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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]

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]

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]

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]

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]

Educational board games are a promising tool for implementing game-based learning to improve the teaching-learning process. However, the absence of comprehensive scholarly guidance on designing educational board games impedes the effective implementation of game-based learning in classrooms. The sparsely available studies on game design frameworks often confine themselves to the design of the educational game itself, without including guidelines for the classroom integration of such games within the design framework. Additionally, the literature often neglects that teachers, burdened by limited time and excessive workload, are often the sole participants in the game design process. To address these gaps, we introduce a practical framework for educators to design and seamlessly integrate educational board games in their classrooms. Our approach prioritizes minimizing additional teacher workload while using game-based learning to foster student-led problem-solving sessions and game revision. Drawing from game design principles and existing literature on game-based learning, we propose a comprehensive framework that guides educators through the design and implementation of educational board games tailored for conducting problem-solving sessions. The framework is validated and refined using qualitative analysis of teacher and student feedback after its seamless integration into the regular mathematics instruction and curriculum of a Philippine K-12 high school. Results indicate positive student experiences and highlight the framework’s efficacy in promoting student engagement, learning outcomes, and teacher convenience. Thematic analysis of student feedback highlights key design preferences and game features that enhance student experiences in GBL sessions. The study contributes to the advancement of GBL methodologies by offering practical guidelines for independent use by educators and promoting exchanges between teacher colleagues. Overall, the proposed framework offers a systematic and feasible approach to designing and implementing educational board games, fostering effective learning experiences in diverse educational contexts.

Significant research work has been undertaken related to the game-based learning approach over the last years. However, a closer look at this work reveals that further research is needed to examine some types of game-based learning approaches such as virtual reality serious games and LEGO Serious Play. This article examines and compares the effectiveness for learning Scrum and related agile practices of a serious game based on virtual reality and a learning activity based on the LEGO Serious Play methodology. The presented study used a quasi-experimental design with two groups, pre- and post-tests, and a perceptions questionnaire. The sample was composed of 59 software engineering students, 22 of which belonged to group A, while the other 37 were part of group B. The students in group A played the virtual reality serious game, whereas the students in group B conducted the LEGO Serious Play activity. The results show that both game-based learning approaches were effective for learning Scrum and related agile practices in terms of learning performance and motivation, but they also show that the students who played the virtual reality serious game outperformed their peers from the other group in terms of learning performance. [ABSTRACT FROM AUTHOR]

In this article we present a web-based e-book used in educational context for teaching road safety to first grade students. The tool is a collection of situations that are presented in a game-based form. The players solve each situation in order to receive points. At the end of the course there is a final evaluation based on the training gaming situations. We use Unity game engine and WebGL for the development of the educational tool. In addition, the tool is cross-compiled for android mobile devices. We evaluate the learning effectiveness of the web-based tool via the t-test, analyze the results and draw conclusions. [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]

It has been reported that electrical engineering schools might be facing a decline in newly enrolled students combined with an increase in the number of dropouts due to motivation and engagement problems. At the same time, companies in the electric power industry require safe and realistic training environments for their trainees to reduce induction program times, costs, and accidents. Game‐based learning (GBL) applications offer alternatives in both sectors, that is, education and training, for increasing engagement, motivation, and knowledge transfer in controlled environments. This paper aims to show applications of GBL techniques towards educational and training objectives in electrical power and energy systems in the period spanning from 2002 to 2021. This review points to two main research questions: what GBL tools have been used for education and training purposes in electrical power and energy systems during 2002 to 2021? Also, what are the methodologies used for assessing the efficacy of using GBL applications in electrical power and energy systems? A structured review methodology was applied to identify how GBL has been used in electrical power and energy systems. A total of 81 papers were selected for full review. The procedure included the formulation of research questions, identification and selection of studies, and data synthesis of results. Our review showed that most GBL applications in electrical power and energy systems were developed with education purposes (63%), from which 29% used graphic user interfaces and 23% used serious games. On the other hand, for training purposes, the most popular GBL tool was virtual reality, applications of which were discussed in 56% of the reviewed papers. The review also showed that only 42% of the education papers and 37% of the training papers performed learning efficacy analyses; in which qualitative postevaluations or postsurveys were the most popular methodologies used in over 50% of those papers. [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.

