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This paper presents "The Mediterranean Forest," an interactive exhibit designed for the Science Museum of Valencia. The exhibit engages children aged 3–8 by bringing their animal drawings to life in a virtual world. The system allows children to select, paint, scan, and transform drawings into three-dimensional avatars. These virtual animals interact with each other in the environment and with the children in the room. The exhibit is a collaborative space, where users can manipulate the real world, that promotes learning by exploration. The proposed solution integrates various cutting-edge technologies, including a large Virtual Reality projection system with blending techniques, Kinect devices for the interactivity, cheoptics hologram technology for realistic 3D visuals, and AI-driven virtual avatars simulating different behaviors and reacting to the user's approach. The exhibit was evaluated through a study involving children, with feedback collected using a tailored questionnaire and the results indicated high levels of engagement and enjoyment among the children, with the majority expressing positive experiences. Some questions were not understandable for some children, which should be considered for future formal evaluation. The system's intuitiveness allowed children to navigate and interact with the virtual environment. The exhibit also demonstrates scalability, accommodating large groups of children effectively. Overall, "The Mediterranean Forest" successfully captivates children's attention, fostering creativity and imagination by transforming their drawings into a dynamic virtual world. This study underscores the benefits of using interactive technologies in museum settings to enhance children's learning experiences, encouraging further advancements in this field. [ABSTRACT FROM AUTHOR]

This article proposes a model for integrating computer role-playing games with museum experiences to enhance cultural heritage learning with a particular focus on design. Centered at the Izmir Archaeology Museum, the study delves into the design of a serious game aimed at enriching both the educational and experiential facets of museum visits. The model highlights the use of gameplay components and design patterns to manifest tangible and intangible heritage content, thereby promoting visitor awareness and understanding of cultural heritage. Through a provisional game scenario based on the museum's prehistoric artifact exhibition, the study illustrates how a gameplay design approach that is informed by heritage content displayed in the museum can be prototyped. The proposed model not only aims to make museum visits more engaging, but also seeks to contribute to the broader discourse on game design, game-based learning, and museum experience. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD. [ABSTRACT FROM AUTHOR]

In visual arts education, understanding abstract concepts and intricate symbolism is crucial for appreciating traditional art. However, traditional teaching methods often fail to facilitate students' grasp of these ideas, resulting in reduced engagement and inefficient learning. To overcome this, our study integrates Augmented Reality (AR) technology into a card game to enhance visual arts education. Using a quasi-experimental approach and a gamification model, we evaluated the influence of AR technology in the card game. Sixty Primary 6 students participated, divided into an experimental group (using an AR-based card game) and a control group (using a conventional card game). The study concluded that AR technology significantly improved student performance, flow state, and reduced cognitive load, highlighting its potential to enhance visual arts education. This study contributes to the ongoing research on Augmented Reality Game-Based Learning (AR-GBL) for visual arts education. It also guides art teachers in effectively integrating AR technology into authentic classroom teaching environments. [ABSTRACT FROM AUTHOR]

Background: While game-based learning has demonstrated positive outcomes for some learners, its efficacy remains variable. Adaptive scaffolding may improve performance and self-regulation during training by optimizing cognitive load. Informed by cognitive load theory, this study investigates whether adaptive scaffolding based on interaction trace data influences learning performance, self-regulation, cognitive load, test performance, and engagement in a medical emergency game. Methods: Sixty-two medical students from three Dutch universities played six game scenarios. They received either adaptive or nonadaptive scaffolding in a randomized double-blinded matched pairs yoked control design. During gameplay, we measured learning performance (accuracy, speed, systematicity), self-regulation (self-monitoring, help-seeking), and cognitive load. Test performance was assessed in a live scenario assessment at 2- and 6–12-week intervals. Engagement was measured after completing all game scenarios. Results: Surprisingly, the results unveiled no discernible differences between the groups experiencing adaptive and nonadaptive scaffolding. This finding is attributed to the unexpected alignment between the nonadaptive scaffolding and the needs of the participants in 64.9% of the scenarios, resulting in coincidentally tailored scaffolding. Exploratory analyses suggest that, compared to nontailored scaffolding, tailored scaffolding improved speed, reduced self-regulation, and lowered cognitive load. No differences in test performance or engagement were found. Discussion: Our results suggest adaptive scaffolding may enhance learning by optimizing cognitive load. These findings underscore the potential of adaptive scaffolding within GBL environments, cultivating a more tailored and effective learning experience. To leverage this potential effectively, researchers, educators, and developers are recommended to collaborate from the outset of designing adaptive GBL or computer-based simulation experiences. This collaborative approach facilitates the establishment of reliable performance indicators and enables the design of suitable, preferably real-time, scaffolding interventions. Future research should confirm the effects of adaptive scaffolding on self-regulation and learning, taking care to avoid unintended tailored scaffolding in the research design. Trial registration: This study was preregistered with the Center for Open Science prior to data collection. The registry may be found at https://osf.io/7ztws/. [ABSTRACT FROM AUTHOR]

