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This study examines the mathematical activity involved in engaging with two tasks designed for introductory linear algebra: the Vector Unknown digital game and the pen-and-paper Magic Carpet Ride task. Five undergraduate students worked on both tasks, and we qualitatively analyzed their strategies using a modified version of a framework from prior literature. In the findings, we report on the seven distinct strategies seen in our data set. We found that while our participants did use some of the same strategies on both tasks, there were also certain strategies which were more characteristic of work on one task or the other. In our discussion, we consider how the design differences in the tasks may influence the strategy differences, and how our findings can be leveraged by instructors of linear algebra in selecting tasks. Finally, we conclude by discussing broader implications for mathematics education research in comparing game-based and non-game-based tasks. • Similar game-based and non-game-based tasks can have different learning processes. • Framework identifies seven strategies for tasks with linear combinations. • Relatively small design difference seem to influence differences in strategy use. • Challenge in evaluating effect of 'being a game' due to nuance in design, definitions. [ABSTRACT FROM AUTHOR]

This paper investigates the potential of the Gamified Metaverse as a platform for promoting library services. The study compares the effectiveness of a traditional library program with a Metaverse- based library program in terms of knowledge acquisition and library anxiety. The research also examines students' perceptions of implementing gamification within the context of the Gamified Metaverse platform. A mixed-methods approach was adopted, including pre- and post-test analysis, statistical analysis, and qualitative data collection. The results indicate that both the traditional and Metaverse-based library programs effectively increased the participants' knowledge, with no significant difference between the two approaches. However, the Metaverse-based program was found to be less effective in facilitating interaction with librarians and reducing library anxiety. Additionally, students expressed positive perceptions of implementing gamification in the Gamified Metaverse platform, finding it engaging and motivating. These findings contribute to the understanding of the effect of the Metaverse as a tool for promoting library services and enhancing knowledge acquisition. However, it is not as effective in reducing library anxiety, particularly in terms of interaction with librarians and staff. It should be noted that the platform may have limitations such as high costs and potential side effects of virtual reality, making it more suitable as an additional tool for promoting library services, taking into account its feasibility and potential benefits for specific student populations and larger libraries. [ABSTRACT FROM AUTHOR]

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

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]

• Gamification is used for diverse purposes such as safety, eco-friendliness or health. • Game mechanics are various but reward points and leaderboards are the most used. • The rationale for the studies is often not supported by specific theoretical frameworks. • Empirical evidence of the effect of gamification is still lacking in the field of transport. Gamification is an emerging concept that is often used and cited for its known motivational and engagement qualities. Although gamification is studied and applied in a variety of fields, to our knowledge no overview exists in the field of transport and mobility. There is thus a need for a comprehensive understanding of the research conducted, the empirical evidence it yields and the type of research that could still be lacking. These findings could contribute to more effective and better-accepted transport interventions, whether they aim to improve safety, mobility or eco-friendliness. Our review provides an overview of the literature on gamification in relation to mobility and transport and offers suggestions for future research and interventions. A PRISMA-compliant systematic literature review was conducted on SCOPUS, Web of Science and Pubmed, resulting in 49 eligible papers. The results of the analysis of these papers indicated heterogeneity in multiple areas: objectives of the intervention (e.g., safe or eco-friendly driving), methodologies (i.e., different sample sizes, different experimental designs), types of experiments (e.g., questionnaires, simulation or fleet studies) and gamification processes (e.g., with leaderboards, rewards, narratives), but also and more importantly, in the observed empirical evidence. No consensus seems to have been reached on the effects of gamification nor on the underlying mechanisms in the field of transport. There is a lack of knowledge on the most effective ways to propose a gamified intervention in the field of mobility and transport, whether it aims to change behaviours or attitudes. Further research should rely more on specific theoretical frameworks to justify their approach and assess the effect of gamification more methodologically and empirically in order to build applicable and reliable knowledge. The acquired knowledge could increase road safety or help nudge people towards more eco-friendly modes of transport. [ABSTRACT FROM AUTHOR]

