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In recent years, we have observed an increased interest within the field of design research in both the concept of conviviality and playful approaches as a pathway to co-design and participation. While play is often associated with freedom of expression and creativity, the implication of rules and mechanics in games poses questions regarding the tension between player agency and designed gameplay. This paper aims to provide reflection on these topics through a lens of 'critical play' and presents a model to explore games' potential as convivial tools for imagining collective futures. [ABSTRACT FROM AUTHOR]

This article discusses the influence of video games on the tourism industry. Video games have become a popular and rapidly growing form of entertainment worldwide. This article reveals how video games can promote tourism through immersive virtual experiences, explore fictional worlds with stunning landscapes, and showcase the culture and historical heritage of various regions different. Dubois and Gibbs proposed the theory that video games can influence tourists' motivation to visit video gamerelated tourist attractions. Although video games have the potential to boost tourism, research shows that their effectiveness is still lower than that of cinema or print media. However, the development of video games with tourism themes offers opportunities for game developers and the tourism industry. By combining advanced technology and creativity, video games can provide educational experiences, promote tourist destinations, and create new value for players. The author offers a new framework that integrates design thinking with game design as a more effective approach in developing video games that support tourism. [ABSTRACT FROM AUTHOR]

Numerous studies have confirmed the effectiveness of Cybersecurity Awareness Games (CAGs) in enhancing the security posture of diverse organizations. As these organizations increasingly face the formidable challenge of cyberattacks, implementing serious CAGs to solve this issue has become a paramount concern. This article introduces an innovative approach to cybersecurity education by presenting a serious CAG. The game aims to effectively educate students about critical aspects of cybersecurity awareness engagingly and interactively. The study aimed to redefine cybersecurity awareness training by introducing an indigenous game design that intricately incorporates the traditional South African Morabaraba board game. While the effectiveness of non-indigenous games like "Capture The Flag (CTF)" in cybersecurity training is acknowledged, indigenous designs have been overlooked. This research creatively integrates Morabaraba's gameplay into cybersecurity training, adapting it into a competitive game where players adopt the roles of either defenders or attackers, with corresponding tokens/images symbolizing various cyber defense and attack strategies. Both the defenders and attackers in the game can elevate their awareness scores by strategically positioning defensive or attacking images on the game board. Subsequently, a judging entity assesses the players' moves and assigns scores based on the accuracy of the images placed. The game mirrors real-world scenarios, promoting strategic thinking and leveraging interactive gameplay for practical insights into cybersecurity awareness. Players demonstrate their cybersecurity knowledge through offensive and defensive strategies. A group of 40 students evaluated the game's effectiveness, highlighting its potential to create an engaging and competitive learning environment that imparts cybersecurity principles and practical application. The evaluation of the game mechanics demonstrated a remarkably positive outcome, with students expressing both enjoyment and an enhanced understanding of cybersecurity awareness. [ABSTRACT FROM AUTHOR]

Reflective learning is an acknowledged and effective mode of acquiring knowledge in every domain. Ongoing studies indicate that digital games possess reflective characteristics that offer experiential learning, creating an immersive and secure environment for stealth learning. Such games empower learners to autonomously identify, explore, fail, and retry, fostering a dynamic learning process. The fundamental game elements such as user interface (UI), head-up displays (HUDs), maps, prompt messages, and social interactions inherently embody reflective attributes. This inherent reflective nature within digital games contributes to the development of critical thinking, problem-solving skills, and motivation, seamlessly aligning with the fundamental principles of reflective learning. This research investigates the incorporation of Reflective Game Design (RGD) within digital game-based learning (GBL) and assesses its impact on learning outcomes. The primary objective of the study was to comprehensively examine and quantify the educational influence of RGD in achieving learning objectives, enhancing the overall learning experience, and improving retention rates, in comparison to non-RGD game design. Therefore, two digital prototypes were developed as part of this study: one featuring explicit integration of reflective learning, referred to as RGD design, and the other without RGD design, termed non-RGD. In order to assess the learning, a study was conducted that revealed substantial positive results through a comparative analysis of two groups: the experimental group (N=69), engaging in digital game design with reflective learning, and the control group (N=69), with non-RGD design. The findings demonstrate that Reflective Game Design effectively infuses reflective learning recommendations into the game-based learning environment. The incorporation of RGD not only provides immediate feedback to students, fostering self-directed learning but also elevates the immersive nature of digital games, thereby facilitating deeper learning experiences. This study contributes to the effectiveness of the game design by offering the RGD framework and valuable insights for researchers, educators, and game designers aiming to create impactful educational games. [ABSTRACT FROM AUTHOR]

In this paper, a systematic, evidence-based overview of didactic and psychological design principles is provided, which have a significant impact on the learning success of Serious Games. Design criteria are described that relate to the structure of games, the principle of learning through play, interaction regarding usability and playability, as well as motivation with the necessary game incentives. Furthermore, perspectives on the future development of Serious Games are outlined, focusing particularly on the implementation of concepts of adaptive e-learning and AI-supported learning. [ABSTRACT FROM AUTHOR]

The gaming industry has undergone a dramatic transformation in recent years, with inclusivity emerging as a core value in the development of new games. Despite these efforts, there remains a gap in the inclusivity of visually impaired individuals in gaming. This paper seeks to address this gap by asking: How can game design enhance colour perception and inclusivity for visually impaired players? The industry has recognized the importance of addressing the needs of individuals with diverse needs and abilities and has responded with innovative approaches aimed at creating games that are accessible to all. One such approach is the development of a card game that has been meticulously designed to stimulate color perception and promote the inclusion of visually impaired individuals. Chroma Harmony is a pioneering mobile application meticulously crafted to facilitate users' understanding of color concepts and the outcomes of different color combinations. Its primary aim is to promote inclusivity by offering features tailored to individuals with visual impairments. Leveraging the innovative ColorADD system, it revolutionizes the perception and communication of color, thereby paving the way for enhanced participation in gaming among those with vision impairments. Its main objective is to paint a cube by combining cards in the player's possession to achieve the closest or exact combination to the objective. With each move, a new card is presented, challenging players to choose the best one to achieve their goals and improve their color perception abilities. By the end of the game, players will have a better understanding of how colors are combined, preparing them for real-world scenarios. Furthermore, the game features a multiplayer mode to foster a sense of community and healthy competition among players. This multiplayer mode not only promotes inclusivity but also provides an opportunity for players to collaborate and challenge each other fostering community sense. In terms of competencies and skills, this game aims to develop several key abilities in its users such as the ability to identify colors, the ability to combine different colors effectively and the necessary motivation and drive for results. By focusing on these competencies and skills, Chroma Harmony strives to provide a comprehensive and engaging experience for all players, regardless of their abilities or background. This study highlights the ongoing challenge in the gaming industry to enhance accessibility and inclusivity, especially for visually impaired individuals, while also standing as a testament to the industry's commitment to inclusivity and innovation, pushing the boundaries of what is possible in gaming. [ABSTRACT FROM AUTHOR]

This paper explores how real-world geopolitics can influence financial decision-making in virtual environments. The study primarily focuses on trading dynamics in a pandemic simulation game. The players manage resources and trade with each other to save their population. We compared two groups: one playing with made-up country names (control) and another with real country names (test). The players were not permitted to communicate outside of the resources the game provides and were finally ranked based on the number of months survived and trade volume. Our findings reveal two distinct player archetypes, one focusing on maximising trade volume and a second focusing on resource conservation. Real country names compared to color-coded labels seem to delay the perception of competition and reduce overall trade volume, suggesting increased immersion and a more conservative approach towards resource management. Observations from gameplay footage reveal instances of potential bias, with players forming diplomatic ties based on national identities. The data collected suggests that real-world geopolitics can influence financial behaviour in virtual environments as hypothesised. It also explores virtual environments to study how political narratives and dynamics affect human decision-making. The findings offer practical insights for game developers regarding fostering player engagement, mitigating bias, and creating fair economies. While parallels with real-world resource trading and allocation during pandemics were noted, further analysis would be required to explore these connections. [ABSTRACT FROM AUTHOR]