Many studies have incorporated concept maps into digital games to enable learners to make connections between subject concepts in the game. However, most learners do not associate spontaneously with the thematic concepts in the game but need to be facilitated by effective scaffolding mechanisms to reconceptualize the learning process and content. Therefore, this study proposed a knowledge check-based concept map-guided gaming strategy for chemistry learning for secondary-level learners. Specifically, the knowledge check-based concept map-guided gaming strategy was employed as a learning strategy while playing digital games. The knowledge check mechanismwas developed based on the notation of two-tier testing. Moreover, the learning environment was a self-developed chemical classification-based digital game, in which learners learned through concept mapping guided gaming tasks with factual and conceptual questions to confirm that they can actually learn content and conceptual understanding in the game. To understand the effects of the proposed strategy, a quasi-experimental design was adopted to measure compare two groups' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load of seventh-grade students using the knowledge check-based concept map-guided gaming strategy and the conventional concept map-guided gaming strategy. The results of the study showed that learners' learning achievement, problem-solving awareness, critical thinking tendency, and germane cognitive load in chemistry learning were effectively improved by the knowledge check-based concept map-guided gaming strategy. Furthermore, this study implies that teachers can adjust their teaching scaffolds and provide strategies according to learners' learning behaviors in digital game-based learning. [ABSTRACT FROM AUTHOR]

Secondary science students still struggle to master scientific concepts and apply content-based knowledge. The instructional design behind the incorporation of innovative technology and the use of game-based learning (GBL) could be a key to increasing student acquisition of science knowledge. Using a mixed methods design, this study examined the effects of a scaffolded Game-based Learning (GBL) science unit using a virtual reality (VR) game component. The VR game focused on the scientific method, lab safety, and equipment, and purposefully embedded instructional scaffolds to support the needs of diverse learners. The quasi-experimental study (pre- and post-test design) investigated the acquisition of targeted science knowledge with student groups of differing motivation levels and under two different game modes (immersive and non-immersive). With a mixed methods embedded design, quantitative data (student pre- and post-tests) was analyzed first followed by qualitative data (classroom video observations and student focus groups). Statistical analysis revealed: (1) students demonstrate an overall improvement on the post-test of targeted science knowledge in a scaffolded GBL learning design, (2) students using the immersive VR mode showed greater improvement in targeted science knowledge than students using the non-immersive desktop game, and (3) students with low intrinsic motivation performed better in the immersive VR than the desktop version. Further examination of qualitative data uncovered the GBL curricular activities and scaffolds may have also contributed to students' science learning gains through reflection and discussion after gameplay experiences. The repeated multimodal learning opportunities and the opportunities to learn through whole-body movements were also found to be the potential reasons why the immersive VR group outperformed the non-immersive group. [ABSTRACT FROM AUTHOR]

This research examines student teachers' perceptions of a game-based exam conducted in the Genial.ly app in the study course "Legal Aspects of the Pedagogical Process". This study aims to find out the pros and cons of game-based exams and understand which digital solutions can enable the development and analysis of digital game data. At the beginning of the course, students were introduced to the research and asked to provide feedback throughout the course on what they saw as the most important aspects of each class and insights on how they envisioned the game-based exam could proceed. The game-based exam was built using the digital platform Genial.ly after its update, which provided the possibility to include open-ended questions and collect data for analyses. It was designed with a narrative in which a new teacher comes to a school and is asked for help in different situations. After reading a description of each situation, the students answered questions about how they would resolve them based on Latvia's regulations. After the exam, students wrote feedback indicating that the game-based exam helped them visualize the situations presented, resulting in lower stress levels compared to a traditional exam. This research was structured based on design-based principles and the data were analyzed from the perspective of how educators can use freely available solutions to develop game-based exams to test students' knowledge gained during a course. The results show that Genial.ly can be used as an examination tool, as indicated by positive student teachers' responses. However, this research has limitations as it was conducted with only one test group due to administrative reasons. Future research could address this by including multiple groups within the same course as well as testing game-based exams in other subject courses for comparison. [ABSTRACT FROM AUTHOR]

With the recent rapid changes in the medical environment and technology, traditional teaching methods are no longer sufficient to meet current professional needs. There is an increasing demand for emerging technologies in higher education, necessitating more interactive and personalized educational approaches. Hence, educators are exploring innovative teaching interventions, including digital simulations and gamified learning, to enhance motivation and engagement in learning. In this article, the concept and core elements of gamified learning are introduced and related methods applicable to nursing education such as digital simulations, virtual reality, tabletop games, and escape rooms are described. In addition, gamification teaching techniques that enhance student learning motivation as well as improve learning outcomes in theory and practice are discussed. Gamified learning enables nursing students to practice in rich and diverse interactive simulated environments. Using appropriate teaching strategies, the gamified approach to learning can strengthen critical thinking, problem-solving abilities, and communication confidence in students. Designing game mechanisms and methods that align with educational objectives and mastering the key principles of gamified teaching is an effective approach to diversifying and enhancing the effectiveness of learning activities in the classroom. [ABSTRACT FROM AUTHOR]

The effectiveness of game-based learning strategies lies in the ability of these strategies to engage learners and enhance their motivation to learn. This is particularly important for today's younger generations, which are known to respond better to visual rather than textual information. Gamified education provides stimulating, realistic, and enjoyable learning experiences, helping students understand complex nursing knowledge and skills. The diversity of game-based learning tools, including based board games, escape room games, digital games, simulation games, mobile serious games, and virtual reality games, not only enhances students' learning effectiveness and skills but also improves their problem-solving abilities, communication skills, and ability to cope with various challenges in clinical care. In general, game-based learning is a strategy with great potential and importance. This strategy not only has profound implications for modern nursing education and clinical practice but also, through its promotion of innovative thinking and diversified applications, can effectively promote the learning motivation of nursing professionals, improve teaching effectiveness, and enhance professional abilities and self-directed learning capabilities. In an era in which medical knowledge is constantly evolving, game-based learning should be promoted and utilized to cultivate nursing professionals' capabilities effectively. [ABSTRACT FROM AUTHOR]