This explorative case study investigates a game-based approach to the professional development of in-service teachers in Self-Regulated Learning. The impact of this approach was assessed in terms of acceptance of the game, knowledge gain and changes in teachers' beliefs concerning the importance of nine design principles that can be adopted to foster the development of students' SRL skills. Our findings suggest that the game-based approach adopted in this study was well-accepted, with Wilcoxon tests revealing that the mean rating is significantly different from the median point of the scale for all items measured after game use. As for teachers' learning gains and changes in beliefs, a questionnaire submitted to participants before and after the gameplay showed significant changes in knowledge and a more varied but generally positive trend in terms of changes in beliefs. Thus, the study's findings advocate for increased dedication to researching and experimenting with the incorporation of games in teacher professional development, potentially extending these efforts to other educational domains. [ABSTRACT FROM AUTHOR]

This study explores the application of Large Language Models (LLMs), such as ChatGPT, in designing educational board games, and be deployed as objects-to-think-with It aims to guide educators through three pivotal design phases: ideation, where ChatGPT suggests themes and mechanisms aligned with learning goals; customization, providing templates for tailored games; and feedback on prototypes to enhance game components and mechanisms. We also compared the use of ChatGPT in a game ideation process, contrasting with a traditional game design approach. Although offering a dynamic platform blending computational prowess and creativity, ChatGPT and similar LLMs pose challenges. They can exhibit biases from training datasets, affecting game inclusivity. They may also generate inaccurate details, propose counter-intuitive rules, and misinterpret feedback, resulting in unintended dynamics. Addressing these challenges necessitates a designer critical evaluation of LLM suggestions and the infusion of human creativity and intuition. This research advances discussions on AI in education by highlighting both the potential and the challenges of employing such innovative tools in developing serious games, aiming to foster a balanced and informed approach to integrating LLMs in educational game design. [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]

Serious games (SGs) provide an opportunity to address social issues in an interactive environment that is particularly appealing and engaging for school-aged children. Gender stereotypes are one of the most prevalent gender-related issues in current society. Stereotypes appear at early ages and are a global problem, even if they are particularly prevalent in certain cultures and countries. This paper presents an early acceptance evaluation of Kiddo, a serious game, to address gender stereotypes in Mexico. The game has been designed to address four of the main gender stereotypes still present in children in Mexico, and it is intended to be used in classes by teachers to provide a common experience for the class and to start a discussion about gender stereotypes. The evaluation was carried out with a prototype of the game and consisted of two separate stages. First, we verified both the usability of the game and its acceptance with a sample including teachers and gender experts (10 participants). Second, we carried out a complete formative evaluation with teachers (32 participants) who will oversee the later application of the game to ensure their acceptance of the game as a tool to use in their classes. The initial results of both usability and acceptance questionnaires are promising and have provided a useful insight into the strengths and areas of improvement for the game, and they are being incorporated into the final version of Kiddo. Besides improving the game, these results are additionally being used to better understand teachers' perspectives and enrich the companion teacher pedagogic guide to simplify the game application in the classroom. [ABSTRACT FROM AUTHOR]

Managing passenger information during disruption (PIDD) is a significant factor in running effective and quick-to-recover rail operations. Disruptions are unpredictable, and their timely resolution is ultimately dependent on the expert knowledge of experienced frontline staff. The development of frontline employees by their employers usually takes the form of practice reviews and 'on-the-job' learning, while academic education majors on theoretical approaches and classroom-based teaching. This paper reports on a novel industry-funded project that has developed a serious game (the 'Rail Disruption Game') that combines theory and practice to better manage PIDD for frontline staff in a UK train operating company (TOC). It defines challenges and the development method for the Rail Disruption Game; it also incorporates developer and user feedback. This paper provides insight into how to design, make and deploy a serious game as part of a gamified management process. [ABSTRACT FROM AUTHOR]

