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Attention deficient hyperactivity disorder (ADHD) is the most common childhood neurodevelopment disorder, and severe digital game use has recently shown significant promise in this psychotherapeutic area. Digital serious games have also been used as an innovative teaching and learning approach. This study aimed to explore middle school teachers' perceptions of the use of digital severe games for students with ADHD. The conceptual framework for this study was Sherry's model of game engagement. The two research questions for this basic qualitative study focused on middle school teacher perceptions regarding the benefits and challenges related to the use of digital serious games for students with ADHD. Semi-structured interviews were conducted with ten middle school teachers from southern U.S. school districts who had used digital serious games for at least one academic school year. Data analysis using emergent codes showed that middle school teachers reported that the social aspect of digital serious games encouraged teamwork and camaraderie while also emotionally building student confidence. Challenges included students being distracted by their peers, anxiety, frustration caused by not understanding the game concepts, and time constraints that influence a student's performance within a game. The results of this study may contribute to positive social change by providing teachers and administrators with the knowledge and leverage they need to understand the benefits and challenges of using serious games when teaching students with ADHD, thereby improving student success through teacher support and professional development.

Given the rapid advancement of modern information and communication technologies, as well as the increasing demand for distance and hybrid learning models, it is imperative that prospective teachers attain a high level of digital competence. This study aimed to determine how effective the technique of using Kahoot! to develop the digital competence of prospective primary school teachers. To diagnose the effectiveness of the developed methodology, testing was used which included various types of tasks and questionnaires in order to assess prospective primary school teachers' readiness to use digital tools in their professional activities. The results obtained (tcrit = 1.982) made it possible to conclude that utilizing Kahoot! interactive platform in prospective primary school teachers' professional training contributes to enhancing their digital competence. According to the findings, the gamified application Kahoot! contributes to students' study motivation, creates a favorable psychological atmosphere. A promising area for further research is to explore the prospective teachers' readiness to create multimedia products using state-of-the-art software iClone Pro, Toon Boom Harmony, Anime Studio Pro, etc.

The background of this research is the need for teacher innovation in developing digital-based learning media in Indonesian language learning. The research method used is research and development (R&D) with the analysis, design, develop, implement, and evaluate (ADDIE) model, which consists of five research stages: analysis, planning, development, implementation, and evaluation. Data collection techniques are questionnaires, in-depth interviews, observations, and documentation that present the results regarding innovation, features, applications, and the impact of using the "benkangen" game in learning Indonesian in elementary school. The subjects of this study were 25 teachers from 25 elementary schools, and 66 students from 10 elementary schools in Magelang district and Magelang city. The results showed innovation in the development of game applications based on Magelang local wisdom with game features in the form of puzzles of Magelang culture and local wisdom, Indonesian language learning materials packaged in the form of questions accompanied by the number of points in each answer, and audio that reflects local wisdom in Central Java. The novelty of this research is the development of the "benkangen" game based on Magelang local wisdom, which still needs to be developed by teachers in Indonesia. Future research needs to explore the innovation of Indonesian language learning games through the latest software.

Coding tools that use blocks to create programs are popular among kids and play a key role in learning how to code. The effectiveness of the coding courses that are available nowadays depends on how well the tools match the students' needs. The aim of this study is to reveal the impact of digital game design-supported coding education with Scratch on gifted students' Scratch academic achievement and self-efficacy. The research was conducted with a one-group pre-test and post-test experimental design. The sample of the study consists of 40 gifted 3rd grade students studying at a Science and Art Center in Türkiye. The Scratch achievement test and the Scratch self-efficacy scale were used as pre- and post-tests before and after the training. The data from the study were analyzed with a dependent group t-test. The post-test scores of the students obtained from the Scratch achievement and self-efficacy scale showed statistically significant increases compared to the pre-test scores. It was revealed that digital game design-supported education contributed positively to students' scratch achievement and self-efficacy in coding.

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning outcomes. Gamified learning was implemented for eight weeks, consisting of Cycle 1 (grammar) and Cycle 2 (vocabulary). Data were collected using survey questionnaires, grammar and vocabulary tests, and English proficiency tests. The results indicated high positive effects on the five survey constructs and significant increases were noted for learning motivation and classroom dynamics and engagement while reducing learning anxiety. The effects remained constant for female and male students, yet high-level students would likely enjoy and be engaged more in gamified learning than low-level students. Despite these highly perceived effects, they were not significant predictors of students' grammar learning outcomes. Only the degrees of students' learning enjoyment and anxiety can help estimate students' achievement in vocabulary learning.

Background: South African learners face the double disadvantage of living in low socioeconomic conditions with access to few resources and attending schools with challenging learning conditions. Mathematics performance reflects such conditions with extreme performance gaps between wealthier and poorer learners. The need for early intervention is increasingly acknowledged. Aim: In this conceptual article, we draw out the features of mathematics games that can be used to develop learners' foundational number sense that will impact their learning trajectories. Setting: Based on our experience in working with learners from low socio-economic backgrounds in after-school mathematics clubs, we propose that these are opportune spaces for intervention. Methods: Drawing both on the research literature and our experience, we exemplify and discuss key features of mathematics games and argue why these are important to support the development of number sense. Results: We argue that to meaningfully develop young learners' number sense, activities need to be sufficiently engaging to retain their interest and be presented in a manner that club practitioners, who might not be teachers, are able to facilitate. Drawing on our experiences of designing and running mathematics clubs, we discuss why components like built-in checks, readily available resources, connection to calculation strategies and transferability to home settings are important design features. Conclusion: Particular design features are important to enable maths games to support learners' development of efficient and effective calculation strategies. Contribution: This article contributes a framework of key features for effective use of games to develop mental mathematics strategies for number sense.