A decline in European students' interest in STEM subjects, exacerbated by the COVID-19 pandemic's disruption of education, has raised concerns about the continent's future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven digital game approach designed to engage secondary students in collaborative environmental problem-solving. Implemented across Romania, Italy, Estonia, and Finland, this six-month study employed a mixed-methods design involving 62 teachers and 239 students in ten distinct game missions focused on environmental challenges. The quantitative results indicated significant improvements in students' transversal skills (teamwork, communication, and critical thinking), as reported by over 75% of teachers. The qualitative data emphasised the value of structured peer review in developing students' reflective practices. This research underscores the importance of teacher facilitation in game-based learning and problem-based simulations and highlights the potential of such methodologies to boost student engagement and environmental awareness. These findings suggest that the BIG GAME project approach could be a valuable tool for revitalising STEM education and cultivating future-ready citizens. [ABSTRACT FROM AUTHOR]

Various pedagogical approaches have been proposed to attract more female students to STEM (science, technology, engineering, and mathematics), targeting student beliefs and perceptions that are linked to STEM study intentions. The current study, which took place in a secondary school in Cyprus and employed a quasi-experimental design, aims at contributing to this literature. Responses to pre- and post-questionnaires by 69 experimental and 27 control students show that students in the experimental group, who participated in an intervention in which they learned about the lives and accomplishments of STEM/STEAM role models via a game-based learning approach, improved their STEM ability perceptions compared to control group students, who reported similar pre-post survey levels of STEM ability perceptions. Female students benefited more compared to their male counterparts, and using a game-based learning approach contributed significantly to the effectiveness of students' exposure to the role models. Taken together, study findings support the use of role models and learning games as tools to attract more female students to STEM. [ABSTRACT FROM AUTHOR]

The development of creativity plays a decisive role in the future development of human life as it stimulates divergent thinking and grants the critical ability to innovate and solve problems. Therefore, the question of how to encourage students' creativity has also attracted the attention of related research in various fields. Our study used the Scratch visual programming tool to allow students to create their own digital games. We used different technological devices as external stimuli during the research process to stimulate students' creative ideas. We provided four control devices: a keyboard and mouse, PicoBoard, a 65-inch touch screen, and a Wii remote control for 92 fifth-grade students in four S-shaped classes. After a 12-week experimental process, students designed their original Scratch game. The results of the study found that differences in device properties correspond to different items of creativity: devices highly relevant to students' life experiences improve the flexibility and elaboration of creativity. Innovative controls promote creative originality. The freedom of device control can increase the fluency of creativity. Therefore, providing control devices with different properties will allow teachers to establish learning environments that foster creativity. Finally, we speculate on the impact of other control devices on creativity based on the research results for future reference. [ABSTRACT FROM AUTHOR]

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students' learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking. [ABSTRACT FROM AUTHOR]

AbstractThis study investigated the impact of digital vocabulary games (DG) and digital vocabulary worksheet (DW) on achievement emotions and learning outcomes among 62 third-grade students with diverse reading abilities. Participants were classified as struggling or typical readers based a standardized reading fluency assessment. The research examined how these digital tools influenced vocabulary acquisition and emotional responses across the diverse reading abilities. Results showed that both DG and DW effectively improved vocabulary knowledge, with no significant difference in learning gains between modalities. However, DG elicited greater active positive emotions and calmness than DW, which could foster motivation and persistence, crucial for learning. Struggling readers experienced increased calmness and decreased negative emotions with DG, achieving gains comparable to their typical readers peers with both tools. Typical readers did not exhibit significant differences in emotional experiences or learning outcomes between the digital tools, suggesting their adaptability to various digital formats. This study illuminates the role of digital tools in not only promoting vocabulary growth but also shaping diverse emotional experiences during learning among young students with varied reading profiles. The findings have important implications for supporting struggling readers and nurturing a positive learning experience for all. [ABSTRACT FROM AUTHOR]

Learning with games requires two types of information, namely domain‐specific information and game‐specific information. Presenting these two types of information together with gameplay may pose a heavy demand on cognitive resources. This study investigates how timing of information presentation affects cognition (ie, mental effort and performance), motivation (ie, achievement goals) and emotion (ie, achievement emotions). Participants were secondary school students (N = 145). Participants participated in a 2 × 2 factorial experiment with two factors—timing of domain‐specific information presentation and timing of game‐specific information presentation, either before or during gameplay. We measured mental effort, chemistry knowledge, time on task, achievement goals and achievement emotions. Multiple regression and robust regression revealed that presenting domain‐specific information before gameplay promoted higher approach goals, higher avoidance goals and more enjoyment than presenting it during gameplay. There was no difference between presenting game‐specific information before gameplay and during gameplay except for performance‐avoidance goals. We conclude that timing of information presentation affects motivational and emotional processes and outcomes and that students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. Educators may change the timing of domain‐specific information presentation accordingly. Practitioner notes What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. What is already known about this topic Well‐designed game‐based learning can increase learning. Game‐based learning needs effective instructional design features. What this paper adds One instructional design feature, timing of information presentation, affects motivation and emotion in game‐based learning. Students feel more motivated and enjoyed when domain‐specific information is presented before learning than during learning. This study is one of the first to focus on cognitive, motivational and emotional processes and outcomes, and their interconnections. Implications for practice and policy Educators would do well to present domain‐specific information before learning than during learning. Researchers on instructional design features should attend to all cognitive, motivational and emotional processes and outcomes instead of just one or two. [ABSTRACT FROM AUTHOR]