Fun and social affiliation are good predictors of long-term intention to use game-based interventions including those for motivating physical activity, yet current player matching algorithms are poor at facilitating social connectedness. In this paper, we report on the results of a study investigating how different player traits are associated with interest in social features of an exercise game for improving player experience through better player matching using common and complementary characteristics. Twelve conceptual scenarios were illustrated using storyboards and data was collected from 196 respondents who rated their attitudes and preferences towards gamification elements. Correlational results showed that all scenarios, except for cutting corners, were perceived as persuasive, enjoyable, engaging and are likely to increase future exercise intention for players who score high on Philanthropist- and Socialiser-oriented traits. Results also showed that many players favour the altruistic donation feature. Furthermore, qualitative results underscore that it is the player's partner that matters more than the players' personalities. We conclude with practical recommendations for designing more personalised exercise games that can include more socially engaging game mechanics in the future. [ABSTRACT FROM AUTHOR]

AbstractBackgroundMethodsResultsConclusionThe role of artificial intelligence (AI) in teaching is a significant topic of discussion. One identified benefit from these resources is to provide novel ideas for instructional methods. Game-based learning has also been a developing topic in education with research suggesting it may improve knowledge retention. This case describes the use of an AI-suggested game for teaching human gait to physical therapy students.ChatGPT was asked for creative ideas related to teaching gait to physical therapy students. Of the proposed ideas, ‘Gait Charades’ was selected and implemented. The topic of gait was chosen specifically for this learning activity due to its complexity. In the activity, students drew papers with a phase of gait and took turns acting out the phase and with peers deciding which phase was being presented. The use of ‘Gait Charades’ has not been identified in previous literature.While this case focuses more on the process of creating and implementing the activity rather than on measured outcomes, 26 out of 29(89.6%) students agreed that it aided in their understanding of gait phases.This case serves as a reminder of the tools at educators’ disposal, such as the use of AI to provide students with immediate feedback, to provide different wording of a concept, and to create novel learning experiences. The gait activity described shows how movement-based learning can be easily integrated into instruction. Further research should investigate both the use of AI in PT education as well as the benefits of multimodal teaching. [ABSTRACT FROM AUTHOR]

This research focuses on BioScientist, a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through BioScientist and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to BioScientist. A total of 257 eighth graders participated in the research (Nexp. = 132, Ncontrol = 125). Students in the experimental group used BioScientist at home and in the classroom. The teachers in the control group did not change their teaching practices. Students' inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate BioScientist. The results indicated BioScientist digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen's d = 0.46). However, biology learning motivation was not developed. Student feedback on the BioScientist game and its use for learning is favourable. Based on the teachers' responses, BioScientist can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum. [ABSTRACT FROM AUTHOR]

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. [ABSTRACT FROM AUTHOR]

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. Lay Description: What is already known about this topic?: Research on cognitive effects of educational games in general shows promising results.There are large variations in learning outcomes between individual educational games.Some design aspects remain unclear on the design process and different design elements of educational games.Attempting to integrate learning with gameplay, without affecting the enjoyability of the game, is not easily achieved. What this paper adds?: The current study fits within the research body that emphasizes the importance of aligning gameplay with learning in educational games (i.e., intrinsic integration).Evidence for intrinsic integration as a key element in the design process, found by examining players' log data.A better understanding of how an intrinsically integrated game supports the learning of Newtonian mechanics. Implications for practice and/or policy: 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. [ABSTRACT FROM AUTHOR]