Children are born into a world today with a drastically changing environmental climate. When young people develop an emotional attachment and sense of identity with nature, they may be more likely to behave in less destructive ways toward the planet and possibly live with a sense of responsibility and respect for nature. This mixed method study aimed to measure to what extent 3- to 6-year-olds demonstrated environmental sensitivity, awareness, and preferences at a nature-based Montessori school in the upper Midwest of the United States and asked if age was an influencing variable. Young children's connection to nature in these categories was determined using a modified age-appropriate psychological games testing tool, field observations of the types of nature features and activities the children experienced indoors and outdoors, and interviews with the two lead teachers. Results indicated that this cohort of children demonstrated a moderate to strong connection to nature in all three categories. Age was an influencing variable measuring environmental sensitivity and some aspects of environmental awareness, but not environmental preferences regarding where to play. This study adds to the body of work conducted in early childhood education, environmental education, early childhood environmental education for sustainability, and Montessori education.

Escape rooms are an established game genre that has become popular in educational contexts in recent years. Digital escape rooms are variations, which use digital environments and may be played by participants not present on site. Compared to physical escape rooms, digital escape rooms are characterised by lower implementation and application efforts and at the same time by reduced intensity of the experiences. There is little evidence to date as to whether these lowthreshold escape rooms are nevertheless sufficiently effective for learning. In this evaluation study, a learning activity based on a digital educational escape room (DEER) that uses the 360°-based spatial visualization (360VR) of a waterworks and a web-based form -- contributing guidance and the escape room-specific challenges -- is analysed. In the learning activity, students of environmental engineering study programs are asked to explore the 360VR-based waterworks guided by the instructions and challenges in the web-based form. Quantitative results of the study on learning outcomes and variables relevant to learning, such as emotion, motivation, and usability (N=73) are reported. The evaluation is supported by the qualitative results of guided interviews. Remarkably, some participants would have preferred to explore the 360VR environment without the guidance provided by the web-based form. Overall, the results show the learning effectiveness of the DEER, the efficacy of the web-based form as a guidance instrument, and values of learning-relevant variables that are conducive to learning. The DEER also achieved a high level of acceptance among students. Due to the low effort required for the creation of the DEER by lecturers and for application on the part of students, the presented combination of 360VR and web-based forms can be seen as a powerful low-threshold learning tool that enriches teaching.

The increasingly neoliberal course of Higher Education is linked to rises in student anxiety around assessment and increased fear of the consequences of failure. Making mistakes is an inevitable part of any learning process (and of life generally) and managing failure in a productive and positive way is crucial for success and wellbeing beyond university. In this article, we argue that academia does not adequately prepare learners for managing mistake-making progressively and that escape rooms can provide a way to facilitate learning through failure. We first present an original model of failure-based learning that explores why being able to make mistakes safely is important for students and why the use of escape rooms in Higher Education presents an excellent opportunity for the application of this model. We then show the relevance of this model by using it to analyse two case studies that explore different ways in which educational escape rooms can be used in Higher Education: either designed to facilitate learning by "playing" a game; or supporting learning through designing a game. Our model of failure-based learning has three stages, emphasising the importance of "preparation," an iterative play cycle of testing, failing, reflecting, and revising, and finishing with a "presentation" phase. The article concludes by considering the limitations of educational escape rooms in this context and highlighting some practical considerations for the use of these approaches.

This research explores the development, execution, and student feedback on a multi-themed digital escape room (ER) activity, designed for teaching medicinal chemistry during the COVID-19 pandemic. It aimed to examine students' perceptions of the ER activity, focusing on its effectiveness in enriching students' understanding of medicinal chemistry and increasing their engagement level. Implemented in a synchronous online lecture for third-year pharmacy students, this ER activity was designed with the intention of fostering active learning and teamwork. A total of 184 students participated in various medicinal chemistry-themed challenges, using puzzles on a virtual whiteboard and breakout rooms for team discussions. The findings gathered from the post-implementation survey highlight the impactful learning outcomes associated with a replicable ER activity designed for online medicinal chemistry courses. This innovative teaching strategy not only cultivated a deeper understanding of key medicinal topics among students (mean=4.36) but also enhanced their collaborative skills through increased peer interaction (mean=3.73). They also reported higher level of engagement due to the interesting activities (mean=4.53). The quantitative results were affirmed by the qualitative feedback obtained from the open-ended questions, indicating a consistently positive learning experience and student reception towards the ER implementation. Although they encountered obstacles like stress, internet issues, and unfamiliarity with the ER format, more than 70% of the students agreed that the ER activity was a highly effective learning tool. This digital ER activity also demonstrates promise as an educational tool to encourage active learning and enhance students' motivation in learning medicinal chemistry. The study has showcased the potential benefits of integrating digital ERs into traditional teaching methods, especially for catering to the preferences of Generation Z students in a collaborative learning environment. In addition, the research offers valuable insights into the use of ERs in pharmacy education, contributing to the scarce literature on ER applications in medicinal chemistry and opening avenues for further research on ER-based educational strategies.