Introduction: We frequently associate microbes with infection, rarely expounding on their usefulness and importance to healthy development. For humanity to leverage these microbial “super powers”, learners from all backgrounds need to appreciate their utility and consider how microbes could help solve some of the most critical problems we face. However, learners are frequently uninterested or intimidated by microbiology. The card game “No Guts No Glory” was created to engage students by piquing curiosity and encouraging informal learning to change perceptions and advocate the value of microbes to good health. Methods: Undergraduates from various faculties in the National University of Singapore were invited to play and give feedback on accessibility, engagement and self-reported learning gains. Results: The game was well-received across disciplinary backgrounds with positive feedback (5-point scale) on game mechanics being fun (4.17±0.63), attractive artwork (3.83±1.00) and scientific snippets (3.79±1.04), positive re-playability (3.46±0.84), player engagement for those without foundational knowledge in microbiology (3.63±1.04), and usefulness of knowledge taught (3.54±1.10). Areas for improvement evidenced from feedback included unclear instructions (2.74±0.98), limited content taught (2.76±0.93), not generating interest to attend formal microbiome classes (2.88±1.17) and not prompting lifestyle changes (1.98±1.11). Conclusion: This pilot study provided valuable insights from the target demographic, with concrete ideas on how to improve the educational potential of “No Guts No Glory”. Findings further lay the groundwork for the design of future instruments to objectively quantify learning gains from gameplay [ABSTRACT FROM AUTHOR]

Creativity has been proven to be a core competitiveness in the twenty-first century. Although many experimental studies have confirmed that game learning can improve creativity, some studies have contrary results. Currently, there are very few, and primarily incomplete, meta-analyses integrating experimental studies of educational gaming's impact on creativity. The current meta-analysis included 29 articles from 2002 to 2022, containing 116 effect sizes and 4,159 student subjects. The results showed that the overall mean weighted effect size was 0.84, indicating that game learning significantly positively affected students' creativity compared with non-game learning. In addition, the mean effect size was moderated by digital content, teaching strategies, educational stages, publication sources, and class size but not by patterns, disciplines, and experiment duration. Accordingly, this study provides new insights and suggestions on improving creativity via game learning design and implementation as a reference for researchers, teachers, game designers, and developers in the field of creativity. [ABSTRACT FROM AUTHOR]

AbstractResearch coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers’ Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors’ observations suggest this framework contributed to students’ affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

Educational technology has advanced tremendously in recent years, with several major developments becoming available in healthcare professionals' education, including nursing. Furthermore, the COVID-19 pandemic resulted in obligatory physical distancing, which forced an accelerated digital transformation of teaching tools. This review aimed to summarize all the available digital tools for nursing undergraduate education developed from 2019 to 2023. A robust search algorithm was implemented in the Scopus database, resulting in 1592 publications. Overall, 266 relevant studies were identified enrolling more than 22,500 undergraduate nursing students. Upon excluding multiple publications on the same digital tool, studies were categorized into three broad groups: serious games (28.0%), gamified applications (34.5%), and VR simulations and other non-gamified digital interventions (37.5%). Digital tools' learning activity type (categories = 8), geographical distribution (countries = 34), educational subjects (themes = 12), and inclusion within a curriculum course (n = 108), were also explored. Findings indicate that digital educational tools are an emerging field identified as a potential pedagogical strategy aiming to transform nursing education. This review highlights the latest advances in the field, providing useful insights that could inspire countries and universities which have not yet incorporated digital educational tools in their nursing curriculum, to invest in their implementation. [ABSTRACT FROM AUTHOR]

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

Collaborative problem-solving (CPS) includes multiple socio-cognitive processes that can be challenging to investigate. Constructing arguments is a key practice at the intersection of CPS and science learning. To understand how students construct arguments and develop science knowledge during CPS, we focus on team synchrony—the extent of similarity of navigation actions between team members—in a game-based learning environment. Specifically, we examined the impact of team synchrony on students' argument construction and science knowledge acquisition in a science learning game, Alien Rescue. Using a mixed methods approach, we analyzed a range of in-game data and performance data of 69 teams from 146 sixth-grade students. Our results show that team synchrony enhanced students' science knowledge acquisition, whereas its effects on argumentation features were nuanced: (a) higher team synchrony groups were more productive in constructing backing compared to low team synchrony groups in conditions where their prior knowledge was high, and (b) there was no significant difference between the two groups in generating claims. We also identified two illustrative cases to show the observed relationship between team synchrony and complexity of arguments that students constructed as a team. Our study has implications for tracing learning processes through log and textual data to understand students' CPS process and performance, which consequently inform the design of scaffolds that support students' CPS. [ABSTRACT FROM AUTHOR]

