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Interdisciplinary learning has become prevalent as a means of solving problems encountered in everyday life. Yet, there is a lack of experimental studies investigating strategies to facilitate interdisciplinary learning. This study explored the impacts of timing and types of instructional materials on the study of interdisciplinary subjects. A 2 × 2 quasi-experimental design was conducted in which the first independent variable was the timing of instructional materials (prior versus after) and the other was the types of gameplay (digital versus non-digital game). The dependent variables were learning outcomes and academic emotions. A sample of 134 seventh graders participated in the study. The results indicated that the timing of instructional materials resulted in significant differences on students' learning outcomes. Moreover, the effects of the timing of instructional materials in conjunction with the types of gameplay improved interdisciplinary learning outcomes and induced positive emotions. Discussions of the findings and pedagogical implications are provided. [ABSTRACT FROM AUTHOR]

Background: Stealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real‐time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence‐cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model. Objective: The first step in designing a stealth assessment entails producing operational definitions of the constructs to be assessed. The CM establishes a framework of latent variables representing the target constructs, as well as their interrelations. When developing the CM, assessment designers must produce clear descriptions of the claims associated with the latent variables and their states, as well as sketch out how the competencies can be measured using assessment tasks. As the designers elaborate on the assessment model, the CM definitions need to be revisited to make sure they work with the scope and constraints of the assessment. Although this is the first step, problems at this stage may result in an assessment that does not meet the intended purpose. The objective of this paper is to elucidate the necessary steps for CM development and to highlight potential challenges in the process, along with strategies for addressing them, particularly for designers without much formal assessment experience. Method: This paper is a methodological exposition, showcasing five examples of CM development. Specifically, we conducted a qualitative retrospective analysis of the CM development procedure, wherein participants unfamiliar with ECD applied the framework and showcased their work. In a stealth assessment course, four groups of students (novice stealth assessment designers) engaged in developing stealth assessments for challenging‐to‐measure constructs across four distinct projects. During their CM development process, we observed various activities to pinpoint areas of difficulty. Results: This paper presents five illustrative examples, including one for assessing physics understanding and four for the development of CMs for four complex competencies: (1) systems thinking, (2) online information credibility evaluation, (3) computational thinking, and (4) collaborative creativity. Each example represents a case in CM development, offering valuable insights. Conclusion: The paper concludes by discussing several guidelines derived from the examples discussed. Emphasizing the importance of dedicating ample time to fine‐tune CMs can significantly enhance the accuracy of assessments related to learners' knowledge and skills. It underscores the significance of qualitative phases in crafting comprehensive stealth assessments, such as CMs, alongside the quantitative statistical modeling and technical aspects of these assessments. Lay Description: What is currently known about this topic?: Stealth assessment represents an unobtrusive, automated formative assessment method.This method uses learning analytics within digital learning environments (e.g., games).The main purpose is to assess and foster the competencies of diverse learners. What does this paper add?: This paper serves as a conceptual and methodological guide.This paper focuses on the critical process of competency model development.Competency model development is a crucial step in the creation of stealth assessments. Implications for practice/or policy: Learning scientists and assessment designers can leverage this paper as a resource.Assessment designers can benefit from this paper and see various examples of the process. [ABSTRACT FROM AUTHOR]

The purpose of this study was to find out the effectiveness of teacher-made digital games in teaching Mathematics among Grade 3 Learners for the school year 2022-2023. This study used experimental single group post-test and pretest design. The respondents of this study were the 35 Grade 3 learners in Maitum Elementary School. Total enumeration was applied to get the desired population of the respondents. Based on the results of the study, the following conclusions were formulated and established: First, majority of the learners obtained a low pre-test scores before the use of teacher-made digital games. Second, majority of the learners obtained a high post-test score after the use of teacher-made digital games. Lastly, there was a significant difference in the pre-test and post-test scores of the learners. Therefore, the use of teacher-made digital games was effective in teaching Mathematics 3. Moreover, incorporating digital games created by teachers into the teaching of Mathematics at the third-grade level can have positive educational implications. These implications could include increased learners' engagement, improved understanding of mathematical concepts, enhanced problem-solving skills, and potentially more enjoyable learning experiences. [ABSTRACT FROM AUTHOR]

