Search

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

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

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

Even though working with data is as important as coding for understanding and dealing with complex problems across multiple fields, it has received very little attention in the context of Computational Thinking. This paper discusses an approach for bridging the gap between Computational Thinking with Data Science by employing and studying classification as a higher-order thinking process that connects the two. To achieve that, we designed and developed an online constructionist gaming tool called SorBET which integrates coding and database design enabling students to interpret, organize, and analyze data through game play and game design. The paper presents and discusses the results of a pilot study that aimed to investigate the data practices secondary students develop through playing and modifying SorBET games, and to determine the impact of game modding on student critical engagement with CT. According to the results, students developed and used certain data practices such as data interpretation and data model design to become better players or to design an interesting classification game. Moreover, game modding process motivated students to question the original games' content, leading them to develop a critical stance towards the game data model and representations. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) education has drawn increasing attention from educators and researchers. This study conducted a meta-analysis of 27 empirical studies to examine the effectiveness of game-based learning (GBL) for fostering students' CT. The effects of various factors on the learning process for acquiring CT were also examined. The results showed that (a) conducting GBL can foster students' CT, and the overall effect was at the upper-middle level (Hedges' g =.600, 95% CI [.465,.735], p <.001). (b) Furthermore, conducting GBL can improve students' CT concepts (Hedges' g =.916, 95% CI [.410, 1.423], p <.001), CT skills (Hedges' g =.494, 95% CI [.389,.600], p <.001), and CT perspectives (Hedges' g =.927, 95% CI [.039, 1.816], p <.05). (c) Additionally, game mode, teaching context, and participant characteristics have positive effects on CT. Based on the findings, it is suggested that using more unplugged games and video games, designing collaborative game activities, and tailoring approaches according to gender difference and programming experience can effectively promote CT. The results have significance for fostering students' CT in GBL; it is further suggested that instruction processes be rationally designed. [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]

Purpose: The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education. Design/methodology/approach: A bibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications. Findings: The results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially game-based learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality. Originality/value: This work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology. [ABSTRACT FROM AUTHOR]

The problem we face today is that many people think that playing games only has a negative impact on a person's brain and behavior. but the fact is that playing games has a positive impact in many ways. The aim of this document is to prove whether video games can really influence human behavior on their decision-making skills. We will test 22 respondents directly who are teenagers and adults around 17 - 25 years old, and we will score them after they have finished playing games with the genre that we decided. The results proved that competitive First-person shooter (FPS) games increase human ability to make decisions quickly and correctly. Many of our participants agree that after playing competitive FPS games, they feel a positive impact on their cognitive skills. Our participants said that they can quickly compare the impact of the decisions they make and choose exactly which is the best course of action. [ABSTRACT FROM AUTHOR]

Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving. We recorded and systematically coded the behaviors of using MERs demonstrated by 20 university students during 1.5 hours of gameplay. We conducted both cluster and sequential analyses with a total of 2654 encoded behaviors. The study indicated that the maneuverable visual-spatial representation was most frequently used in the selected architecture game. All of the participants performed a high level of representational transformations, including both treatment and conversion transformations. However, compared to the students in the second cluster who were mostly non-game players, students in the first cluster (composed of mainly experienced video game players) displayed a higher frequency of interacting with various MERs and a more cautious and optimized reflective problem-solving process. [ABSTRACT FROM AUTHOR]

Antimicrobial resistance (AMR), particularly antibiotic resistance, is one of the most challenging global health threats of our time. Tackling AMR requires a multidisciplinary approach. Whether a clinical team member is a cleaner, nurse, doctor, pharmacist, or other type of health worker, their contribution towards keeping patients safe from infection is crucial to saving lives. Existing literature portrays that games can be a good way to engage communities in joint learning. This manuscript describes an educational antimicrobial stewardship (AMS) game that was co-created by a multidisciplinary team of health professionals spanning across high- and low- to middle-income countries. The online AMS game was promoted and over 100 players across 23 countries registered to participate on 2 occasions. The players were asked to share feedback on the game through a short online form. Their experiences revealed that the game is relevant for creation of awareness and understanding on antimicrobial stewardship in both high- and low-to-middle income settings worldwide. [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]

The study is devoted to the philosophical consideration of specific features of communication and education through the use of video games. The purpose of the research was to consider the specific features of communication in the process of interaction within video games, to reveal their educational potential and the difference in their use for educational purposes. The analysis of videogame definitions has allowed focusing on their specific features, namely: interactive, rule-based nature and the need of the specific hardware. As a result, the possible types of dialogue within video games have been considered and, on their basis, the main types of interaction have been formulated for analyzing their use in education: interaction with no active player, player-videogame interaction in case of one-player videogames, playervideogame-player interaction and player-community-videogame interaction. In conclusion, the similarity of videogame playing and the learning process has been delineated in relation to the analyzed types of interaction. The authors state the further need for a comprehensive study of the specific features of each of described types due to the significant differences in the dialogue and educational potential of videogames belonging to them. [ABSTRACT FROM AUTHOR]

