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While the volume of education-based video game research has increased, the field has yet to settle on a consistent definition of educational video games (EVGs). Available definitions of video games do not account for the nuances of games used within education and have not been developed for that purpose. Several systematic reviews and meta-analyses have concluded that the lack of standardized definition is critically hampering a cohesive approach to research in this area. This article begins by reviewing the current scholarship on video game definitions and then suggests a definition for EVGs to improve research outcomes in the field. Given that the major potential of video game use in education is to improve learning, we advocate that educational research scholarship needs to develop a common foundational approach to defining EVG and associated educational technologies. We hope that this definition will advance the field by suggesting a common language and operationalization of EVGs. [ABSTRACT FROM AUTHOR]

The main aim of the study is to examine the impact of video games on vocabulary acquisition among Saudi university students, as well as what types of games are most effective and students' perceptions of their use. A mixed-methods approach was employed, involving 100 students divided into control and experimental groups. Over twelve weeks, the experimental group used video game-based learning activities, while the control group followed traditional methods. Vocabulary gains were measured using pre-tests and post-tests. Qualitative data from questionnaires and interviews with the participants have supplemented the results. The findings show that the students who used video games reported greater engagement, motivation, and reduced language anxiety, appreciating the contextual learning and immediate feedback provided by video games. These findings support the use of video games as effective tools for vocabulary acquisition, offering an interactive and immersive learning experience. Students' positive perceptions further highlight the benefits of integrating video games into language learning. Future research should investigate the long-term effects of video game-based learning and its influence on other language skills, as well as explore different game types in various educational settings. This study provides valuable insights for educators and policymakers seeking to enhance language education. [ABSTRACT FROM AUTHOR]

Purpose: This paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL) experiences, which fully integrate all seven tenets of student-centred learning (SCL). The paper also rationalises the need for the framework and presents the steps taken in its development. Design/methodology/approach: Initially, the background areas of SCDGBL and digital game-based learning (DGBL) are examined, and the need for a framework in digital educational game design that has a focus on SCL is then established. The rigorous and systematic design thinking process through which the framework was developed is then stepped through. The completed framework is then presented, and each section is detailed to explain its utilisation within the process of digital game design. Findings: The paper presents the completed student-centred experience (SCE) framework alongside a worked example of how it can be deployed in practice. Also included is guidance on the roles of the game designer and education practitioner at all stages of design, development and deployment and how they may contribute their experience during the game design process to create high-quality tools for learning. Research limitations/implications: While the SCE framework presented is complete, it is presented as a first version and will benefit from wider deployment and testing. Originality/value: This paper presents a new game design framework integrating existing knowledge on SCL and DGBL, which guides practitioners in the design of experiences that fully deliver the techniques of both areas. [ABSTRACT FROM AUTHOR]

Video games, although not originally designed for educational purposes, have the potential to serve as a significant tool in creating an efficient and motivating learning environment that facilitates the acquisition of mathematical concepts or notions. This study aims to examine the responses provided by students (n = 100) majoring in Early Childhood Education to the video game "Connect the dots" concerning the opportunities it offers. These opportunities encompass the knowledge and notions that can be addressed, strategies employed to overcome various stages or levels in comparison to those posed for problemsolving, potential modifications for classroom integration or the exploration of alternative concepts, as well as the emotions evoked in a non-traditional learning environment. The responses were analyzed both qualitatively and quantitatively to gain a deeper understanding of their alignment with the research objectives and questions. Our data show that the students demonstrated the ability to identify the possibilities offered by a video game for classroom application and to envision alternative approaches to mathematical knowledge teaching. [ABSTRACT FROM AUTHOR]

