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Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There is a need for a comprehensive review to bridge this gap. In this systematic review, we examined the related literature in five major international databases including Web of Science, Scopus, ERIC, IEEE, and compiled Proceedings of the International Conference on Learning Analytics and Knowledge. Twenty relevant publications were identified and analysed. The analysis was conducted using four core elements of learning analytics, namely the types of data that the system collects (what), the methods used for performing analytics (how), the reasons the system captures, analyzes, and reports data (why), and the recipients of the analytics (who). This study synthesises the existing literature, provides a conceptual framework as to how learning analytics can enhance online game-based learning practices in higher education, and sets the agenda for future research. [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]

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]

This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education. [ABSTRACT FROM AUTHOR]

This study assessed the effects of an educational intervention grounded in gamified game-based learning on attention, relevance, confidence, satisfaction, intrinsic and extrinsic motivation, as well as academic performance, utilizing the ARCS motivational design model. This study involved 384 undergraduates across three physical activity and sport sciences courses. The experimental group, consisting of 287 students, was further divided into competitive (n = 142) and noncompetitive (n = 145) subgroups, while the control group comprised 97 students. Data collection was conducted using the Motivated Strategies for Learning Questionnaire (MSLQ), Instructional Materials Motivation Survey (IMMS), and academic performance assessments. The findings of this study revealed significant disparities in the ARCS dimensions between the intervention and control groups. The experimental groups displayed notably lower scores in attention, relevance, confidence, and satisfaction. The intervention had a significant impact on students’ perceptions of intrinsic goals and task value, and it exerted a moderate influence on extrinsic goals. No statistically significant impact on conceptual knowledge was observed. These findings suggest that integrating the gamified digital game-based learning (DGBL) approach with the ARCS model can effectively enhance students' motivation, academic performance, and practical knowledge in higher physical education. [ABSTRACT FROM AUTHOR]

In the last years, the promotion of practical, engaging, and enjoyable learning experiences has led to a shift in educational practices in the context of Higher Education. Currently, active learning participative approaches are prioritized involving in these methods the use of technological tools. In response to this shift, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and better knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. The establishment of definitions, especially during the initial stages of development, can prevent rework issues and lead to faster project goal achievement. This article emphasizes the importance and proposes the establishment of a methodology for creating computer games used for purposes beyond entertainment, focusing on learning, training, behavior change, or skill development. This systematic approach increases the likelihood of generating engaging, effective, and learning-friendly games. [ABSTRACT FROM AUTHOR]

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

Today, the European Union and the governments of its constituent countries are focused on the development of the Sustainable Development Goals (SDGs) and the 2030 agenda—something that has been translated into education itself. Video games, gamification, and game-based learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically in terms of learning benefits for higher education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found; after the filtering phases, the number of articles was reduced to 9, which were subsequently analyzed in depth. The results indicated that the benefits of the use of games mediated by technologies include the following: it favors education for sustainability, and it promotes the educational inclusion and the work of various social skills, such as collaborative and cooperative work. Also, there was an increase in the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gaps in this field. [ABSTRACT FROM AUTHOR]

Gamification has emerged as a promising strategy for engaging students and enhancing learning outcomes across various disciplines, including education. It involves incorporating game-like elements into non-game contexts to motivate and engage users. Extensive research has demonstrated the positive impact of gamification on student engagement, motivation, and learning outcomes in diverse subjects, including mathematics. Nevertheless, there is a paucity of research on the effectiveness of gamification in mathematics education. To bridge this gap, we investigated the effects of gamification in college mathematics education, with a specific emphasis on students from liberal arts backgrounds who may lack foundational mathematical knowledge. In this work, we designed and implemented a gamified mathematics course tailored for liberal arts students in a Korean university. Leveraging digital twin technology for game and gamification, we created an immersive learning environment that allows students to visualize mathematical concepts through games, pair gamification factors on physical and virtual worlds, and engage in interactive problem-solving activities. The effectiveness of this gamified course in improving students' engagement, motivation, and learning outcomes was thoroughly evaluated. Digital twin technology, in conjunction with gamification, holds immense potential to revolutionize the way mathematics is taught and learned, making it more accessible, interactive, and engaging for students from diverse educational backgrounds. [ABSTRACT FROM AUTHOR]