Open Data refers to digital data that is made available to anyone with the legal and technical conditions to be freely used, reused, and redistributed. Although it has emerged as a new common with the potential to increase citizen participation and transparency, current literature suggests the lack of skills for managing data and participating in Open Data processes, as one of the main barriers to achieve these benefits. Integrating Open Data in school education has been recognized as key to fostering a larger community able to participate in Open Data ecosystems. This study showcases the design of a role-playing game grounded in authentic learning principles for the development of Open Data competencies in elementary school. The Open Data Newsroom is a game approach that immerses students in solving a mystery with data. In the game, students play Open Data Journalists engaging in a three-phase authentic process to get, understand and deliver data. The learning goal in the game is that students build open data competencies: data literacy and real-world problem solving. A design-based research methodological approach is applied to develop theory based and practically grounded educational designs. Two interventions in Danish schools have been conducted, each one with the participation of seventeen students in 7th to 9th grade and three teachers. Interventions are aimed at iteratively designing and testing the game. The discussion section elaborates on opportunities for redesigning and systematically developing the game as a learning design for Open Data competencies. [ABSTRACT FROM AUTHOR]

This article introduces a heuristic evaluation of CiteSaga, a tabletop serious game designed to enhance skills in referencing and citation, crucial for academic writing in higher education. We detail the application and outcomes of a novel heuristic evaluation framework tailored for tabletop serious games, dubbed "Play with Purpose." This framework is distinguished by its focus on eight essential categories: Learning Experience, Utility, Game Features, Social Dynamics, Adaptability, Learning and Feedback, Play Experience, and Accessibility, marking a significant contribution to the evaluation of non-digital game-based learning tools. Furthermore, we delve into the insights gained from participatory design sessions with students, aimed at evaluating CiteSaga's component appeal and game mechanics. The paper culminates in a discussion on how student feedback has informed subsequent iterations of CiteSaga, underscoring the critical role of heuristic evaluations in refining game-based learning experiences. Our findings not only advance understanding of empirical evaluation methodologies for tabletop serious games but also provide a valuable framework for future research and development in educational game design. [ABSTRACT FROM AUTHOR]

Economists have demonstrated the existence of a positive correlation between management quality and the country's economic performance. In turn, business simulation games have shown their educational effectiveness in developing management skills crucial for African countries. However, its use is still incipient. Although they present different characteristics favourable to its implementation, for example: The African Continental Free Trade Area, the Digital Transformation Strategy Project for Africa (2020-2030) and The Pan-Africa Games Group, they also present singular characteristics such as the predominance of the informal sector, political instability and high corruption rates. These factors influence the design and adoption of a Pan-African Business Simulation Games Framework suitable for this specific context. This proposal aims to contribute a gaming framework to support collaborative development and appropriation by the end-users and Multi-User with content representative of their contextual diversity. The successful EVER project and Bootcamp created by the Mozambican firm ITIS, which adopted a lean startup methodology to add local content in Business Games, can serve as inspiration for the Pan African Business Simulations Games - PABSG. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is crucial in education for providing a multifaceted approach to problem-solving. However, challenges exist such as supporting teachers' knowledge of CT and students' desire to learn it, particularly for nontechnical students. To combat these challenges, Computer Supported Collaborative Learning (CSCL) has been introduced in classrooms and implemented using a variety of technologies, including serious games, which have been adopted across several domains aiming to appeal to various demographics and skill levels. This research focuses on a Collaborative Multiplayer Serious Game (MSG) for CT skill training. The architecture is aimed at young students and is designed to aid in the learning of programming and the development of CT skills. The purpose of this research is to conduct an empirical study to assess the multiplayer game gameplay mechanics for collaborative CT learning. The proposed game leverages a card game structure and contains complex multi-team multi-player processes, allowing students to communicate and absorb sequential and conditional logics as well as graph routing in a 2D environment. A preliminary experiment was conducted with four fourth-graders and eight sixth-graders from a French school in Morocco who have varying levels of understanding of CT. Participants were split into three groups each with two teams and were required to complete a 16-question multiple-choice quiz before and after playing the same game to assess their initial structural programming logics and the effectiveness of the MSG. Questionnaires were collected along with an interview to gather feedback on their gaming experiences and the game's role in teaching and learning. The results demonstrate that the proposed MSG had a favourable effect on the participants' test scores as the scores of 4 of the teams increased and 1 remained the same. All students performed well on the sequential and conditional logics, which was significantly better than the achievement of the Bebras test of the graph routing. Furthermore, according to the participants, the game provides an appealing environment that allows players to immerse themselves in the game and the competitive aspect of the game adds to its appeal and helps develop teamwork, coordination, and communication skills. [ABSTRACT FROM AUTHOR]

In the context of game-based learning, learning is often limited to basic literacies such as math and reading, even though several educational institutions acknowledge the importance of Values education. In this paper we discuss how to bring values into a game. We discuss the design and implementation of a customisable version of the popular board game, Snakes and Ladders to teach values to the young (ages 0-8). Values refer to "a centrally held, enduring belief which guides actions and judgements across specific situations...". This implies that there is an inherent element of choice or decisionmaking in demonstrating one's values. We discuss the process of adapting the Snakes and Ladders board game to a physical artefact by applying a Values-based Transformative Games Design Model, and further digitizing the artefact to make it more accessible. A prototype of the digital artefact is presented to demonstrate the concept. The Insider Action Game Design Research methodology is applied to create a physical artefact given the researcher's involvement in volunteer work on values-based education for the young. The findings of this research are of immediate benefit to those wishing to introduce a digitized version of a simple and popular board game to teach values to young children. The valuesbased questions used in the game are easy to adapt so the game has the potential to be extended to various other basic literacies, as well as different types of values such as sustainability and cultural values. The Values-based Transformative Games design model can also be adapted and improved with further research. [ABSTRACT FROM AUTHOR]

Play has always been recognized as an essential aspect of human development, particularly during early childhood, as it contributes to learning, the formation of meanings, and experiencing the world. In today's digitalized society, early childhood education has increasingly integrated digital media into its practices, both in schools and at the family level. Mobile digital games (MDG) have received significant attention due to their impact on children's interactions, play, and learning. However, as young children engage more with MDGs, concerns about problem gaming have arisen, referring to conflicts and issues that emerge from game playing within everyday sociocultural contexts. Scholars such as Zagal et al. (2013) have identified certain game design patterns as "dark", which can be considered unethical as they manipulate players against their best interests. Given the prevalence of mobile gaming in early childhood, studying these dark patterns becomes even more crucial. This study aims to investigate the presence of dark patterns in MDG for young children (0-5 years old), through qualitative analysis. The five most popular free games for this age range on App Store (February 2023) were analysed, particularly focusing on the presence of temporal, monetary, social, and/or psychological dark patterns. The analysis uncovers the presence of temporal, monetary, and psychological dark patterns, including aesthetic manipulations, paywalls, and periodic rewards resembling gambling elements. The games also employ advertising strategies and engagement tactics that challenge young children's navigation. Parental control mechanisms offer limited safeguards, requiring continuous monitoring and parental involvement in play dynamics. The study highlights the importance of adult media and digital literacy in supporting children's online play effectively, while also emphasising the responsibility of game designers and developers to create healthier and less risky game experiences. [ABSTRACT FROM AUTHOR]