Copyright of Gaceta de la Real Sociedad Matematica Espanola is the property of Real Sociedad Matematica Espanola 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 contemporary educational landscape has witnessed a transformative shift away from traditional teaching methods in higher education. The primary objective of this literature review is to critically examine the gamification elements employed in higher education, seeking to understand their potential contributions to interactive and engaging learning environments. By synthesizing existing research, the study aims to identify key insights into the application of gamification in fostering ongoing connections between learners and academicians. The methodology used was a systematic literature review utilizing articles on gamification in higher education sourced from reputable databases such as Scopus and Google Scholar. The methodology involved a rigorous search process to identify relevant studies, followed by a thorough analysis of the selected articles to extract insights into the gamification elements, components, dynamics, and mechanics employed in higher education settings. The findings of the literature review highlight the positive impact of gamification components on higher education institutions (HEIs). By incorporating gamification, HEIs can create interactive and engaging learning environments that facilitate meaningful connections between learners and academicians. The integration of gamelike elements enhances student motivation, participation, and collaboration, contributing to a more dynamic educational experience. Based on the results, it is recommended that higher education institutions consider the strategic implementation of gamification elements in their pedagogical approaches. Educators and administrators should explore innovative ways to incorporate gamified components into curricula to enhance student engagement and foster a more collaborative learning environment. [ABSTRACT FROM AUTHOR]

This article explores the issue of copyright protection for video games without narratives. The author argues that granting copyright protection to game mechanics and rules may hinder the growth of the video game industry and suggests that patents should be used instead. The article discusses the purpose of intellectual property rights, the principles behind copyright and patent protection, and the potential implications of current copyright law on the video game industry. It also examines the challenges of determining copyrightable elements in video games, the ambiguity surrounding copyright and patent protection, and the use of patents as an alternative to copyrights for games without narratives. The conclusion emphasizes the importance of providing economic incentives to video game developers while avoiding oppressive monopolies. [Extracted from the article]

Purpose: The rampant toxic gaming environment in most major esports games has become a challenge in maintaining gamers' loyalty to the game. Guided by the theory of stress and coping, this study aims to investigate how and under what condition esports gamers' perceived risk of toxicity may affect game brand loyalty through the moderated mediation effects of game brand identification, self-efficacy, and perceived support from game brand. Design/methodology/approach: The moderated mediation model was tested using the conditional process analysis (N = 311). The moderating effects of game brand identification on the mediated processes were tested in the model. Findings: The authors found that self-efficacy and perceived support from game brand were critical mediators between the perceived risk of toxicity and game brand loyalty. However, these mediating effects varied depending on the level of game brand identification. Originality/value: This study took the step forward by theorizing and empirically examining the relationship between perceived risk of toxicity and consumption outcome by considering both internal and social coping resources and game brand identification, among Generation Z and Millennial gamers in the esports context. [ABSTRACT FROM AUTHOR]

Purpose: Examining flow of Mobile Legends player correlating to compulsive buying on in-game items and factors related to flow such as enjoyment, skills, difficulty and avatar identification. Methodology/design: The data were obtained using surveys distributed via several gaming communities' group chats and channels including Discord and WhatsApp, where they were collected from 275 respondents. Findings: The research revealed that flow does have an impact on compulsive buying. Additionally, challenge and telepresence have a favorable impact on flow where skill and fun were not encouraged. Meanwhile, avatar identification is positively impacted by avatar attractiveness and personalization. Avatar identification thus has a favorable impact on flow. This study focused on the connection between compulsive shopping, avatar identity, and player behavior. Originality/value: The research hypotheses for this study can be summed up as: How can flow positively affect compulsive buying? Therefore, this study aims to identify and examine its significance through the variables of player behavior and avatar identification, which are the stimuli of flow in games. [ABSTRACT FROM AUTHOR]

This study investigates how young elementary children engage with conceptions of gender in connection to video gameplay in the language arts classroom. During a three-week unit on video game literacies in a multiage lab school, children learned about, played, discussed, and wrote about video games. Student writing, game reviews, and literature discussion transcripts illuminated critical thinking around gender in connection to video games when explored as texts in school. While teachers commonly value literacy experiences centred around books, this research demonstrates how video games can serve as texts for critical analysis by sharing the valuable critical literacy experiences of two focal students from the study. Recommendations for teachers who want to explore incorporating video games in the English Language Arts classrooms are provided. [ABSTRACT FROM AUTHOR]

