfied about sessions' interactivity and playfulness. Knowledge improved from 57% pretraining to 77% (p < 0.005) to 76.6% (6M) (p < 0.05 compared to pretraining). Motivation and self-efficacy, respectively, improved from 57.6% to 86.6% (p < 0.05) to 70.4% (6M) and from 48.5% to 75.6% (p < 0.05) to 60.2% (6M) (p > 0.1 compared to pretraining) (t -test). Conclusions: This highly appreciated training program efficiently improved knowledge retention out to six months. [ABSTRACT FROM AUTHOR]

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

Recognizing the growing value of game-based learning in medical education, this study aims to evaluate the effectiveness of the innovation, "Aquilibria: The Battle to Balance," a creative narrative card and board game to help improve learners' understanding and application of the concepts of acid-base balance. In this mixed-method study, 120 first-year medical students participated. The innovation employed a card and board style integrated with a captivating story. Students were divided into small groups of six each with a facilitator. Following this, the posttest was conducted to compare the educational gain. Also, students' perceptions about the game were obtained using a 32-item questionnaire on a 5-point Likert scale. In addition to this, the confidence level among students to understand and interpret the concepts of acid-base regulation before and after the game was obtained using a 10-item questionnaire on a 5-point Likert scale. Furthermore, for qualitative data, short interviews with open-ended questions were conducted and thematic analysis was performed. The results showed a highly significant improvement in academic performance from a pretest score of 7.57 ± 1.07 (means ± SD) to 16.14 ± 1.80 in the posttest with a P value of <0.0001. There was a notable increase in confidence among learners after the game, and highly positive student feedback was received. These findings support the growing recognition of narrative game-based learning as a valuable and engaging strategy in medical education, offering a promising avenue for fostering deeper understanding and retention of complex medical concepts. NEW & NOTEWORTHY: This innovation is a captivating blend of storytelling, cards, and board gameplay to facilitate the learning of acid-base regulation. This engaging game offers a wealth of questions and diverse case scenarios, allowing learners to repeatedly explore and grasp the intricacies of acid-base balance. What sets this game apart is its robust assessment strategy, supported by overwhelmingly positive feedback and marked academic improvement. This innovation is a must-have for students seeking a dynamic and effective learning experience. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

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]

Computational thinking (CT), as a new future-oriented literacy, has gained attention at the basic education level. Graphical programming is the common way to develop CT in primary students, but this drag-and-drop programming may weaken students' understanding of programming's abstract concepts and code logic. Text-based programming approaches can solve the problems faced by graphical programming, but few studies have explored the impact of text-based programming on CT. Therefore, we conducted a quasi-experimental study with 98 6th graders to explore the impact of gamified Python programming on CT. The findings showed that CT skills, as well as abstraction and decomposition, pattern recognition and evaluation in CT sub-skills, were significantly higher with students in the experimental group than in the control group. Furthermore, we found that gamified Python programming enabled boys and girls to reach the same level of CT skills. However, in terms of CT sub-skills, we found that gamified Python programming was more beneficial to the development of pattern recognition and evaluation skills for boys and abstraction and decomposition skills for girls. This demonstrated the effectiveness of gamified Python programming to improve primary students' CT skills while clarifying the impact of gender and enriching research in the field of text-based programming. [ABSTRACT FROM AUTHOR]

In higher education, it is challenging to cultivate non-computer science majors' programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates' self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group (n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group (n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students' learning outcomes for the quantitative data. In the qualitative analysis, students' responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates' self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study. [ABSTRACT FROM AUTHOR]

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

This paper presents the software Zermelo Game, a free online game designed to support educational activities related to sets and quantifiers. The presentation of the game is accompanied by pilot tests concerning its application in various contexts: from the beginning of primary school to the end of high school. We will describe the mathematical and educational framework behind the software, how the software works and how it was used during classroom activities. The trial runs suggest some findings which merit future research endeavours. The most important findings, in our view, concern the role of the game in promoting collaborative and reflective processes, i.e., the discussions among students themselves as well as between teachers and students regarding why a certain statement is or is not true. [ABSTRACT FROM AUTHOR]