Reflective learning has gained popularity as an effective form of education that involves students reflecting on their past experiences to enhance their skills and learning. In recent years, it has been observed that games offer experiential learning and are reflective in nature, making them the ideal medium to integrate reflective learning. With digital games being popular among people of all ages, particularly young adults and children, this study explores the advantages of explicitly incorporating reflective learning into digital game-based learning (GBL) by investigating young adults' perceptions of reflective game design (RGD). Research suggests that digital games implicitly promote reflective learning by encouraging critical thinking, self-awareness, problem-solving skills, and motivation. Additionally, reflective learning provides immediate feedback to students, promoting self-directed learning. Allowing students to reflect on their gaming experiences can make digital games more immersive, leading to deeper learning. The study was conducted in two phases. In the first phase, a survey was administered to 101 young adults between the ages of 18 and 24. The survey aimed to get participants' perceptions and acceptance of games exhibiting reflective features such as heads-up displays, screen maps, message prompts, and performance comparison charts. The results showed that 86.5% of participants accepted the idea of reflective game design, indicating a high level of interest in this approach to learning. In the second phase, fifteen in-depth interviews were conducted to explore further participants' perceptions and acceptance of reflection in games. The thematic analysis of the interviews revealed common trends in using reflective game practices to design a new GBL approach. Participants noted that reflective game design can foster deeper learning, promote problem-solving skills, and enhance learning motivation. This study contributes to developing principles and guidelines for RGD that can assist researchers, educators, and game designers in creating effective educational games. By explicitly incorporating reflective learning into digital GBL, educational games can become more engaging, immersive, and effective in promoting critical thinking, STEM literacy, self-awareness, problem-solving skills, and motivation among students. [ABSTRACT FROM AUTHOR]

A well-discussed problem is how to attract a new public to computer programming, and especially how to reach girls and women. At the same time research reports on that children spend considerable amounts of time playing different types of games, where educational games today are part of formal, informal and non-formal learning. However, many educational games still have a design that appeals more to boys than to girls. Another problem addressed in this paper is how to measure the learning outcomes of an education game. It is a challenge per se to design for joyful gaming, but to assess the learning outcomes is important if the game should be accepted by teachers and a part of teaching and learning activities. The aim of this study was to describe and discuss the design and development of an educational game where girls would like to play together and at the same time learn fundamental programming. The research question that guided this study was: "How could a motivating and inclusive educational game on fundamental programming be designed and developed, with minimal prerequisites for students and teachers?". The overall strategy for the design and development of the was the Design Science Research (DSR) approach. This work was carried out according to the recognised DSR process with the five phases of: 1) Explicating the problem, 2) Defining the requirements, 3) Designing and developing the artefact, 4) Demonstrating the artefact, and 5) Evaluating the artefact. Phase one was based on a minor literature study, while Phase 2 was a combination of a larger and more systematic literature study combined with game testing. Phase 3 was conducted with brain storming sessions for design followed by implementation in the Unity game development tool. Finally, the game has been demonstrated for, and tested by, a group of academic game developers. Results from the formative evaluation look promising, but the important next step in this project is a more formal evaluation using game-based learning analytics with a larger and more diverse test audience. [ABSTRACT FROM AUTHOR]

PIXEL - Picture (of) the Universe is a board game developed by INAF - Italian National Institute for Astrophysics in collaboration with GAME Science Research Center. The game simulates the astrophysics research environment, particularly emphasising the observation and study of cosmic bodies at different resolutions. Image resolution is a crucial element in astrophysics, but the intrinsic complexity and challenges of making high-resolution images of the distant Universe are not easily and generally perceivable. We envisioned PIXEL driven by this challenge. Games intended to engage students with science either concentrate on the contents to foster the learning process or focus on life skills solicited by scientific practices. Game mechanics are then either a leverage of scientific knowledge or a science-like behavioural model, depending on the expected outcome of the game-based learning process. In addition to that, game-based learning in STEM (Science, Technology, Engineering, Mathematics) generally is designed by science practitioners and science communication and education experts. The design process of PIXEL has been a novel joint effort between scientists, science communicators, professional game designers, and game-market and award advisors. We produced a game in which the mechanics are the core of scientific learning, implicitly telling about science while making the player experience it. The innovation of this process is to obtain a game that encountered positive feedback both from the community of game experts and the educational context. The final output is a professional board game suitable for STEM education that promotes scientific citizenship in the audience. In this work, we discuss the game design process and describe how we included our scientific educational messages of image resolution and research dynamics as processes within the game mechanics without making them explicit during the gameplay. We also present a preliminary engagement evaluation of PIXEL and its efficacy in delivering implicit scientific messages through its mechanics. [ABSTRACT FROM AUTHOR]

In the context of a museum, cultural mediation facilitates access to the works of art for the visitors which not always share the culture the pieces of art come from. Tools and resources such as catalogs, guided tours, or the work of the curators are all part of the museum's cultural mediation, which highlights and informs the visitors of the works on display. In this case study we present the game design process and results of UnlockArt, a project developed as a cultural mediation tool at the Museo delle Culture (MUSEC) in Lugano, Switzerland. The project studied and applied the educational escape room format to enhance the museum experience for visitors, and to encourage the younger ones to approach the collection through a ludic activity. By the means of the Star Model (Botturi and Babazadeh, 2020), the project designed an educational escape room for the "JAPAN. Arts and Life. The Montgomery Collection" exhibition, a collection of Japanese objects from the period between the 12th and the 20th century. Educational escape rooms are a format that works well in class, but may be burdensome to apply in a museum, which intrinsically imposes many constraints. Players should be silent, the escape room should always be ready to be played and easy to be rebooted, and it should not impact the exhibition for visitors that wish not to engage in the experience. For this reason, we opted for an augmented reality educational escape room (AR EER) which can be played on tablets. Such approach only requires QR codes placed around the exhibition, which hide puzzles and hints tied to the works exhibited in the museum, and does not need any rebooting phase as the puzzles are to be solved in augmented reality. [ABSTRACT FROM AUTHOR]

The relationship between business education and games, primarily simulation games, dates to the 1930s in Europe and the 1950s in the US and continues to grow today. These games are often used to teach action-oriented disciplines, such as marketing, strategy, and entrepreneurship, providing situations in which decision-making under risky circumstances can be practiced. Our research shifts the focus from playing games to designing them for learning. Our game design activity brings the ambiguity and uncertainty from the entrepreneurial environment into the classroom, where risks can be taken, and failure is part of the experience. Students dive into an iterative design process grounded in inquiries and investigations. This requires communication and negotiation skills, aiming to construct dynamic business representations in constant conversation with the situation. Although students' lack of professional experience and game design knowledge poses challenges, the design activity uncovers many learning possibilities and discoveries. Our pedagogical approach attempts to embrace constructionists' learning characteristics by using a board game to mediate the design process, besides the gameplay. Students' designs should not only reflect their problem-solving experiences, identities, and understandings, but also construct meaning through conceptualizing business interpretations as game elements, mechanics, and rules. Through observations in university classroom settings (Canada, France, and Brazil), we present examples of students' game designs and how they interpreted entrepreneurial challenges through their designs. By employing design thinking to create conceptual representations in a meaningful game, they showed their understanding of entrepreneurship, worldviews, and contextual knowledge grounded in their sociocultural contexts. A board game became a tool that embodied design possibilities based on low-cost resources and was used in classrooms without computers, internet access, or other technical devices. A board game provides an inclusive and immersive learning experience that supports better conceptual understandings of systems, such as entrepreneurial activity. This research contributes not only to understanding the role of board games in business education (in contrast with prevalent digital simulation games) but also motivates the next generation of entrepreneurial educators to experiment with novel teaching methods. [ABSTRACT FROM AUTHOR]

Educational escape rooms are being used in all school sectors and in many different subjects across the globe. In most documented cases, escape rooms are designed by teachers and played by students. This paper presents the case study of a primary school class that designed and developed an escape room for both adult and young players in connection with a regional event connected to a historical celebration. The project spanned over the whole school year and included a learning phase, the production of support materials (as comics) and eventually the design and development of the escape room, which was finalized by a local association. After its installation in the ancient local prison, the escape room enjoyed the visit of over 600 players, including tourists, families, groups of friends, and school classes, representing a successful example of open school game design project. The paper presents the key phases of the project: requirement analysis, escape room design (including narrative, puzzles, game-flow and props), escape room implementation, and assessment, with a focus on how to manage complex game design with young children. [ABSTRACT FROM AUTHOR]

