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Technology has been employed to streamline the process of acquiring knowledge and engaging in various endeavours, exemplified by the utilisation of computers. According to Dhiman (2021), there is a prevailing perception that secondary school students exhibit worse manners and earn lower academic outcomes as a result of their excessive use of mobile devices. The unregulated and extensive utilisation of technology has been found to have detrimental consequences on students' self-control and discipline, primarily due to their exposure to various media platforms, television videos, and cell phones, among other technical gadgets. This study was conducted to assess the effects of technology adaptation on students' discipline in public secondary schools in Nyamagana. The theoretical foundation for this study is aligned to Bandura's social learning theory and the Technological Acceptance Model by Davis. The study employed a mixed methods sequential exploratory research design in which data were collected through questionnaires and interviews. The data collected were analysed using both quantitative and qualitative techniques, and the results of the quantitative analysis show a positive and significant relationship between smartphone use and student discipline ([beta] = -0.228, p, <0.001). The results further explain that a 1-unit increase in smartphone use affects student discipline by 23.6%. Moreover, the findings indicate a positive and significant relationship between watching television and the effects on student discipline ([beta] = 0.315, p<0.003). The results are interpreted to mean that a 1-unit increase in watching television affects the behaviours of students by approximately 35%. On the other hand, among social media users there is a positive and significant relationship between social media use and the discipline of students ([beta] = 0.010, p<0.000). Last, the findings for online gaming show that while there was a relationship between online gaming and student discipline, but it was negative and not statistically significant ([beta] = -0.064, p<0.689). This study recommends that policy makers should take into consideration the integration of the effects of using electronic devices on secondary school students' discipline in education policy to simplify the implementation of ways of avoiding those effects. Additionally, the study recommends that teachers should ensure the implementation of the restrictions put on the use of mobile phones in schools, and education should be provided for parents and the general community on the importance of limiting students from spending much time on electronic devices.

Authors Kevin McCaughey and Rick Rosenberg demonstrate techniques for using board games to stimulate student-centered language practice that is flexible, productive, engaging, and fun. The article includes tips for efficient game play and for using games with a variety of levels and class sizes. The authors show that playing board games for language practice can be educational AND entertaining.

The aim of this study was to investigate the effect of therapeutic play training on physical health in 10-12 year old children with back muscle weakness. Experimental research model was used in the study. According to the results of the Functional Movement Screening test, 16 children (8 Study, 8 Control) with back muscle weakness were included in the study as participants. According to the pre-test analysis results, children with weak back muscles were given therapeutic play training with 7 different games adapted to increase healthy posture and physical development for 8 weeks and 3 days a week. At the end of the therapeutic game education application process, the FMS test (post-test) was administered to the children again and the results were recorded. The groups were homogeneously distributed, independent sample t-test was used to determine the difference between the research and control groups, and paired sample t-test was used to compare the data within groups. All statistical values obtained were evaluated at 95% confidence interval and significance was evaluated at p<0.05 level. According to the findings obtained from the study, a statistically significant difference was found when the FMS pre-test-post-test results of the children in the study group, in which therapeutic games were applied, were analyzed (p<0.05). As a result of the FMS pre-test before the education program was started, it was determined that 7 of the 8 participants, who could not reach a sufficient score and whose back muscles were found to be weak, reached a sufficient score according to the FMS post-test results after the applications, and only 1 participant showed positive development although he could not get a sufficient score. When the FMS pre-post test results applied to the control group were examined, it was determined that there was no statistically significant difference p>0.05.

This study investigates the challenges of teaching history to primary school students and the endeavour to develop a board game, supported by educational apps and augmented reality, to enhance the learning experience. The initiative is in response to the New Zealand Ministry of Education's mandate that New Zealand's history must be taught in all Kura and schools' local curriculum from 2023. (Ministry of Education, 2023). The study was conducted in two phases. The first phase explored teachers' attitudes towards using technology as a teaching aid and the availability of digital devices for interactive teaching and learning. The results showed that many teachers are supportive of using board games and technology in their teaching. In the second phase, a board game was developed and trialed with a group of teachers and students as expert representatives for the target group. The results showed that the mixed reality board game has great potential and is well worth continued development. The study also suggests that emerging disruptive technologies such as mixed reality can create effective and engaging learning and teaching environments.

The authors discuss how board games offer individuals with autism (who often struggle with social settings and require structured outlets for building relationships) an affordable, naturalistic, collaborative environment that is stimulating, engaging, and educational. Board games, they assert, provide opportunities to practice social skills, including cooperation and social deduction, essential skills for both neurotypical and atypical people. The authors include recommendations for introducing board games into special educational settings.