Background: The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of digital gamified language learning on some psychological domains of EFL learning. Objectives: This study, therefore, employed a sequential explanatory mixed‐methods approach to explore the effects of digital gamified language learning using a mobile application (app) affordances on EFL learners' language achievement, foreign language enjoyment (FLE), and ideal second language (L2) self. Methods: To this end, 36 EFL learners were randomly divided into two groups; one group was randomly assigned to the digital class, including 19 EFL learners, and the other group was assigned to the non‐digital class, consisting of 17 EFL learners. The digital learners did the digital gamified language learning activities individually and interactively and received peer and instructor feedback, whilst the non‐digital learners did the same language learning activities in printed format and received peer and instructor feedback. A language achievement test, the FLE scale, and the ideal L2 self‐scale were used to collect the quantitative data and an individual semi‐structured interview was carried out to gather the qualitative data. Results and Conclusions: One‐way ANCOVA, used to analyse the quantitative data, revealed that the digital and non‐digital classes improved the EFL learners' language achievement, FLE, and ideal L2 self; however, the digital learners outperformed their non‐digital counterparts in all the measures. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes about the digital learners' positive and negative attitudes and perceptions towards the digital gamified language learning activities, clarifying the quantitative findings. Implications: Pedagogical implications are discussed. Lay Description: What is already known about this topic: Digital gamification involves employing game‐supported activities to interact with other learners, improving their language learning.Several studies have been carried out focusing on the salient role of digital gamified language learning activities in improving learners' language learning.As elements of positive psychology, foreign language enjoyment and ideal L2 self can improve learners' enthusiasm and involvement in digital gamified language learning activities. What this paper adds: Digital gamification using a mobile app's gamified affordances develops English language learners' language achievement, foreign language enjoyment, and ideal L2 self.Digital gamification is more effective than non‐digital gamification in improving English language learners' language achievement, foreign language enjoyment and ideal L2 self.English language learners in digital classes hold positive attitudes and perceptions towards the effects of digital gamification on their language learning. Pedagogical implications: Digital gamified language learning activities can be an effective and engaging supplement to non‐digital classroom teaching, especially in English language contexts where learners may have limited opportunities for authentic language learning collaboration.English language learners can utilise digital gamified language learning affordances for language development, particularly for their collaborative language learning activities with other classmates. [ABSTRACT FROM AUTHOR]

Gamification, characterized by the integration of game design elements into non‐game environments, has gained popularity in classrooms due to its potential for increased engagement and enjoyment compared to traditional lecture‐based teaching methods. While students generally exhibit positive attitudes towards gamification, its impact on academic achievement remains a subject of debate. This study employed a meta‐analysis approach to examine the overall influence of gamification on students' academic performance. The sample comprised 22 experimental studies conducted between 2008 and 2023, comparing the effects of gamified and non‐gamified classes. Utilizing a random effects model, the results revealed a moderately positive effect of gamification on student academic performance (Hedges's g = 0.782, p < 0.05). The paper further discussed the outcomes of various moderator analyses, providing valuable insights into the selection and utilization of game design elements, as well as considerations specific to different educational stages.Practitioner notesWhat is already known about this topic Most research has consistently demonstrated that gamification has a positive impact on students' achievement. The current state of review research is not sufficiently comprehensive. There is a lack of meta‐analyses exploring the diverse impacts of gamification. What this paper adds The effect of factors such as geographical regions, education levels, learning environments, subjects and game elements on gamification was examined. The study revealed a significant and positive impact of gamification on students' achievement across various factors, including geographical regions, education levels, learning environments, subjects and game elements. Implications for practice and/or policy Gamification represents a prudent choice for teachers seeking to enhance students' achievement. Teachers are suggested to adopt and employ appropriate game elements in their instructional approaches. Future research could focus on investigating the impact of feedback as a game element in teaching and learning. Most research has consistently demonstrated that gamification has a positive impact on students' achievement. The current state of review research is not sufficiently comprehensive. There is a lack of meta‐analyses exploring the diverse impacts of gamification. The effect of factors such as geographical regions, education levels, learning environments, subjects and game elements on gamification was examined. The study revealed a significant and positive impact of gamification on students' achievement across various factors, including geographical regions, education levels, learning environments, subjects and game elements. Gamification represents a prudent choice for teachers seeking to enhance students' achievement. Teachers are suggested to adopt and employ appropriate game elements in their instructional approaches. Future research could focus on investigating the impact of feedback as a game element in teaching and learning. [ABSTRACT FROM AUTHOR]