This paper investigates the validity of ChatGPT as a tool to generate meaningful input for the serious game design process. Input is collected from game designers, students and teachers via surveys, individual interviews and group discussions inspired by a description of a simple educational drilling game and its context of use. In these mixed methods experiments ChatGPT 3.5 and 4.0 is prompted with the same description to validate findings with expert participants. In addition, the impact on the models' suggestions from integrating the expert's role (e.g., "Answer as if you were a teacher.", "game designer", or a "student") into the prompt is investigated. The findings show that ChatGPT can produce statistically similar input, depending on the group of experts. ChatGPT 3.5 outperforms 4.0 with the student input. The integration of expert's role in prompt is found to be unreliable, and necessary only with game designer input with the version 3.5 of ChatGPT. The practical implications are that multiple ChatGPT versions should be used when collecting input. In addition, it is shown that experts can provide unique insight to the development process. This research opens the discussion on the trustworthiness of ChatGPT generated input for serious game development. [ABSTRACT FROM AUTHOR]

Learning experiences based on serious games are employed in multiple contexts. Players carry out multiple interactions during the gameplay to solve the different challenges faced. Those interactions can be registered in logs as large data sets providing the assessment process with objective information about the skills employed. Most assessment methods in learning experiences based on serious games rely on manual approaches, which do not scalewell when the amount of data increases. We propose an automated method to analyse students' interactions and assess their skills in learning experiences based on serious games. The method takes into account not only the final model obtained by the student, but also the process followed to obtain it, extracted from game logs. The assessment method groups students according to their in-game errors and ingame outcomes. Then, the models for the most and the least successful students are discovered using process mining techniques. Similarities in their behaviour are analysed through conformance checking techniques to compare all the students with the most successful ones. Finally, the similarities found are quantified to build a classification of the students' assessments. We have employed this method with Computer Science students playing a serious game to solve design problems in a course on databases. The findings show that process mining techniques can palliate the limitations of skill assessment methods in game-based learning experiences. [ABSTRACT FROM AUTHOR]

Research has demonstrated the proven educational benefits of the gamification of teaching and learning. Through active learning and engaging more deeply with subjects taught, students demonstrate better time on tasks, as well as learning retention and outcomes. For the same reason, high-impact practices (HIPs), otherwise known as engaged learning practices, are embedded instructional practices broadly adopted across postsecondary education. However, there remains little to no research on game-based learning (GBL) and its potential alignment with HIPs, nor their pedagogical best practices with theories of gamification. One reason for this is the view that gamification and GBL are framing devices or delivery mechanisms for existing academic content in a specific discipline and not a means unto an end. However, gamification itself may be viewed as a common intellectual experience (CIE) and as a common core standard with cocurricular experiences embedded within, especially if students engage with principles in a scaffolded fashion over the course of their education. HIPs are generally introduced to students from their first year on through graduation, with first-year experiences to capstone courses and projects. This study proposes a model of alignment of the two, whereby the scholarship of teaching and learning views gamification as a central component (CIE). A new high-impact gamification model would combine HIPs and scaffolding, along with an understanding of GBL, allowing students to build specific skills. Starting with horizontal integration in specific courses, specific HIPs are introduced and reinforced through GBL. The curriculum then vertically integrates these CIEs over the course of a student's degree plan. Finally, while the model can be applied to any discipline, this study outlines a way to use gamification to teach game design and development. Through multiple touchstones, students learn through play and different genres that appeal to different demographics until ultimately cultivating skills to produce their own playable prototype as a capstone project. [ABSTRACT FROM AUTHOR]

The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]

Child sex trafficking (CST) is the exchange of something of value for any sexual act with a minor. Public child welfare agencies are responsible for serving CST victims. In response to the critical need for training child welfare workers on engaging survivors of CST, we describe an innovative game-based training model used to train over 1000 workers in Maryland. The "Case-By-Case" game uses case studies to shape small group discussions, role playing, skill drills for child welfare workers to build their capacity to identify and engage survivors. Initial evaluations indicate a significant increase in knowledge and self-efficacy for training participants. The model may hold promise for social work education in this critical area, as well as for other types of professional training for social workers. [ABSTRACT FROM AUTHOR]