Serious games developed for learning have gained popularity due to their promise for better learning outcomes. However, designing these games can be costly, take a long time, and may not lead to the desired outcomes if an adequate design process is not followed. Especially critical in this process is the creation of an effective game concept. Based on our experience in serious game development and the research gap we identified from the relevant literature, we developed the Art of Serious Game Design (ASGD) framework and methodology to aid developers in the conceptdevelopment stage of the serious game design process to address the needs of multidisciplinary teams through a practical step-by-step methodology. The ASGD methodology offers good potential in helping multidisciplinary serious game design teams improve the design process and, ultimately, the outcomes of serious games. We evaluated ASGD through a mixed-method approach and found that multidisciplinary game design teams perceived its positive effects in efficiency, structure and flow, usability, and team support. The actual prototype design process reflected these perceptions as well. ASGD was applied in practice to lead the design of a serious game during concept development, which produced a structured and detailed game concept with well-integrated learning outcomes in a timely manner. We conclude that the ASGD framework and methodology constitute a valuable tool for multidisciplinary teams working on the development of a serious game concept because of its ability to enhance brainstorming (through iteration) and streamline communication between team members. [ABSTRACT FROM AUTHOR]

Enabling programmers to write correct and efficient parallel code remains an important challenge, and the prevalence of on-chip accelerators exacerbates this challenge. Novice programmers, especially those in disciplines outside of Computer Science and Computer Engineering, need to be able to write code that exploits parallelism and heterogeneity, but the frameworks for writing parallel and heterogeneous programs expect expert knowledge and experience. More effort must be put into understanding how novice programmers solve parallel problems. Unfortunately, novice programmers are difficult to study because they are, by definition, novices. We have designed a visual programming language and game-based framework for studying how novice programmers solve parallel problems. This tool was used to conduct an initial study on 95 undergraduate students with little to no prior programming experience. 71% of all volunteer participants completed the study in 48 minutes on average. This study demonstrated that novice programmers could solve parallel problems, and this framework can be used to conduct more thorough studies of how novice programmers approach parallel code. [ABSTRACT FROM AUTHOR]

Purpose: Escape room-based learning is a new educational game-based learning trend which embeds student learning within an exciting escape room scenario. Ordinarily these educational escape rooms are in a table-top format which involves learners decoding clues together around a table. In the age of a global pandemic [coronavirus disease 2019 (COVID-19)] with stringent social distancing and lock-downs, this normal game modality was not possible and so an alternate online approach was required. Thus, this paper aims to study escape room activities during global pandemics. Design/methodology/approach: In this paper, the authors outline how these escape room activities have been taken online, in an synchronous virtual environment and evaluate the student perception of these escape rooms, in contrast to previous cohorts of students who completed escape rooms together in person. Findings: The authors' results indicate that although students enjoy the escape room game-based learning environment, the remote nature of the activity means the students take longer to solve the puzzles. The students are also more likely to struggle in the activity and find them less engaging than the in-person escape room challenges. Originality/value: Although educational escape rooms have been devised for a variety of subjects and can be run through several different modalities (table-top, full rooms and online), this study compares different modalities (online vs table-top) for identical puzzles taken over different cohorts of students. [ABSTRACT FROM AUTHOR]

In this study, we use two sensors – Kinect v 2.0 and Tobii 5.0 in order to detect and measure the attention levels of primary school students during the road safety educational classes. We use custom-developed road safety serious games for conducting the experiments with students in primary schools. One of the evaluation tools is a web-based e-book – a digital representation of a traditional textbook. The other tool is a 3D virtual platform for safety on the road. Both tools are developed using Unity 3D. Finally, we compare the selected road safety educational tools, discuss their strengths and weaknesses and draw conclusions. [ABSTRACT FROM AUTHOR]