This study explores lecturers' perceptions and suggestions on integrating gamified lessons in Malaysian higher institutions. The COVID-19 pandemic has drastically changed the norm of traditional classroom teaching by accelerating digital integration amongst educators and necessitating the need to address classroom gamification. To further understand educators' perceptions, we conducted in-depth interviews with 25 lecturers. We thematically analyzed the interviews by following the steps undertaken by Braun and Clarke (2006) to identify the emerging themes. The findings determine that educators found gamification suitable in teaching and learning activities during the set induction, reinforcement and assessment of specific skills. Several misconceptions also evident in this study. We conclude that although educators are familiar with gamification, they have not fully utilized the strength of gamification. [ABSTRACT FROM AUTHOR]

This paper presents the results of a questionnaire-based study conducted at the "Vasile Alecsandri" University of Bacău, Romania. The study aimed at identifying students' perception of the impact of educational games on their social emotional skills. The objectives of the study are: O1. to highlight the connection between game-based learning and social emotional learning skills; O2. to identify students' perceptions of the effects of learning games on their social-emotional learning skills in the context of online education; O3. to systematise the main arguments for using learning games to build social-emotional learning skills. A questionnaire consisting of a series of closed questions answered by 200 students from different study programmes was used for data collection. The results obtained made it possible to determine both students' perceptions of the impact of educational games on their professional and personal development and to formulate suggestions for the use of games to build social-emotional learning skills in higher education. [ABSTRACT FROM AUTHOR]

Emerging trends such as digitalization, globalization, and the COVID-19 pandemic are forcing higher education institutions to undergo constant organizational and technological changes and to introduce innovative pedagogical approaches suitable for teaching a new generation of students—the so-called digital natives. The goal of this paper is to engage in the ongoing debate in higher education about new teaching methods, i.e., game-based learning methods, which meet the needs of digital natives. They have grown up in a fast-paced, technology-driven society, which has affected how they absorb information, their ability to concentrate for extended periods, and their motivation and engagement in the learning process. Existing research suggests that implementing the game-based learning method can be very difficult and costly, as it often requires adapting the freely available game to the requirements of the particular course and additional investment in purchasing appropriate equipment. In this paper, we develop a comprehensive procedure for introducing a cost-effective game-based learning method in higher education, which includes thirteen steps to help lecturers introduce game-based activities straightforwardly into their teaching processes. In addition, we also present security, cultural, and quality assurance issues that need to be considered when implementing game-based learning in higher education. [ABSTRACT FROM AUTHOR]

This article focuses on empirically analyzing the final products designed by 147 academics from 11 countries who participated in an international open education movement workshop by answering the research questions "What are the techno-pedagogical components of the products designed by the participants to encourage the open educational movement? and what practice of the open educational movement is being executed?" The article starts with a conceptual basis that describes the concepts of Active learning, Education 4.0, Complex Thinking and Open Education. It presents (1) the case study methodology on which this research is based, (2) two case studies on open education, (3) a game-based intervention proposal to support instructors in training university students in complex thinking skills based on Education 4.0 technologies and game-based learning principles, (4) and a discussion of the findings and opportunities for further work in the area. The findings of this study reveal that (A) the use of emerging and 4.0 technologies in initiatives of the open education movement continue to increase; (B) most of the open education initiatives designed by academics participating in the workshops were focused on the production of OER; and (C) inclusive access to education and continuing professional development of teachers is a constant concern addressed in open education initiatives. The results of this research suggest that training and development interventions implying the creation or design of open education initiatives should focus on encouraging all kinds of open education practices (i.e. use, production, dissemination and mobilization). [ABSTRACT FROM AUTHOR]