This paper explores the transformative impact of generative AI on the game development process, with a focus on changes to the game project proposal process. While the rise of AI in video games has already resulted in smarter monsters, NPCs, and richer game content, generative AI can revolutionize the way games are created. This paper compares two commercially developed cases to illustrate the possible significant impact of generative AI on game design and predicts the emergence of a "super game designer" who can do market sensing, artwork creation and playable prototype development and more. The study showcases the same game designer using generative AI to change how they propose game projects in just three years. The paper highlights the potential of generative AI to empower game designers, revolutionize the industry and unlock new levels of creativity and innovation. [ABSTRACT FROM AUTHOR]

Humanity has always been driven by creativity, an aptitude unique to our species that allows us to seek new ways to solve problems. Boredom is no exception, as our mind has always sought an activity to entertain itself, thus the need to play was born. This innate need has been reflected throughout history from the first board games to the latest technological advances, such as Virtual Reality. The study of games inevitably arises to make playing attractive, entertaining and even educational and immersive. This study is known as game design, which despite still being unexplored, more and more researchers are joining the research of the complexity of the human mind and its deep relationship with games. Unfortunately, as it happened in other sectors originally considered "for men", there have been countless cases of women who have remained in the shadows after having made great advances in the videogame industry. The fact that videogames have always been considered masculine products has acted as a blindfold on women who do not even consider studying or dedicating themselves to them. We must not forget that the ability to make a good video game, beyond the tireless study of a constantly growing industry, consists of effort, affection, and dedication, which have no relation to gender. This paper covers the history of the art of game design, which is intended to give visibility to women who make up the industry and thus encourage other women to be part of the growing community of game development. [ABSTRACT FROM AUTHOR]

Reflective practice is the ability to revisit and reassess one's previous actions to engage intentionally in the process of learning. The concept of reflection leads from unconscious aspects of learning or experience to mindful awareness, giving an individual the power to absorb everyday experiences to make appropriate conscious choices. Digital games in game-based learning (GBL) offer interactive learning with authentic practice and a high retention rate. Digital games are also considered an immersive and safe medium of stealth learning with the freedom to identify, explore, fail, and then retry. Main game elements such as feedback in a user interface (UI), head-up displays (HUDs), maps, prompt messages, and social discourse are reflective in nature; therefore, by default, games are reflection machines and appropriate mediums for triggering and supporting reflective learning. However, despite reflective learning having the ability to improve teaching and learning experiences in a practical form, work dedicated to reflective design in GBL is still limited. Previous studies have incorporated reflective practices into a learning environment to improve the learning rate. These practices may vary over domains and yield different outcomes that are not converged yet. While current game design comprises all features that facilitate reflection "as a whole set", it misses individual reflection differences. However, getting maximum usage of the reflective nature of games with authentic learning content while maintaining the fun criteria can be challenging. Hence, a sound design methodology and guidelines are needed to assist the game designer in aiding effective learning with reflective practices. In this paper, our primary purpose is to align reflective learning practices with existing GBL approaches and then provide a framework to incorporate reflective learning practices into designing GBL. The intention is that this framework will help designers, educators, and researchers to design game-based learning experiences following reflective design practices. [ABSTRACT FROM AUTHOR]

The digital society we live in today has compelled both businesses and individuals to become increasingly dependent on the internet and online services. With the increasing cyber security threats and attacks, there is a growing demand for cyber security professionals and a need for every individual to be cyber literate and cyber-aware. But cyber security is often regarded as extremely complex and quite technical, which acts as a roadblock in educating the adult population about cyber security. 'Play as a natural means for learning' is commonly exploited in early learning and primary education settings. But it is seldom used in secondary education and rarely considered in an adult learning context. This paper presents a game-based learning resource developed as part of the 'Gamified Intelligent Cyber Aptitude and Skills Training' (GICAST) course to introduce cyber security topics to adult learners. The course is targeted at adult learners who work in low-skilled and low-paid jobs and have no formal degree-level qualification. The aim was to demystify cyber security concepts and equip the low-confidence learners with the confidence to engage in learning and gain additional digital skills to enhance their career options. This paper provides an overview of the GICAST project, the game design principles and the game mechanic employed to achieve the intended pedagogic outcomes. The paper illustrates how the power of games helped demystify a complex area of cyber security among adult learners. This is demonstrated in the evaluation results and findings from the study on the effectiveness of game-based learning methods in enhancing learner engagement and motivation to learn among adult learners. [ABSTRACT FROM AUTHOR]

Despite the emergence of new methodologies for analysing and evaluating games using usability testing and heuristics evaluation frameworks, there is still lack of inclusive game heuristics for analysing educational simulation games. To address this, we conduct two case studies: professional critic game reviews and focus group interviews. We have looked at the effects of games on players' gaming experiences in different gaming context (i.e. playing educational versus (vs.) entertaining simulation games). Findings show various game design similarities & differences between playing these simulation games. It also highlights game design issues. In this paper, we propose a new game evaluation heuristics model (GADDIE) that consists of Game Analysis (GA), Design (D), Development (D), Implementation (I) and Evaluation (E). These heuristics were compiled as a result of game design issues identified from the professional critic game reviews and the focus group interviews. On the basis of the data obtained it is argued that the GADDIE model could provide further guidance that leads on from previous research, since it encapsulates research findings, game design principles, human computer interaction, usability testing guidelines, educational perspectives and overall our experiences as educators and game researchers. Consequently, the proposed framework would support our ongoing research project in game evaluation process (educational vs. entertaining), and other researchers, more effectively. [ABSTRACT FROM AUTHOR]

Cybersecurity faces a persistent problem with attracting and retaining diverse workers. Most exposure to cybersecurity as a discipline tends to come through formal experiences in higher education, often requiring extensive prior experience with computer science content. Therefore, informal learning environments that can serve to both introduce youth to concepts found within cybersecurity, as well as aiding them in building identities as the type of person who can 'do' cybersecurity, may be able to advance the goal of diversifying the field. Game-based learning is an effective approach for attracting new learners to specific domains of knowledge in informal contexts. Players who might not otherwise think of themselves as being capable participants within a field can use the structures and supports commonly found in well-designed digital games to build a personal identity as a novice practitioner of that domain. Previous work has found that while cybersecurity is represented in some commercial games, the depiction tends to be either superficial, or when there is a deeper engagement with content, tends to represent a stereotypical personage of a cybersecurity professional. In this paper, we present a digital game, called HEX of The Turtle Islands (HEX), designed to introduce players from historically underrepresented populations to the domain of cybersecurity. HEX leverages several gameplay elements to immerse players in a learning experience centered on cybersecurity: rich, multi-layered narratives; building player self-efficacy and identity within the domain of cybersecurity through challenges rooted in concepts that are authentic to the field; and making the game broadly accessible in terms of technology and design. In introducing HEX, we discuss how the design of the game can broaden participation in cybersecurity and conveys authentic cybersecurity concepts to players. Drawing from 2 years of playtesting data with a diverse group of youth play testers, we discuss both challenges and opportunities for introducing underrepresented youth to cybersecurity through play. [ABSTRACT FROM AUTHOR]