The purpose of the present experiments was to systematically replicate Step it UP! Game interventions with adults with disabilities. Participants were divided into two competing teams, and the team with the highest step count participated in a prize drawing. Experiment 1 (N = 9) evaluated the efficacy of an extended version of the Step it UP! Game that included additional and longer sessions. Experiment 2 (N = 8) evaluated the addition of contingent experimenter attention during the Step it UP! Game. Baseline, Step it UP! Game, and Step it UP! Game plus interaction sessions were evaluated in a multielement design. The Step it UP! Game was effective with additional and longer sessions, and all participants took more steps during Step it UP! Game sessions. Adding experimenter interaction to the Step it UP! Game did not increase the efficacy of the intervention.

The Good Behavior Game (GBG) is an effective procedure for reducing disruptive classroom behavior. Students in three fifth-grade classes selected the rules of the GBG and then experienced the GBG with different forms of feedback for rule violations (vocal and visual, vocal only, visual only, no feedback). Following an initial baseline, the four feedback versions of the GBG and a baseline condition were alternated across sessions in a multielement design. All versions of the GBG substantially reduced disruptive behavior below baseline levels. Additionally, in one of the three classes losing the GBG produced an increase in negative peer interactions immediately following the GBG. Following the multielement comparison, we implemented a group-arrangement concurrent-chains preference assessment in which students selected one of the conditions to experience each day. The most selected condition across all classes was the GBG condition, which included both vocal and visual feedback.

Although feedback is a widely used intervention for improving performance, it is unclear what characteristics individuals prefer and what is necessary for it to be effective. The purpose of this study was to systematically extend Simonian and Brand (2022) by addressing the limitations of the study and adding a best-treatment phase. During an acquisition phase, participants received either positive, corrective, or no feedback upon task completion. Nine of 10 participants mastered the task that was associated with corrective feedback, and one participant mastered the task with no feedback. Eight participants completed a preference phase in which they were provided a choice of either positive or corrective feedback when learning to play a novel game. Half of the eight participants showed a preference for corrective feedback, and the remaining participants had mixed preferences. Overall, corrective feedback was more efficacious and more preferred than positive feedback.

The purpose of this study was to determine differences in students' perceived benefits of chess by gender and age after being exposed to chess during instruction for an entire academic year as part of a Chess in Schools initiative in a southeastern state of the United States. Data were collected during the 2017-2018 academic year. The sample consisted of 1,286 students across elementary, middle, and high school levels. Data were collected using a retrospective pretest survey. Seven constructs of the students' perceptions were generated ("increased enjoyment of mathematics," "improvement in academic self-efficacy," "improvement in collaborative skills," "improvement in organizational skills," "enjoyment of chess," "confidence in chess playing ability," and "increased engagement in learning"), and all had high reliability coefficients. Data were analyzed using a two-way multivariate analysis of variance. The results showed that elementary students consistently tended to have higher ratings of perceived benefits than middle and high school students across all constructs. The differences between middle and high school students were low and not statistically significant.

Despite calls for injury prevention exercise programmes (IPEPs) to move to school settings for the general adolescent population, current research has had mixed outcomes regarding their efficacy in schools as many of the traditional barriers to IPEP implementation still exist, for example, lack of engagement with the programme. A games-based approach may negate some of these barriers as it has been shown to increase participation and adherence to activity. The aim of this study was to achieve consensus on the fundamental framework for the development of a games-based IPEP for physical education (PE) class. Nineteen academic and practitioner experts in the areas of PE, injury prevention and adolescent coaching took part in a four-round Delphi poll, consisting of an opening exploration round followed by three subsequent rounds of questions. Agreement of at least 67% was required for consensus to be deemed achieved on outcomes. Agreement was reached on the key components of an IPEP and potential layouts of the programme. Requirements for an activity/exercise to be deemed games-based and key outcome measures for a games-based IPEP for PE class were established. Finally, PE teacher supports and resources required for implementing a games-based IPEP in PE class were determined, including supports for PE teachers and IPEP location within the class. The recommendations of this study provide a fundamental framework for the development of future games-based IPEPs that could be applied internationally as it provides the flexibility to be adapted to suit various constraints of PE classes across the globe.

Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers' lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.

This article presents a study on the implementation of a virtual escape-room game as a novel teaching methodology in biochemistry education. The game aimed to engage students in producing monoclonal antibodies against SARS-CoV-2 while reinforcing theoretical concepts and fostering teamwork. Three versions of the game were tested, incorporating modifications to address student feedback on and improve the overall experience. The study employed a satisfaction survey to gather insights from students regarding their perception of the game. Results showed that the implementation of answer flexibility using RegEx had a significant positive impact on student satisfaction and motivation. The introduction of RegEx allowed for a more realistic and immersive gaming experience, as students could provide varied answers while still being evaluated correctly. Overall, the findings highlight the effectiveness of the game's design, the suitability of the Google Forms platform for distance learning, and the importance of incorporating answer flexibility through RegEx. These results provide valuable guidance for educators seeking to enhance student engagement and satisfaction through the use of escape-room games in biochemistry education.