Objective: The article aims to show how people perceive future implications for logistics customer service resulting from the implementation of new technologies in the form of game-changer artificial intelligence (AI) solutions in the spirit of economy 4.0 and society 5.0. Research Design & Methods: The research process used a nomothetic approach based on the methodology of mixed research. The qualitative approach included a research study of monographs, publications, reports, and netographic sources. We used the technique of critical content analysis based on the co-occurrence of terms. In turn, we based the quantitative approach on the diagnostic survey method with the computer-assisted web interviewing (CAWI) technique. The sample size was 233. For further analysis, we used the statistical package for the social sciences (SPSS). Findings: The research shows that customer service in logistics already uses different forms of AI-based solutions (like Chabtbots, Voicebots, and voice assistants). Even customers positively evaluate those solutions, among others, for efficiency, competence, and service quality. Moreover, customers are aware of AI-based solutions and know that their usage will deepen in the future, as it is a game changer for the competitiveness of customer service in logistics. Implications & Recommendations: The conducted research indicates the need to constantly improve the digital competences of the users of last-mile logistics services in the context of technologization of transaction processes. Different areas of business will widely use AI-based solutions, because there is a need to develop systems which will help with the human-machine communication. This technology should be constructed as safe for people and easy to use; both with regard to users and customers. As a result of these processes, there is a greater need to educate people about AI-based solutions to develop awareness and improve future outcomes. Contribution & Value Added: The article's main advantage is determining new possibilities in the area of logistics customer service as a result of the dissemination of solutions in the AI field, which may be a helpful instrument for enterprises in managing the last-mile scenario in the future. [ABSTRACT FROM AUTHOR]

For many multiplayer games, including massively multiplayer online role‐playing games, consumer skill sets with the game play an important role in engagement. Despite their importance, many aspects of consumers' skill sets are still less well understood. This research considers the formation and evolution of players' skill sets from two perspectives: (1) learning‐by‐doing, in which a consumer gradually improves his or her skill set with the game from past experiences with other players, and (2) learning about matched players' skill sets from their observed characteristics (i.e., learning‐about‐others). Using policy simulations, we further demonstrate how inferences of players' latent skill sets could help game developers design strategies for better engagement, from the perspectives of version upgrades, targeted user visibility, and artificial intelligence–powered bots. [ABSTRACT FROM AUTHOR]

Purpose: The study's primary purpose was to identify CSR activities performed by key players in the game-dev sector in the context of the brand's overall activities and the consistency of their cases. The specific objectives were to define CSR areas and isolate activities in these areas of selected game-dev industry entities - and then compare them with each other to determine whether, in their case, corporate social responsibility is an image-building tool or actual activities that build the image of a responsible brand. Design/methodology/approach: The authors highlighted the CSR practices used by game developers and producers, their characteristics and their juxtaposition with other areas of these companies' operations. Then, using desk research analysis, the effects of such strategies on game-dev companies, such as Techland, Electronic Arts or Ubisoft, were studied, as well as the identified potential risks for gamers resulting from these practices - the problem of game jams and unclear copyright rules for ongoing projects, among others, was addressed. Findings: Game developers can implement CSR activities through their products (by addressing social issues in the game's content and mechanics) and around them - by undertaking various projects that demonstrate social responsibility. While necessary and often valuable, CSR activities build a positive brand image, drawing attention away from unethical or questionable business practices, such as micropayment mechanisms that use gambling patterns. Social implications: As a result of applying corporate social responsibility measures, gamedev companies are gaining trust from gamers, who view the gaming reality as more secure and comfortable, thus being more exposed to the risks of mechanisms such as lootboxes or vaguely designed game business models. Originality/value: The article is primarily addressed to researchers and scholars dealing with the field of CSR in the context of its consistency with the main objects of companies. The work may also interest students in marketing, psychology, culture, and game studies. In addition, the article is also valuable for parents and guardians of those particularly vulnerable to abuse by game developers and producers - minors. [ABSTRACT FROM AUTHOR]