Technology in language instruction has become a new norm due to its effectiveness, and one example is the Teams-Games-Tournaments (TGT) method. The purpose of this study is to measure students' achievement in English language classes by using technology-infused TGT and ask the students to evaluate their learning experience with this method. This research involved 30 students as the control group and 30 students as the experimental group from two sections of the same general English course at a Thailand university. Pre- and post-tests of the control and the experimental group were conducted to assess the success of the method. At the end of the term, a questionnaire consisting of closed and open-ended questions was used to record the students' perceptions. The findings showed that the experimental group's scores were higher suggesting the success of the method in improving students' achievement. The experimental group's perceptions as expressed in the questionnaire under cooperation, motivation, achievement, and satisfaction were highly positive as students gave, on average, ratings of more than 4.0 to all categories. The implication of these findings was the effective application of this method in English classes.

The main purpose of the research is to determine teachers' views on the use of digital games in science education. In accordance with this purpose, the research was carried out with the phenomenology method which one of the qualitative research methods, was conducted with eight volunteer science teachers working in different public schools within the 2022-2023 academic year. The participants of the study were selected via the criterion sampling method, which is one of the purposeful sampling methods. A semi-structured interview form was used as a data collection tool in the research. The data collected taking this interview form into consideration was analyzed using the content analysis method. Through the interviews was concluded that digital games are a tool that helps students focus on their attention and learn permanently. Besides, teachers stated that digital games measure science achievements at the sub-cognitive level (knowledge and comprehension) of Bloom's taxonomy. Based on this, digital games ought to be designed to measure the meta-cognitive level of Bloom's taxonomy.

The need for online educational tools has increased significantly since the COVID-19 pandemic forced many students to embrace distance learning as a classroom alternative. While many instructors have used "Edpuzzle" to enhance distance learning, there has been little research that assesses and compares the views of teachers and students on the tool's advantages and disadvantages. To examine the perceived advantages and disadvantages of using "Edpuzzle" for classroom learning, we surveyed a sample of 152 professors and their students on their experience with the tool. The results reveal numerous advantages, including that "Edpuzzle" is a motivating, dynamic, and novel self-learning tool for students. Likewise, the professors point out that it is easy to use, focuses the attention of students, and is versatile. The disadvantages of the tool mostly had to do with technological challenges and potential boredom. Based on this evaluation, it was concluded that students have a preference for graphic and visual material to complement other learning tools to help them better understand the lessons. When weighing the advantages and disadvantages posed by the professors and their students, it was found that the unique combination of interactive teaching that "Edpuzzle" provides is promising for the future.

This single case study (multiple baselines) evaluates the efficacy of an intervention called "reading racetracks" among three eight-year-old boys with diverse backgrounds, including learning disabilities, limited language proficiency due to migration, and socio-economic challenges. Conducted over three weeks, the training demonstrated notable improvements in the participants' ability to recognize and pronounce words quickly. Statistical analysis confirmed these results, with no baseline trends detected and a significant overall treatment effect indicated by a high Tau-U score. This finding suggests that reading racetracks can be an effective, universally applicable method of improving reading performance in diverse student populations.

This article details a 'puzzling' teaching and learning method to engage undergraduate nursing (BSN) and exercise sciences (BSES) students in physiology or medicine Nobel Prize-winning discoveries, while reviewing course material through the "Puzzling Physiology and Nobel Laureates" (PPNL) game. The qualitative evaluations of 117 undergraduate BSN and BSES students revealed that 95% and 96%, respectively, agreed the game provided an opportunity to utilize critical thinking and problem-solving skillsets. Moreover, 96% of the 117 anonymous student respondents voted on increasing the number of PPNL game sessions per semester, and 94% agreeing the gamified learning strategy should be offered in subsequent classes as well. Interestingly, nearly 90% agreed that the learning experience was 'fun', and that it increased awareness of physiology and/or medicine discoveries. The style of the "Puzzling Physiology and Nobel Laureates" game lends to its reproducibility in a wide array of physiology courses for both majors and nonmajors.

A game-based approach is widely used to increase students' motivation through their active participation, whereby research is interwoven with fun and competition is incorporated with cooperation. Working in teams or groups encourages students to exchange their opinions, to try to find solutions together or to win a game. In this way, they learn and improve skills such as collaboration and responsibility. Several activities involving the 5E model as part of inquiry-based science education and an escape room as part of game-based learning were used in science classes (chemistry, biology and physics). The activities were designed on three different topics - gases, ecology and electrical circuits - within the project "Diversity in Science towards Social Inclusion - Non-formal Education in Science for Students' Diversity". The activities focused on the students' self-concept towards science, interest in the subject, motivation and career aspirations in STEM, as well as the effectiveness of the implemented activities. The study aimed to assess the potential advantages of implementing activities in an ethnically diverse environment, benefiting both students and teachers. Pre- and post-questionnaires were designed and distributed to 190 students from various primary and secondary schools in Macedonia. The present paper provides an overview of game-based activities as well as a brief analysis of the pre- and post-questionnaire responses from students, focusing on the topic of ecology.