This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these groundbreaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops. [ABSTRACT FROM AUTHOR]

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

This research enriches the current understanding of digital marketing knowledge acquisition through game‐based learning (GBL). The study is based on a sample of 476 participants who provided data before and after playing The Ecommerce Game(™). In this serious game, players must optimize the conversion rate of an e‐commerce venture. Data on key variables measuring players' digital marketing knowledge were collected. Before playing the game, participants reported on their perceived ease of use, perceived usefulness, and attitude. After the game, participants' knowledge, motivation, enjoyment, and concentration were measured. The purpose of this study was to determine the positive impact of GBL on the professional development of participants. Participants reported that the skills acquired in GBL improved their professional performance. Thus, the results suggest that acceptance of a game can be an effective tool for players to acquire knowledge of digital marketing and e‐commerce. The motivation from gameplay was significant in aiding participants' learning experiences. Encouragingly, participants expressed a willingness to replay the game, emphasizing the enjoyableness of the learning process. [ABSTRACT FROM AUTHOR]

In today’s educational landscape, the integration of innovative pedagogical approaches is essential for improving student learning. In this respect, game-based learning appears to be a strategy that not only actively engages students—who often struggle to understand scientific concepts, leading to negative emotions and discouragement—but also helps them acquire transferable skills. Particularly in the field of telecommunications engineering, where the practical application of knowledge is essential, the use of educational games offers a unique opportunity to explore and reinforce specific and general skills. In this study, a cross-sectional quantitative methodology was implemented using a representative sample of 64 undergraduate students in the sixth semester of the telecommunications engineering program at a public university. In general, educational games are primarily intended to evoke emotions in participants, such as enjoyment, to help them cultivate a “receptive learning mindset” and to effectively teach a specific subject. In contrast to these approaches, the game proposed in this study incorporates humanistic skills and artistic tools to construct antennas within a specific context. This enabled students to engage in a practical, applied learning experience in their field of study, focusing on three key aspects: appropriating knowledge, building values, and learning about life, as well as recognizing others in society and interacting with the environment. The results obtained using the proposed game-based strategy were compared with those obtained using conventional teaching tools. The results showed that play not only imparted knowledge but also contributed to students’ overall development by fostering the values and skills essential to their personal and professional success. The results underscore the significance of developing games that authentically simulate project processes and activities. This emphasizes the importance of aligning game dynamics with real-world challenges and situations in the field of telecommunications engineering. This simulation-based approach may be the key to maximizing the impact of game-based learning on the training of future professionals in this field. This comparative study helps fill a gap in knowledge about game-based learning in engineering education by providing valuable insights. It is also important to comprehend the impact of game-based learning on an antenna course and the students’ willingness to engage with this innovative teaching style in the classroom. [ABSTRACT FROM AUTHOR]

Introduction: Sleep hygiene education (SHE) consists of environmental and behavioral practices primarily intended to reduce sleep problems. Currently considered ineffective as a stand-alone treatment, the manner in which the education is typically delivered may be ineffective for the acquisition of new knowledge. The purpose of this study was to determine if a more engaging teaching medium may improve the efficacy of sleep hygiene education. This study examined the use of game-based learning to teach SHE to individuals with sleep problems. Methods: 35 participants played the SHE games for 30 days. Differences in preand post-state anxiety and sleep quality measures were examined. Results: Participants had significant improvements in sleep quality and state anxiety after using the app for 30 days, although scores for the majority of patients remained elevated. Discussion: This pilot investigation provides initial evidence for the efficacy of a game-based approach to SHE. [ABSTRACT FROM AUTHOR]