Aim. The study aims to explore the current state of digital game-based learning to reflect the extent, possibilities, opportunities, and limitations of its implementation in the specific field of education as visual art, especially photography. Method. The explorative study employed the method of theoretical analysis of available literature and other secondary sources related to the issue, and subsequently applied the method of an illustrative (descriptive) case study. Results. Photo modes of commercially available digital games, originally intended to increase the players' retention and participation, have led to the birth of a new art form, virtual photography. The technology of photo modes in a larger variety of recent games has made virtual photography available to significantly more players. Photo modes provide artistic control and creative options alongside a whole catalogue of lenses, camera parameters, and other features, reducing the financial burden associated with the purchase of photographic equipment. Furthermore, photo modes offer more than just a substitutable alternative to traditional photography, as added artistic value is found within virtual worlds. Conclusions. Despite some limitations regarding the overall implementation of digital game-based learning in photography classrooms, photo modes of commercially available digital games are a suitable tool for educational efforts in photography through both self-development and measurement of outcome-based learning. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Programming is an important skill in the 21st century and it is important to reach and motivate the younger audience. Educational games have proved to motivate students, but research reports about girls not feeling welcome in game environments. OBJECTIVE: The overall objective of this study is to gather information for the development of a preliminary conceptual model for girl inclusive educational game design. METHODS: This study was conducted as a requirement-focused Design science study. The focus was set on gathering requirements for a future design and development of educational games on fundamental programming. RESULTS: A thematic analysis resulted in the main themes of Exploration Without Violence, Collaborative Interaction, Character Diversity, Customisation, Graphics, Game Mechanics, Game Content, and Learning and Motivation CONCLUSION: The accumulation of results from the literature study and the survey have been merged into a preliminary conceptual model. The conclusion is that a thoughtful consideration of the found factors can support the idea of a Girl Inclusive Educational Game Design. [ABSTRACT FROM AUTHOR]

The purpose of the study was to analyze, through a quasi-experimental approach, the influence of a board game in the learning of economics for non-economist university students. Surveys were applied and information was collected on the performance of the students from the management career at the Pontifical Catholic University of Peru during the first semester of 2019. The students were divided into two groups: an experimental group, which used the game, and a control group, which maintained conventional academic activities. As a result, the experimental group not only presented a better performance in the area of academic activity, but the game also had a positive effect on the exam averages and the students' self-perceptions of their own learning. [ABSTRACT FROM AUTHOR]

The training of Police Interview competencies relies on the hiring of actors to play the role of victims, witnesses and suspects. While role-play can be a particularly effective training technique, it requires a significant amount of resources. The Interview Simulation for Police Officers (ISPO) is a serious game developed as a collaboration of Gameware Europe with the Portuguese School of Police Officers. The objective of the game is to train police officers in communication competencies related to the interview of victims, witnesses, and suspects. Through ISPO, players can take the role of a police interviewer and practice the techniques and methodologies learned in theoretical classes. The serious game offers a safe, lightweight and easily repeatable experience. In order to evaluate the training effectiveness of the serious game, a study was conducted with 194 participants where general subjective learning effectiveness was measured. Overall, the ISPO game improved the self-perceived competence of its players. Additionally, participants changed their opinion regarding the most valuable attitudes necessary to conduct a successful interview. Finally, the interaction with the game had a stronger effect on inexperienced users. These results lead us to believe that ISPO can be an added value to police officer schools. [ABSTRACT FROM AUTHOR]

Contribution: This article compares the effectiveness for online software engineering education of video-based learning and game-based learning using teacher-authored educational video games created by using authoring tools. Background: Although substantial research has evaluated the impact of video-based and game-based learning versus traditional teaching approaches, little research has been done comparing the effectiveness of video-based learning and video game-based learning. Furthermore, the few studies that performed this comparison did not compare the effectiveness for online education or examined teacher-authored video games. Research Questions: Is game-based learning using teacher-authored video games more effective than video-based learning in terms of knowledge acquisition for software engineering students in online settings? Is game-based learning using teacher-authored video games more effective than video-based learning in terms of motivation for software engineering students in online settings? Methodology: A quasi-experimental design with control and experimental groups and pre- and post-tests was employed. A total of 180 software engineering students participated in this study, 81 of which belonged to the control group while the other 99 were part of the experimental group. The students in the control group took an online lesson in which they learned exclusively by watching videos, whereas the students in the experimental group took the same lesson but learned exclusively by playing an educational video game created by a teacher through an authoring tool. Findings: The results show that game-based learning using teacher-authored educational video games was more effective than video-based learning in terms of both knowledge acquisition and motivation. [ABSTRACT FROM AUTHOR]