This study examined the impact on the motivation of students toward learning physics upon applying the Nikola Tesla Center (NTC) learning system. The research was conducted using a quasi-experiment with a pretest-posttest non-equivalent control group design. The participants considered were a large group of 1371 students, from various grades and mixed genres, selected from the same district in Serbia. The instrument of this research was the students' motivation toward science learning (SMTSL), which has been adapted to measure the motivation of students and their learning strategies for physics. Statistical analysis included calculations of Cronbach alpha, chi-square, Kolmogorov-Smirnov (KS) test, independent Samples t-test and ANCOVA, and Pearson correlation test. The study found that using the NTC learning system had a positive effect on students' motivation to learn physics. The experimental group had significantly higher scores on various subscales of motivation such as self-efficacy, active learning strategy, physics learning value, performance goal, and learning environmental stimulation compared to the control group. The research results determined that the NTC learning system is an effective method for promoting motivation of students toward learning physics and it can be recommended for implementation in schools.

During the last decades, global interest in learning English as a foreign language has increased, encouraging countries to include it in school education. This trend was followed by the Chilean Ministry of Education, which suggests teaching English based on a communicative approach starting in early childhood education. To foster students' learning, it is imperative to acknowledge that children learn differently than older learners and that English as a foreign language teachers should be able to identify their needs and implement age-appropriate strategies. This article reports the action research findings that explore the contribution of board games, memory, and bingo on pre-kindergarten students' oral expression when participating in English lessons. A group of 19 children aged four from a private school in Concepción, Chile, took part in this study by playing online and board bingo, and memory games. Data were gathered by qualitative methods, such as an observation checklist, a semi-structured interview applied to thein co-teacher, and group interviews carried out with students at the end of the intervention. The group and semi-structured interview data were analyzed through the thematic data analysis technique, along with frequency data analysis used to process the observational checklists. The results show that students increased their English oral production when games were implemented in their lessons.

STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students' motivation to learn in DGBL STEM teaching. In addition, students' previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education.

The purposes of this research were to: 1) develop and determine the efficiency of instruction media in board games to enhance the capability in the Development of Thai Textbook and the happiness in learning for undergraduate students, 2) compare the undergraduate students' learning capability in the Development of Thai Textbook before and after learning instruction media in board game and 3) to study the level of happiness in learning the Development of Thai Textbook for undergraduate students towards learning instruction media in board game. The sample group in this research consisted of 27 third year-undergraduate students, majoring in Thai, at the Faculty of Humanities, Srinakharinwirot University. The data was collected by research and development. The data was analyzed by using mean, standard deviation, t-test dependent, and content analysis. The findings of this study were as follows: (1) The efficiency of the instruction media in board games was 84.81/83.83 which was higher than the specified criteria. (2) The average student's learning capability in the Development of Thai Textbook after learning the instruction media in board games was higher than before using instruction media in board games. (3) The undergraduate students had the highest mean level showing their pleasure in learning the Development of Thai Textbook towards learning instruction media in board game and effective for content analysis regarding the undergraduate students' learning logs from Reflective Journal, it was found that this instruction media in board game enhanced the capability in the Development of Thai Textbook and the happiness in learning abilities.

This study was done to find out what students thought about the variables of perceived control, perceived learning, perceived benefit, interest, motivation, affective components, attitude, behavioral components, and learning experience when using digital games in information and communication technologies courses. As a case study, the study was created. 30 students from the biochemistry department made up the study's research group. The tool for gathering data was a semi-structured interview form. Data analysis was done using the content analysis method. When the study's results were discussed, students claimed that playing digital games improved their perceptions of their level of control, interest in the subject, motivation, perceived value of the course, learning experiences, and learning facilitation. Students also mentioned that they felt a variety of positive emotions while using digital games, that they wanted to play them constantly and willingly, and that their attitudes had improved. To increase and enhance students' interest in the course, motivation, positive attitudes and emotions, desire, and learning experiences, digital games can be used in technology-focused courses.

Gamifying educational practices is a trend in the field of education, especially in universities. Knowing which dimensions are significant in active gamified methodologies allows understanding the extent to which a dimension depends on another if there is a correlation between them. Through the GAMEX (gameful experience in gamification) scale, which measures gamified experiences ("Journal of Interactive Marketing," Elsevier 43:98-115, 2018), the aims of this study were to: 1) explore, using the structural equations model, the viability of the GAMEX model formulated to analyse the gamified experience level of university students; and 2) determine the influence of the GAMEX variables on the students' degree of mastery in gamified experiences. The sample was constituted by 405 university students. A structural equation modeling (SEM) analysis was carried from a PLS (partial least squares) approach, using SmartPLS software. The results show the reliability of the different constructs considered in the proposed model. The items presented acceptable reliability levels and strong consistency with the dimensions of the model. The model emphasises the multidimensional character of gamified experience and supports the students' mastery over the different gamified experiences.