Objective: to analyze video games with anticorruption components and to make a conclusion of the possibility to use them in anticorruption education with various mechanics, plots and narratives.Methods: analysis and summarization of the narrative of commercial video games, studies of the scientific literature and research aimed at revealing the influence of video games on a player’s cognitive abilities, as well as studying the possibilities of using video games in education and enlightenment allowed us to assume that video games may be used as an auxiliary instrument for anticorruption enlightenment.Also, we analyzed the audience of video games players to determine its relevancy for the goals of anticorruption education. According to the goals of anticorruption education identified by us, namely: ability to distinguish corruption and its types, developing negative attitude to corruption and positive attitude to a whistle-blower, illustration of short-term and long-term consequences of corruption – we performed a critical analysis of the video games narrative in order to identify the ones most appropriate for anticorruption education.Results: in the work, we studied the educational potential of video games and determined the efficiency level of their influence of the educational process. By the example of particular game projects, we proved in practice the expediency of using video games as a tool of anticorruption education.Scientific novelty: the article proves inexpediency of assessing video games exclusively as a form of escapism and, for the first time, specifies the examples of practical implementation of commercial video games, not being training programs or simulators, for organization of anticorruption education.Practical significance: the main conclusions of the article can be used in practical activity when developing long-term strategies and programs of anticorruption education, as well as within the activity of developing video games to assess longterm consequences of the narrative used.

The article "Fortnite as a physics laboratory" discusses the development of a virtual physics laboratory within the popular video game Fortnite. This educational tool allows students to design virtual experiments and extract motion data directly from the game engine. By utilizing Fortnite Creative and Unreal Editor for Fortnite, the authors have created a unique and engaging way to teach physics principles through video games. The article highlights the benefits of using Fortnite as a platform for physics education and provides examples of experiments that can be conducted within the game. [Extracted from the article]

Despite access to reliable information being essential for equal opportunities in our society, current school curricula only include some notions about media literacy in a limited context. Thus, it is necessary to create scenarios for reflection on and a well-founded analysis of misinformation. Video games may be an effective approach to foster these skills and can seamlessly integrate learning content into their design, enabling achieving multiple learning outcomes and building competencies that can transfer to real-life situations. We analyzed 24 video games about media literacy by studying their content, design, and characteristics that may affect their implementation in learning settings. Even though not all learning outcomes considered were equally addressed, the results show that media literacy video games currently on the market could be used as effective tools to achieve critical learning goals and may allow users to understand, practice, and implement skills to fight misinformation, regardless of their complexity in terms of game mechanics. However, we detected that certain characteristics of video games may affect their implementation in learning environments, such as their availability, estimated playing time, approach, or whether they include real or fictional worlds, variables that should be further considered by both developers and educators. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this article is to analyze students’ preferences and motivations regarding video games and present ideas and opportunities to improve education. Design/methodology/approach: The author conveyed a survey among students from the Silesian University of Technology and compared the results with data from more than 1.25 million gamers from all over the world. Findings: Most students are very interested in virtual games and it presents the possibility to increase engagement in classes. Research limitations/implications: Better results would be achieved if students from more faculties participated in the survey. Practical implications: The author hopes that this article will inspire lecturers to use presented class ideas and come up with more creative and interactive tasks during lectures to better connect with the new generation of gamers and to make classes more engaging and educating. Social implications: The author hopes that society will see the impact and usefulness that virtual games have in modern times and that it is a medium worthy of attention, cognition, and use. Originality/value: The author saw an opportunity to improve education through the use of a large database of gaming preferences. This research paper is addressed to lecturers and gamers. [ABSTRACT FROM AUTHOR]

Likewise, Christopher J. Young's critical analysis of how the Unity game engine encloses local scenes distills key ideas from his more expansive ethnographic dissertation research on Toronto game makers (Young [22]). Game Production Studies: by Olli Sotamaa and Jan Svlech, Amsterdam University Press, Amsterdam, Netherlands, 2021, €109,00/Open Access 9789463725439 Eminent game scholar T.L. Taylor lays out a compelling argument against the siloing of game studies apart from other fields of academic research, which she attributes not only to parochialism in game studies but also to an unwillingness from scholars outside the field to take games seriously. As Sotamaa and Svlech indicate in their introduction, although there is growing popular and academic interest in game making practices, processes, and structures, what they call game production studies is not new. [Extracted from the article]