Previous studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the current study is to verify if immersion indeed is associated with mathematical skills improvement when using a Game-Based Learning intervention. This was tested among 59 Greek high school students, using authentic design. After having received a traditional education module, the students were tested and then engaged for four weeks in a desktop-based 3D Virtual Learning Environment where they could play mathematic minigames. They were subsequently re-tested to verify if they showed a significant increase in mathematical skills. The students showed an improvement in their mathematical skills (Cohen's d = 1.26), with significant results for functions, geometry, and thinking skills and methods. On the individual level, about half of the students showed a 10% increase in one of the domains (numbers & calculations, functions, geometry, thinking skills and methods, and algorithms and number theory). Immersion was found to be reflected by engagement and presence, but neither one of these aspects was associated with mathematical achievement after the intervention. It is concluded that Game-Based Learning is an effective approach to increasing mathematical skills, yet the underlying mechanisms are not yet understood. The authors discuss several alternative mechanisms based on the literature that can be verified in future studies. [ABSTRACT FROM AUTHOR]

Children born after 2010 are labelled as members of Generation Alpha, who currently pursue their primary education. Gamification and game-based learning methodologies have gained popularity in the global education sector in the recent past. The goal of this study is to investigate the present state of adopting gamification and game-based learning for primary education student cohorts, with the aid of recent peer-reviewed research publications. By employing a systematic mapping design, reviewed paper results are categorized and further evaluated in relation to the attributes such as type of gamification, game mechanics and elements used, evaluation context, type of experimental outcome, gamified academic subject area, and type of application. With the aid of review results, this study proposes a mapping of gamification learning mechanics, suited to address Generation Alpha traits. It also recommends future research directions, which include investigating the realistic learning preferences of Generation Alpha, the need for designing novel educational game elements and adaptive gamification learning strategies, and the importance of long-term studies with diverse learner samples. The findings of this study will support prospective stakeholders, such as researchers, educators, parents, and educational policymakers, to utilize gamification approaches effectively in educating Generation Alpha.

Abstract To evaluate user perceptions and educational impact of gamified online role-play in teledentistry as well as to construct a conceptual framework highlighting how to design this interactive learning strategy, this research employed an explanatory sequential mixed-methods design. Participants were requested to complete self-perceived assessments toward confidence and awareness in teledentistry before and after participating in a gamified online role-play. They were also asked to complete a satisfaction questionnaire and participate in an in-depth interview to investigate their learning experience. The data were analyzed using descriptive statistics, paired sample t-test, one-way analysis of variance, and framework analysis. There were 18 participants who completed self-perceived assessments and satisfaction questionnaire, in which 12 of them participated in a semi-structured interview. There were statistically significant increases in self-perceived confidence and awareness after participating in the gamified online role-play (P

Both digital and non-digital games have been shown to be effective for supporting student engagement in mathematics. However, little is known about educator preferences for a particular game mode (i.e. digital versus non-digital), and what factors influence these preferences. To address this gap, 111 Australian primary school educators completed a questionnaire reporting on their usage of, and preferences for using, digital compared with non-digital games to support mathematics instruction. Participants were considerably more likely to use non-digital games than digital games in their classrooms, and the majority indicated a clear preference for using non-digital games. Thematic analysis revealed several themes that explained why many participants preferred non-digital games, with the most frequently coded theme being for pedagogical reasons such as: that they were better for promoting collaboration and communication; that they afforded opportunities for students to use manipulatives; and that they were easily adapted and differentiated for specific groups of students. Other notable themes included: assessment, in particular, the perception that when students played non-digital games it was easier to observe their understanding; access to, and limited awareness of, suitable digital resources; and managing the setup and delivery of the game. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Among various methods of learning and teaching, educational games are tools that engage students for both educational purposes and entertainment. This study aimed to evaluate the effectiveness of game-based learning (GBL) for undergraduate obstetrics and gynecology students in the form of a gamebook. A quasi-experimental study was conducted to compare the outcomes of two different teaching methods, conventional case-based learning (CBL) and GBL, on undergraduate medical students from Taylor's University, Malaysia. A statistical analysis was performed to compare the performance between the control and intervention groups. Single-best-answer multiple-choice questions (MCQs) were used to assess students' knowledge and understanding of the clinical subject content, and a 5-point Likert scale was used to assess students' perception of the new teaching method. Chi-squared tests were used to compare the mean academic performance of the two groups of 128 participants. There was no significant difference in the post-intervention MCQ scores. Students in the GBL group found that learning is more enjoyable and felt more confident in managing patients both theoretically and in real world situations. In conclusion, GBL is comparable to conventional CBL in achieving the desired knowledge and understanding of the topics with a more positive perception towards GBL. [ABSTRACT FROM AUTHOR]

Introduction: In 2015, our university hospital pharmacy acquired the PharmaHelp robot system to automate part of its chemotherapy production. Complex technical use, downtime periods, and insufficient training caused a drop in motivation and disparities in operators' knowledge. We created a short, playful, standardized, gamed-based training program to address this, and evaluated its impact. Methods: Operators were classified as trainers or trainees according to their knowledge about Information and Communication Technologies. Before, after the training, and at 6 months (6M), their robot knowledge was assessed on a 0-24-scale, motivation and self-efficacy in using it on 0-to-100 scales. Pairwise comparison t -test with Bonferroni adjustment was used (p < 0.05 considered significant). Satisfaction was measured using a six-point Likert scale. Trainer/trainee teams participated in 2-hour training sessions with three games and a debriefing. For "Knowing the manufacturing steps," cards with the steps were placed in the correct order. For "Knowing the criteria for using the robot," teams guessed whether certain compounds could be used with the robot. For "Knowing how to handle production errors," the answer to each error (taken from real-life issues) was selected from four options. Results: Participants (n = 14) were very satisfied about sessions' interactivity and playfulness. Knowledge improved from 57% pretraining to 77% (p < 0.005) to 76.6% (6M) (p < 0.05 compared to pretraining). Motivation and self-efficacy, respectively, improved from 57.6% to 86.6% (p < 0.05) to 70.4% (6M) and from 48.5% to 75.6% (p < 0.05) to 60.2% (6M) (p > 0.1 compared to pretraining) (t -test). Conclusions: This highly appreciated training program efficiently improved knowledge retention out to six months. [ABSTRACT FROM AUTHOR]