The fields of gamification and game-based learning are growing and changing quickly, with researchers investigating the use of gamification in education using various methods and in numerous case studies, however, no research investigates the significance pre-perception of higher education students has in gamification, game-based learning, and serious games studies.We perform a systematic mapping to identify the gaps in our understanding on the effects of pre-perception in gamification, focusing on the under-researched area of gamification and game-based learning applications for higher education.We present three main findings: (1) Current research on the effects of higher education’s students' pre-perception of gamification and game-based learning are limited. (2) The limited available research indicates perception towards gamification and game-based learning in participants may impact on the effectiveness of game-based solutions, but more research is required to better understand the relationship. (3) A significant body of new research work is required to examine how student perception can affect the effectiveness of gamification and game-based learning solutions in higher education.Our understanding of the effect pre-perception may have on the results reported by research on gamification applications for higher education is limited. We encourage more, non-empirical research, to be conducted around pre-perception, and more research that considers gamification and game-based learning applications for higher education. [ABSTRACT FROM AUTHOR]

This study examines the effects of using a gamification tool as a teaching strategy. Specifically, Kahoot! is evaluated as a tool for enhancing student learning. The activities were part of the laboratory sessions of the subject Mechanism and Machine Theory during two consecutive academic years. We analyze the effect of a gamification learning system on both, students' grades and motivation, in a course with a large number of students (n1 = 283 students, n2 = 306 students). The students were divided into three different groups (control group, gamification group and writing group) and their results were evaluated depending on the learning method applied during the class. In terms of gamification, this project introduces real-time feedback to stimulate the interest of students and help them use the typical tools and methodologies of game-based learning. The analysis of their performance in the laboratory exam shows significant differences between the group that used gamification and the groups that did not. The results suggest that gamification in engineering lab activities has a positive effect on students' motivation and learning outcome. The study concludes that game-based elements and competitive activities enhanced student performance. [ABSTRACT FROM AUTHOR]

The study aims to prove the efficiency of training in the management of logistic projects by applying a game-based method in higher education. To this end, we analyze the educational games in training logistics and logistic projects, which can be applied in training in logistic projects in schools of higher education and we present the design of an educational game (warehouse project game - WPG) via a gamebased method. Groups of indicators for the degree of the success rate within the training in the management of logistic projects have been drawn up and based on a cluster analysis of the groups of trainees. An empirical study has been conducted among students studying for a BA and MA degree and project managers. The findings of this study can be useful to researchers, teachers, course designers, and designers of game-based teaching applications. [ABSTRACT FROM AUTHOR]

Gamification technology can significantly improve learners' motivation, so designing appropriate gamification can contribute to the acceptance of eLearning content by learners. This research attempts to analyze the concept of gamification and its components, types of players, and conditions for successful design by reviewing the literature. In addition, the research aims to investigate how the gamification design process can be used in education and what empirical effects are expected. The research also aims to propose a conceptual framework for gamification integration in eLearning systems based on the instructional design (ID) model. The methodology used in the identification of successful strategies and experiences is based on reviewing the literature that explains gamification, game strategies, and previous gamification frameworks. Examples and suggestions of gamification are included. The findings illustrate the potential techniques for applying gamification in eLearning systems, especially e-courses. The differences between Digital Games, gamebased learning, and gamification are discussed. The findings propose a conceptual framework for gamification integration in eLearning systems based on the ID Model. Gamification has been incorporated into the general phases of the ID model, namely, analysis, design, development, implementation, and evaluation. The findings help decision-makers and stakeholders at higher education institutions differentiate between games, game-based learning, and gamification integration into education and determine suitable ID models as conceptual frameworks for systematically delivering learning content through gamification. [ABSTRACT FROM AUTHOR]