This study examines the effects of a role-play-based pedagogical method in Finland on the twenty-first century skills propensity among 6th graders (12-year-olds). The approach entails a simulation of a society in a gamified learning environment as part of their formal education. Structural Equation Modeling was employed to analyze the students' (N = 253) self-reported effects of role-play experience on pre-and post-scores of twenty-first century skills propensity. The results show a statistically significant positive relation between holistic role-play experience and twenty-first century skills propensity, however, closer exploration reveals only few key associations, which perhaps illustrates the complex nature of both role-playing and the framework of twenty-first century learning. However, the broader positive view demonstrates the potential of one meaningful playful day for the skill and attitude development of young students as part of a formal curriculum. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine the relationship between the time that higher education students spend playing video games during exam periods and their average grades in one Eastern European country. Moreover, the authors wanted to explore the differences among students with regard to their age, gender, year of study, and employment status in relation to video game-playing habits. Four research questions were generated and a quantitative survey among students (N = 233) was conducted at two universities in Serbia in December 2021. The results showed that, on average, students who play more games may have slightly lower grades than students who do not play games. In contrast, the time devoted to studying during the exam period is to some extent related to students' average achievement. In research sample, the best students spend the least time playing video games and the most time studying compared to other students. [ABSTRACT FROM AUTHOR]

Using commercial videogames as learning objects for the development of 21st century skills in secondary schools has been a relevant topic of study in recent years. But its use in the field of physical education is especially interesting considering its nature. The aim of this article is to explore how elements like technological competence, game-based learning, accessibility, and enjoyment are relevant factors that influence the acceptance of the use of video games as a learning aid in the context of physical education, as well as their influence on academic performance in the subject itself. The study enlisted the participation of 166 secondary school students. A quasi-experimental pre-post design with a non-equivalent control group was used. The intervention consisted of a specific training program entailing nine one-hour sessions once a week. To develop the model, the data was analysed using the optimisation technique of partial least squares (PLS). Our findings show that the factors studied, which are accessibility, enjoyment, technological competence and learning through video games, have an impact on students' acceptance of video games as an educational tool and how this positive relationship leads to enhanced academic performance in physical education. [ABSTRACT FROM AUTHOR]

The application of digital games in higher education is on the rise in engineering. With the recent COVID-19 restrictions and the move to virtual learning, the interest in and the need for virtual laboratories and technology-enhanced experiential learning tools like digital games are expected to rise. This paper presents a review of the current practices in digital game-based learning for engineering education. Most importantly, it provides insight into the application of digital game-based learning across diverse engineering disciplines. It also provides researchers and practitioners with insights into relevant journals and conferences, available games, research designs and assessment methods being used in digital game-based learning in the context of engineering. Based on predefined inclusion criteria, a total of 51 articles published within the last decade were analysed in detail. Software engineering education was found to evaluate the educational use of games most extensively. Eighteen empirical studies also reported some learning gains with digital games using different assessment methods. The findings of this review indicate increase in the dissemination of games research and possibly in the use of games for engineering education. This paper closes by highlighting future trends in digital game-based learning for engineering education. [ABSTRACT FROM AUTHOR]

Video games have become an important element of contemporary life. The need to use them in the field of education has given rise to the appearance of serious video games, which have been specially designed to achieve objectives at different educational levels and generate spaces for educational innovation. The purpose of this work is to investigate the use of serious video games in engineering education. A scoping review was carried out on serious video games that were used or designed for this purpose. The search was done in the Scopus and Web of Science databases between 2016 and 2021. The main results show that there is a strong inclination towards serious simulation video games, and they have a good degree of educational acceptance among engineering students. [ABSTRACT FROM AUTHOR]

Collaborations between fashion and digital game design practitioners are intended to provide new fashion-related experiences in digital worlds, yet often result in garment designs that resemble physical equivalents rather than constituting innovative experiences. This research aimed to investigate possible criteria for developing digital design practices in higher education in fashion design that are informed by industry experts' experiences of fashion and digital game design. Specialists from both industries were interviewed to investigate how fashion design practices can create meaningful content for digital worlds. The findings suggest that fashion design practitioners in higher-education need to better understand the technical and socio-dynamic peculiarities of digital worlds to create meaningful fashion-related outcomes, rather than recreating physical fashion in the digital realm. The findings further suggest that fashion designers would benefit from learning about digital software, tools, and methods that are shared by digital-native design disciplines to allow for connected workflows. [ABSTRACT FROM AUTHOR]