Purpose: Autism spectrum disorder (ASD) is a complex developmental condition including persistent challenges with social communication, restricted interests, and repetitive behavior. Though prospective memory failures are commonly observed in ASD population it has been less studied among adults with ASD. Prospective memory (PM) refers to the execution of delayed intentions. There are contradictory findings of regular and irregular prospective memory task among autistic adults. The present study is an attempt to investigate prospective memory performance among adults with autism spectrum disorder using the Virtual Week board game. Method: Virtual Week (Rendell & Craik, 2000) (3-day Version) is a computerized board game in which participants after rolling a die move token clockwise around the board. Each round of the board represents one virtual "day." Adults between 16 and 25 years of age who were diagnosed with ASD (N = 23) were compared with non-ASD (N = 26) adults. Results: Analyses of variance were used to analyze the data. Results revealed that autistic adults as compared to normal adults showed poorer performance on time-based task than on event-based task. A significant difference was evident between regular and irregular prospective memory tasks across both tasks among autistic adults. Results also revealed that ASD difficulties are associated with the prospective component of the irregular task. Conclusions: Prospective memory failures are widely observed in ASD group, and have important implications for functional independence. The findings of this study provide insight into prospective memory challenges that adults with autism spectrum disorder face in a daily basis.

Background: While game-based language learning (GBLL) in K-12 education has received considerable attention, little is still known about its state-of-the-art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research findings. Objectives: To fill the gap, drawing on the revised technology-based learning model, this study aims to conduct a systematic review on the trends of GBLL for K-12 education in terms of theoretical frameworks, participants, methodology, game genres, instructional activities and application effectiveness. Methods: Based on the proposed criteria, 83 Social Science Citation Index (SSCI) articles pertaining to GBLL in K-12 education published during 2009-2022 were finalised for data analysis. Results and conclusions: The results showed that (1) most GBLL studies adopted cognitive and social frameworks, including flow theory, situated learning and socio-cultural theory; (2) the most common participants were primary school students, and the most common languages were English as a foreign language (EFL) learning; (3) quantitative methods were frequently adopted, with a particular eye on tests, questionnaires and experimental design; (4) the most common game genre was tutorial games; (5) pre-game instructional activities, such as gameplay training and lecture, were mostly implemented in K-12 contexts; (6) benefits such as enhancing four language skills and communicative competence and improving learners' attitudes were reported. However, according to the results, technical issues, unhelpful partners, difficult learning tasks and high cognitive load were the most frequently reported drawbacks. Implications: Pedagogical implications for teachers, designers and researchers in GBLL were referred from the results of the study.

Business simulation games (BSG) offer a unique opportunity to provide students with hands-on experience in a simulated business environment. This study aims to explore the effectiveness of BSG in promoting entrepreneurial intentions and competencies among undergraduate students. The study was conducted with 48 students, who participated in BSG as part of their entrepreneurship education (EE). The study used a quasi-experiment to measure changes in students' cognitive and non-cognitive entrepreneurial competencies, as well as their entrepreneurial intentions. The results show that participation in the BSG significantly improved students' cognitive and non-cognitive entrepreneurial competencies, as well as their intention to start a new business. The study concludes that BSG can be an effective teaching strategy for promoting EE and developing entrepreneurial competencies among undergraduate students. However, further research with larger sample sizes and diverse populations is needed to confirm these findings and explore how combining BSG with other teaching methods or interventions can enhance the development of entrepreneurial competencies and intentions.

Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation, attention shifting, and inhibition of behavior. This systematic literature review outlines research on primary education during 2000-2022 that relates students' EF and digital technology through empirical data and suggested SEN-inclusive educational interventions. 288 full-text journal articles were assessed, and 26 were included for analysis. Findings include common game-based solutions for EF and SEN support, enabling explicit goals, short teaching activities, and recorded outcomes. Other examples include EF skills training and classroom management with digital monitoring devices. A substantially increased research interest during 2021-2022 was observed. Aspects needing further research are discussed, such as more special education views with cost-effective behavioral approaches.

Parts of this contributing article for educators was taken from a presentation given on December 1, 2022, by Dr. Patrice J. Pinder in collaboration with the University of the West Indies' (UWI) Mona Faculty of Science and Technology who hosted a UNESCO sponsored Disaster Heritage Webinar, i.e., Disaster heritage -- Jamaica National Commission for UNESCO (jncunesco.gov.jm). The webinar presentation focused specifically on natural disasters such as catastrophic storms or hurricanes like the powerful Category 5 Storm--Hurricane Dorian, which hit the Bahamas' northern islands of Abaco and Grand Bahama on September 1, 2019. Hurricane Dorian caused major damages to homes and properties, and resulted in loss of lives. The presentation and this current paper were developed as educational advisory guides to give teachers and other education professionals ideas on how to help young children to cope after natural disasters. Thus, it is important for teachers to help young children (students) to undergo various coping mechanisms in order to build resilience. Using stories/storytelling sessions, games, and comic sketches are some of the suggested tools and strategies that can be used with young children to help them better cope after psychologically disturbing events like the Bahamas' Hurricane Dorian.