Gaming is a ubiquitous activity today where many children spend considerable amounts of time playing various games. Serious games have also become a mainstream educational tool in a wide variety of school subjects. Despite this, many games still have a design that mainly appeals to boys where girls are less frequent players. The aim of this study was to gather requirements for a design of serious games where girls should not feel excluded. The research question to answer was: "Which design concepts are important if girls should be engaged in serious gaming?". Furthermore, the results from this study could be useful for future implementations of educational games. This study strives to address the research gap in the field of inclusive game design, and to gather important requirements for games where girls and boys want to play together. This study was carried out as a scoping literature review to map literature in the field of game design to identify key concepts that can attract the younger girl audience. Scoping literature reviews offer a method of mapping key concepts in a research field to identifying the main sources and types of evidence available. A central aim of a scoping literature review is to synthesise research results to a specific target group as a foundation for future research. For this study, the future research will consist of implementing the found design factors in an educational game on computer science. Findings indicate that there are specific game design concepts that girls find appealing. Important main themes to consider are Creativity and customisation, Character diversity, Collaborative interaction, and Exploration without violence. However, there seems to be several challenges related to the concept of designing specific girl games. The conclusion from this study is rather to choose a more inclusive game design where girls and boys would like to play together. A concept for game design that could be described as having a low threshold, wide walls and a high ceiling. The recommendation for a girl inclusive design is to carefully consider factors such as narration, backstory, social interaction, game graphics, sound design, and personalisation. [ABSTRACT FROM AUTHOR]

The Archivist's Dream („Der Traum der Archivarin") is a Live Escape Room Game that has been developed by the University of Krems' Center for Applied Game Studies on behalf of the Archives of Contemporary Arts in Krems, Austria, which are dedicated to collecting pre-mortem bequests and post-mortem estates of outstanding artists. Located in the underground facilities of the archive, the Escape Room interweaves selected archival materials, historic media devices and archivist approaches to form an interactive puzzle experience. However, it is not an interactive exhibition showcasing the archives' contents; and while the Escape Room incorporates elements of educational game design, it is an example for a less common application of (Escape Room) Games: the use of game design in the field of cultural mediation (Kulturvermittlung). Instead of following an educational goal in the narrower sense, the Escape Room is designed to turn aspects of cultural mediation and archival practice into gameplay principles, focusing on letting players explore the tenets of archival thinking rather than on "teachable" content. This is achieved by establishing different levels of (un-)reality players have to travers within the game: players follow a fictional archivist into her dreams, which merge with the real-life archives. In order to "escape" this dream world, players combine archival practices with dream logic to solve a secret tied to actual archival materials, while at the same time dissolving the borders between real life, dream and game. [ABSTRACT FROM AUTHOR]

New design approaches focus on the lived body's capacity for sensing, feeling, and creating (Loke & Robertson, 2011) are emerging in sport, health, game, play, and innovation. These approaches' engagement in physical movement and movement-based learning becomes focal for designing new practices, artifacts, and interaction designs for movement and movement-based learning games. In movement-based design, a playful mindset is a medium for creating movement, which unifies with the understanding of playfulness as a facilitator of creativity (Bateson & Martin 2013). Aspects of play are also recognised to lower performance anxiety, spurring creativity and conceptualising ideas (Segura et al., 2016). The paper takes a starting point in the triad of play (Skovbjerg, 2013) to state that play is more than an instrument for stimulating design insights but a meaningful practice of moods. Operationalising the triad of play, this paper aims to analyse how different play practices and play moods unfold in two movement-based design workshops. Further to discuss how this perspective of play practice and mood can provide recommendations for movement-based design. With a constructive research design approach, two movement-based design workshops are our cases of data generation. We generated data using video observation, interviews, and observation notes. We found different play media, practices, and moods by an analysis of the participants' actions and interactions. The analysis points out that the participant engages physical and playful in the play moods euphoria and devotion conducive to generation, exploration, and meaningfulness. The paper recommends taking the perspective of play moods as an intrinsic motivating value in play to engage the participant in a playful mood conducive to spontaneity, exploration, and generation. The paper also encourages designers to reflect on the play concepts of ludic (Rulebased activities) and paideia (spontaneously and free activities) when designing through movement-based design. [ABSTRACT FROM AUTHOR]

Bunno's Fabulous Soap-Making Challenge is intended to be both, a game that is played for fun and a game from which subject content can be learned. The game is modeled on and represents authentic, real-world chemical processes. Specifically, it promotes the learning of aspects central to the soap-making process. The game is a resource-managing game in which players plan, organize, and execute the production of soap. Players source the raw materials, acquire the technical equipment, create an efficient lab setup and produce and sell soap in an economically sustainable way. The game is centrally based on the idea of constructivist learning. Players encounter an inspiring and challenging situation and are active, in control, and make their own decisions and experiences. Their actions trigger immediate responses and are consequential. The main contribution of this article is a detailed description, a conceptual explanation, and a critical discussion of the game design. In addition, this article briefly describes the educational theory which informs the project, how the game design is actually realized in the implemented game and how it can be played, and the game's educational content and the projected learning outcomes. [ABSTRACT FROM AUTHOR]

Games and Educational Games(EGs)! To what extent do they diverge? How do game designers approach such apposition? The extensive need for games in and outside classrooms demands clarity between games and EGs through game designers' perspectives. In the Australian context, game designers have witnessed technological advancement, the userexpectation, and the use of games within various contexts, including the classroom. The transformation in technology and the need to adapt and design games corresponds to the needs and requirements of its end-users. Admittedly, it has been overlooked in gaming studies if the designing processes and their perception differs between games and EGs. Respecting that aspect and the knowledge adapted by game designers to achieve players' experience successfully, we first need to comprehend how game designers position games and EGs within their context, their experience constructed over time, and their beliefs. Therefore, this paper interprets seventeen game designers' perspectives through semi-structured interviews in Australia. The data is thematically categorized, coded, and analyzed using NVivo. The results are presented through the interpretivism paradigm, which is grounded in the theoretical implications based on Dewey's theory of experience and concepts to gather the 'essence' of game designers' experience. Furthermore, a conceptual basis is established for game designers and learning designers to consider while designing games and EGs. [ABSTRACT FROM AUTHOR]

Evidence from the literature suggests that Game-based Learning (GBL) can help students learn better. A gamified environment can provide a blend of serious learning and fun for students. Some researchers have observed that GBL could stimulate valuable educational outcomes and positively impact a child's life. However, evidence shows that students in poor communities in South Africa are performing poorly academically due to poor student engagement and lack of motivation. Although GBL platforms are being used widely in some developed countries, they have not been widely adopted in South African schools. This paper provides insight on the preferences of learners in South African schools with respect to GBL. We conducted a survey involving participants from four South African Schools (2 Primary schools and 2 Secondary schools) to determine the type and mode of GBL that Grade R-12 learners prefer. A total of 193 learners participated in the survey. The study found the learners' preferential order of type of games are puzzles, video games, simulation games, word games, and card games. The aspects of visual aesthetics, musical scores, and incentive appeal to most learners. At the same time, there is also a preference for games that involves a challenge, enable competition with peers, and promotes curiosity. Based on our findings, we argue that multiplayer game platforms that have rich social interaction features would suit learners in South African schools, while single-player game platforms that can stimulate logical thinking and reasoning will also be helpful to aid learners in identified difficult subjects like Mathematics, Mathematical Literacy, Pure Science, accounting, and Geography. The study provides a solid foundation for understanding the requirements for developing GBL solutions to support education in South Africa. Furthermore, the study's findings could guide government policy on the adoption of GBL and software developers in making design choices during the development of GBL platforms. [ABSTRACT FROM AUTHOR]

First of all, in the mission of looking for answers about how engage the player during the game we found some theories, how flow, Dynamic Difficult Adjustment and some tips how make a great game, but it is normal understand that some gaps appears when the developers must be some decisions, this difficult increase during the tests and blind the developers in time-life of development, making a hard task understood in all of perspectives which will be the behavior of the player. The micro-flow comes up to help understand this and make good decisions about game design. [ABSTRACT FROM AUTHOR]