Purpose: The study's main objective was to identify the risks associated with game developers' mechanisms to define the micropayment system, using the example of EA Sports' practices in the FIFA series of games. The specific objectives were: to define the form in which micropayments occur in games of the FIFA series, to determine the factors that affect the attractiveness of micropayments to players, and to define the similarities between loot boxes and gambling games. Design/methodology/approach: The authors highlighted the payments used by game developers available from within the app, their characteristics and the juxtaposition of these mechanisms with those used in gambling. Then, using desk research analysis, the financial benefits of using this system for the developers of the FIFA series were analyzed, as well as the identified potential risks of these practices. The authors based their considerations on Polish and foreign literature, studying academic articles, books, reports, and chapters from monographs and electronic sources. The following professional, scientific databases were used to gather scientific literature: Google Scholar, ResearchGate and ScienceDirect. Findings: Micropayments are an essential source of additional revenue for game developers. Not only do they effectively engage players, but the value of additional in-game purchases often exceeds the product's original price (i.e. the full-priced game). The term micropayments, in this case, is already used conventionally - it is widespread for some in-game purchases to be as much as hundreds of zlotys. Because of their apparent similarities to gambling, loot boxes, or boxes with randomized prizes, are controversial - so much so that countries such as Belgium are considered gambling and do not allow for young people. Typical users of micropayments in games are minors, who are more easily influenced by the persuasion practised by game developers, especially in multiplayer games, where a competitive element and additional content can improve a player's performance. Social implications: Due to mechanisms using microtransactions, companies can profit significantly from selling complementary content after the revenue from product sales has already been generated. Loot boxes engage players, but they also raise a lot of controversy and doubts due to their disturbing resemblance to gambling. Originality/value: The treatment of issues treating the phenomenon of micropayments in online games is based on the literature on the subject, Polish and foreign, enriching the existing body of scientific work on the gaming industry, signalling the authors' contribution to the development of the discipline of management and quality sciences. The article is primarily addressed to researchers and scholars dealing with e-gaming in the context of its various dimensions. The work may also interest students of marketing, psychology and pedagogy. In addition, the article is valuable for parents and guardians of children and adolescents who spend time on online games to outline the problem of micropayments in games. The article's value is a comprehensive discussion of gambling, micropayments and "loot box" mechanics about the controversies and regulations surrounding them. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma 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 assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills. Practitioner notesWhat is already known about this topic: Digital games can be a powerful context to support and assess student learning.Games as assessments need to meet certain psychometric qualities such as validity and generalizability.Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.What this paper adds: How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.How to evaluate psychometric qualities of game‐based assessment using learning analytics techniques.Investigation of validity and generalizability of game‐based assessment for spatial reasoning skills and the interplay of the game‐based assessment with enjoyment.Implications for practice and/or policy: Game‐based assessments that incorporate learning analytics can be used as an alternative to pencil‐and‐paper tests to measure cognitive skills such as spatial reasoning.More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.Game‐based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations. [ABSTRACT FROM AUTHOR]