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

Preservice teachers who are specialising in the teaching of the subject natural science at a primary school level, ought to demonstrate the ability to present lessons that provoke a joyful yet meaningful educational experience amongst learners. One such approach that was taken, was when natural science preservice teachers were tasked with developing educational science board games as a means to enrich their teaching practice during a recent school visitation opportunity. However, given this educational exercise, what remains a mystery from a teacher development perspective is whether this exercise provoked some form of 'pedagogical thinking' among preservice teachers? It is with this question in mind, that the study investigated whether the task of developing educational science board games sparked the ability of preservice teachers to demonstrate knowledge of pedagogical content. The study draws on a modified understanding of Shulman's pedagogical content knowledge model, which in the context of gamification requires one to effectively transmit 'subject knowledge' in an interactive manner through 'educational board game practices and engagement'. Using a focus group discussion and photo-voice methodology as data collection techniques, this qualitative study uncovered how preservice teachers demonstrated i) knowledge of the curriculum, ii) knowledge of instructional strategies, iii) knowledge of learner-thinking, and iv) knowledge of assessment. This study holds a series of implications for future research in the field of initial teacher development and STEM education. For example, it will be interesting to uncover how preservice teachers experience the use of educational board games in their teaching. In addition, it will also be interesting to discover how educational board games can be used in other STEM subjects such as mathematics, technology, and physical science. Ultimately, more research is also required on the learning benefits of educational board games from a learner's perspective.

This study attempts to analyze the innovation of learning media in elementary schools during the COVID-19 pandemic. This library and field research has the data collected from Google Scholar database concerning scientific articles about innovative learning media in elementary schools during the pandemic. The data were collected using the keyword "Innovation of SD learning media". They were taken from 359 data: 280 Indonesian version and 79 Inglish versio. The data were classified into Indonesian, Natural Science, Social Sciences, and Mathematics, Civics, and Thematic subjects.There are more technology-based media than non-technology-based media. The types of media used in this research are video media, games, books, PowerPoint, and concrete objects used in the six subjects focusing on research. Based on the frequency and quantity of instructional media, the researchers recommend that the Indonesian language subjects use books, videos, and concrete objects. In science subjects, video learning media, PowerPoint, and books are used. In social studies subjects, games, videos, and concrete objects are used. In the Mathematics subject, media games, videos, and concrete objects are used. In PKN (Civics) subjects, video learning media, ICT, and comics are used. In thematic learning, video learning media, games, and books are used.

Climate change and its effects are impacting our world more and more with each passing day. For this reason, we must ensure that our children, as the society of the future, grow up as individuals with high environmental awareness, being aware of climate change and its effects. The aim of this study is to inform students about the subject of climate change and to educate them as individuals with climate change literacy. In this context, a digital game about climate change and its effects was developed for primary school students. A qualitative research method and techniques were adapted in this research. Interview, observation, and document analysis techniques were used to ensure variety in data acquisition in the research. The study was conducted in the 2022 spring semester during the science courses. It was conducted at an urban primary school in Ankara. 22 fourth grade students were participated as control group and 23 fourth grade students were participated as treatment group in the study. It was determined that the students enjoyed this game, called Stop Climate Change; they had fun and simultaneously learned about concepts related to climate change.

Flashcard is viewed as one of the interesting and effective teaching media to teach English in general and vocabulary in particular. To enrich students' vocabulary, flashcards can be used as a personal dictionary for students or as an instrument to play a game applied as a strategy that facilitates active and fun learning. This study aims to solve problems students often face in learning English vocabulary and proves the effectiveness of using flashcards in increasing students' vocabulary mastery. This study employed an action research design, in which a flashcard was employed as the media of team game tournament activities applied as the learning strategy of cooperative learning. This research involved 28 fifth graders at SDN 23 Pangkalpinang. The results show that flashcard use increased students' vocabulary mastery. The mean score obtained by the students in the pre-test is 53.2. It increased to 79.1 in the post-test of the first cycle and to 85.7 in the post-test of the second cycle.

The "Framework for Information Literacy for Higher Education" posits that the practice of asking questions in order to deepen inquiry and understanding is a key element of information literacy. While the "Research as Inquiry" frame is teachable in library instruction, it can be difficult to scale. Popular instructional design software tends to present information in linear formats that can limit how students understand the iterative nature of research. This article presents an attempt at an asynchronous tutorial that overcomes this limitation of medium and that presents "Research as Inquiry" through an iterative and question-based online game. We discuss the development, implementation, and assessment of the tutorial, as well as issues of sustainability and scale.

This article presents a study investigating the use of games in undergraduate mathematics instruction, with a specific focus on students' perspectives regarding post-instructional quiz games. The study explores students' opinions on the implementation of a linear algebra quiz game as a supplementary learning tool. A survey was administered to 78 students to examine their perceptions of the game's usefulness in preparing for their linear algebra examinations. Students reported high levels of attention and interest while engaging with the game and described it as fun, dynamic, exciting, and beneficial for reviewing linear algebra concepts. The findings suggest that quiz games can be a valuable addition to undergraduate mathematics education, fostering student engagement and providing an enjoyable and effective means for reinforcing course material.