To evaluate user perceptions and educational impact of gamified online role-play in teledentistry as well as to construct a conceptual framework highlighting how to design this interactive learning strategy, this research employed an explanatory sequential mixed-methods design. Participants were requested to complete self-perceived assessments toward confidence and awareness in teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire and participate in an in-depth interview to investigate their learning experience. The data were analyzed using descriptive statistics, paired sample t-test, one-way analysis of variance, and framework analysis. There were 18 participants who completed self-perceived assessments and satisfaction questionnaire, in which 12 of them participated in a semi-structured interview. There were statistically significant increases in self-perceived confidence and awareness after participating in the gamified online role-play (P < 0.001). In addition, the participants were likely to be satisfied with this learning strategy, where usefulness was perceived as the most positive aspect with a score of 4.44 out of 5, followed by ease of use (4.40) and enjoyment (4.03). The conceptual framework constructed from the qualitative findings has revealed five key elements in designing a gamified online role-play, including learner profile, learning settings, pedagogical components, interactive functions, and educational impact. The gamified online role-play has demonstrated its potential in improving self-perceived confidence and awareness in teledentistry. The conceptual framework developed in this research could be considered to design and implement a gamified online role-play in dental education. This research provides valuable evidence on the educational impact of gamified online role-play in teledentistry and how it could be designed and implemented in dental education. This information would be supportive for dental instructors or educators who are considering to implement teledentistry training in their practice. [ABSTRACT FROM AUTHOR]

Game-based learning has gained popularity in recent years as a tool for enhancing learning outcomes in children. This approach uses games to teach various subjects and skills, promoting engagement, motivation, and fun. In early childhood education, game-based learning has the potential to promote cognitive, social, and emotional development. This systematic review and meta-analysis aim to summarize the existing literature on the effectiveness of game-based learning in early childhood education This systematic review and meta-analysis examine the effectiveness of game-based learning in early childhood education. The results show that game-based learning has a moderate to large effect on cognitive, social, emotional, motivation, and engagement outcomes. The findings suggest that game-based learning can be a promising tool for early childhood educators to promote children’s learning and development. However, further research is needed to address the remaining gaps in the literature. The study’s findings have implications for educators, policymakers, and game developers who aim to promote positive child development and enhance learning outcomes in early childhood education. [ABSTRACT FROM AUTHOR]

Digital game-based learning (DGBL) interventions can be superior to traditional instruction methods for learning, but previous meta-analyses covered a huge period and included a variety of different target groups, limiting the results' transfer on specific target groups. Therefore, the aim of this meta-analysis is a theory-based examination of DGBL interventions' effects on different learning outcomes (cognitive, metacognitive, affective-motivational) in the school context, using studies published between 2015 and 2020 and meta-analytic techniques (including moderator analyses) to examine the effectiveness of DGBL interventions compared to traditional instruction methods. Results from random-effects models revealed a significant medium effect for overall learning (g =.54) and cognitive learning outcomes (g =.67). Also found were a small effect for affective-motivational learning outcomes (g =.32) and no significant effect for metacognitive learning outcomes. Additionally, there was no evidence of publication bias. Further meta-regression models did not reveal evidence of moderating personal, environmental, or confounding factors. The findings partially support the positive impact of DGBL interventions in school, and the study addresses its practical implications. [ABSTRACT FROM AUTHOR]

Introduction: Psycholinguistics presents a challenge to teaching and learning because of the many abstract models in the field. Language-related games provide a vehicle for students to ground and demonstrate their understanding of these models. Statement of the problem: Models in psycholinguistics are challenging to teach and learn because they represent mental phenomena that have no physical counterpart. Literature Review: Research on the teaching of models in other fields demonstrates that students have difficulty with models even when they represent physical phenomena. Little research has examined the teaching of cognitive models such as those in psycholinguistics. Objective: This article demonstrates how using party games and board games is an active-learning approach that helps students ground their understanding of models in a concrete experience of producing and understanding language. Students learn through analyzing and reflecting on game play. Teaching Implications: Using games helps make abstract models concrete and is a motivating tool. Written assignments using games clearly demonstrate students' understanding of models. Conclusion: Many popular party/board games have a language focus. These can easily be incorporated into existing courses to promote understanding of models in the field. [ABSTRACT FROM AUTHOR]