This paper analyzes the development and implementation of a game-based learning course design framework. Drawing inspiration from task-based learning, the framework is structured around four core gamified elements: narrative assignment design; learner discovery; teambased collaboration and competition; and choice through quests. The intended goal of implementing this framework is to improve learner engagement and foster greater learner investment in the course. The framework, developed at the University of Waterloo, was integrated into the course design forâ€"and subsequently taught inâ€"a third-year history course. A mixed-methods analysis was conducted in which students (n = 15) were surveyed, interviewed, and observed throughout the course at different intervals. The results of the study suggest that the team-based nature of the framework and the embedded gameplay elements are most effective at improving engagement for learners, while some form of extrinsic motivation is still beneficial to ensure all learners find completing additional tasks worthwhile. [ABSTRACT FROM AUTHOR]

In our paper, we study the reasons for the introduction of didactic games and the way of their application in higher education, especially in teaching mathematics. After describing the main characteristics and needs of Generation Z students, we outline the advantages and drawbacks of gamification and game-based learning, followed by some new aspects to their classification. The idea of device-based grouping arose because the most commonly used methods require IC tools. Gen Zs naturally accept gamified learning materials available on digital and mobile platforms, but we must not forget about traditional games either. In higher education, especially in the case of small-group teaching there should also be room for traditional, specialized didactic games, of which we focus on the benefits of card games. [ABSTRACT FROM AUTHOR]

Purpose: The article presents the essence, characteristics and types of simulation decision games, as well as the effectiveness of their use in academic conditions in the theoretical context. Design/methodology/approach: The article is based of analysis of research results published in national and world publications. Findings: The didactic process carried out at universities with the use of direct forms of teaching can be supported by additional tools, including simulation decision games, because it brings many benefits in different areas. By playing we are able to learn many issues in a natural way, to refer to the mechanisms of the organization's functioning, and to use – sometimes dormant – soft competences of game participants. Research limitations/implications: It is advisable to carry out further scientific research in the field of using simulation games due to the fact that they are increasingly used as a tool to support the process of practical learning. Despite its popularity, the assessment of the effectiveness of using simulation games as an educational or training tool is still unclear. Social implications: Game-based learning (GBL) is used not only in higher education (especially in a wide range of economic and management disciplines, such as: marketing, economics, international business, project management, strategic management or human resources management), but also in other fields, including: army, education, advertising, trade, medicine and employee training. Originality/value: The work is theoretical. However, the problem raised in the article, in the context of new challenges posed by teachers in the teaching process, is an inspiring introduction to further research. [ABSTRACT FROM AUTHOR]

Game design is a complex process based on balance between educational and gameplay experience in a coherent way. In the context of instructional design, Constructive Alignment aims to develop an outcome-based approach for designing learning activities during which learner engagement, through the activity, is aligned with learning objectives and outcomes. Hence, Constructive Alignment focuses on the proposal of constructively aligned learning experiences, where assessment is the result of specially selected training activities, which are proposed based on intended learning outcomes. In this study, the impact of an online MSc course on game design from a Constructive Alignment approach is assessed. Constructive Alignment in game design is approached as the coherence between Learning Objectives, Game Mechanics, Learning Mechanics and the Assessment in the educational Digital Game Based Learning. The results analysis shows that the Game Based Learning course had a positive impact on students regarding the proposal of game design documents with coherence between Game Mechanics and Learning Mechanics as well as Learning Mechanics and Learning Objectives, while little focus on integrating Assessment mechanisms was observed. Based on the results of this study an increase in focus on assessment in the process of game design is proposed. [ABSTRACT FROM AUTHOR]

In an increasingly neoliberal Higher Education sector, there is increased pressure on institutions to enhance learner engagement and student satisfaction. Many academics believe that students expect their university learning experiences to be enjoyable, and discourses of game-based learning reflect this, with a dominant narrative highlighting the fun of educational games. Whether students expect learning to be fun or see a relationship between fun and games is under-explored. To address this, we investigated student perceptions of fun in Higher Education using a thematic network analysis based on data from 37 in-depth interviews with undergraduate students. Here, we highlight five themes that encapsulate what students perceive to be a fun learning experience: stimulating pedagogy; lecturer engagement; a safe learning space; shared experience; and a low-stress environment. These aspects are not unique to games, and we conclude by considering the relationship between educational games and fun, and alternative playful approaches. [ABSTRACT FROM AUTHOR]