Gamification is typically implemented digitally. However, digital gamification is not always possible because of limited resources and logistical problems. It is thus necessary to explore low‐threshold gamification methods that can be easily adopted in classrooms. One such method is non‐digital gamification using physical game design elements. Currently, the literature provides a limited understanding of the design and effects of non‐digital gamification. It is also unclear whether mixed gamification (ie, a combination of digital and non‐digital gamification) is better than purely non‐digital gamification. We explored these topics using an explanatory sequential mixed‐methods design to compare the effectiveness of non‐digital gamification in a face‐to‐face course and mixed gamification in a blended course in terms of student learning achievement, cognitive engagement and course satisfaction. Two secondary grade classes were randomly assigned to the mixed (N = 52) or non‐digital (N = 52) gamification conditions. Contrary to our expectations, the quantitative results showed that the two approaches improved the students' learning achievement to the same extent. Although the students in the non‐digital gamification condition reported significantly higher‐course satisfaction than those in the mixed condition, the improvement in student cognitive engagement was significantly greater in the mixed gamification condition than in the non‐digital condition. Through focus group interviews, we analysed the students' learning experiences and synthesised the factors that influenced student cognitive engagement and course satisfaction. Practitioner notesWhat is already known about this topic Gamification is increasingly being used to increase student engagement and enhance learning.Gamification studies have mostly focused on digital modes, which often require gamified digital platforms or applications.Non‐digital gamification can be an effective method to foster learning, but the design and evaluation of non‐digital gamification is at an early stage.What this paper adds We designed non‐digital and mixed (ie, a combination of digital and non‐digital) gamification programmes and compared their effects using an explanatory sequential mixed‐methods design.Both gamification approaches led to a similar improvement in learning achievement.While non‐digital gamification fostered students' course satisfaction, mixed gamification was more effective in improving students' cognitive engagement.Implications for practice and/or policy Non‐digital gamification can be an effective low‐threshold solution for instructors. It is worth further improving the non‐digital gamification approach in school settings as it is cost‐effective and can be transferred between classrooms.The benefits of mixed gamification should not be ignored because of its affordances that improve students' cognitive engagement. [ABSTRACT FROM AUTHOR]

Several studies indicate that the methodology used by the teacher influences the affective domain and, consequently, the cognitive domain. For this reason, it is necessary to promote didactic strategies that favour positive emotional states in the teaching of science from the first educational levels. Based on this, the aim of this research was to analyse the cognitive and emotional implications of the implementation of a video game for teaching science content in primary school. A quasi-experimental design was followed with a control group, an experimental group, a pre-test and a post-test. A non-probabilistic sample of 144 students from 9 to 12 years of age participated, divided into control and experimental groups. The control group used a student-centred expository didactic model and for the experimental group a Minecraft video game was designed and implemented for learning the same curricular content as the control group. Intra-group analysis revealed that both interventions were effective from the point of view of student learning. However, the comparative statistical analysis between groups revealed statistically significant differences (Sig.< 0.005) between the control group and the experimental group, in favour of the students who used the video games, both in the knowledge variable and in the emotions experienced. [ABSTRACT FROM AUTHOR]

Purpose: The research sought to evaluate how the learning systematic based on serious games, previously adopted to produce a collaborative game called MASTER-PM, could be adapted/adjusted to the teaching of an IT discipline. Design/methodology/approach: The Design Science Research (DSR) approach guided the development of a framework called MAnGve Game-based Learning (MGbL), used to produce the MASTER-CIO game. Data were collected through questionnaires and observation in activities and classes. Research, Practical & Social implications: The development and application of the MASTER-CIO produced similar engagement and academic performance results when compared to the MASTER-PM study. Originality/value: The knowledge was systematized through a framework to support game-based learning called MAnGve Game-based Learning (MGbL). [ABSTRACT FROM AUTHOR]