Adopting a walkthrough of the game application, participant observation of online fan communities, and a narrative analysis of storylines, this study seeks to understand how local female-orientated love simulation games re-calibrate Western feminist ideologies with/through constructions of romantic love. This study argues that with the development and backlash of feminist ideologies and neo-liberal economic restructuring in post-socialist China, female-oriented love simulation games now present what I coin “Platformed Post-Feminist Negotiation” (hereafter PPN). First, the PRP transplants Western post-feminism to veil the latent and toxic consumerism with the rhetoric of women’s empowerment. Second, the PPN inherits Chinese feminism’s dynamic negotiation with Confucian ideals and the conservative state ideology. While compromising with dominant ideologies to escape from China’s stringent digital censorship, game developers have aligned with players to carry out micro, covert, and indirect resistance to protecting female sexual freedom. Third, the PPN refers to how digital games are platformed as technical tools to manufacture a variant post-feminism that can be defined as empowering women, ignoring structural gender inequalities, and negotiating with state censorship. This study contributes to Chinese digital games’ post-feminist narrative patterns and how contemporary post-feminism appropriates technological affordances in an increasingly platformed society. [ABSTRACT FROM AUTHOR]

Game development studios deal with numerous challenges to achieve the publication of games that are acclaimed by the public. The difficulties range from a simple choice of color for a particular object within the game to mechanics and narratives. In this way, user experience (UX) techniques provide a better perception of the player's experience. UX techniques are consolidated in the context of software engineering industries and literature. However, few works in the literature (which will be presented in this work) address this knowledge and treat digital games as a specific type of software. In this sense, we aim to explore and present innovative approaches and best techniques adopted by game development studios to integrate UX into their processes. The research included the participation of 41 digital game development studios from all regions of Brazil, of which 31 were interviewed and 10 chose to participate via questionnaire. The analysis revealed that many participants work in small companies (up to five employees) and apply UX techniques intuitively without formal knowledge and justification for using them. Furthermore, we noticed that many studios are unclear about their techniques and confuse them with game design. However, most understand that UX is fundamental for designing a successful game with community support and buy‐in. In addition, most of the justifications for not using UX techniques converged on a lack of knowledge. Finally, we developed a visual scheme to assist studios and future research, capable of consolidating the information extracted from participants about the UX techniques adopted, the benefits and challenges of applying them to the development process, the justifications for not adopting UX techniques (when not adopted), the test instruments implemented, and the UX dimensions evaluated by them. [ABSTRACT FROM AUTHOR]

Current research is sparse on the relatively new but highly relevant topic of mental disorders in video games. This scoping review aimed to map the existing research on portrayal of mental illness in video games. PubMed, PsychInfo, PsycArticles, Medline, Scopus and the ACM Digital Library were searched, resulting in the final inclusion of seven records. Prevalences for the representation of mental illness ranged from 12 to 24%. Findings indicate that video games' portrayal of mental illness is predominantly stigmatizing and negatively connoted. Mental illness frequently serves as a reason for violent behavior and is portrayed in line with paranormal experiences. Yet, some games portray mental illness in a more neutral way, using game mechanics to elicit empathy. While this review emphasizes the need for non-stigmatizing depiction, potentially through the inclusion of experts in the development process, future research should examine how much consumers are affected by the negative or positive portrayal of mental illnesses in video games. [ABSTRACT FROM AUTHOR]

The eSports industry has transformed rapidly in China in the last decade to become a flourishing business domain. ESports practitioners have been endorsed by the Chinese government (Wong and Meng-Lewis 2023), which recognized eSports as an official occupation in 2019. However, previous studies have interpreted eSports work as ‘playbour’, neglecting the professional and vocational dimensions of eSports. The field of affects related to eSports work is also understudied. This study employs certain ethnographic methods (participant observation and interview) to demonstrate the dialectical relationship between work and play through the construct of ‘work-and-play’, which emphasizes the new work ethic of ‘do what you love’. Esports players engage professionally in the work of playing games motivated by love, hope and ‘the champion dream’. However, their desire to flourish through eSports work could subject them to precarity and become cruel. [ABSTRACT FROM AUTHOR]