This study investigated: (a) how the task relevance of postings differed between anonymous versus identified online discussions in elementary school, and (b) how game-like conversations with story characters impacted the task relevance of postings. A total of 342 fourth graders in Slovenia participated in the study. During one and a half-hour, synchronous online sessions, students read short web-based eBooks with small group online discussions and game-like conservations with characters. We employed a mixed-method approach, combining both qualitative and quantitative research data. All discussion postings were qualitatively coded in terms of discussion relevance, and other functionalities. The frequencies of the qualitative codes were computed statistically. The results revealed that students in name-identified group discussions were significantly more on-task than those in anonymous discussions. Furthermore, students who engaged in game-like interactions with story characters were also significantly more on task than those who did not. The effective design of small-group synchronous online discussions within an interactive eBook has great potential in promoting engagement in reading, and making reading more social, in times of pandemic-caused remote education, or at any time.

The state-of-the-art literature indicates an increasing need for co-design education as it is imperative to equip future designers with the co-designing mindset. This derives from the significance of involving 'people with lived experience' in co-design processes to better meet their needs. However, the traditional design education system seems to include mostly individual designing skills, causing a lack of skills in design students to facilitate the active participation of people in co-design. This paper reports on a case study carried out in a third-year Bachelor industrial design engineering course with design students (n = 32) and design educators (n = 4) to find an effective and efficient way of preparing future designers for their role in co-design and to gain insights into design students' experience with learning about co-design. As an instructional method, a co-design workshop including the game-play, game-modding and game-design approaches is introduced. The obstacles and confusion of the design students regarding co-design and co-design education, which they have documented throughout the year on their personalised logbooks, are explained to eliminate them in the future for smoother incorporation of co-design education into design education curricula. Lastly, for future designers' mindfulness of co-design and their role as facilitators suggestions are provided such as accreditation of curriculum activities regarding co-design education.

Students with attention-deficit/hyperactivity disorder (ADHD) may engage in disruptive classroom behaviors. The Caught Being Good Game (CBGG) has been identified as an intervention for managing class-wide behaviors. The purpose of the current study was to evaluate the effect of the CBGG in increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) among target students diagnosed with ADHD. This study used a multiple baseline design across three elementary classrooms. The results indicated that all participants' AEB increased when the CBGG was implemented. The results also suggested that the CBGG decreases DB among target students diagnosed with ADHD. Using the CBGG as part of classroom management could reduce the time teachers spend managing student behavior and increase the time they spend on teaching.

The purpose of this research is to examine the meanings that primary school mathematics teachers attribute to the concept of "game" by using metaphorical expressions. In this study, phenomenology design, one of the qualitative research methods, was used to examine the metaphorical perceptions of primary school mathematics teachers about the concept of game. The study group of the research consists of 329 primary school mathematics teachers. In order to collect the data of the research, the participants were asked the question "the game is similar to …, because…". In addition, the participants were asked to draw pictures suitable for their answers to the questions. The data obtained within the scope of the research were subjected to content analysis and Chi-square tests. When the metaphors developed by primary school mathematics teachers regarding the concept of play were examined, it was seen that most of the teachers perceived the game as "a child-specific activity (41%)". On the other hand, it has been observed that approximately one fifth of the teachers see the game as a "teaching method (18%)". In the study, it was determined that the professional seniority of the mathematics teachers had an effect on the metaphors they developed regarding the concept of game. In addition, it was observed that the level of mathematics teachers' involvement in the game in their professional lives had an effect on their development of metaphor as a teaching method.

Online game addiction and psychological distress are two continuously developing problems in the Philippines, with Filipinos aged 18 to 24 being the second largest age group to overuse interactive online-related games. This sequential explanatory mixed method study aimed to assess the young adults' gaming addiction and perceived psychological distress during the COVID-19 pandemic and identify the other factors contributing to the respondents' frequent engagement in online interactive games, which served as a basis for a preventive intervention program. The researcher administered the survey questionnaires of the Gaming Addiction Scale and Depression Anxiety Stress Scale-21 to 399 young adults aged 18-24 and a semi-structured interview guide to 20 addicted and non-addicted gamers. Key results showed that a small percentage of the respondents experienced polythetic and serious monothetic addiction to interactive online games. In contrast, half of the respondents manifested mild to moderate symptoms of depression and anxiety during the COVID-19 pandemic. Major findings also found no significant gender differences in the level of online game addiction and psychological distress during the COVID-19 pandemic, and a moderate level of relationship substantiated the association. Further results revealed that the negative compensatory factors were associated with addicted gamers' frequent engagement with online games, whereas non-addicted gamers were associated with positive, beneficial factors. This phenomenon has hardly ever been the focus of in-depth research, and the results of this study can be used to further refine the conceptualization of "internet gaming disorder" as a mental disorder and develop a more comprehensive treatment method.