Educational Escape Room is an innovative method used in classrooms to motivate students. This article describes a version of Educational Escape Room applied to undergraduate students. Specifically, this work presents an adaptation of the method called Educational Hall Escape, characterized by the resolution of challenges in a game-adapted room in which several student groups compete to finish the activity in the least amount of time. To date, the Educational Hall Escape method applied to the field of business economy has not been reported in the literature. The objective of the study is to analyze the influence of the Educational Hall Escape method on the learning processes and emotions of students during the activity and its impact on their motivation and the reinforcement their competences and knowledge. An experiment was designed in which the class was divided into a control group and an experimental group. To measure the impact of the experience in the students, two tools were used: an exam and the Gamefulquest survey. Despite the fact that the results obtained show that the students perceived the experience as a game, it improved their motivation and increased their proclivity to have an emotional bond with the subject, the academic results remained steady.

Gamification (the use of game mechanics and elements into non-game contexts) and game-based learning have received growing attention in Higher Education circles based on their potential ability to arouse and engage learners. In this paper we examine the current state of play at UTech, Jamaica and present a proposal for developing a basic gamification framework in Higher Education as a means of increasing the engagement of those we see as playing truants in the online component of their modules. This paper briefly describes the eLearning/Gamification marriage utilised with students at the undergraduate level across three distinct subject areas between the 2014/15 and 2016/17 academic years. Action research and project-based approaches were used to integrate experience points, levels, challenges, quests, appointments, competition and badges within the online component of the courses during each semester. Although the findings from the sampled groups warrant more prolonged research into gamification, game-based learning and learner engagement at the Higher Education level, the preliminary results of the research hold much promise for increasing students' engagement with online complements at UTech, Jamaica. Consequently the UTech, Jamaica gamification framework would be one that comprises a goal-directed design plan which includes (re)evaluation of the learning situation, comprehensive learner profiling as well as evaluation and implementation of select gamification elements within the online components of the modules. [ABSTRACT FROM AUTHOR]

Gamification is a novel educational method that adopts elements of games to motivate students using participatory learning. The objective of this study was to measure the effect of participation in an Instagram-based educational game on learning outcomes. Experimental design with 291 university students in a first-year course of the Bachelor of Nursing during the 2020–21 academic year. After ruling out pretest sensitization, we identified a positive effect of participation in the educational game. An average improvement of 0.62 points was observed in the final grade of the students belonging to the experimental groups. Nursing undergraduate students participating an Instagram-based educational game had better learning outcomes than their counterparts who did not participate in the game. [ABSTRACT FROM AUTHOR]

Technological advances have provided educational institutions the capability to explore various online teaching strategies such as digital games in the classroom. Though games can be used to engage various learning styles and behaviors, the platform is mainly practiced at the secondary educational grade level with traditional-aged students. Little research literature exists that explores the influence of digital game-based learning on the academic achievement of nontraditional undergraduate students. An extensive literature review of 77 articles was conducted using the procedure developed in Cooper’s Taxonomy (1998) for analyzing and synthesizing literature. Cooper’s system involved (a) formulating the problem, (b) collecting data, (c) evaluating data appropriateness, (d) analyzing and interpreting relevant data, and (e) organizing and presenting the results. This scoping literature review explores how digital games can be used in the educational environment to support the learning of nontraditional students.