We call for a paradigm shift in engineering education. We are entering the era of the Fourth Industrial Revolution ("4IR"), accelerated by Artificial Intelligence ("AI"). Disruptive changes affect all industrial sectors and society, leading to increased uncertainty that makes it impossible to predict what lies ahead. Therefore, gradual cultural change in education is no longer an option to ease social pain. The vast majority of engineering education and training systems, which have remained largely static and underinvested for decades, are inadequate for the emerging 4IR and AI labour markets. Nevertheless, some positive developments can be observed in the reorientation of the engineering education sector. Novel approaches to engineering education are already providing distinctive, technology-enhanced, personalised, student-centred curriculum experiences within an integrated and unified education system. We need to educate engineering students for a future whose key characteristics are volatility, uncertainty, complexity and ambiguity ("VUCA"). Talent and skills gaps are expected to increase in all industries in the coming years. The authors argue for an engineering curriculum that combines timeless didactic traditions such as Socratic inquiry, mastery-based and project-based learning and first-principles thinking with novel elements, e.g., student-centred active and e-learning with a focus on case studies, as well as visualization/metaverse and gamification elements discussed in this paper, and a refocusing of engineering skills and knowledge enhanced by AI on human qualities such as creativity, empathy and dexterity. These skills strengthen engineering students' perceptions of the world and the decisions they make as a result. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent collaborators who navigate increasingly complex multistakeholder ecosystems. [ABSTRACT FROM AUTHOR]

Background: Game-based learning appears to be a promising instructional method because of its engaging properties and positive effects on motivation and learning. There are numerous options to design game-based learning; however, there is little data-informed knowledge to guide the choice of the most effective game-based learning design for a given educational context. The effectiveness of game-based learning appears to be dependent on the degree to which players like the game. Hence, individual differences in game preferences should be taken into account when selecting a specific game-based learning design. Objective: We aimed to identify patterns in students’ perceptions of play and games—player types and their most important characteristics. Methods: We used Q methodology to identify patterns in opinions on game preferences. We recruited undergraduate medical and dental students to participate in our study and asked participants to sort and rank 49 statements on game preferences. These statements were derived from a prior focus group study and literature on game preferences. We used by-person factor analysis and varimax rotation to identify common viewpoints. Both factors and participants’ comments were used to interpret and describe patterns in game preferences. Results: From participants’ (n=102) responses, we identified 5 distinct patterns in game preferences: the social achiever, the explorer, the socializer, the competitor, and the troll. These patterns revolved around 2 salient themes: sociability and achievement. The 5 patterns differed regarding cheating, playing alone, story-telling, and the complexity of winning. Conclusions: The patterns were clearly interpretable, distinct, and showed that medical and dental students ranged widely in how they perceive play. Such patterns may suggest that it is important to take students’ game preferences into account when designing game-based learning and demonstrate that not every game-based learning-strategy fits all students. To the best of our knowledge, this study is the first to use a scientifically sound approach to identify player types. This can help future researchers and educators select effective game-based learning game elements purposefully and in a student-centered way. [ABSTRACT FROM AUTHOR]

Introduction: The medical field has incorporated gamification elements into education platforms over the past decade. The standard definition for gamification that has been adopted by most research studies is the addition of game elements and game mechanics within a platform to enhance user engagement. In this review, seven established, consolidated components, as well as an additional new or novel component, will be evaluated: a point system/leaderboards, question banks or gradable content, social interaction with other participants, leaderboards, progress or levels, immediate feedback, badges/icons or a reward system, and the novel component, a story line. Methods: Two reviewers searched MEDLINE, Cochrane, PsycINFO, Web of Knowledge, and the Nursing Registry. This review compares the one identified otolaryngology study with current residency education gamification practices within the medical field. The authors searched "residency AND gamification", "residency AND video games", and "residency AND games". After applying exclusion criteria, the 13 remaining studies included a procedure, questions/scenarios, and at least three gamification elements. Results: Across the 13 studies, the average number of included gamification elements was higher than the minimum threshold of three (3.84). Ten of the studies incorporated leaderboards, feedback, and social interaction; eight incorporated a question bank; and four incorporated progress bars, rewards, and story lines. The otolaryngology study incorporated four of the gamification components: a point system, instant feedback/solution after a question was answered, player‐to‐player communication, and a leaderboard. Conclusion: Review of the current literature found that the medical field has limited research regarding the use of gamification in educational platforms. Despite many simulation studies and attempts at gamification, the medical community has not fully embraced gamification within residency education. In closing, the medical education community should establish a definition of "gamification" and survey residency programs to identify desired gamification elements. [ABSTRACT FROM AUTHOR]