The learning of calculus with natural numbers constitutes the basic nucleus on which the mathematical knowledge and skills to be assimilated by the schoolchildren are built. The objective of the present work consisted of proposing a learning strategy based on games for the development of written calculation skills of addition and subtraction of three- and four-digit numbers in fifth grade students of the General Basic Education school Sergio Núñez, in Ecuador. An explanatory type of research with a pre-experimental design was carried out under the conditions of the school teaching-learning process. The characterization of the level of development of the written calculation skills of addition and subtraction of three- and four-digit numbers in the initial stage of the research showed insufficiencies in addition and subtraction, which is based on the insufficient command to identify and solve the corresponding basic exercise, to apply the succession of indications of algorithmic character, as well as the non-systematic application of control procedures. A strategy was designed and implemented to guide the teacher's activity by means of game-based learning activities as a method in the teacher's micro-curricular planning. The validation of the strategy elaborated by means of expert criteria and the application of a post-test to the students allows demonstrating its internal validity, endorsing its relevance to promote the acquisition of knowledge and the development of higher cognitive abilities in the students. [ABSTRACT FROM AUTHOR]

Although user-generated microgames, defined as very simple games made by non-professionals on open platforms, are popular and appear to have considerable advantages in facilitating learning, further exploration is needed to establish their potential in instructional practices. The present study investigates the design, participation and experience of teaching and learning facilitated by user-generated microgames on an open educational platform. Through an exploratory experiment research method, four elementary school teachers designed and implemented microgame-based learning utilising these very small games on GeoGebra Classroom attended by 129 students. Data were gathered from lesson plans, classroom activity records and self-reflection questionnaires. This study revealed that teachers designed learning with various user-generated microgames and debriefing methods respecting learning content, but they shared comparatively similar scenarios by inserting microgame-based learning into the middle of the main session. The completion rate for the debriefing activity is minimum although the total joining times overshoot the number of students. Teachers found that user-generated microgames are acceptable to orchestrate short serious gaming sessions even though they are limited to one player with basic interfaces. Notwithstanding several disadvantages of these microgames recognised by students, such as missing learning instructions and inadequate interfaces, they so far enjoy learning by playing the games. The most critical implication of this study is to provide sufficient instructions and additional time for microgaming sessions in elementary schools to ensure sustainable completion of the briefing, playing and debriefing activities. [ABSTRACT FROM AUTHOR]

Recognizing the growing value of game-based learning in medical education, this study aims to evaluate the effectiveness of the innovation, "Aquilibria: The Battle to Balance," a creative narrative card and board game to help improve learners' understanding and application of the concepts of acid-base balance. In this mixed-method study, 120 first-year medical students participated. The innovation employed a card and board style integrated with a captivating story. Students were divided into small groups of six each with a facilitator. Following this, the posttest was conducted to compare the educational gain. Also, students' perceptions about the game were obtained using a 32-item questionnaire on a 5-point Likert scale. In addition to this, the confidence level among students to understand and interpret the concepts of acid-base regulation before and after the game was obtained using a 10-item questionnaire on a 5-point Likert scale. Furthermore, for qualitative data, short interviews with open-ended questions were conducted and thematic analysis was performed. The results showed a highly significant improvement in academic performance from a pretest score of 7.57 ± 1.07 (means ± SD) to 16.14 ± 1.80 in the posttest with a P value of <0.0001. There was a notable increase in confidence among learners after the game, and highly positive student feedback was received. These findings support the growing recognition of narrative game-based learning as a valuable and engaging strategy in medical education, offering a promising avenue for fostering deeper understanding and retention of complex medical concepts. NEW & NOTEWORTHY: This innovation is a captivating blend of storytelling, cards, and board gameplay to facilitate the learning of acid-base regulation. This engaging game offers a wealth of questions and diverse case scenarios, allowing learners to repeatedly explore and grasp the intricacies of acid-base balance. What sets this game apart is its robust assessment strategy, supported by overwhelmingly positive feedback and marked academic improvement. This innovation is a must-have for students seeking a dynamic and effective learning experience. [ABSTRACT FROM AUTHOR]

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

Background: In a world increasingly stressed by climate change and scarcity of natural resources, the prosocial behaviors of new generations become increasingly essential, especially when aimed at sustainability. This study aims to investigate the gamified system applied to the game-based educational program BLUTUBE, designed to promote better practices regarding virtuous water usage in the primary schools of the Municipality of Lucca. Methods: We analyze the self-reported sustainable behaviors of almost 800 students of the 2nd, 3rd, and 4th grades, using a survey about water consumption and awareness of related topics. We examine the association between the increase in the self-reported prosocial behaviors, which occurs after the end of the educational program, and participation in different activities - measured by the number of accumulated points - stimulated through gamification. Results: We find that higher participation in gamified activities corresponds more likely to a higher increase in reported sustainable behaviors. Moreover, we observe that this result is led by specific activities - playing the board game Blutube at school, playing the urban game, and taking pictures of virtuous actions - rather than others - playing the board game at home. Lastly, given the difference between genders in the perceived benefits from gamification, we find that males increase more their awareness about sustainable behaviors by playing more the board game than females. In contrast, females raise their awareness when playing the urban game more. Discussion: We suggest that playing the board game in a broader social context, such as school, can enhance the perception of children's behaviors' impacts on the external environment. Also, to effectively promote sustainable behaviors, educators should consider using game-based learning materials that incorporate rewards mechanisms into the activities. Conclusions: This work sheds light on the relationship between gamification and pro-environmental behaviors, laying the ground for future research. [ABSTRACT FROM AUTHOR]