Game-based learning has gained significant attention from educational researchers because of its ability to create an engaging and enjoyable learning environment for students. However, there was a research gap regarding the design of game mechanics that specifically helped students understand abstract scientific concepts. Also, the impact of increased motivation, interest, and engagement on conceptual understanding remained uncertain. The objective of this study was, therefore, to analyze the efficacy of using analogy teaching as a learning design principle for creating game mechanics to improve students' conceptions of bioaccumulation and biomagnification. Additionally, the study aimed to investigate whether providing a clear analogy comparison after gameplay could have a significant impact on students' learning outcomes. The research also examined the correlation between students' enjoyment level during gameplay and their learning outcomes. An embedded experimental mixed methods design was utilized to address the research objectives. The participants were 54 undergraduate students from non-science disciplines. They were divided into two groups: the Game-based Learning [GL] group and the Game-based Learning with eXplicit analogy discussion [GLX] group. Both groups used a board game to learn about bioaccumulation and biomagnification. The GL group had reflective discussions about the concepts after playing the game. The GLX group had an additional task where they identified similarities and differences between the gameplay and the scientific concepts, and they explicitly discussed these through a worksheet provided before the discussion. Results showed that after engaging in game-based learning, both groups exhibited a significant improvement in their understanding of bioaccumulation and biomagnification, moving from incomplete or partial understanding to more scientifically accurate concepts. Notably, the GLX group scored higher in post-tests compared to the GL group. Despite high levels of enjoyment during gameplay, there was no correlation between this enjoyment and the post-test scores. An unexpected slight negative correlation was found between immersion during the game and post-test scores. Discussion and implementation of the research results were provided.

Gaming the system is a persistent problem in Computer-Based Learning Platforms. While substantial progress has been made in identifying and understanding such behaviors, effective interventions remain scarce. This study uses a method of causal moderation known as Fully Latent Principal Stratification to explore the impact of two types of interventions--gamification and manipulation of assistance access on the learning outcomes of students who tend to game the system. The results indicate that gamification does not consistently mitigate these negative behaviors. One gamified condition had a consistently positive effect on learning regardless of students' propensity to game the system, whereas the other had a negative effect on gamers. However, delaying access to hints and feedback may have a positive effect on the learning outcomes of those gaming the system. This paper also illustrates the potential for integrating detection and causal methodologies within educational data mining to evaluate effective responses to detected behaviors.

League of VetaHumanz uses a nationwide network of university-community partnerships to provide veterinary STEM learning experiences for children who are more likely to lack access to enriching, supplemental educational opportunities due to systemic barriers based on their race, ethnicity, or socioeconomic status. To include participation beyond in-person programming, SuperPower Packs, self-guided, learning experiences, were developed. Leveraging social cognitive career theory and the "Batman Effect," SuperPower Packs are designed to build self-efficacy, and seed STEM and veterinary science career aspirations by engaging children in STEM learning through connections with a veterinary role model. Four SuperPower Packs were developed. Beginning in the fall of 2021, for 17 months, 16,655 SuperPower Packs were distributed to children in 23 states. A small portion of children who received the game (3.8%, N = 614, 6-12 years old) returned evaluation surveys that measured activity engagement, likelihood of role model identification and demographics. Participants indicated variation in their experiences, but mean scale scores show desirable perceptions of engagement (M[subscript Range] = 2.38-2.90/3) and role model identification (M[subscript Range] = 2.15-2.94/3). These positive learning and role model experiences help set the stage to encourage youth to pursue similar learning and career opportunities in the future.

This pilot study aims to assess the acceptability of Open University's training platform called Gamified Intelligent Cyber Aptitude and Skills Training course (GICAST), as a means of improving cybersecurity knowledge, attitudes, and behaviours in undergraduate students using both quantitative and qualitative methods. A mixed-methods, pre-post experimental design was employed. 43 self-selected participants were recruited via an online register and posters at the university (excluding IT related courses). Participants completed the Human Aspects of Information Security Questionnaire (HAIS-Q) and Fear of Missing Out (FoMO) Scale. They then completed all games and quizzes in the GICAST course before repeating the HAIS-Q and FoMO scales as well as several open-ended questions. Pre-training HAIS-Q Knowledge, Attitude and Behaviour all improved from 'reasonable' pre-training levels to become 'very high' following training with large effect sizes estimated. FoMO improved to a lesser degree but also predicted the degree of HAIS-Q improvement suggesting it is relevant to the impact of this training course. Qualitatively, five key themes were generated: enjoyment, engagement, usability of GICAST, content relevance, and perceived educational efficacy. Overall, sentiment towards training was very positive as an enjoyable engaging and usable course. GICAST was found to be a feasible course for a wide range of students at a UK university: overall the training improved cyber-security awareness on a well validated measure with outcomes comparable to information-security-trained employees of a secure workplace. Despite a diversity of views about content, the course appears to be well suited to the non-IT undergraduate sector and may suit wide uptake to enhance students' employability in a wide range of cybersecurity relevant contexts.

This computer game was designed and developed to enhance the skills of high school students in balancing chemical equations. The game simulates a trip to the beach and consists of three missions, ranging from easy to difficult levels, enabling players to engage in a contextual learning experience. The objectives of this computer game development were to compare learning achievement before and after using the game and to evaluate the level of satisfaction in learning through the game. The study sample consisted of 27 high school students in Mathayom Suksa four, selected from a medium-sized school in Pathumthani Province, Thailand, using purposive sampling. The research employed two primary assessment tools: 1) a pretest-posttest to assess the understanding of balancing chemical equations and 2) a satisfaction evaluation form to evaluate the computer game. Data analysis was performed using the mean, standard deviation (S.D.), t-test, and normalized gain (). The findings revealed that the mean learning achievement after using the computer game (13.52) was significantly higher than the mean before using the computer game (11.52) at a significance level of 0.01. The overall normalized gain for the class was at a moderate level. Furthermore, the majority of the participants expressed high satisfaction with a mean score of 4.56, indicating that the computer game was user-friendly and conducive to learning. The content, which presented chemical reactions in daily life within the computer game, was also easily comprehensible. Therefore, it could be effectively utilized to enhance classroom learning and applied to other areas of knowledge.