The aim of this study was to investigate the effectiveness of teaching with graduated guidance on teaching the playing backgammon skill, which is one of the leisure skills, to children with "Autism Spectrum Disorder (ASD)". Three children with ASD participated in this research. A multiple probe design across the participants was used in order to examine the effectiveness graduated guidance on teaching playing backgammon skill. The research was conducted by using. The dependent variable of this research is the level of acquiring playing backgammon skill. Additionally, the independent variable of this research is graduated guidance. According to the findings of this study, graduated guidance was effective on teaching playing backgammon skill, which is one of the leisure skills. In other words, result of this study revealed that graduated guidance was effective on teaching backgammon playing skill to children with ASD. In addition, it was determined that after finished instruction sessions, children with ASD were able to maintain the playing backgammon skill that they learned and also generalize the acquired skill to different person. In the light of the limitations identified and the findings, recommendations were made for further research. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

Collaborative worldbuilding is an ideal digital writing project for promoting critical thinking about contemporary issues, developing and applying disciplinary expertise writing transfer, and building digital literacies. In the context of the global COVID-19 pandemic where the student experience was characterised by isolation, collaborative worldbuilding also offered a powerful means of building solidarity and community. This paper presents a case study of using collaborative worldbuilding for gaming to achieve key digital writing learning outcomes. The case study shows how this innovative pedagogical approach can be mapped to two key frameworks for information and digital literacies: the Digital Competence Framework for Citizens and the Framework for Information Literacy in Higher Education of the Association of College and Research Libraries. The case study also illustrates how a MediaWiki installation can be used for worldbuilding and as a means of critically introducing students to Wikipedia itself. Qualitative feedback from the students shows that the class achieved its key learning outcomes. More importantly, student engagement during the class and their feedback ascertains that collaborative worldbuilding is a powerful means of building connections and empathy between students in the context of isolation, amid a global pandemic.

The Philippines is lagging behind in physics education based on recent results of national and international assessments. With a continuing endeavor to address this problem, a game-based learning module was innovated using the Analysis-Design-Development-Implement-Evaluate model, integrating Ivatan indigenous games in a learning module in physics, to probe the effect of the developed module on Ivatan students' understanding, motivation, attitudes, and scientific sublime. Furthermore, the study aimed to reintroduce the Ivatan indigenous games to the younger Ivatan learners of Batanes, Philippines, through physics, in an attempt to help preserve its culture and traditions by integrating it to the teaching-learning process. The module underwent validation among four experts which yielded a highly acceptable and a good agreement rating. The material was tested with twenty SHS students under the STEM strand in a quasiexperimental research setup. A thirty-item test, the Physics Motivation Questionnaire II, the Colorado learning attitudes toward science survey, and open-ended journal questions were the instruments used to test the module's effectiveness. Results revealed a significant difference (M[subscript diff] = -2.65) in student understanding with a 0.31 small effect size; students' motivation revealed a significant difference (M[subscript diff] = -0.91) with a large effect size of 0.86; and student attitudes revealed a significant difference (M[subscript diff] = -0.44) with a medium effect size of 0.78. The correlation between understanding, motivation, and attitudes (r[subscript und-mot] = 0.65; r[subscript und-att] = 0.83; r[subscript mot-att] = 0.72) was all positive uphill relationships. Finally, responses from the journal revealed that the most common feedback among learners was the extreme feeling of happiness while generating only 5% of sublime feelings such as extreme awe/amazement/overwhelmed. These results revealed that the developed material effectively improved students' understanding, motivation, and altering attitudes to a favorable state while realizing that it is unsuccessful in fostering scientific sublime.

The use of the game in the educational process depends on the attitude of the teachers towards the game. Attitudes are important as a guide in understanding the behavior of individuals. The purpose of this research is to describe the attitudes of teacher candidates towards playing games containing physical activity. In the research, the scanning method, "Personal Information Form" and "Game Proneness Scale" were used in the data collection process. In the analysis of the data, independent t-test and one-way analysis of variance (ANOVA) across the scale, together with statistics such as frequency (f), percentage (%), weighted mean (X) and standard deviation (SD), and Mann Whitney U and Kruskall Wallis in sub-dimensions techniques have been used. The eta square was used for the effect size. The attitudes of pre-service teachers towards playing games containing physical activity are at the level of neutral. While the attitudes of pre-service teachers towards playing games containing physical activity do not differ significantly according to the gender and grade level variable, they differ significantly according to the department variable. The averages of classroom teachers and preschool teachers were found to be higher. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for this article is 2023.]