The goal of the current study was to examine the perceptions of elementary school principals regarding the value of integrating digital games in teaching and learning and the steps they take to promote this initiative. The study was conducted using a qualitative-narrative methodology to analyze data retrieved through semi-structured in-depth interviews conducted with 18 school principals. The findings demonstrated that the school principals had a positive attitude toward the integration of digital games in teaching although they are not experts in this field. They described several steps they take to promote digital games integration in teaching: (1) systemwide strategic steps, which include formulating a vision and mission; promoting teachers' professional development; and resource allocation; (2) individual-initiatives, which include modeling; empowering teachers; and creating a leadership group among the teachers. These steps are perceived as creating "islands of innovation," which are meant to infiltrate into the organizational culture of the school, so as to become integral and sustainable practices. These findings may help create new official policies for integrating digital games at school, thus instilling a change in the school culture. The study underscores the important role of school principals as agents of change in this context. [ABSTRACT FROM AUTHOR]

Previous research on player profiles or types is based on players' in-game behaviors and their motivations to play games. However, there are many other activities related to digital games beyond playing the games properly. Using learning analytics methods, the study investigates the prevalence and interconnections between these different metagame activities and classifies gamers based on their use thereof into distinct profiles. The results show that digital game–related information-seeking activities are key metagame activities with connections to other metagame activities. Three distinct profiles of players were identified based on their metagame activities: versatile metagamers, strategizers, and casual metagamers. The results contribute to the existing literature on metagaming and provide insights for game studies, game design and marketing, and digital games and learning. [ABSTRACT FROM AUTHOR]

The article approaches the relationship between design, memory and technoculture through a conceptual discussion of audiovisual culture and the techno-aesthetic expressions of sound design in digital games. Hence, instead of describing it for its technical aspects, sound design is more broadly framed here as a technocultural practice deeply related to an audiovisual memory of media. The paper also presents the concept of iconophonics, by articulating this theoretical framework with an analysis of sound design features in five digital games: Jazzpunk (2014), Rayman: Legends (2011), South Park: Stick of Truth (2014), Inside (2016) and Spec Ops: The Line (2012).

This research aims to propose a pedagogical model that structures the implementation of digital game-based learning (DGBL) in science classes. Design-based research guided the design, development, implementation, and redesign processes of the prototype pedagogical model. The principles that informed the design of the model were gleaned from empirical data on DGBL conditions in junior high schools and science teachers' DGBL practices and perceived barriers to implementing DGBL. Curriculum and science education experts reviewed the model and found it usable, adoptable, implementable, and appropriate for junior high school science classes. The lesson designed based on the model improved junior high school students' motivation to learn and achievement in science. Likewise, science teachers perceived the pedagogical model to be easy to use, useful in science teaching, beneficial for students, and able to enhance their teaching efficiency and productivity. This study is the first to propose a DGBL pedagogical model for science.

AbstractPurposeMethodsResultsConclusion\nIMPLICATIONS FOR REHABILITATIONDementia prevalence is increasing worldwide. With the emergence of digital rehabilitation, serious digital games are a potential tool to maintain and monitor function in people living with dementia. It is unclear however whether games can measure changes in cognition. We conducted a scoping review to identify the types of outcomes measured in studies of serious digital games for people with dementia and cognitive impairment.We included primary research of any design including adults with cognitive impairment arising from dementia or another health condition; reported data about use of serious digital games; and included any cognitive outcome. We searched Medline (via EBSCO), PsycInfo, CINAHL, Web of Science, from inception to 4th March 2024 and extracted study characteristics.We reviewed 5899 titles, including 25 full text studies. We found heterogeneity in domains and measures used: global cognition (n = 15), specific cognitive processes (n = 13), motor function (n = 5), mood (n = 6), activities of daily living (n = 5), physiological processes (n = 4) and quality of life (n = 2). Use of outcome measurement tools was inconsistent; the most frequently used measures were the Montreal Cognitive Assessment (n = 8), the Mini-Mental State Examination (n = 7), and the Trail Making Test (n = 7). Nine studies used in-game measures, most of which were related to game performance.We found very few studies with assessment of cognition within the game. Studies of serious games for people with dementia and cognitive impairment should develop digital outcome tools based on recommendations in Core Outcome Sets, to increase consistency between studies.Fewer than half of the studies we identified used in-game measures, most of which were related to game performance, indicating that digital measures of cognition within serious digital games is a largely unexplored research area.Only eight out of 25 included studies used measurements tools recommended in Core Outcome Sets for studies of people living with dementia.Given the heterogeneity of measures identified in this review, critical appraisal of relevant outcome measures would be the next step in determining suitable measures for use in future research.Following critical appraisal, exploration of digital measures of cognition is needed to determine their integration into serious games, and whether existing tests can be digitised and administered remotely whilst retaining psychometric properties.Fewer than half of the studies we identified used in-game measures, most of which were related to game performance, indicating that digital measures of cognition within serious digital games is a largely unexplored research area.Only eight out of 25 included studies used measurements tools recommended in Core Outcome Sets for studies of people living with dementia.Given the heterogeneity of measures identified in this review, critical appraisal of relevant outcome measures would be the next step in determining suitable measures for use in future research.Following critical appraisal, exploration of digital measures of cognition is needed to determine their integration into serious games, and whether existing tests can be digitised and administered remotely whilst retaining psychometric properties. [ABSTRACT FROM AUTHOR]