Engagement in the discussion process is one of the common challenges of asynchronous online forums. It becomes especially crucial if the discussion is organized over a serious topic about a complex problem with a group of diverse stakeholders. Gamification gives much promise in addressing this challenge. In this paper, we propose possible game design solutions to the engagement challenge for an existing online AI-based platform Discussoo and reflect on the results from the expert interviews and an experiment with students. [ABSTRACT FROM AUTHOR]

First of all, in the mission of looking for answers about how engage the player during the game we found some theories, how flow, Dynamic Difficult Adjustment and some tips how make a great game, but it is normal understand that some gaps appears when the developers must be some decisions, this difficult increase during the tests and blind the developers in time-life of development, making a hard task understood in all of perspectives which will be the behavior of the player. The micro-flow comes up to help understand this and make good decisions about game design. [ABSTRACT FROM AUTHOR]

The visuals of a game is a crucial element when it comes to providing good player experiences. Visuals are also an incredibly complex subject in a game context since different modes of visual representation can bemore or less "appropriate" for different settings. For example, while one can look at photo-realism as an impressive feature of a game due to its technical complexity and functionally accurate representation of real-world objects, it might still not be a fitting choice for different audiences, or for different pedagogical strategies. Serious game research seldom focuses on understanding the design of these components or their applicability to different types of learning, and it more often focuses on games' mechanics and how well they manage to capture subject matter content while still being engaging. The aim of this paper is to explore the gap in visual communication research, describing what studies tend to focus on providing some valuable context. This review was conducted on papers that dealt with visual aspects of serious games. The results show that visual communication is rarely addressed in serious game development research. Future research would benefit from taking visual communication in detail to facilitate the effectiveness of serious games. [ABSTRACT FROM AUTHOR]

At the age of 13, many young women lose interest in programming. To sustain the interest of young women in programming, the Graz University of Technology has initiated several coding activities over the last years especially for girls. One of these activities is the Girls Coding Week (GCW) which also took place this year in August 2020. Many approaches to learning programming use game design and teach kids to build playable artifacts. Gender differences in gaming behavior and preferences raise concerns about possible gender inequalities when games are used as a motivation to learn to program. The question that occurs is whether there are other playful and interesting approaches that encourage girls to program? During the GCW we provide two main activities: game design and embroidery coding. To demonstrate the basic steps of programming as well as to create games and embroidery designs, the coding app Pocket Code has been used. Pocket Code uses Catrobat's mobile visual programming framework for smartphones. It allows users to develop games and animations directly on their device, by simply sticking bricks together. The possibility of embroidery coding with a mobile phone should give young females new access in today's technical World. We use tutorials and instructions that were created in advance by students and co-workers of the Graz University of Technology. In this paper, we show that embroidery coding gives an alternative opportunity for young women to be creative and to learn to program. During the GCW qualitative and quantitative data were collected through interviews, created games and embroidery designs and surveys, which refer to motivational aspects. First results show that this playful, easy and effective way of learning to program while creating an embroidery design reinforces young women for coding and gives them especially a new perspective for future careers. The findings show that girls were very passionate about designing their own pattern and stitch it on fabric instead of game coding. The authors argue that the programming of embroidery designs can be intended to prevent the falling interest of girls for coding. [ABSTRACT FROM AUTHOR]

Serious games have proven to have the potential to support collaborative learning. However, the interrelationship between decisions related to the design and use of collaborative serious games and the learners’ experiences and collaborative knowledge construction has rarely been studied. An insight into learners’ experiences is essential because emotional experiences ultimately work as a motivator for cognitive decisions during a game. Similarly, the instructional design perspective is important, because new types of learning environments pose new challenges for teachers in their pursuit to support learning. This study attempts to narrow the knowledge gap in the understanding of the influence of game design and instructional design on game experiences and collaborative learning in serious games. The aim of the study is twofold. The first aim is to design a game environment for practicing interprofessional knowledge construction. The second aim is to empirically investigate learners’ subjective experiences generated by the games and to determine teachers’ roles from the perspective of collaborative knowledge construction processes in game settings. The findings showed that in general, game experiences evoked during gameplay were positive and players felt an average degree of engagement. Moreover, playing the game generated a high degree of social presence amongst players, and the game’s sociability stimulated the creation of a supportive and trustful atmosphere for social interaction and collaboration. Furthermore, a sense of social presence and the sociability of the game were found to be strongly associated with the core game experiences. Thus, apparently, game engagement in these settings may be augmented through the social dimension of gaming. However, the results also revealed that high‐level collaborative learning during game play does not necessarily emerge without teachers’ real‐time orchestration. In conclusion, the results of the study indicate that collaborative serious games represent a specific type of sociable computer‐supported collaborative learning (CSCL) environments, which can act as engaging and pleasant spaces for social interaction and collaborative learning. [ABSTRACT FROM AUTHOR]

Traditional teaching methods often fail to develop the desired type of arithmetic problem solving expertise that is, flexibility and adaptivity in problem solving. Working with numbers, and exploring different number patterns and solution methods could represent a good basis for developing a more flexible and complex understanding of numbers and operations, which could result in the development of flexible and adaptive problem solving skills. Our aim when developing NumberNavigation (NNG) educational digital game was to provide an engaging and adaptive context for exploration with numbers. In the game, players progress by strategically selecting different sequences of number‐operation combinations, using the four basic arithmetic operations within the domain of natural numbers (1‐100). Players need to collect raw materials for building settlements, by navigating their ship through different maps placed over the 100 square. The game challenges players to strategically select the most optimal path and continuously adapt their choices. In this explorative case study, the goal was to test core game features and their relationship with in‐game arithmetic flexibility. A trial game version was tested in two consecutive sessions with three elementary school children. Methods of data collection included video recorded observation, open‐ended interview questions, and the screen capture of gameplay. Aiming to trigger more variation in players’ use of number‐operation combinations, we have tested three different game modes. In exploration mode players had to choose their moves so they bypass islands placed over the maps as obstacles. In the minimum moves mode, players had to make their journey using the least amount of moves, and in the minimum energy mode players had to reduce the magnitude of numbers used for navigating their ship. Results show that players used various number‐ operation combinations and they were able to adapt their in‐game problem solving strategies according to the changing rules of the game. The position of harbours‐islands‐targets proved to be a strong predictor of the amount of variation in number‐operation combinations and of players’ explorative tendencies. Overall, results suggest that basic game features are promising in triggering exploration with numbers and engaged practice over an extended period. Results of the study will be used to inform the future development of NNG. [ABSTRACT FROM AUTHOR]

A group of first‐semester engineering students participated in a game design course. The overall goal was to learn about game design and programming while they were creating their own games. Additionally we wanted the students to transform some of their game experiences into active knowledge on designing games. It was the intension to give the students a more critical reflective view on video games and game design. The students in this study had all played various video games since they were 5‐6 years old, and were therefore regarded as native consumers in the game world. They grew up playing video and computer games as a natural part of their everyday lives. Some of them had played intensely, while others had played more sporadically. In order to make the transformation they developed their own digital prototypes. And they participated in reflective discussions on what games are: what makes them interesting and how they are constructed. The students used the tool Game Maker, which can be used without having any prior knowledge of programming. The tool gave an easy access to develop running game prototypes in 2D. The didactic approach was based on constructionistic and reflective learning philosophies. The constructionistic learning promotes a creative and innovative learning. But it doesn’t promote articulating and analysing competences. Besides the constructionistic learning process we wanted to promote our students analytic competences. We wanted the students to reflect on games in order to promote explicit knowledge. We believe the dialog based on the academic theory and their programming experiences reinforced the learning process. The constructionistic approach supported exploring and optimising ways of learning. The students used experimentation and exploration as part of the design process. As part of the exploration process they also optimised and balanced e.g. the gameplay. The constructionistic approach also supported creativity and innovative designs. The students turned their own ideas into interactive games. They used innovative design methods and used their creativity. They also developed an understanding of innovative design methods. Additionally this approach stimulated the double perspective ‐ playing and learning at the same time. The students played games while they were developing games. The reflection on games supported insights into others' gaming experiences. In the user test the students got other e.g. children’s perspective on the games they developed. The reflective approach also created thoughts on tomorrow’s teaching methods. The students evolved their own thoughts on how to use games in teaching and learning processes. In summary, we discussed the students' first voyages from natives in the game world to reflective designers. During the journey, they developed a reflective practice and an understanding of the profession they were entering. The article also shows a very dynamic and fruitful relationship between playing games and designing games. [ABSTRACT FROM AUTHOR]