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.

Background: Research on cognitive effects of educational games in general shows promising results. However, there are large variations in learning outcomes between individual educational games. Research on the design process and different design elements of educational games has led to some interesting directions, but some design aspects remain unclear. Objectives: We examined how an educational game designed on the basis of intrinsic integration theory, based on a strong alignment between game and learning goals, supports the learning of Newtonian mechanics. Methods: This study applied a mixed-methods approach (N = 223). A pre- and post-test design was used to examine possible learning and transfer effects fostered by playing the educational game, Newton's Race. To examine how players played the game, log data for each player were digitally recorded during gameplay. Results and Conclusions: Our findings demonstrated a significant positive learning effect of Newton's Race (p = 0.003, d = 0.201). This can be explained through the acquired log data. Log data show that players' gameplay mostly matched expected learning during the game, with physically correct game settings occurring more and more as gameplay progressed. The ability to transfer learned knowledge to other situations was shown to be limited to situations closely resembling the game environment. Implications: Similarly, designed intrinsically integrated games on different (physics) subjects could also foster learning in a relative short time. To foster transfer to other situations we propose embedding the game within other instructional activities.

Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low-cost, scalable way to induce mindfulness and boost game-based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (n[subscript Study 1] = 227, n[subscript Study 2] = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game "Decimal Point"), story-enriched active control, or mindfulness-enriched condition. Trait mindfulness, learning gains, and in-game problem-solving (including problem-solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem-solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness-enriched game led to more correct answers after errors than jokes in the story-enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game-based instruction. We highlight barriers and future directions for fostering mindfulness through computer-based instruction in classrooms.

The O?THO exhibit, situated within the LivingLab at Copernicus Science Centre (CSC) in Warsaw, Poland, introduces visitors to the Cartesian principles of representing numerical data as points in a two-dimensional space--the coordinate system. This interactive tabletop digital exhibit takes the form of a collaborative two-player game where participants manually control a virtual ball's x- and y-axis values, respectively, to navigate it through maze-like paths, with the objective of completing the course in the shortest time and with the fewest moves. An action-based embodied design, O?THO draws on: (1) the enactivist tenet that individuals' cognitive structures emerge from recurring task-effective sensorimotor patterns discovered through explorative perceptuomotor activity; and (2) cognitive-anthropological theorizations of shared ontologies as emerging through multimodal social interaction to facilitate the coordinated enactment of joint action. We overview the exhibit's theoretical underpinnings and design conjectures; detail design challenges particular to the museum context, both in terms of the institution's civic mandate and in terms of attracting and sustaining user engagement; present the exhibit itself; and speculate on the typology of research projects centered on mixed-methods multimodal data analysis based on expected 70,000 annual users.

The trend in history education is gradually emphasizing the development of historical thinking and collaborative problem-solving skills, which are expected to enhance the breadth and depth of learners' thinking. The integration of game-based learning with collaborative problem-solving activities designed for historical thinking is expected to help increase learners' motivation. Cognitive scaffolding can provide immediate guidance in educational games to facilitate proper understanding and discussion of historical knowledge among learners. In this study, we used the history educational game "Void Broken 2.0" embedded with cognitive scaffolding to guide students to use their historical thinking skills in collaborative problem-solving tasks, and analyzed the behavioral patterns of the learners in using cognitive scaffolding and discussing historical thinking. The participants in this study were 158 high school students divided into an experimental group (game-based learning) and a control group (reading-based learning). The results showed that the learning activities of both groups contributed to the learning effectiveness, and there was no significant difference between the groups. As the game progressed, students in the experimental group actively utilized the assistance of the cognitive scaffolding. The need for immediate access to the cognitive scaffold's prompts did not increase significantly as the game progressed, and students with high prior knowledge were willing to share their understanding and incorporate more diverse types of information into the discussion. Low prior knowledge students' need for immediate access to the cognitive scaffolding hints increased significantly as the game progressed, and they were more willing to work with their peers to find information related to chronological reasoning, engage in repetitive discussions, and explore possible clues.