This paper is part of a research on gaming and reality carried out by the Laboratório de Poéticas Fronteiriças, a research group rolled on the CNPq's directory and certified by the UEMG (Brazil). Growing number of phone programs that provide ride-share services, transportation, or product delivery, primarily food, remind us of old games that use similar mechanisms. Our aim is to analyze the games series Crazy Taxi and Grand Theft Auto, their narrative and aesthetic elements as well as similarities to the Uber app in order to better understand ways the gamification of such types of apps can allow a re-signification of the city spaces, its users as players and of its socio-economic impact. [ABSTRACT FROM AUTHOR]

The existing literature lacks a precise understanding of how online facilitation and dialogic discussions can positively impact students' comprehension of the Nature of Science (NoS). This study delves into the experiences of students and facilitators engaged in synchronous and asynchronous online dialogic discussions and e-facilitation to enhance our understanding of NoS. An innovative experiment employed a digital dialogue game to engage postgraduate students in a Postgraduate Certificate in Education (PGCE) secondary science course. The participants included sixty-five PGCE science students and three lecturers specializing in different science disciplines (Physics, Chemistry, and Biology). Qualitative data collection methods and analysis, including transcripts of online discussions about NoS topics, were followed by critical event recall interviews to identify specific online dialogue events that significantly contributed to the comprehension of NoS. The findings contribute significantly to comprehending students' processes in grasping complex and debatable topics such as Nature of Science (NoS) within online dialogic discussions supported by e-facilitation. They emphasize the importance of establishing an open and expansive dialogic space, with a focus on the crucial roles of e-facilitators. The results also highlight a tension between active and passive roles in both synchronous and asynchronous online discussions. Additionally, the study sheds light on the influence of space, time, and texts in understanding NoS through e-facilitated online dialogic discussions. Notably, the research emphasizes the live chat room's significance within Interloc, accentuating its role as a social space fostering a sense of community and a safe environment for inquiry in online dialogue which supported understanding NoS. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents an overview of the state of the art and a series of reflections on the contributions of digital games in the educational development processes of local authorities. To this end, an exhaustive review was initially carried out, focusing on research works, publications and congresses carried out on the subject. We also proceeded through a web search, using google and webs of associations and research groups to find and analyse digital recreational applications (video games, serious games, gamified apps, etc.) developed to spread local entities and disseminate their culture, traditions, experiences of the population, etc. It was used as a methodology for content analysis through the adaptation of guides proposed in previous studies to evaluate fundamental aspects for the achievement of the objectives of each game. Based on the analyses, the discourse focuses on describing the reality and, on that basis, making suggestions and recommendations, with the aim of providing strategies that contribute to the use of this type of resources as tools for socio-educational development in municipal contexts and guiding the decision-making process of the different agents for their selection and use. [ABSTRACT FROM AUTHOR]

Copyright of Hoitotiede is the property of Hoitotieteiden Tutkimusseura HTTS r.y. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The digital gaming industry is experiencing rapid growth and presents significant potential for implementation in educational contexts. Despite a significant body of literature on Digital Game-Based Language Learning (DGBL), the focus has primarily been on students as game players rather than on teacher candidates as future educators. This study aimed to examine the attitudes and knowledge of 205 teacher candidates from Poland (n = 79) a nd Spain (n = 126) regarding digital games' potential for foreign language learning. Convenience sampling was used, and a mixed-method approach was taken to collect quantitative and qualitative data via pre-post surveys, digital game presentations, and class discussions. Participants undertook various DGBL activities and were grouped into teams to choose games for language learning, create infographics, and share their insights in a collaborative learning environment. Statistical analysis indicated differences in the first-time technology access and gameplay frequency between the Polish and Spanish cohorts. The Wilcoxon-signed rank test revealed a significant difference (p ≤ 0.05) in two of the five scale dimensions: usefulness (U) and preference for digital games (PDG). The findings suggest that while teacher candidates hold a positive view of DGBL's potential, they lack practical knowledge of its implementation in the language classroom. [ABSTRACT FROM AUTHOR]