Purpose: This study investigates the fairness preference of five-year-old children in Shanghai, observing their distributive behaviors in both stakeholder and spectator games and showing how this behavior is linked to their family background. Design/Approach/Methods: Participants had to make distributive choices in two experiments and distribute between themselves and another participant in the first choice. They had to distribute between two other participants in luck, merit, or efficiency situations in the second choice. Findings: The results suggest that preschoolers showed a preference for splitting equally between themselves and another participant. The second choice showed a significant difference in fairness preference under a situation of luck between genders, and only children were more likely to accept an unequal allocation than those who had siblings. Originality/Value: We believe that our study makes a significant contribution to the literature because it illustrates the variety of factors that can influence a child's fairness preference and fairness behavior and suggests when and how these aspects develop in children. Further, this is an original study exploring the fairness preference of preschoolers in Shanghai using an experimental economics method.

Kazakhstan's efforts to expand its physical culture have brought tremendous benefits. However, there are still unresolved issues in the teaching of physical education in our country's schools. Despite many ethnic and cultural traditions, combining learning opportunities in the classroom is ineffective. Domestic experience in sports is underutilized due to a lack of educational literature and scientific evidence that supports the use of traditional outdoor sports. The purpose of this study is to improve the motor abilities of young children by using carefully selected traditional outdoor sports. A study on the use of folk games in working with children in primary schools found that teachers' knowledge of the possibilities of folk games is inadequate. Finally, the findings suggest that incorporating traditional games into the physical education curriculum for students in lower grades can serve as a model for healthy lifestyles. Various types of games and exercises help to improve physiological systems, physical development and physical fitness in children and foster positive moral and volitional qualities.

In this study, the aim is to explore what genres can be found in applications used in preschool as a way to facilitate preschool teachers' informed choices and raise awareness concerning the importance of choosing digital content carefully. In particular, applications that facilitate communication beyond a verbal majority language are in focus in this study. The research questions concern what the affordances are of applications used in preschool in relation to children's agency and multilingual competencies and which kinds of genres that emerge from the applications' affordances. Analyses of the applications were based on a social semiotic approach, in combination with the notion of translanguaging, taking into account many modes of communication, as well as different languages. The results illustrate how affordances include possibilities to listen to several spoken languages, opportunities to create documentation and produce stories in many different modes, including the verbal language of choice, but also restraints such as lack of opportunities for children's agency in some applications with more closed composition. 10 genres are proposed which consist of three monolingual app-genres: talking picture books, storytelling and games, and seven app-genres that allow for several languages: talking picture books in more languages, multilingual storytelling, storytelling with recording possibilities, boardgames with recording possibilities, communication apps, draw-and-record apps and documentation apps. Conclusions highlight the importance of careful selection when choosing digital content in educational settings for younger children and that some of the app-genres proposed could be seen as facilitating digital pedagogical translanguaging.

The aim of this study is to examine the effects of rhythm and dance on the aggression levels of students with mild mental disabilities. The sample group of the study consists of 40 students with mild mental disability, 20 of whom are in the experimental group and 20 in the control group, who continue their education in schools affiliated with the Kilis Provincial Directorate of National Education. Buss-Perry's (1992) aggression scale was applied as pre-test and post-test to both groups, and rhythm and dance training was given to the experimental group for 2 hours, 2 days a week for 8 weeks. In the analysis of the data obtained, frequency and percentage analysis were performed by using the SPSS 22.0 program, and dependent and independent t-test was used in the analysis of the pre-test and post-test data. No significant results were obtained in the pre-test scores of the experimental and control groups (p > 0.05). In the evaluation made between the experimental group and the control group, a significant result was reached in the post-test scores in favor of the experimental group (p < 0.05). In conclusion, based on the data obtained, we can say that rhythm and dance games positively reduce the aggression levels of children with mild mental disabilities.

This research aims to determine the impact of "Galah Asin" games with parental support on the fundamental movement skills of elementary school students. The sampling technique by dividing the population into two groups: a group that used the Galah Asin game (group I) and a group that used a modified Galah Asin game (group II) in the test of the level of support from the student's parents in carrying out movement activities. Based on test results, each group was ranked, and then 27% from the top were taken as a group with high parental support and 27% from the bottom as a group with low parental support. The method employed in this research was an experimental method with a 2x2 ANOVA design. Based on the results, the modification of the Galah Asin game has no better impact than the Galah Asin game on fundamental movement skills in elementary school students. There is an interaction between the Galah Asin game and parental support of fundamental movement skills in elementary school students. Students with high parental support do not have a better impact on fundamental movement skills than students with low parental support in elementary school students. Galah Asin game modifications have a better impact than Galah Asin games on fundamental movement skills for students with high parental support in elementary school.

This research investigates the effect of the context-based approach (CBA) 'Relating-Experiencing-ApplyingCooperating- Transferring' (REACT) strategy supported with crossword puzzles on achieving the associate degree students in the chemistry laboratory course on the topic of acid-base titrations. A crossword puzzle game and four contexts related to daily life upon acid-base titrations were developed and applied within this context. This study is a pre-test post-test research design with a control group, and the study group consists of second-year students studying in the Vocational School of Health Services Medical Laboratory Techniques (MLT) (n = 65) and Pharmacy Services (PS) (n = 65) programs at Zonguldak in Turkey. The experimental group was taught the relevant topic by the CBA REACT strategy supported with a crossword puzzle game, whereas the control group was taught by the CBA REACT strategy. The study result showed that the experimental group students' sound and partial understandings and academic achievements were higher than the control group students.