The problem of propagating disinformation (a.k.a. "fake news") on social media has increased significantly in the last few years. There are several initiatives around the world to combat this serious problem. Maybe the most promising ones involve training people to identify "fake news." The use of digital educational games (DEG) to implement such initiatives has presented significant results. Nevertheless, to the best of our knowledge, most of the existing DEG applied to this purpose are designed for English-written News articles, leaving an important gap for news written in other languages, such as Portuguese, for example. Faced with this scenario, this article presents JEDi, a DEG that trains students to identify "fake news" written in Portuguese. JEDi is a version of the known "Trail Game" where the players must traverse the board by correctly distinguishing real from false news. We raise the hypothesis that as the students play JEDi, they develop the ability to recognize disinformation. It is also important to highlight that JEDi collects detailed data from every match in order to provide longitudinal analyses of each player's performance. This paper reports the application of JEDi in three case studies. While the first study involved 43 students from high school, the second and the third were developed with 29 undergraduate and 33 graduate students, respectively. Quantitative and qualitative results obtained in the three studies point to JEDi's effectiveness as a "fake news" detection training instrument. Mining techniques such as association rule mining were employed in data analysis and revealed frequent information that occurred simultaneously in JEDi's database (e.g. some mined association rules showed that even students who considered themselves experts in identifying "fake news" could improve their skills by playing successive rounds of the game).

Hour of Code is a widely recognized global event that aims to introduce programming to novice users and integrate computer science into education. This paper presents an analysis of the effectiveness of the support system and user interface of Minecraft Adventurer, a serious game designed for the Hour of Code global event. Although previous studies have primarily focused on the educational benefits of Hour of Code games, there has been limited research on their support methods. Therefore, this paper aims to address this gap with an empirical study of the experience of 104 students who played the game for one hour. Student progress was tracked by an administering teacher and after the game session, a questionnaire was administered to collect data on the participant's perceptions of the support system, interface efficiency, and overall experience with Hour of Code. The results of the study reveal significant problems with the aforementioned systems, which apply not only to Minecraft Adventurer but also to several other similar serious games. Additionally, the findings showed a correlation between the utilization of the support system and student performance, indicating that student's comprehension of the support system significantly influences their learning outcomes. This paper concludes by providing potential solutions to address the identified insufficiencies, offering valuable insights for future researchers and game developers on the design and evaluation of serious games for educational purposes.

This study examines the embodied ways in which learners monitor their cognition while learning about exponential functions in an immersive virtual reality (VR) based game, "Pandemic" by Prisms of Reality. Traditionally, metacognitive monitoring has been assessed through behavioural traces and verbalised instances. When learning in VR, learners are fully immersed in the learning environment, actively manipulating it based on affordances designed to support learning, offering insights into the relationship between physical interaction and metacognition. The study collected multimodal data from 15 participants, including think-aloud audio, bird's-eye view video recordings and physiological data. Metacognitive monitoring was analysed through qualitative coding of the think-aloud protocol, while movement was measured via optical flow analysis and cognitive load was assessed through heart rate variability analysis. The results revealed embodied metacognition by aligning the data to identify learners' physical states alongside their verbalised metacognition. The findings demonstrated a temporal interplay among cognitive load, metacognitive monitoring, and motion during VR-based learning. Specifically, cognitive load, indicated by the low- and high-frequency heart rate variability index, predicted instances of metacognitive monitoring, and monitoring predicted learners' motion while interacting with the VR environment. This study further provides future directions in understanding self-regulated learning processes during VR learning by utilizing multimodal data to inform real-time adaptive personalised support within these environments.

The COVID-19 pandemic forced instruction into remote formats, rendering active learning efforts in business classrooms infeasible. In response, we adopt a novel model for interactive classroom activities by hosting classroom games on Google Sheets, the free and widely used cloud-based spreadsheet application. First developed for a synchronous Zoom class during the COVID-19 pandemic, this approach was integrated into face-to-face courses in two countries. Due to its instructional flexibility, minimal need for resources, and tendency for student acceptance, using Google Sheets for classroom interaction has far-reaching educational applications beyond the pandemic era. To illustrate this approach, we introduce three operations and supply chain management activities created on Google Sheets: the Virtual Assembly Line (VAL) activity, the Just-in-time Game, and the Dice Game. An in-depth examination of implementing these activities in the classroom offers practical insights into the benefits of utilizing cloud-based classroom games in teaching. Furthermore, a comparison of test results between students who played the game and a control group showed significantly improved learning outcomes. We also discuss how this approach could foster active learning adoption in environments traditionally less conducive to such practices, such as remote instruction and large enrollment classes.

A growing body of research suggests that comprehension of expository texts presented digitally is a challenging endeavor, particularly for children. Many reading interventions, both from traditional classroom settings and computer-based contexts, have focused on much needed strategy instruction but have simultaneously neglected a focus on motivation. Alternatively, game-based learning environments (GBLEs) have the potential to simultaneously address both motivation and strategy use. Currently, there are few available GBLEs that target expository text comprehension. For this reason, this study employed a quasi-experimental between-subjects media comparison design to examine the effects of Missions with Monty, a GBLE supporting metacomprehension for expository science texts, on reading comprehension and motivation. Fifth-grade students (N = 234) engaged with either Missions with Monty or a comparison, computer-based version of the program lacking gamified elements for a period of 6 weeks and were assessed on reading comprehension skills and five dimensions of reading motivation. Results indicated that students in the GBLE condition showed significantly greater improvements in reading comprehension (g = 0.56), intrinsic motivation for reading (g = 0.52), and curiosity (g = 1.11) than their comparison-condition peers. Moreover, effects of the intervention on reading motivation were independent of prior reading comprehension for each of the reading motivation dimensions except reading efficacy. These findings support the notion that GBLEs can be an effective tool to foster digital expository text comprehension, particularly for struggling and uninterested readers.

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.