The article analyzes the use of innovative, primarily, information and communication technologies to increase the efficiency of students' acquisition of competencies defined by the concept of the New Ukrainian School (NUS), native and foreign language, and economic competencies, in particular. The growing need to use the latest technologies to properly respond to the challenges and threats faced by the society, economy and educational process of Ukraine is pointed out. The prospects of using a hybrid model of the educational process, game technologies, and methods of "immersion" in the subject, first of all for learning languages, using the latest technologies, have been determined. It is indicated that proper provision of the primary school with modern equipment is the condition for the use of advanced technologies. This also forms a strategic task in the training of future teachers, first of all, primary school teachers, which consists in the need to ensure the training of teachers at the level of international standards, their natural orientation in the application of innovative technologies, the effective use of digital infrastructure, digital skills, smart education, robotics in the educational process. Prospective directions of innovative technologies, which provide a synergistic effect of pedagogical and technological innovations, have been identified. It is indicated that the effectiveness of the methods of "immersion" in the subject increases with the introduction of complex immersive technology. The use of immersive technologies in the educational process was stratified. It is indicated that the latest information technologies open the possibility of analyzing the data about students and their educational activities available in the network. This makes it possible to form an individual portrait of the student and to implement a strategy and teaching tactics that are aimed at ensuring the success of this particular student, to offer such an interaction between the student and educational materials that would ensure the best result, to reveal the connection between the individual characteristics of the student's educational behavior and effectiveness of his education, to prepare informational and pedagogical tools individually developed for and aimed at a specific student. It has been proven that such provision of the educational process with the necessary equipment requires significant resources. The conducted analysis proved that the average expenses per class for the implementation of modern information technologies in the educational process should increase more than twice, which is an unaffordable task for the country's budget. This requires the mobilization of all resources - both budgetary and extra-budgetary funds - in order to solve the problem of providing the educational process with the necessary equipment. The direction of transformation of education financing, which is based on a project approach, is proposed with the implementation of systematic coordination of projects and task fragmentation. The mathematical formalization of financial coordination of educational projects and optimization of costs by sources of financing and optimization of the efficiency of the financing process for achieving a new quality of education and strategic goals defined in the concept of NUS is also proposed. [ABSTRACT FROM AUTHOR]

Purpose: The changing market conditions in which an economic entity operates requires its executives to choose management support tools, in particular in the area of locating the company's "bottlenecks". The knowledge of the financial situation of an economic entity becomes indispensable in making decisions at both operational and strategic levels. The aim of the article was to indicate that finance management is one of the most important areas in both current and long-term management of the company's operations in a turbulent environment. Design/methodology/approach: CD PROJEKT Group operating on the global video game market, which is one of the most dynamic sectors of the world economy, was selected for research through purposive sampling. The solutions were developed on the basis of the following research methods: analysis of the literature on the subject, case study, analysis of documents. The financial analysis was conducted on the basis of the inductive inference method, consisting in the examination of the details in the first order, followed by generalizing them in the form of conclusions, synthetic assessment and diagnosis. Trend analysis was used to estimate the likelihood of improvement or deterioration of the financial situation. The temporal scope of the research covered in the period of 2017-2021. During the analytical procedure, selected detailed methods were used, which depended on the issues under consideration as well as problems: balance sheet method, comparative method, indicator method, descriptive methods supported by tables and graphs. Findings: The study confirmed that a turbulent environment has a direct impact on the management, functioning and financial performance of the company. Originality/value: The value of the article is in the analysis of the financial situation of CD PROJEKT Group over the five years and indication of the impact of the turbulent environment on the company's operations. The article is addressed to executive staff in order to make them realize the necessity of conducting ongoing financial analysis in order to locate weak areas of activity and properly adjust the strategy to the capabilities and objectives of the company. [ABSTRACT FROM AUTHOR]

The paper highlights the idea of using game design principles to enhance learning experiences for the younger generation. With the increasing popularity of games, traditional methods of learning are becoming less effective and less engaging. To address this issue, we propose an interactive guide to the world of games that incorporates game design mechanisms to motivate and activate young learners. Specifically, the authors focus on the GameDev industry and subsequently present professional paths in a modern and interesting way. By leveraging the elements that make games appealing, individuals can be encouraged to acquire knowledge while having fun. The article aims to demonstrate the potential of game-based learning and the benefits of applying game design principles to education. [ABSTRACT FROM AUTHOR]

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Gamification is the use of game-design elements and game principles (dynamics and mechanics) in non-game contexts to increase user engagement and develop user skills. Numerous studies have shown that gamification can be used effectively to build employee relationships at work, improve their social connections, and thus increase their commitment to the workplace. The COVID-19 pandemic, by limiting face-to-face communications, has presented a number of challenges and called for new solutions to motivate employees and build and maintain workplace relationships. Escape rooms were a popular team-building gamification solution, which also appeared on online platforms during the lockdowns. In this work, the authors use user data from a gamified online application to investigate changes during the outbreak. In parallel, they analyse user data from an online escape room platform to explore the extent to which workplaces have taken advantage of this new virtual team-building solution to break employees out of the monotony. [ABSTRACT FROM AUTHOR]