Children born after 2010 are labelled as members of Generation Alpha, who currently pursue their primary education. Gamification and game-based learning methodologies have gained popularity in the global education sector in the recent past. The goal of this study is to investigate the present state of adopting gamification and game-based learning for primary education student cohorts, with the aid of recent peerreviewed research publications. By employing a systematic mapping design, reviewed paper results are categorized and further evaluated in relation to the attributes such as type of gamification, game mechanics and elements used, evaluation context, type of experimental outcome, gamified academic subject area, and type of application. With the aid of review results, this study proposes a mapping of gamification learning mechanics, suited to address Generation Alpha traits. It also recommends future research directions, which include investigating the realistic learning preferences of Generation Alpha, the need for designing novel educational game elements and adaptive gamification learning strategies, and the importance of long-term studies with diverse learner samples. The findings of this study will support prospective stakeholders, such as researchers, educators, parents, and educational policymakers, to utilize gamification approaches effectively in educating Generation Alpha. [ABSTRACT FROM AUTHOR]

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

Background: Degree apprenticeships (DA) help employees gain new knowledge and skills by allowing them to study towards a university degree while working full time. For these programmes to be effective, the learning design should be adapted to the needs of these students, who are goal oriented (i.e. they want to gain only knowledge that can be applied within their workplace), have limited time for studying, and usually have not attended formal education for some time. As these programmes are relatively new, there is limited research on how these students can be supported to achieve the programmes' learning goals by using information and communication technologies. Objectives: This paper aims to understand whether a learning design that combines game‐based learning with online flipped classrooms can engage DA students in their learning and help them develop their reflective skills. Methods: Two focus groups were conducted with DA students that study at a UK Business School towards gaining the Chartered Manager status. The focus groups recordings have been analysed using reflexive thematic analysis. Results and Conclusions: The three main themes, "change can be helpful and challenging at the same time", "the ideal game", and "the effect of others", show that DA students find game‐based learning and online flipped classrooms useful, with the right support. Simulation games can be more fulfilling to DA students than quiz games, even if they take more of their out‐of‐class time. In addition, instructors are advised to work more closely with diverse teams to enable students share their work experiences and learn from each other. Lay Description: What is already known about this topic?: Online flipped classrooms offer flexibility in learning, but instructors need to find solutions to challenges, like students' limited e‐learning readiness and lack of motivation.Game‐based learning has been found to facilitate learning in general, but there is a need to identify the specific circumstances (i.e. settings, gaming elements) under which it is effective.Degree apprenticeship students need more support with their learning compared to traditional university students, as they face additional challenges in terms of family life‐work balance and connecting their learning to their working experience. What this paper adds?: Game‐based learning can be useful to degree apprenticeship students providing that focuses on the application of knowledge and provides feedback.Despite facing challenges related to maintaining work‐study‐life balance, degree apprenticeship students are willing to complete the flipped classroom's out‐of‐class activities, if they see a clear benefit from doing so.Online group activities can be challenging for degree apprenticeship students, if they are not able to form teams with other learners that work for the same organisation. The implications of study findings for practitioners: Avoid quiz‐like games and select the ones that use real‐life scenarios for degree apprenticeship students to help them link their learning to their practice.Formative feedback should be provided by both the instructor and the game to motivate degree apprenticeship students to spend the additional time to complete the out‐of‐class activities.Students should be reminded frequently of the purpose of any new learning elements (e.g. learning analytics) as they may not have the time to explore them on their own.When forming student teams based on students' workplace is not possible, spend more time in each breakout room to facilitate the online group discussion and help students bring their different working experiences together. [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]

Play is crucial to children's development. With the prevalent use of digital technologies, children and young adults are seen playing games more often and longer on digital devices. How should teachers capitalize the advantages of games in class, without inducing more health risks or problems for children? To achieve this goal, teachers need empirical details and conclusive results in the application of game-based learning (GBL) in primary education, so that they can design GBL experiences that cater to the specific needs of pupils. The present paper provides a systematic review for 35 experimental studies that substantially integrated gaming elements in primary school lessons. Our major findings include that (1) most studies were published in technology-assisted learning journals, focusing on higher-grade students' natural science learning, through one GBL lesson conducted within one week; (2) theoretical foundations were absent in the majority of studies, with the rest implicitly or explicitly drawing upon Constructivist premises; (3) adopted GBL technologies were mostly self-designed, and used for formal learning; (4) Gamification was the most frequently used game genre and Intellectual Problem-Solving was the top gaming element to be incorporated and (5) there were more positive outcomes than mixed findings and more cognitive results reported than affective or behavioral dimensions. [ABSTRACT FROM AUTHOR]