Aim/Purpose The key objective of this research is to examine whether fix-and-play educational games improve students' performance in learning programming languages. We also quantified the flow experiences of the students and analyzed how the flow contributes to their academic performances. Background Traditionally, learning the first computer programming language is considered challenging, In this study, we propose the fix-and-play gaming approach that utilizes the following three facts to alleviate certain difficulties associated with learning programming: 1. digital games are computer programs, 2. young students are fond of playing digital games, and 3. students are interested in creating their own games. Methodology A simple casual game Shoot2Learn was created for learning the fundamentals of branching. A number of errors were intentionally implanted in the game at different levels, and the students were challenged to fix the bugs before continuing the game. During the play, the program keeps records of the student’s academic progress and the time logs at different stages to measure the flow experience of the students. The proposed approach was systematically evaluated using a quasi-experimental design in real classroom settings in two countries, Sri Lanka, and USA. Contribution The results derived from this research provide empirical evidence that the fix-and-play educational games ease some challenges in learning programming and motivate the students to play and learn. Findings The results show that the first-year programming students who play the fix-and-play game gain statistically significant improvement in their academic performance. However, the result fails to suggest a significant positive correlation between the flow experience and academic performance. Recommendations for Practitioners Empowering the students to fix the bugs in the educational games they play will motivate them to stay in the game and learn continuously. However, we have to make sure that the types and timing of bugs do not hinder the flow experience of the players, Recommendation for Researchers Students normally play industry-level high-quality games. Experience and interest in game-playing differ significantly between students. Gender difference also plays an important role in selecting game genres. We need to identify how to address these issues when resources are not sufficient to provide an individualized gaming experience. Impact on Society Programming is an essential skill for computer science students. The outcome of this research shows that the proposed approach helps to reduce the disenchantment associated with learning the first programming language. Future Research Further investigation is necessary to verify whether the AI techniques such as user modeling can be used in educational games to reduce the effects of uncertainty associated with the variations in students' gaming skills and other factors. [ABSTRACT FROM AUTHOR]

Computer Science (CS) is a profession that positively impacts every single area of society without which today's world would come to a complete halt. Yet, there is a consensus that CS has serious conundrums particularly in attracting students, low motivation for learning computer programming and developing computational thinking (CT) skills. New motivational methods are needed to take the attention of students and adapt to their learning patterns as how people learn have changed drastically over the last two decades. To address these issues, video games and video game-based tools are proposed as a primary approach for motivating and supporting students in developing their skills in CT and support their learning of introductory programming. This research is concerned with the capture of statistical evidence on the educational effectiveness of playing a serious game specifically designed to enhance the development of CT skills to facilitate learning introductory computer programming. A total of 190 students were invited to participate in a quasi-experimental pre-post study for the purpose of analyzing the impact of an adhoc game on students' confidence in learning programming constructs and using their skills in CT. All students were studying a CS degree at the time and they were all registered to a first-year computer programming course. 151 out of 190 students successfully completed the study and the findings suggest that a) the intrinsic motivation to learn programming; b) students' perception of their knowledge and their tangible knowledge in key programming constructs (i.e. programming sequence, methods, decision making and loops); and c) students' confidence in using their CT skills were all statistically and significantly improved after playing the game. Additionally, students perceived computer programming significantly less difficult in their post study responses when compared to their pre study responses.