Play is a social-centred process, able to boost motivation and promote learning across all levels and ages. With the growing push for creativity in the classroom as well as the application of effective technology in teaching and learning, it can be a daunting task for educators to find fitting competitive or game-based learning platforms. Foremost, educators need to consider elements such as motivation and whether the platform is likely to foster and reinforce learning. In the present study, a cohort of undergraduates at a public university in Malaysia were exposed to the use of Kahoot!, a game-based learning platform, during their weekly lectures for one semester. The participants were students of English for the Media, which covers theoretical and practical dimensions. The latter dimension includes the learning and application of media language features and devices. Survey data (51 respondents) on the whole, indicated that the students found Kahoot! to be beneficial in terms of: 1) inducing motivation as well as engagement, and 2) fostering and reinforcing learning (for both theoretical and practical aspects). The 33-item questionnaire created by the researchers was also tested for reliability, with returned values indicating high internal consistency, thus making the instrument a reliable option for use in future studies. The findings of this study are of relevance to researchers, educators, course designers, and designers of game-based learning applications. [ABSTRACT FROM AUTHOR]

Gamification is the use of game mechanics and game design in non-game contexts to engage users and motivate action. Although gamification has a great potential in higher education, existing research focuses on competitive approaches and presents contrasting evidence. We present a social gamification approach and tool designed to address the situated motivational affordances of students (relatedness, competence and autonomy). An experiment (N = 374) is conducted to test it in an undergraduate course, comparing students' performance with a traditional blendcd-learning approach. Students attitude towards the new tool is also analyzed. Results suggest that social gamification can be used to improve the overall academic performance in practical assignments and to promote social interaction. However, our findings also raise and important caveat. The creation of gamified experiences for higher education requires a deep knowledge of the motivational affordances of students and a careful design of the rewards that are introjected by students and that eventually stimulate participation. [ABSTRACT FROM AUTHOR]

Gamification has been shown to lead to greater motivation and participation among students. Currently, many teachers use social networks to share supplementary course materials and student work, but they have not incorporated gamified educational activities into social networking sites. To determine nursing students' satisfaction with an Instagram-based educational game and their perceptions of its effects on their learning. We conducted a cross-sectional, descriptive, observational study. First-year nursing students in the subject "Dietetics and Nutrition". Of the total sample, 71.7 % agreed that gamification had helped them assimilate the content. Between 66 % and 70 % agreed that the experience had motivated them to keep up with the subject and learn more about the topic, that it had helped them to better understand certain concepts of the subject, that they would recommend the experience to other students, and that they enjoyed the experience of playing a game while learning. 71.7 % of them were in favour of increased use of gamification in other subjects. The use of an Instagram-based educational game as a complement to in-class teaching was useful, enjoyable, and motivating for the acquisition of new knowledge. • Gamification has been shown to lead to greater motivation among students. • Most participants agreed that gamification should be increased in university education. • Instagram offers advantages over other gamified platforms. • Most participants agreed that they enjoyed learning while playing an Instagram-based educational game. [ABSTRACT FROM AUTHOR]

Conventional taught learning practices often experience difficulties in keeping students motivated and engaged. Video games, however, are very successful at sustaining high levels of motivation and engagement through a set of tasks for hours without apparent loss of focus. In addition, gamers solve complex problems within a gaming environment without feeling fatigue or frustration, as they would typically do with a comparable learning task. Based on this notion, the academic community is keen on exploring methods that can deliver deep learner engagement and has shown increased interest in adopting gamification - the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios - as a means to increase student engagement and improve information retention. Its effectiveness when applied to education has been debatable though, as attempts have generally been restricted to one-dimensional approaches such as transposing a trivial reward system onto existing teaching materials and/or assessments. Nevertheless, a gamified, multi-dimensional, problem-based learning approach can yield improved results even when applied to a very complex and traditionally dry task like the teaching of computer programming, as shown in this paper. The presented quasi-experimental study used a combination of instructor feedback, real time sequence of scored quizzes, and live coding to deliver a fully interactive learning experience. More specifically, the "Kahoot!" Classroom Response System (CRS), the classroom version of the TV game show "Who Wants To Be A Millionaire?", and Codecademy's interactive platform formed the basis for a learning model which was applied to an entry-level Python programming course. Students were thus allowed to experience multiple interlocking methods similar to those commonly found in a top quality game experience. To assess gamification's impact on learning, empirical data from the gamified group were compared to those from a control group who was taught through a traditional learning approach, similar to the one which had been used during previous cohorts. Despite this being a relatively small-scale study, the results and findings for a number of key metrics, including attendance, downloading of course material, and final grades, were encouraging and proved that the gamified approach was motivating and enriching for both students and instructors. [ABSTRACT FROM AUTHOR]