Skills and knowledge which increase the likelihood of university graduates finding employment is an increasingly important factor for higher education institutions. Even though subject matter expertise remains a primary objective, supporting students to build life skills that are desired by employers is essential to enhance graduate employability. Firstly, we draw on consultive interviews with 11 graduate recruiters to build a life skill ability scale. Through these interviews, we identify two constructs worth measuring (resilience and adaptability) not yet represented in extant life skill ability scales. Thereby contributing to life skills measures and their link to graduate employability. Secondly, this paper explores the influence of a team-based business simulation on the development of life skills at two higher education institutions in the UK for first- and fourth-year undergraduate students. Through a pre-survey and post-survey, this paper empirically finds that experiential learning by means of a team-based business simulation has an overwhelmingly positive influence on first-year students’ self-assessed life skill development as well as their course-specific subject matter expertise. Yet, the findings show less significant results for fourth-year students. This contributes to our understanding of business simulations as a pedagogical practice and its benefits for students beyond their education. [ABSTRACT FROM AUTHOR]

Background: Degree apprenticeships (DA) help employees gain new knowledge and skills by allowing them to study towards a university degree while working full time. For these programmes to be effective, the learning design should be adapted to the needs of these students, who are goal oriented (i.e. they want to gain only knowledge that can be applied within their workplace), have limited time for studying, and usually have not attended formal education for some time. As these programmes are relatively new, there is limited research on how these students can be supported to achieve the programmes' learning goals by using information and communication technologies. Objectives: This paper aims to understand whether a learning design that combines game‐based learning with online flipped classrooms can engage DA students in their learning and help them develop their reflective skills. Methods: Two focus groups were conducted with DA students that study at a UK Business School towards gaining the Chartered Manager status. The focus groups recordings have been analysed using reflexive thematic analysis. Results and Conclusions: The three main themes, "change can be helpful and challenging at the same time", "the ideal game", and "the effect of others", show that DA students find game‐based learning and online flipped classrooms useful, with the right support. Simulation games can be more fulfilling to DA students than quiz games, even if they take more of their out‐of‐class time. In addition, instructors are advised to work more closely with diverse teams to enable students share their work experiences and learn from each other. Lay Description: What is already known about this topic?: Online flipped classrooms offer flexibility in learning, but instructors need to find solutions to challenges, like students' limited e‐learning readiness and lack of motivation.Game‐based learning has been found to facilitate learning in general, but there is a need to identify the specific circumstances (i.e. settings, gaming elements) under which it is effective.Degree apprenticeship students need more support with their learning compared to traditional university students, as they face additional challenges in terms of family life‐work balance and connecting their learning to their working experience. What this paper adds?: Game‐based learning can be useful to degree apprenticeship students providing that focuses on the application of knowledge and provides feedback.Despite facing challenges related to maintaining work‐study‐life balance, degree apprenticeship students are willing to complete the flipped classroom's out‐of‐class activities, if they see a clear benefit from doing so.Online group activities can be challenging for degree apprenticeship students, if they are not able to form teams with other learners that work for the same organisation. The implications of study findings for practitioners: Avoid quiz‐like games and select the ones that use real‐life scenarios for degree apprenticeship students to help them link their learning to their practice.Formative feedback should be provided by both the instructor and the game to motivate degree apprenticeship students to spend the additional time to complete the out‐of‐class activities.Students should be reminded frequently of the purpose of any new learning elements (e.g. learning analytics) as they may not have the time to explore them on their own.When forming student teams based on students' workplace is not possible, spend more time in each breakout room to facilitate the online group discussion and help students bring their different working experiences together. [ABSTRACT FROM AUTHOR]