Background: In times where distance learning is becoming the norm, game-based learning (GBL) is increasingly applied to health profession education. Yet, decisions for if, when, how, and for whom GBL should be designed cannot be made on a solid empirical basis. Though the act of play seems to be intertwined with GBL, it is generally ignored in the current scientific literature. Objective: The objective of our study was to explore students' perceptions of play in leisure time and of GBL as part of a mechanistic, bottom-up approach towards evidence-informed design and implementation of GBL in health profession education. Methods: We conducted 6 focus group discussions with medical and dentistry students, which were analyzed using thematic analysis. Results: A total of 58 students participated. We identified 4 major themes based on the students' perception of play in leisure time and on the combination of play and learning. Our results indicate that, while play preferences were highly various in our health profession student cohort, pleasure was the common ground reported for playing. Crucially, play and the serious act of learning seemed paradoxical, indicating that the value and meaning of play are strongly context-dependent for students. Conclusions: Four key points can be constructed from our study. First, students play for pleasure. Perceptions of pleasure vary considerably among students. Second, students consider play as inefficient. Inefficiency will only be justified when it increases learning. Third, play should be balanced with the serious and only be used for difficult or tedious courses. Fourth, GBL activities should not be made compulsory for students. We provide practical implications and directions for future research. [ABSTRACT FROM AUTHOR]

The incorporation of serious games in higher education has shown improvement in student engagement and motivation to learn. Research that explores local pharmacy student preferences of gamification aspects of serious games is scarce. Therefore, this study was conducted to investigate local pharmacy student experience, preference, and perceptions of gaming and game-based learning. A cross-sectional study was conducted by distributing self-administered questionnaires among pharmacy students in Malaysia. Descriptive statistics, the Mann–Whitney test, the Kruskal–Wallis test, and the Spearman's correlation test were used for analysis. A total of 328 pharmacy students enrolled in this study, and 84.1% (n = 276) had video game experience. Students usually played video games using mobile phones (n = 231, 70%). Pharmacy students showed positive perceptions regarding serious games with a mean score of 3.69. However, limited awareness and knowledge of serious games was observed among pharmacy students. The most preferred game genres were role-playing and strategy (n = 174, 53%). Pharmacy students also preferred playing a cooperative game style (n = 113, 34.5%) with scores as a reward system (n = 204, 62.6%). Over three quarters (n = 292, 89.3%) wanted to see the results of the assessment after the game. This research provided information on serious games preferences of local pharmacy students. Further study should evaluate the acceptance and effectiveness of the implementation of serious games among pharmacy students in Malaysia. [ABSTRACT FROM AUTHOR]

Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students' learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student. [ABSTRACT FROM AUTHOR]

Game-based learning is one of the main trends currently in e-learning, and while opinion is still divided on its merits a number of studies have been published that highlight its benefits in enhancing learning and increasing motivation. This paper aims to analyse existing research to identify some of the key approaches and pedagogical factors that make learning through games effective and engaging (considering adult learners in particular), with the purpose of creating a list of features that can be used to inform the inclusion of gamification elements into e-learning activities. Forty-one case studies of serious games, game-based learning and gamification in learning from the last 10 years were reviewed in order to identify the elements that contributed to their success. From this analysis a list of suggested features was produced that may be of use to those wishing to embed gamification elements when designing e-learning activities.

Gamification incorporates elements of gameplay into real-word activities and behaviours. These elements include progress mechanics, player development and narrative structure. Gamification is being increasingly used in an educational context as it has the ability to make learning fun, memorable and more effective. We recommend ways in which gamification can be effectively implemented in medical education, including common pitfalls and hurdles to avoid.

The introduction of serious games as pedagogical supports in the field of education is a process gaining in popularity amongst the teaching community. This article creates a link between the integration of new pedagogical solutions in first-year primary class and the fundamental research on the motivation of the players/learners, detailing an experiment based on a game specifically developed, named QCM. QCM considers the learning worksheets issued from the Freinet pedagogy using various gameplay mechanisms. The main contribution of QCM in relation to more traditional games is the dissociation of immersion mechanisms, in order to improve the understanding of the user experience. This game also contains a system of gameplay metrics, the analysis of which shows a relative increase in the motivation of students using QCM instead of paper worksheets, while revealing large differences in students behavior in conjunction with the mechanisms of gamification employed.