Purpose: Extending the study of Chan et al. (2016), this paper aims to focus on specific aspects of performance (conceptual and factual knowledge) to provide insight into whether computer game attributes designed into Prrinciples Aren't That Hard (PATH) improve performance. Design/methodology/approach: A between-subjects experiment is conducted to test the hypotheses. The experimental and control groups are PATH and traditional paper medium, respectively. Findings: The results reveal that PATH users perform better on the conceptual knowledge questions compared to the traditional paper medium users. No significant difference in performance on the factual knowledge (computational) questions is found between PATH and traditional paper medium users. Research limitations/implications: This study demonstrates that PATH creates an engaging learning environment, which facilitates the acquisition of conceptual knowledge and improved (conceptual) performance. Research can investigate whether technology may be used to facilitate automation of computational tasks which downplay the importance of computational skills (factual knowledge) and focus on the design of computer game attributes in educational or training programs to enhance conceptual knowledge and (conceptual) performance. Practical implications: The findings of this study will assist educators and educational technology developers to identify and design motivation-enhancing computer game features to promote remember and understand cognitive processes which improve (conceptual) performance. Originality/value: Game-based learning serves as the underlying theoretical framework for the design of PATH used in an experimental study to examine the positive effects of motivation-enhancing computer game attributes on remember and understand cognitive processes which facilitate (conceptual) performance. This study also uses separate measures of performance; that is, conceptual and factual knowledge, to provide additional insight into the findings of Chan et al. (2016). [ABSTRACT FROM AUTHOR]

Assessing players' learning experiences in a proper manner is a fundamental aspect of successful game-based learning programs. One notable characteristic of these programs is stealth assessment, which involves integrating formative assessment into the learning environment without disrupting the learning process. In multiplayer online games (MOGs), the in-game online chat system is a commonly used tool that enables players to communicate through text or voice messages during gameplay. However, there is a lack of specific research on incorporating players' in-game chat content for computational learning experience assessment, which could enhance the validity of stealth assessment. This study proposes a stealth assessment method based on natural language processing to highlight the significance of players' in-game chat data in estimating learners' skills in MOGs. A natural language processing model is developed using a distilled version of the Google BERT pre-trained model. The evaluations demonstrate that the proposed method accurately estimates a player's skill level by analyzing a few chat messages from the player. This method has the potential to make a profound impact on the field of game-based learning by enabling more precise assessment and supporting the design of tailored interventions and adaptive learning systems. This study pioneers computational skill assessment through chats in MOGs, opening up new opportunities for future investigations in skill assessment and having the potential to transform the field of game-based learning. • The in-game online chat system is one of the common tools in multiplayer online games. • The proposed method can determine the skill level of players using their in-game chat messages. • We demonstrate how to fine-tune and utilize natural language processing models for stealth assessment. • The experiments show that the proposed method achieved state-of-the-art accuracy in estimating players' skill levels. [ABSTRACT FROM AUTHOR]

Standard video games are applications whose development process often follows a traditional software methodology. Serious Games (SGs) are a tool with an immensely positive impact and great success. SGs enable learning and provide entertainment and self-empowerment, which motivates students. The development of an SG consists of complex processes requiring multi-disciplinary knowledge in multiple domains, including knowing the learning domain and adding the appropriate game mechanics to foster high intrinsic motivation and positive player experience that makes the players feel like they are having fun while learning. Otherwise, the game is viewed as boring and not as a fun and engaging activity. Nevertheless, despite their potential, the application of SGs in education has been limited in terms of pedagogy. Several authors assert that this lack is because SG standards and guidelines have not been developed. There is an imbalance between experts' contributions to education and game design specialists for the SG development. Not all the SGs that have been developed have applied appropriate design methodologies that incorporate both the entertainment mechanics and the serious component. To ensure that an SG meets the user's expectations, it must be designed using an appropriate method. This work aims to present iPlus, a methodology for designing SGs based on a participatory, flexible, and user-centered approach. Additionally, this paper analyses several case studies with the iPlus methodology. [ABSTRACT FROM AUTHOR]

A modern school deals with a generation of students who were born and grown up in a digital environment and require other teaching methods. Changes in the technological and social conditions of modern society need new professional skills, which are often called "21st century skills". These skills should be developed starting from the primary school, as they are psychological and behavioural, rather than practical. Game-based learning and gamification are effective means of such skills development. The use of video games in teaching practice is studied multifaceted, along with formats and requirements of educational game, methods for effectiveness assessment, and the effect of games on students. The controversial nature of game-based learning effect on students require deeper research, as the increase in motivation and learning efficiency cannot be disputed, as well as the negative impact of a long gaming on cognitive abilities, emotional state and social skills of students. The study tested both an increase in the motivation and attraction of school students for the learning process, and the impact on the practical results of information assimilation. There was conducted a survey on the results of the application of game training to determine the motivation and attraction of students. Likewise, we counted time, spent by the study and control group, for mastering the main educational material and the post-class study of game content and the educational material it presents. A comparative test was conducted on the results of educational material comprehension to determine the effectiveness of the methodology in mastering knowledge. The group, with game-based learning and gamification applied, showed an increase in motivation and attraction to learning, students paid additional efforts for assimilating the material studied, and also showed significantly higher learning outcomes compared to the control group. [ABSTRACT FROM AUTHOR]