We developed a game‐based assessment (GBA) measuring cognitive ability for use in personnel selection and examined its construct‐related validity. Moreover, applicant reactions toward this GBA were compared with a paper‐pencil‐based ability test. Both assessment tools were designed to measure verbal, numerical, and figural ability. N = 183 participants completed the GBA, the paper‐pencil test, and questions capturing applicant reactions and personality. We found a strong positive correlation of 0.51 between the overall GBA and paper‐pencil test scores, showing evidence for its construct‐related validity. Applicant reactions toward the GBA were consistently worse compared with the paper‐pencil test. Furthermore, males and individuals with more video game experience held more positive perceptions than females and individuals with less video game experience. Practitioner points: Game‐based assessment (GBA) is an innovative field of personnel selection that is increasingly used in practice, although empirical evidence on psychometric properties of GBAs and on applicant reactions is still scarce to date.The present study found a strong correlation between the GBA and a traditional intelligence test, indicating that a GBA can provide a valid measurement of cognitive ability in the context of personnel selection.Applicant reactions toward the GBA were consistently worse compared with a paper‐pencil test measuring the same cognitive abilities.Applicant reactions differed between males and females, suggesting that further research is needed to investigate relevant design elements of GBAs affecting their psychometric properties and applicant reactions. [ABSTRACT FROM AUTHOR]

Having the students' focus during classroom sessions, especially in online courses, is of great importance. On the other hand, considering the characteristics of the new generation, innovative approaches should be highlighted in the classroom. This paper proposes several practical solutions based on gamification. These proposed methods are particularly employed at the beginning, middle, and end of the class. At the beginning of the class, activities with full interaction between students and the instructor are suggested to prepare students' minds. In the middle of the class, brief relaxation activities are introduced to relieve students' fatigue. At the end of the class, innovative group activities are introduced to summarize the class discussion. These methods aim not only to emphasize cognitive knowledge, which is the lowest side of the success triangle, but also to focus on strengthening students' skills and attitudes. These approaches have been employed over several semesters at Shahid Beheshti University in various engineering disciplines and academic levels. The survey results of these experiences indicate the positive reception and participation of students and the creation of an engaging atmosphere for better understanding of scientific concepts. Starting with mental preparedness, instructor-student interaction, stimulating interests, mental organization, learning through entertainment, dynamism, review and emphasis on important scientific points, and reducing anxiety are among the benefits of the proposed method. [ABSTRACT FROM AUTHOR]

This paper investigates the effectiveness of gamification on encouraging young drivers to engage in eco-driving using naturalistic driving. Drivers aged 18- to 30-years old (“young drivers”) are over-represented in road traffic accident statistics. Motivating young drivers to engage in safer driving habits is imperative to reduce their risk of being involved in a dangerous road traffic collision (RTC). Additionally, the transportation sector is the highest contributor of greenhouse gas (GHG) emissions. Eco-driving is a driving style that involves less aggressive acceleration and braking, and reduced speed. The literature shows that eco-driving can reduce Carbon Dioxide (CO2) emissions and, due to the calmer driving style, can potentially reduce young drivers’ risk of being involved in an RTC. However, the challenge becomes motivating young drivers to engage in eco-driving. Gamified eco-driving applications have seen positive effects on encouraging eco-driving habits, but very little literature investigates the effectiveness of gamified ecodriving focussed on young drivers. There is also the need to explore additional gamification elements beyond the standard points, badges, and leaderboards. Thirty-three drivers aged 18 to 30 were recruited to test the effectiveness of a gamified eco-driving application using naturalistic driving. Three gamification elements were used: a driving score, a radar plot, and a grid that plots the drivers according to both severity and frequency of aggressive driving events. The grid is new to gamified eco-driving research. The study comprised of three phases: (1) Baseline, (2) Gamification with driving score and radar plot, and (3) Gamification with driving score and grid. A t-test shows a significant increase in eco-driving in phase 2 of the study. This effect size was also large. However, compared to the baseline, eco-driving during phase 3, although better, was not significantly higher than the baseline. [ABSTRACT FROM AUTHOR]