More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students' learning. The paper concludes with recommendations for further research and development. [ABSTRACT FROM AUTHOR]

Research skills are challenging to teach in a way that is meaningful to students and has ongoing impact in research practice. This paper investigates constructivist and experiential strategies for effective learning and deep understanding of postgraduate research skills and proposes a game-based learning (GBL) solution. A (non-digital) game called How to Fail Your Research Degree was designed and iteratively developed. Gameplay loop analysis identifies various learning and game mechanics and contextualises them in relation to GBL theory. Evaluation of gameplay (n = 127) demonstrates effective transmission of intended learning outcomes and positive game experience based on Keller's Attention-Relevance-Confidence-Satisfaction (ARCS) model. Discussion proposes that the game has high cognitive authenticity, relies heavily on tutor facilitation, can create tension between knowledge and confidence, and is applicable to multiple domains and learning situations. GBL is proposed to be an original and effective approach to teaching high-level, functional learning outcomes such as academic research skills. [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.

The use of games as tools for learning has been a paradigm of great interest for over fifty years. Several terms have emerged to describe disciplines that study and apply this paradigm. Many of these terms may be synonymous or have overlapping uses or have multiple definitions within different disciplines. The literature was surveyed for the definitions terms relating to this paradigm. Their working definitions and relationships are discussed. Through both a survey of the literature and a novel variant of sorting activity, the Item Definition Semantic Sort (IDSS). It is shown that individual item definitions do not semantically cluster together by corresponding term. This indicates both a lack of consensus on terms’ definitions, and of clarity between terms. The umbrella term Games in Learning (GiL) is coined to integrate the disciplines and products within this design paradigm. Games in Learning is defined, “Research and work involving the use of games, in whole or in part, as tools to improve motivation, engagement, and/or understanding in learning”. The rationale for the term is elaborated, and the major functional divisions found within.

Both bottom-up and top-down initiatives are essential for addressing climate change effectively. These include initiatives aiming to achieve widespread behavioral change towards reduction of greenhouse gas emissions as well as pursuing education regarding adaptation measures. While awareness of the issue of climate change is now pervasive, and actions are being taken at all levels of society, there is still much to do if international goals are to be met. Games and gamification offer one approach to foster both behavioral change and education. In this paper, we investigate the state-of-the-art of game-based climate change engagement through a systematic literature review of 64 research outputs comprising 56 different gamified approaches. Our analysis of the literature reveals a trend of promising findings in this nascent and growing area of research, suggesting the potential to impact multiple engagement dimensions simultaneously, as well as create an engaging gameful experience. Overall, the corpus appears to offer a fruitful balance in foci between climate science, mitigation, and adaptation, as well as a variety of formats in game-based approaches (i.e. digital, analog, and hybrid). However, shortcomings were also observed, such as geographic and demographic imbalances and the short duration of interventions. The reviewed studies yield a large number of results indicating climate change engagement through gamification, especially in the form of cognitive engagement, affect towards climate change-related topics, and in-game behavioral engagement with others. Nevertheless, heterogeneity in terms of contexts, designs, outcomes, and methods, as well as limited rigor in research designs and reporting, hinders drawing overall conclusions. Based on our review, we provide guidelines regarding contexts, interventions, results, and research quality and internal validity for advancing the space of game-based interventions for climate change engagement.

Game-based learning is one of the main trends currently in e-learning, and while opinion is still divided on its merits a number of studies have been published that highlight its benefits in enhancing learning and increasing motivation. This paper aims to analyse existing research to identify some of the key approaches and pedagogical factors that make learning through games effective and engaging (considering adult learners in particular), with the purpose of creating a list of features that can be used to inform the inclusion of gamification elements into e-learning activities. Forty-one case studies of serious games, game-based learning and gamification in learning from the last 10 years were reviewed in order to identify the elements that contributed to their success. From this analysis a list of suggested features was produced that may be of use to those wishing to embed gamification elements when designing e-learning activities. [ABSTRACT FROM AUTHOR]