Sharing the findings of research projects to improve future practice is often an important objective of educational research. However disseminating the results to groups that will directly benefit can sometimes be problematic and there may also be complexities around presenting research in a context that gives real‐world relevance. The informal environment of game play is one method that can be utilised to promote targeted discussion and present research in a format that is both fun and engaging. This paper explores how two board games that had their beginnings in research projects were developed. One of these projects explored students’ perceptions of their higher education experiences (Staying the Course), and the other investigating staff experiences of course development (Supporting Responsive Curricula). Neither project was initially tasked with developing a game, but both project teams believed that games would help with sharing the findings of the projects widely. The underlying philosophy of both authors was to design an active learning environment in which players could learn via discussion activities and testing their understanding. By using the medium of a board game we aimed to provide an opportunity to examine problematic issues within the ‘magic circle’ of game play. This would provide an environment in which players could contribute to linked discussion and start thinking about different perspectives and how they could make improvements to existing situations. This paper describes the approaches used to design each game in relation to the differing contexts for game play: one of the games is intended for use by students and those advising them, whilst the other is for course development teams which may be composed of students, administrative, technical and administrative staff in universities. The identification of design elements to make the games effective is also discussed. [ABSTRACT FROM AUTHOR]

Whilst widely advocated, Games Based Learning (GBL) is still an unproven discipline. Results vary and there is no consensus for how best to teach a set of learning objectives using games. Designers may base their approach on reasonable pedagogical principles but the process of design is still driven largely by intuition and greater resembles craft than science. Humans are notoriously poor at unsupported methodical thinking and relying so much on intuition carries great risk in GBL design. Cognitive Walkthrough (CW) is a technique that improves our ability to predict how a user will understand an interaction. Whilst CW is long established in user‐interface design, it should be considered a general purpose technique for crafting experiences where a designer must predict the general thinking process of a user. Extending CW to GBL can help designers expose and question their implicit assumptions and can be used during design to lower risk or during evaluation to understand results. Extensions of CW should map to the GBL pedagogical approach chosen to provide the most cognitive support. We present an extension of Cognitive Walkthrough for Learning Through Game Mechanics and apply it to the previously evaluated e‐Bug Platform game to understand why one section achieved significant knowledge change and another did not. We found each section to assume several steps of logical understanding by users but those in the unsuccessful section were unreasonable assumptions. The new technique described in this paper explains hitherto puzzling results and identifies the strengths and weaknesses of game mechanics’ contributions to learning. [ABSTRACT FROM AUTHOR]

With the sudden outbreak of the deadly COVID-19 virus, countless academic institutions around the world were driven to shift entirely from teaching in physical classrooms to online teaching overnight. One of the biggest challenges faced by educators is how to sustain student engagement in online delivery. Gamification, the approach of engaging users by employing game design elements and mechanics is one such solution. Nevertheless, in most cases the practice of gamification is more on being results oriented and less experience-centric, while the success of video games is usually more focused on its overall player experience. For the purpose of this paper, the term ‘vertical gamification’ is used to describe the lower-tier levels of gamification which utilizes game elements such as leader-boards, points and badges as its purpose is to attain higher points for rewards. The utilization of social gameplay elements such as the challenge, opposition, and competition aspects of game design within gamification is termed as ‘horizontal gamification’. The horizontal reference refers to a more social-centric aspect of game experience. This paper aims to examine learners and their perceived experience in the gamification of online classes and to gauge the level of engagement and challenges faced by these learners. The research also aims to investigate if a vertical gamification procedure provides a similar level of engagement as the horizontal gamification procedure. Through a series of surveys involving 108 participants within a normal online class environment, online classes utilizing vertical gamification and online classes utilizing horizontal gamification; the research was able to determine at which point the learner’s level of engagement increases. The research will apply the GAMEFULQUEST instrument to assess the perceived gamefulness between the various online classes to ascertain the success of using a more distinctive experienced-based gamification approach to enhance engagement for online teaching and learning. [ABSTRACT FROM AUTHOR]

This is My Story” is a two-dimensional video game, aimed to assist students and young adults with intellectual disabilities (ID) and/or autism spectrum disorder (ASD) improve independent living skills. The main goal of the game is to serve as a means to enhance the learning process of skills related to independent living, in Special Education (SE) schools and organizations. The premise of the game follows the main character that lives independently in hers/his house. Every day, different tasks are completed that are part of a main goal. Each task is rewarded with a number of coins, depending on the game performance. The coins can be used for customizing the avatar of the player, enhancing the house setting accordingly, and ultimately achieving immersion. There is no negative feedback and the feature of repetition is added, in order to assist players improve their score. An in-game assistant informs the player about the tasks that s/he has to carry out and provides feedback. A monitoring mechanism collecting game learning analytics is implemented for monitoring the players’ progress and the learning impact of the game. In this paper, the first game prototype that is ready for evaluation by SE specialists and end users will be presented. The game prototype incorporates three mini games that focus on: moving safely as a pedestrian to reach the cinema/shopping mall; performing transactions to buy a cinema ticket; understanding and following a map to reach corresponding shops to buy clothes. The design rationale of “This is My Story” will be presented in terms of a specialized design framework for serious games targeted to people with ID/ASD. This framework was designed based on a literature review of existing general-purpose design frameworks, serious games for people with ID/ASD and relevant design guidelines, as well as a questionnaire filled in by SE teachers/professionals. “This is My Story” is the first game that was designed based on this specialized framework and this can contribute to research on the field both as a case study and a validation of the underlying design framework. [ABSTRACT FROM AUTHOR]

It is no secret that learning is a complex set of processes. Researchers and practitioners have been tackling the problem of learners’ engagement, motivation, and retention from various perspectives, from pedagogical to cognitive and psychological. Nowadays, learning has become increasingly ubiquitous in multimedia spaces. The use of games in pedagogical practices, known as game-based learning, is one approach that has attracted attention in recent years. There is still much to determine whether and how games affect the learner’s cognitive process and stimulate educational gains, besides some findings of positive outcomes of such practices. Recently, some elements were included in the mix of learning variables: emotions and affective interactions. The learners’ emotion and cognition are intertwined, and thus influences learning outcomes either positively or negatively; even though this gap between affect, cognition, and pedagogy is narrowing, many conceptual backgrounds could be integrated into a unified view of systematic learning, especially when using multimedia environments such as games. One model that has been proposed towards this unified contextualization is the Integrative Model of Emotion in Game-Based Learning (EmoGBL), which accounts for cognitive-affective processes and their interaction with learning content; it also provides insights into how a particular game element can interact with the learners’ emotional and cognitive processes, particularly through game mechanics. However, there is still a gap in how exactly these elements can interact with the player in a way that can both inform designers and educators on how to design games with pedagogical focus (serious games), increasing learner’s retention and motivation. This work intends to decrease the gap discussed between game mechanics, learning and affective outcomes. To do so, it proposes a collection of serious game design patterns and guidelines, by linking standard game genre classifications (such as adventure, role-playing, or action) and game mechanics found in the literature with affective appraisal processes related to learning, as well as pedagogical theories and educational practices. [ABSTRACT FROM AUTHOR]