Computational thinking (CT), as a new future-oriented literacy, has gained attention at the basic education level. Graphical programming is the common way to develop CT in primary students, but this drag-and-drop programming may weaken students' understanding of programming's abstract concepts and code logic. Text-based programming approaches can solve the problems faced by graphical programming, but few studies have explored the impact of text-based programming on CT. Therefore, we conducted a quasi-experimental study with 98 6th graders to explore the impact of gamified Python programming on CT. The findings showed that CT skills, as well as abstraction and decomposition, pattern recognition and evaluation in CT sub-skills, were significantly higher with students in the experimental group than in the control group. Furthermore, we found that gamified Python programming enabled boys and girls to reach the same level of CT skills. However, in terms of CT sub-skills, we found that gamified Python programming was more beneficial to the development of pattern recognition and evaluation skills for boys and abstraction and decomposition skills for girls. This demonstrated the effectiveness of gamified Python programming to improve primary students' CT skills while clarifying the impact of gender and enriching research in the field of text-based programming. [ABSTRACT FROM AUTHOR]

In higher education, it is challenging to cultivate non-computer science majors' programming concepts. This study used the GAME model (gamification, assessment, modeling, and enquiry) in a programming education course to enhance undergraduates' self-efficacy and performance of basic programming concepts. There were 83 undergraduates taking part in this study, which adopted a quasi-experimental research design. Students in the experimental group (n = 43) experienced a course in which the GAME model was used to design the block-based programming course. The control group (n = 40) was given a general information education course covering similar learning concepts without the game-based learning strategy. The analysis of covariance (ANCOVA) was adopted to investigate the effect of the GAME model on students' learning outcomes for the quantitative data. In the qualitative analysis, students' responses to the course perception questionnaire were coded and analyzed. The results showed that students in the experimental group outperformed their counterparts regarding self-efficacy and basic programming concepts. The experimental treatment resulted in a small to medium effect size difference between the two groups. The results showed that incorporating the GAME model into block-based programming teaching helped improve undergraduates' self-efficacy and performance of basic programming concepts. In addition, these experimental group undergraduates also perceived the pedagogic GAME model positively. Several research suggestions are proposed based on the findings of the present study. [ABSTRACT FROM AUTHOR]

The need to support science, technology, engineering, and mathematics (STEM) learning in secondary education is reflected in the ongoing investigation of innovative pedagogical practices, including game-based learning (GBL). Using an analysis of scholarly publications based on word co-occurrence, this study aimed to identify the main research themes addressed in the past decade by the scholarly community on game-based teaching and learning solutions in the context of STEM education in secondary schools, their evolution over time, and the key issues addressed in recent years. After a systematic selection, the titles and abstracts of the publications were collected in a text corpus and analyzed using T-LAB software version 7.2.1.4 (2022). A preliminary visual exploration of the keywords was performed to obtain an overall view of the issues addressed by the research. Specificity analysis was then applied to identify, for each subset of the corpus identified by the years of publication, the evolution of themes reflected in a change in the frequency of lemma use. Finally, to explore the most recent topics, the main thematic clusters of publications in the last three years were identified (thematic analysis of elementary contexts). The results suggest some changes in the issues addressed over the past decade, such as a shift in focus from the specific technologies and competitive elements of games to understanding how GBL can support engagement, motivation, and understanding of complex scientific concepts. The five key thematic clusters identified ("Experience", "Application", "Validation", "Emotion", and "Programming") also indicate a stronger emphasis by the latest publications on the experiential and emotional components of learning, the need for empirical studies, and the integration of computational thinking and coding into GBL. Overall, this study indicates that GBL has the potential to become an integrated component of STEM education, evolving with pedagogical and technological innovations. [ABSTRACT FROM AUTHOR]

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

This paper investigates the validity of ChatGPT as a tool to generate meaningful input for the serious game design process. Input is collected from game designers, students and teachers via surveys, individual interviews and group discussions inspired by a description of a simple educational drilling game and its context of use. In these mixed methods experiments ChatGPT 3.5 and 4.0 is prompted with the same description to validate findings with expert participants. In addition, the impact on the models' suggestions from integrating the expert's role (e.g., "Answer as if you were a teacher.", "game designer", or a "student") into the prompt is investigated. The findings show that ChatGPT can produce statistically similar input, depending on the group of experts. ChatGPT 3.5 outperforms 4.0 with the student input. The integration of expert's role in prompt is found to be unreliable, and necessary only with game designer input with the version 3.5 of ChatGPT. The practical implications are that multiple ChatGPT versions should be used when collecting input. In addition, it is shown that experts can provide unique insight to the development process. This research opens the discussion on the trustworthiness of ChatGPT generated input for serious game development. [ABSTRACT FROM AUTHOR]