Gamification possesses a great potential to shape human behaviors and performance. However, the mixed results in gamification research suggest the need to develop a thorough understanding of the mechanistic underpinnings of gamification. Although self-determination theory (SDT) provides a solid theoretical framework to achieve such purposes, it has been mostly applied superficially, limiting its potential to significantly impact gamification research and practice. This paper suggests that SDT, particularly three ideas in SDT – a continuum of motivation, the mutually supportive nature of basic psychological needs, and the functional significance of an event – have not been fully explored in gamification research and practice. Attention to the three ideas and relevant SDT literature will advance gamification research and practice in the following ways. First, the idea of continuum of motivation can serve as a powerful framework to conceptualize gamification. Second, the ideas of mutually supportive nature of basic psychological needs and the functional significance of an event can help us develop a nuanced instead of simplistic approach to gamification design. Finally, the three ideas suggest important research directions that have yet to be fully explored in current gamification research. [ABSTRACT FROM AUTHOR]

Learning history is vital for students' intellectual, spiritual, emotional, and physical development. Students perceive history subject as difficult and boring because they must memorize facts and understandthose facts, concepts, time, and historical events. Interactive multimedia can increase students' enthusiasm and make the teaching and learning process more interesting to make the history "alive." Game-based learning uses game elements and principles to effectively deliver teaching and learning process in the classrooms. Yamashita's Treasure: A Quest to Find the Treasure is a game-based instructional material designed for grade 7 students of the Philippine K-12 curriculum that aims to teach significant lessons and events occurred in the Philippines over the last century. In this paper, we present findings from an assessment of an instructional material in teaching Philippine history. A System Usability Scale (SUS) was used to test the system's usability which generated a positive score. Respondents were highly satisfied with the game's usability scoring 87.5 on the SUS. Future work includes developing a programmed system, conducting quasi-experimental research design, and consultations with the experts for further enhancement. [ABSTRACT FROM AUTHOR]

In order to grasp the playing functions that utilize criteria for decision-making (DM) approaches, this paper offers a League season learning selection issue. The decision criteria to assess several game-based learning options are outlined, and a real-world choice dilemma is provided. Finding the most effective League season learning among playing functions is the goal. The needs for a League season of learning, such as Cognitive Methodologies, Gameplay Characteristics, Psychological Reactions, Accessibility, Users, as well as its environmental and societal impacts, are taken into consideration, leading to the identification of six primary criteria and 22 sub-criteria. Analytical Hierarchy Process (AHP) is used to calculate the criterion weights. The Preference Ranking Organization Method for Enrichment Evaluations and Vlse Kriterijumska Optimizacija I Kompromisno Resenje techniques are used to rank and choose between four possibilities. The outcomes of the Preference Ranking Organization Method for Enrichment Evaluations and Vlse Kriterijumska Optimizacija I Kompromisno Resenje procedures are also contrasted with those of the Complex Proportional Assessment, Multi-Atributive Ideal-Real Comparative Analysis and Multi-Attributive Border Approximation Area Comparison approaches. The results of the rankings of the alternatives produced by each approach all recommend the same choice as the best. Thus, it can be said that Preference Ranking Organization Method for Enrichment Evaluations, Vlse Kriterijumska Optimizacija I Kompromisno Resenje, Complex Proportional Assessment, Multi-Atributive Ideal-Real Comparative Analysis and Multi-Attributive Border Approximation Area Comparison approaches may be successfully employed for selection issues in game-based learning, as well as generally for other forms of multi-criteria decision problems with finite number of choices. [ABSTRACT FROM AUTHOR]

AbstractBrainstorming activities are quite common in L1 education. However, limited attention has been paid to the concrete unfolding of students’ idea development as a temporal, multimodal, and collaborative process. In this article, we explore how a group of four upper primary students in Year 5 (age 11–12) design a board game in a teaching unit on young people’s communication and toxic language use on social media. The unit was part of an intervention carried out in a study on game-based learning in the school subject Danish L1. Our detailed analysis shows how the students’ development process involved an interplay of different timescales at the micro, meso, and macro level, and a use of different semiotic resources such as spoken and written language as well as drawn sketches for a game board. The layers of meaning expressed through the students’ dialogic talk resulted in a metaphorical chain of reasoning, where the students’ initial loose idea was gradually transformed into a final game concept. This reasoning across modalities was enforced through the choice of bringing in paper and pen for drawing. The study concludes by discussing how we can understand idea generation as a non-linear multimodal process in the L1 classroom, which may have implications for other productive tasks. [ABSTRACT FROM AUTHOR]