Understanding and trouble-shooting microscopic processes involved in laboratory tests are often challenging for students in science education because of the inability to visualize the different steps and the various errors that may influence test outcome. The effectiveness of gamification or the use of game design elements and game-mechanics were explored in a year-long research project which saw the development of a web based learning tool that visualized Enzyme Linked Immunosorbent Assays (ELISAs) in a digital laboratory. A cohort of 30 students from the Bachelor of Medical Laboratory Science trialed the first prototype and provided feedback in a survey on their learning experience and the extent to which the learning tool enhanced their learning. This article provides additional insights into likely future trends of substituting traditional learning modes such as lecture and practical laboratory classes with gamified content. [ABSTRACT FROM AUTHOR]

Typical applications of gamification in education use either game mechanics to encourage positive engagement behaviors or full games to deliver educational content; however, both approaches raise some concerns. Game mechanics can distract from the intrinsic enjoyment of activities while full games construct learning contexts that may be significantly different from the real-world contexts of the targeted subject matter. This paper aims to highlight issues of behavioral conditioning and knowledge transfer in instructional design th a t uses gamification by examining foundational theories and recent studies. Wc propose a design approach called "gameful learning" that focuses on integrating intrinsically rewarding, playful aspects of game-like experiences into authentic learning activities. Authentic learning activities relate real-world contexts to classroom learning while the desired motivational outcomes of playful experiences are shown to be more fulfilling than extrinsic rewards. We then investigate playful experiences in a game-based learning activity integrated into a business English class at a Japanese technical college. In the activity, mixed teams of Japanese and Singaporean students (N = 47) competed at negotiating for resources required to establish businesses within the specified time limits. The results of our analysis show the experiences of arousal, contest, and discovery were the most prevalent in the game. Levels of arousal and thrill showed the strongest positive correlations to enjoyment, implying the students had approached the activity with a playful attitude rather than a serious one. The Japanese students' reported levels of engagement in the contest and experiences of achievement correlated strongly with their sense of challenge. These results and their implications for the development of a playful affordances model as a tool for the design of gamification and gamebased learning activities are the focus of this paper. [ABSTRACT FROM AUTHOR]

This article outlines an innovative approach to the instruction of foreign languages: a term-long role-playing game in the style of tabletop role-playing games such as Dungeons & Dragons. Students adopt personas, avatars, or “player characters” and take them through adventures, exploration, puzzles, and fights with monsters, all of which are tied to specific language-acquisition exercises and practice. I detail at length my specific implementation in an advanced undergraduate Latin prose composition course at Wake Forest University and its overall successful results. I also offer advice, cautions, and additional resources for both small-scale and large-scale implementations of the role-playing game pedagogical methodology. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic and its social implications generate adverse psychological effects that affect success in education where educational methodologies are not ready to overcome the problem. This article presents the design and evaluation of a gamification activity, the Escape Room, applied to the subjects in Pharmacy and Nursing. The objective of using the Escape Room is to reduce the impact that COVID-19 has on students' academic performance due to the psychological effects and the change in educational modality with which the vast majority of activities are carried out online. The Escape Room presented in this article is based on the search for a scientist who is fleeing with the COVID-19 vaccine around the world and the students have to find it by passing tests and missions related to mathematics. Due to the COVID measures imposed by the university, where double presentiality was imposed, the proposed Escape Room has the peculiarity of being designed in dual format, that is, allowing students to connect in face-to-face mode, online, or a mixture of both, depending on the maximum capacity of the classroom, the number of positive cases in the group, quarantines, etc. As a result, a great impact is shown on the initial perception of students towards mathematics and a null impact of the COVID-19 effect on the academic performance of students. [ABSTRACT FROM AUTHOR]