Education is a lifelong endeavour that starts in the womb and lasts until death. It helps the individual to develop full potential by allowing to control the environment of his/her own successful life and living. The foundation of education begins in one's very early childhood and lays the foundation for later stages of educational progression. Nowadays, a growing number of children in early childhood spend a great deal of time in playing electronic games rather than traditional games. Parents and educators are concerned about the current trend because they strongly believe that traditional child games develop more skills than modern electronic or video games. A traditional game can be beneficial in all aspects of early childhood development, including physical or motor, social-emotional, moral, cognitive, and linguistic development. The present study aims at illustrating the importance of traditional Kashmiri games in ensuring the balanced development of children's personalities. The data used were taken from the books, personal sources, journal articles, newspapers, websites, government records, etc. which is mainly qualitative in nature. The results showed that traditional games can have a positive effect on children's motor, linguistic, cognitive, social, and emotional development.

This study is important because it deals with 21st century skills and current techniques in the field of educational technology and the studies in this field are limited in the literature. The purpose of this study is to determine the effects of coding, robotics, 3D design and game design education on problem solving and reflective thinking skills of 8/10-year-old students and on problem solving and metacognitive awareness levels of 11/14-year-old students. In this study, a quasi-experimental research model with a single group pre-test / post-test pattern, which is considered one of the quantitative research methods, was used. The research was carried out with a total of 36 participants, 15 in the 8-10 age group and 21 in the 11-14 age group, enrolled in a course organized by a higher education institution. The duration of the training is 8 weeks, 2 hours per week. The data of this study were collected through a questionnaire. The questionnaires used consist of 2 parts: Problem Solving Inventory and Reflective Thinking Skills Scale for Problem Solving for Primary Education Level Children aged 8-10, and Problem Solving Inventory and Metacognitive Awareness Inventory for Children - Form B for 11/14-year-old students. As a result of all these applications, it was observed that there was an increase in students' problem solving and metacognitive awareness skills, but it was not statistically significant. It was observed that there was a statistically significant increase in the reflective thinking skills of 8/10-year-old students.

Gamification is a controversial topic in the field of education, with both proponents and opponents. However, what exactly gamification is and why it has become popular are worth exploring. This academic article first defines the terms "game" and "gamification" in order to differentiate them. Next, the article provides core features of gamification in an educational context as explained by previous studies and pinpoints the disparity between the concept of gamification and game-based learning in practice. Additionally, the positive impact of gamification in language learning and gamification and game-based research activities that bridge the concept of gamified information systems are discussed. The article concludes with future research directions for gamification in language teaching and learning.

This review presents how chess improves student abilities and underlines inferences about chess and its educational benefits. In this study, quantitative samples, experimental designs, or test scores of studies are not the main focus. Numerous empirical studies and limited review studies about chess instruction in the literature express the effect of chess on students' success and mental skills. However, almost all of these studies address only positive effects; this review attempts to explain "how" chess achieves this success. What are the other components of this effect? Is it possible to determine how chess impacts education? The question is how and why chess is considered so effective. Is it possible to present examples by linking basic features of chess, lessons, and cognitive structures?

Integrating traditional games into science learning can reconstruct local knowledge into scientific knowledge. One of the most popular technologies today is the mobile phone, which almost everyone uses. This study investigates the effect of mobile learning integrated with traditional games Egrang on students' multiple representation skills. This study used a quasi-experimental design of 64 7th junior high school students randomly assigned to experimental and control groups who learn motion and force concepts. Learning activities in the experimental class used mobile learning, while the control class used textbooks. The experimental class with (t = 8.78, p < 0.05) and N-gain score 0.20. Besides, the control class with (t = 3.87, p < 0.05) and N-gain score of 0.09. The study results found that students in the experimental class scored more in multiple representation skills than in the control class. Mobile learning integrated traditional games Egrang improves students' multiple representation skills, especially pictorial and mathematical representation. The results of this study can be used as a reference for integrating technology and indigenous knowledge into another science concept.

This research was carried out to determine the opinions of teachers and parents about the reflection of the TV series watched by primary school students on the games they play. In the study, an interview form was applied to teachers and parents, who belonged to the study group from which qualitative data was collected. The participants of the research were chosen among the 3rd and 4th-grade primary school students' classroom teachers and parents in Samsun province and its districts (Alçam, Asarcik, Atakum, Ayvacik, Bafra, Çarsamba, Havza, Ilkadim, Kavak, Lâdik, Ondokuz Mayis, Salpazari, Tekkeköy, Terme, Vezirköprü, Yakakent) in the 2020-2021 academic year. The study group of the research consisted of 61 parents and 61 teachers. The analysis of the data was carried out by using the descriptive analysis technique through the qualitative analysis program MAXQDA 22. As a result of the analysis of the opinions obtained from the teachers and parents, it was concluded that the 3rd and 4th grade students who watched TV series were influenced by these TV shows. They played mostly violent games and imitated the TV series characters they watched earlier in their plays.