This research paper investigates the effectiveness of gamification as a pedagogical strategy for enhancing cognitive skills development among students in higher education, with a particular focus on learners specializing in Electronics and Sensors. In recent years, gamification has become a promising strategy to engage students and promote active learning experiences. However, its impact on cognitive skill development, especially in specialized academic domains, remains relatively underexplored. Through a case study methodology, this research assesses the influence of gamified learning interventions on students' cognitive abilities, encompassing skills like problem-solving, critical thinking, and decision-making. Data was collected through pre- and post-intervention assessments, student surveys, and qualitative feedback sessions. Results indicate significant improvements in cognitive skills among participants exposed to gamified learning experiences compared to those in traditional instructional settings. The findings suggest that gamification holds promise as a viable educational tool for fostering cognitive skill development in higher education contexts, particularly within specialized fields such as Electronics and Sensors. This study adds to the expanding body of research on gamification in education and provides valuable insights into its potential to enhance learning outcomes in technical disciplines. Future research directions and implications for practice are discussed to further leverage the benefits of gamification approaches in higher education settings. [ABSTRACT FROM AUTHOR]

In search of a way to bring back the positive aspects of an internship into the curriculum, TU Delft identified serious games as a potential solution. The literature studied showed that games could increase motivation and understanding, leading to improve knowledge retention. This paper has brought these insights together in a framework identifying the benefits that contribute to knowledge retention but also the requirements and risks for the application of serious games to be addressed. These insights were used to explain the success of a longstanding business game course for advanced students first. Next was the development of a virtual reality practice in a first-year course to replace the lost internship. In this case, knowledge retention was improved significantly, albeit only by 5%. Furthermore, in light of the developed framework, the VR simulation is a more balanced approach with fewer risks compared to the more extensive master course. [ABSTRACT FROM AUTHOR]

One of the practical obstacles limiting the use of cloud-based gamification applications is the lack of an Internet connection of adequate quality. In this paper, we describe a practical solution to this problem by the implementation of client-side gamification rule processing so that most events generated by players can be processed without the need to involve server-side functions; therefore, only a handful of data have to be transmitted to the server for global state synchronization, and only when an Internet connection is available. For this purpose, we adopt a simple textual gamification rule definition format, implement the rule parser and event processor, and evaluate the solution in terms of performance in experimental conditions. The obtained results are optimistic, showing that the developed solution can easily handle rule sets and event streams of realistic sizes. The solution is planned to be integrated into the next version of the FGPE gamified programming education platform. [ABSTRACT FROM AUTHOR]

Reading nutrition facts labels is a competency for which training is given in several nutrition education programs, especially in obesity outreach workshops. The Top Trumps-style card game is commonly used in obesity prevention educational programs to engage participants in reading nutrition facts labels; however, the success of TV cooking shows among children and teenagers has not been explored for educational purposes. This paper is a descriptive study of developing a gamified activity as part of the one-time outreach workshop facilitated by the Obesity and Comorbidities Research Center (OCRC) in Brazil. By playing the MestreChef Nutritional (MCN) game, participants followed similar rules as the corresponding TV cooking show. They were challenged to decide to select food items, calculate dietary food intake, and prepare a recipe to visualize the proportion of macronutrients contained in daily diets. The analysis of the nutritional dietary table completed by participants revealed to be a rich source of information, and we identified in our cohort that selecting an adequate number of food items and making healthy food choices was not concerning. However, their lack of competency in performing mathematical reasoning, particularly in calculating serving sizes and converting grams of macronutrients into calories, was evident. Moreover, facilitators of the workshops agreed that the MCN game presents definitively more didactic effectiveness and playability than the Foods Top Trumps, a former game used in the outreach workshops. The MCN game nourishes the engagement of the participants in learning nutrition-related concepts and may be an efficient didactic resource to improve nutrition knowledge in outreach activities when an alternative method is required to stimulate reading nutrition facts labels. NEW & NOTEWORTHY: Reading nutrition facts labels is a typical activity promoted in obesity prevention educational programs. By playing the MestreChef Nutritional, participants can immerse in the context of a food TV show game to have the first contact with reading nutrition facts labels for a learning purpose. However, the game can reveal the participant's limitations in mathematical reasoning despite the didactic potential of the game in promoting obesity-related physiology concepts. [ABSTRACT FROM AUTHOR]