The advancement of artificial intelligence (AI) and its increased use in everyday life have exacerbated the need to understand its underlying processes, and to raise awareness about its shortcomings and faults. Consequently there has been an increased effort to teach basic concepts of AI and machine learning (ML) from an early age. Digital games have been shown to be effective as teaching and learning tools, and there are ongoing efforts to increase AI literacy through educational digital games. To this effect, this work describes the process followed to extrapolate the design of such an educational game directly from the pedagogical needs emerging from stakeholders. Seven focus groups and workshops were conducted in Greece, Malta and Norway, with 55 teachers, researchers, practitioners and policy-makers, and 22 primary and secondary education students in total. These workshops identified seven goals which informed the design of a game for AI literacy called ArtBot. The game design process and the final interface and gameplay loop of ArtBot are explained in relation to these goals. The game was subsequently deployed across a variety of platforms, to enable dissemination to a broad audience in classrooms and elsewhere. The game was part of the tools developed in the framework of the LearnML Erasmus+ project. A preliminary online survey was used to gauge how well the game was received by teachers and students, with an overall positive result. A longer-term data collection of the game usage statistics has been initiated and will be analysed over the course of the game dissemination. [ABSTRACT FROM AUTHOR]

Reflective learning forms knowledge from revisiting and reassessing previous experience intentionally and knowingly to modify experience positively. It helps increase self-awareness, which is a critical component of emotional intelligence, creative thinking skills, and a better understanding of an active engagement. Digital games are an appropriate medium for triggering and supporting reflection by providing a safe and immersive environment of stealth learning with the freedom to explore, identify, fail, and retry. Therefore, reflective design in game-based learning aims to trigger critical reflective learning in players, particularly given what game actions may mean in a larger learning context. However, although reflective learning can improve teaching and learning experiences in a new form, work dedicated to reflective design in gamebased learning remains limited. This review aims to provide deeper insight into the characteristics of reflective design used in game-based learning to facilitate player reflection via digital games. In this systematic review, after screening against set criteria, a total of 20 studies published between 2010 and January 2021 in indexed scientific journals and conference proceedings were identified. We analysed the main features of the reflective design in technology and how they are currently incorporated in game-based learning (GBL). In addition, we explored the impact of reflection-in-action and reflection-onaction on players’ learning process during and after gameplay. The outcome of this analysis indicated that most of the reviews studies had incorporated reflective design features in GBL to improve the learning process, i.e., improve understanding, enhance user experience among players with active engagement, improve critical thinking, self-reflection, strategy development, reasoning problem-solving, and retention rate. This systematic review aimed to provide an exploratory study for educators, researchers, and game designers by providing valuable information on the main characteristics of reflective design in game-based learning and current limitations with future work. [ABSTRACT FROM AUTHOR]

Imagine parents not asking their children “Did you study today?” but instead asking “Did you play today? If you did not, please go and start playing right now!”. This is the general revolutionary idea of game-based learning. This is the ideal experience for every child, to learn by playing, and for parents to see their children loving to learn as they love to play, and finally for teachers to receive major excitement from their students about learning. If serious games are applied in lessons, then teachers stop going to their classrooms telling their students the theoretical part of their lesson and then solve exercises on repeat; Instead they could go to their classroom and say to their students that “today is a special day, as you will get to solve some great riddles in order to escape from Dr. Tom Cat's lab”. This paper will discuss how game-based learning and especially escape rooms could be a great learning toolkit for teachers and how these games can foster motivation and help students achieve their educational goals. The paper will describe the story of Dr. Tom Cat, a (great and maybe a little mad) scientist that has a special lab where each room is dedicated to one of the greatest scientists in Mathematics, Physics and Informatics like Alan Turing, Ada Lovelace, Kurt Gödel and Grace Hopper. This way, students learn about these very important scientists' lives, but also, they are required to solve a similar riddle to the problems each scientist had to tackle in their respective lives. Finally, the paper will present how an Augmented Reality application has brought this story and escape room game to life, and how this application helped impress the students more and store learning analytics about which riddle was solved by whom. The results of this experimental launch will be finally presented and analyzed. [ABSTRACT FROM AUTHOR]

Game-based learning is a research area that has grown within the past two decades, with evidence of tailoring commercial-off-the-shelf gaming, developing bespoke educational games, and using gamification-based learning tools in a variety of educational settings. However, the Covid-19 pandemic has accelerated the need to focus on virtual learning experiences that are engaging and motivating for schoolchildren to participate in as they face learning from home. Games are one such method of virtual learning experiences that aim to provide a stimulating experience for young people to continue their compulsory education. This paper introduces a project developed between Millport Conservation Area Regeneration Scheme (CARS) and a small team of game development students and academics from Abertay University. The purpose of the project was to develop a Minecraft Education world that could be used by teachers to engage primary schoolchildren in the history and heritage of the Isle of Cumbrae, an island in North Ayrshire, western Scotland. The project also set out to achieve aims of promoting local heritage and heritage tourism, enhancing national educational standards, serving as an electronic record of local heritage, and introducing potential career options in gaming to young people. The result - CumbraeCraft - is a suite of eight lessons that support teachers to use the game within the classroom as a way of teaching young people about local heritage and culture. The world focused on recreating locations and events from the Isle of Cumbrae to present interesting facts and knowledge to pupils in an interactive and enjoyable manner, focusing on interactions of exploration and discovery, narrative and communication, fellowship and teamwork, expression and creativity, and challenge-based learning. The aim of this paper is to present a case study on the design and development of CumbraeCraft as an educational environment to teach the heritage and history of island communities in western Scotland. Additionally, the paper spotlights a gap for games to be used to teach young people about local heritage and the historical significance of their communities and culture, with a particular emphasis on Scottish culture, language, and tradition. [ABSTRACT FROM AUTHOR]

Many educational games have been criticized for their lack of enticement to players, which is attributed, among other factors, to a low degree of complexity and a limited amount of choices, when compared to entertainment games (Sanford et al., 2015). From the perspective of learning theory, this is insofar problematic as successful processes of learning require player motivation, great agency, and a well-balanced level of complexity, which correspondents and adapts to players’ knowledge and skills (Gee, 2007). We thus assume that educational game design can learn from entertainment games, i.e., must look at them in order to improve educational games when it comes to their allure, their simulation/moderation of complexity, and their enabling of meaningful choices. With this in mind, we conducted a series of studies on commercially successful and critically acclaimed simulation and strategy games such as Cities: Skylines, Civilization VI: Gathering Storm, and Tropico 6 referring to the topics of climate change, urban planning, migration, and/or resource management – from the perspective of geography education. Our research focused on different aspects such as the games’ realism, complexity, geographical topics, facilitation of decision-making, and principles of political education, utilizing 18 game analyses and 8 qualitative interviews with game designers of these games. Based on the results of these studies, the present paper derives seven recommendations for the design of games on complex societal problems that can be used for educational purposes in geography education. Overall, the paper contributes to the greater effort to bridge the gap between entertainment game design and educational game design, thereby facilitating the creation of games that are both motivational and educational. [ABSTRACT FROM AUTHOR]

The first countermeasure against new waves of the pandemic is diffused science knowledge about what viruses are and how they harm our body. Can the design of a game offer suitable opportunities for relevant science learning about viruses? Moreover, can it contribute to the development of collaboration and communication soft skills, central both for academic success and in real life? This paper reports a case study of a mixed-class group of lower-secondary students in a Swiss Italian-speaking rural school that engaged in the design and development of an educational escape room on viruses during a project week. The paper illustrates how the activities were organized following the Star Model for the design of educational escape rooms, how roles were distributed among pupils and teachers, and what scaffolding was offered in order to blend content and game design, so to achieve a scientifically precise and at the same time fun game. The game design experience has been evaluated through (a) the pre-post assessment of teamwork and leadership self-efficacy; (b) the prepost assessment of science knowledge about viruses; and (c) an interview with the teacher. The case study illustrated that, while self-efficacy variations are minimal but still positive, designing an educational escape room with pupils can be conducive to relevant subject-matter learning and team building. [ABSTRACT FROM AUTHOR]