This research aims to propose a pedagogical model that structures the implementation of digital game-based learning (DGBL) in science classes. Design-based research guided the design, development, implementation, and redesign processes of the prototype pedagogical model. The principles that informed the design of the model were gleaned from empirical data on DGBL conditions in junior high schools and science teachers' DGBL practices and perceived barriers to implementing DGBL. Curriculum and science education experts reviewed the model and found it usable, adoptable, implementable, and appropriate for junior high school science classes. The lesson designed based on the model improved junior high school students' motivation to learn and achievement in science. Likewise, science teachers perceived the pedagogical model to be easy to use, useful in science teaching, beneficial for students, and able to enhance their teaching efficiency and productivity. This study is the first to propose a DGBL pedagogical model for science. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Online Journal of Design, Art & Communication is the property of Turkish Online Journal of Design, Art & Communication and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Game-based learning has attracted great interest in science education as an effective way to increase student achievement. Most studies in this field have focused on digital or non-digital games. In the literature, some studies generally compare educational games with traditional teaching methods. More studies need to be conducted to compare the effects of digital and non-digital games on achievement. For this reason, the study's primary purpose is to examine the impact of different types of games, namely educational and digital games, and their combinations on students' academic achievement and views on the learning process. In this context, the researcher used three different methods to be applied to three experimental groups and one control group. The research was carried out on 77 5th-grade students studying in a public school in Turkey. Both quantitative and qualitative research methods were used in the quasi-experimental design. Data were obtained through the 'Human and Environment Unit Achievement Test' and semi-structured interviews. The results showed that students in the educational and digital games sections were significantly better at science achievement than students in the textbook-oriented section. No significant difference was found between the digital game-based and educational game-based students in terms of achievement. The academic achievement of the group in which these two game types were used together was higher than the others. In addition, most students were satisfied with the using educational and digital games in science lessons and found the games fun and motivating. [ABSTRACT FROM AUTHOR]

Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action research method and the same logical problem-solving environment-game-based or digital game-based learning-that I designed and used with two groups of pre-service teacher university students. I tested three digital games with their non-digital equivalent and observed the problem solvers primarily from a qualitative point of view. Most of the participants enjoyed working with both physical cards and digital games, which effectively engaged students in solving the tasks. My findings suggest that students found the task-solving enjoyable in both types of game-based learning and that solving tasks non-digitally with cards could be more flexible for the problem solvers. [ABSTRACT FROM AUTHOR]

As digital games become more integrated into education, striking a balance between technology and pedagogy is essential. This study investigates digital games as contexts for problem-based learning (PBL) to actively involve students in problem-solving in a Korean middle school. This study examined two cases (Social Studies and Science) where teachers incorporated digital games, Minecraft and Kodu, in their PBL lessons for 7th-grade students. Following the PBL sessions, students engaged in collaborative problem-solving tasks, and their discussions were analysed using a coding scheme to examine the strategies used. The results reveal clear patterns in the consistent use of models and planning practices across groups while open-endedness was infrequently observed. Key findings suggest implications for digital pedagogy, emphasizing the use of games as contexts for PBL activities, the integration of commercially available games in authentic classroom contexts, and the importance of problem scenarios encouraging the exploration of diverse perspectives within a problem space. [ABSTRACT FROM AUTHOR]

Cultural tourism is an essential sector for ensuring the preservation of cultural heritage. Although there is a stigma that learning about culture is bland experience, the growth of digital games in this context proves the opposite. Digital games can enhance visitor engagement and foster heritage preservation by integrating game, narrative, and creativity elements into the touristic experience. This study aims to provide guidelines for developing mobile applications that enrich visitor experiences and promote cultural heritage learning. To achieve this, an online questionnaire was conducted to understand potential users' preferences regarding game, narrative, and creativity elements. The results indicated that historical narratives, missions and treasure hunts, and personalized walking routes and gastronomic recreation are the most engaging elements.