Learning experiences based on serious games are employed in multiple contexts. Players carry out multiple interactions during the gameplay to solve the different challenges faced. Those interactions can be registered in logs as large data sets providing the assessment process with objective information about the skills employed. Most assessment methods in learning experiences based on serious games rely on manual approaches, which do not scalewell when the amount of data increases. We propose an automated method to analyse students' interactions and assess their skills in learning experiences based on serious games. The method takes into account not only the final model obtained by the student, but also the process followed to obtain it, extracted from game logs. The assessment method groups students according to their in-game errors and ingame outcomes. Then, the models for the most and the least successful students are discovered using process mining techniques. Similarities in their behaviour are analysed through conformance checking techniques to compare all the students with the most successful ones. Finally, the similarities found are quantified to build a classification of the students' assessments. We have employed this method with Computer Science students playing a serious game to solve design problems in a course on databases. The findings show that process mining techniques can palliate the limitations of skill assessment methods in game-based learning experiences. [ABSTRACT FROM AUTHOR]

Research has demonstrated the proven educational benefits of the gamification of teaching and learning. Through active learning and engaging more deeply with subjects taught, students demonstrate better time on tasks, as well as learning retention and outcomes. For the same reason, high-impact practices (HIPs), otherwise known as engaged learning practices, are embedded instructional practices broadly adopted across postsecondary education. However, there remains little to no research on game-based learning (GBL) and its potential alignment with HIPs, nor their pedagogical best practices with theories of gamification. One reason for this is the view that gamification and GBL are framing devices or delivery mechanisms for existing academic content in a specific discipline and not a means unto an end. However, gamification itself may be viewed as a common intellectual experience (CIE) and as a common core standard with cocurricular experiences embedded within, especially if students engage with principles in a scaffolded fashion over the course of their education. HIPs are generally introduced to students from their first year on through graduation, with first-year experiences to capstone courses and projects. This study proposes a model of alignment of the two, whereby the scholarship of teaching and learning views gamification as a central component (CIE). A new high-impact gamification model would combine HIPs and scaffolding, along with an understanding of GBL, allowing students to build specific skills. Starting with horizontal integration in specific courses, specific HIPs are introduced and reinforced through GBL. The curriculum then vertically integrates these CIEs over the course of a student's degree plan. Finally, while the model can be applied to any discipline, this study outlines a way to use gamification to teach game design and development. Through multiple touchstones, students learn through play and different genres that appeal to different demographics until ultimately cultivating skills to produce their own playable prototype as a capstone project. [ABSTRACT FROM AUTHOR]

The growing interest in applying gamified designs in higher education is challenged by mixed results in terms of student acceptance. Different players are attracted to games for different reasons and game design elements, and a better understanding of how each learner will connect to different game mechanics provides valuable input for game design and evaluation. In this paper, we present and validate a scale to measure the affinity of each player with different game elements. First, a theoretical review was carried out on three profile classifications and six motivational theoretical models, proposing a taxonomy for twelve player profiles based on three axes: relational, competence and motivational. Then, a pilot test was carried out with 54 subjects, analysing content and comprehension validity through the judgment of six experts and construct validity through an exploratory factorial analysis. Subsequently, with a sample of 1010 subjects, a confirmatory factor analysis was performed. The scale was made up of 30 items, with a Cronbach's alpha of 0.822; three main components were obtained: dominators, interactors and trackers. The results show the validity of the scale, with high levels of confidence. It provides an understanding of the player's profile in a playful context, their motivational orientation and their affinity with the specific game design. This can be used to improve the design of gamified experiences in higher education. [ABSTRACT FROM AUTHOR]

Child sex trafficking (CST) is the exchange of something of value for any sexual act with a minor. Public child welfare agencies are responsible for serving CST victims. In response to the critical need for training child welfare workers on engaging survivors of CST, we describe an innovative game-based training model used to train over 1000 workers in Maryland. The "Case-By-Case" game uses case studies to shape small group discussions, role playing, skill drills for child welfare workers to build their capacity to identify and engage survivors. Initial evaluations indicate a significant increase in knowledge and self-efficacy for training participants. The model may hold promise for social work education in this critical area, as well as for other types of professional training for social workers. [ABSTRACT FROM AUTHOR]

This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these groundbreaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops. [ABSTRACT FROM AUTHOR]

Little is discussed regarding the meaning of "definition" in primary school, where children often memorize definitions. In geometry, students frequently confuse "definition" with the "description" of a geometric object. The aim of this study is to verify whether a new hybrid methodology between storytelling and game-based learning called Geometrikoland exercises skills that fall within what we understand as "definitory thinking", which the set of competencies and meta-competencies is associated with acquiring a true mastery of definitions in geometry. This goal can be achieved because the dynamics of Geometrikoland alter the approach to definitions. The methodology applied is a hybrid of storytelling and adventure game-based learning applied to a "engine" of quadrilateral theory. The experiment took place in a fifth-grade class in an Italian school. The analysis of some data based on the accuracy of geometry actions during workshops and qualitative analysis based on the analysis of oral arguments produced during the labs lead to the conclusion that, on average, children have gained a greater awareness of what it means to define a geometric object and a better understanding of the relationships between various subsets of the set of quadrilaterals, previously seen as separate sets. Further confirmation has been provided by comparing the results of two mini-tests (a placement test and an exit test), which are useful for assessing the skills associated with the criterion of arbitrariness, the criterion of uniqueness, and classificatory thinking. [ABSTRACT FROM AUTHOR]