This paper introduces an e-Learning for urban tourism education through a scenario-based game of a hypothetical city. This scenario game set a good example to integrate components of e-Learning, gamification and scenario-based platform in tourism geography and planning education. This study evaluated the effectiveness of urban tourism scenario game in terms of knowledge enrichment, attitudinal change and platform usability reported by a sample of voluntary university students (n = 30). The overall effectiveness of the game is found generally positive. Paired-sampled t-test results show that this game platform is successful in improving participants' fundamental knowledge about new concepts, models and issues in the urban tourism context. The nature of tourism study in social science involves dynamism of perception and views, and thus leading to attitudinal changes of the game players although these changes are only statistically significant in one-fourth of the attitudinal attributes. The usability is the shortcomings of the game since this dimension is difficult to control except some technical elements. From the statistical results, the game does not reach a high expectation of usability except the educational design of the game. Some discussions and suggestions are made to enhance the effectiveness of game-based learning in tourism education through clever integration of modes of learning and other e-Learning elements. [ABSTRACT FROM AUTHOR]

Educational games are now seen as effective learning tools. However, there is a gap in the literature regarding the core dimensions of Game-based learning (GBL) for comprehensive design, analysis, and evaluation due to inconsistent use of elements. The literature on GBL reports an extensive diversity of elements used for the design and evaluation of GBL without any categorization of micro and macro-level elements. Hardly any studies systematically decompose these aspects to derivate factors/sub-factors, obstructing identification of any clear pattern. The problem is not the scarcity of GBL research but inconsistency in terminology, scope, definition, and usage of elements leading to the absence of a holistic view of GBL for effective design and evaluation. This study bridges the gap by outlining terminology and scope with four conceptual levels and then systematically categorizing GBL elements by scope, definition, and usage. The methodology used is directed content analysis of GBL literature collected through a previous systematic literature review. Dimensionalization of GBL and further decomposition into factor/sub-factors based on theoretical constructs, has resulted in a consistent and clear pattern delineating the structure of the educational game design, analysis, and evaluation. Further codifying metrics and mapping the relationship among GBL dimensions deduce into a conceptual framework (called LEAGUÊ) that facilitates greater insight into the process of learning with educational games, where to focus and what to evaluate. The LEAGUÊ framework can be applied for the analysis, design and evaluation of learning games. The framework is put in practice by utilizing the framework components (dimensions, factors/sub-factors and relations) to develop three items: 1) an analysis instrument, 2)a card-based ideation and design toolkit, and 3) an evaluation guide that can assist educational game designers, researchers, educators and evaluators for the analysis, design and evaluation of learning games respectively. This paper exemplifies the application of framework for the analysis of learning games using the analysis instrument (developed using LEAGUÊ framework) with one case study as an example. [ABSTRACT FROM AUTHOR]

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

Different forms of computer games are widely used in the education field. Designing appropriate games can increase the acceptance of learning content by the learner. This study presents a definition of games, computer games, and the games that are employed within education. The definition of edutainment, educational games, game-based learning, and gamification are presented. The role of serious games for learning are clearly described. The differences between game-based learning and gamification are formulated. Researchers will find these findings helpful to distinguish game-based learning and gamification and to determine suitable designs for delivering learning content. [ABSTRACT FROM AUTHOR]

Abstract: As video games, particularly, social games are growing in popularity and number of users, there has been an increasing interest in its potential as innovative teaching tools. Gamification is a new concept intending to use elements from video games in non-game applications. Education is an area with high potential for application of this concept since it seeks to promote people’s motivation and engagement. The research in progress will try to find how to apply social gamification in education, testing and validating the results of that application. To fulfil these objectives, this paper presents the guidelines and main features of a social gamification framework to be applied in an existent K-6 social learning environment. [Copyright &y& Elsevier]

Computer games are considered a useful tool for educational purposes. Alternative media applications such as serious games combine edification with challenge and entertainment. Thus, learning becomes enjoyable, more comfortable, and more efficient. The paper presents the implementation of an educational computer game regarding traffic behavior awareness through the main stages of analysis, design, development, and evaluation, aiming at investigating the contribution of gamification in traffic safety. The game was developed as an advanced media education approach in Unreal Engine, encompassing various adventures. The game hero's tasks are to move into the virtual city to complete a mission, follow road safety rules, and experience the adventures either as a pedestrian or as a vehicle driver. Research hypotheses/questions are tested concerning the gaming impact and the audience engagement through first-person storytelling to communicate and perceive traffic regulations. The results reveal that a properly developed educational game could become more engaging, amusing, and efficient. It could also enhance traffic awareness through experiential and mediated learning, also fostering social responsibility. [ABSTRACT FROM AUTHOR]