People, the author holds, instinctively believe quitting a game to be a simple choice: you are either playing or you are not. But she finds quitting play more complex. To understand better the whole ecosystem of play, she maps out the reasons Finnish players abandon or reduce their gaming and examines these reasons through the lens of specific demands. Using an online survey and interviews, she reveals that the dedication and effort needed to play--and the expected audience for a game--can drive players away from the games they once so enjoyed. She concludes that using the player service model promoted by Jaako Stenros and Olli Sotamaa in 2009 can identify the actions game designers might take to lessen the effect of these game demands.

The acquisition of vocabulary and narrative comprehension are key abilities for children's literacy development and to potentiate cognitive and academic skills from early ages. The aim with this study was to analyse the effects of a 6-week integrated active-lessons programme based on playful games, vocabulary, and narrative comprehension. Ninety-two preschool children (45.7% girls) aged 35.83 ± 2.57 months were split into experimental and control groups. Results from the pre- and post-intervention assessments show improvements of 56.1% in vocabulary (p < 0.001, Cohen's d = 0.759) and 24.7% in narrative comprehension (p < 0.001, Cohen's d = 0.710) in the treatment group. The results do not vary based on gender or age (31-36 and 37-42 months). Active lessons based on playful games within the classroom are suggested as support for the acquisition of vocabulary and narrative comprehension in childhood education.

This article focuses on a comparative analysis of traditional Physical Education games and experiential learning on the part of teacher candidates enrolled in an Ontario Faculty of Education and one in Southwest China. Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) partnership grant for research on Reciprocal Learning between Canada and China, the researchers conducted a qualitative study interviewing ten teacher candidates from the reciprocal Faculties of Education. Emergent themes included risk-taking and resilience, willingness to implement foreign practices, division of sport-related skills, and daily physical activity (DPA). Findings suggest that DPA is overlooked in Canadian classrooms; Chinese teachers are more likely to implement foreign practices, and skills development in traditional PE games is disparate between Canada and China.

This work aims to examine the identities communicated prior to and during a role-playing game (RPG) for individuals with acquired brain injury (ABI). Appraisal, an analysis tool of Systemic Functional Linguistics (SFL), that allows one to examine the interpersonal metafunction, was applied to interview and RPG group treatment conversations. This allowed for the investigation of the evaluative language of five individuals with ABI. The analysis revealed that individuals were capable of using various resources of appraisal to communicate their identities and did so differently across contexts. SFL, specifically the analysis of appraisal, is a useful resource for examining the communication and negotiation of identity after ABI. This has implications for interventions that support and facilitate positive identity negotiation and thus, enhanced rehabilitation outcomes.

Numerous children diagnosed with autism spectrum disorder (ASD) exhibit abnormal eye gaze pattern in communication and social interaction. In this study, we aim to investigate the effectiveness of the hide-and-seek virtual reality system (HSVRS) in improving gaze fixation abilities in children with ASD. Our hypothesis is that engaging in a hide-and-seek game within a virtual environment, particularly with a customized avatar resembling a familiar figure, would significantly enhance gaze fixation skills compared to traditional interventions without supplementary virtual reality (VR) intervention. In total, 36 children with ASD were involved in this pilot study in three groups: the avatar customized group, the avatar uncustomized group, and the control group. The control group only received human intervention, while the avatar group received additional VR-assisted interventions. The effect of HSVRS was measured by a six-point Likert subjective questionnaire and demonstrated significant improvements in gaze fixation abilities in the VR-assisted intervention groups compared to the control group (P = 0.006, 0.001). Moreover, the avatar customized group, which interacted with a familiar-looking avatar, obtained noticeable increments in gaze fixation metrics (P = 0.036, 0.005, 0.001). Experimental results show the effectiveness of utilizing VR technology to complement regular interventions in terms of improving gaze fixation abilities for young children with ASD.

The study evaluated the effects of board games on children in a range of cognitive areas, considering both inclusion (i.e. pre- and post-comparisons, playing style [board games], participants belonging to PreKinder and Kindergarten, and experimental approach) and exclusion criteria (i.e. video games). Nineteen articles were selected using both PsycInfo and PubMed as databases. All of them, except one study, focused on exploring the relationship between board games and mathematical knowledge and numerical skills. These studies show that in 52% of the analysed tasks, significant gains were found considering pre- and post-comparisons in math skills. When comparing intervention and control groups, significant differences appeared for 32% of the cases. Board games enhance mathematical abilities for children from 45.6 to 100.6 months since they help achieve statistically significant gains. Future studies should be designed to explore the effects that these games could have on other cognitive and developmental skills.