Background Study: Several meta‐analysis studies have investigated the effects of mobile learning on learning performance. However, limited attention has been paid to pedagogy in mobile learning, making quantitative evidence of the effects of pedagogical approaches on learning performance in mobile learning scarce. Filling this gap can therefore help stakeholders understand which mobile pedagogical approaches might work or not under which learning conditions, hence achieving better learning experience and performance. Objectives: To address this gap, this study conducted a meta‐analysis and research synthesis of the effects of integrated pedagogical approaches on students' learning performance in mobile learning. Additionally, this study analysed the field of education, level of education, learning setting, sample size, and mobile device as moderating variables of the effect of pedagogical approaches. Methods: The software Comprehensive Meta‐Analysis V.3 was used for this meta‐analysis, where Hedges' g was calculated for the effect sizes. Specifically, 70 quantitative studies (N = 5575 participants) were coded and analysed. Results: The results indicate that pedagogical approaches in mobile learning have a large effect on students' learning performance (g = 0.93, p < 0.001). The most effective pedagogical approach was project‐based learning (huge effect), while collaborative learning, situated learning and game‐based learning had large effects. Finally, cognitive theory of multimedia learning and inquiry‐based learning had medium effects. The results also indicate that the effect is moderated by the field of education, the level of education, the learning setting, the sample size, and the mobile device. Finally, it is found that study quality might influence the overall effect size. Conclusions: The findings of this study can be beneficial to both researchers and practitioners as they highlight and discuss which pedagogical approaches could be more effective in mobile learning under specific conditions. Further research, on the other hand, should focus on covering additional moderators of learning performance like mobile device type and screen size which is one of the limitations of this study. Lay Description: What is already known about this topic: Mobile learning is widely adopted in education.Mobile learning can enhance learning outcomes. What this paper adds: Pedagogical approaches in mobile learning have different effects on students' learning performance.The most effective pedagogical approach in mobile learning is project‐based learning (huge effect).Which pedagogical approaches could be more effective in mobile learning under specific conditions. Implications for practice and/or policy: This study enriches the ongoing debate on how to design effective mobile learning interventions.This study provides substantial evidence about which pedagogical approaches in mobile learning would be more effective under which circumstances. [ABSTRACT FROM AUTHOR]

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

Human errors are prevalent in manual assembly line statistics, but humans are still a necessary and numerous working force for assembly tasks. Since faster and shorter production cycles lead to higher mental efforts, an alternative to decrease the cognitive load and errors of manual assembly lines is using augmented reality (AR). AR increases system interaction and assists operators in the step-by-step of any tasks performed. Its use allows granular production data, enabling an increase in quality control and timely detection of assembly problems. However, AR alone is not enough to avoid demotivation and lack of engagement in the task, which is repetitive. Gamification can become an auxiliary resource to increase operators' motivation and engagement. This paper presents a system model to integrate AR and gamification for a manual assembly line of printed circuit boards (PCBs) called GRAAL, used to develop an actual system for PCB assembly, which can guide operators using AR but also tracks down their efficiency and efficacy which is then used for gamifying their performance. A prototype system was implemented and assessed by 34 specialist respondents. TAM 3 (Technology Acceptance Model 3) Questionnaire was used to assess the system, which allowed us to find that GRAAL was well accepted (all scores were above the center of a Likert scale from 1 to 7 values), suggesting that GRAAL may be useful as an auxiliary resource to manual assembly lines. We conclude that modeling a system that merges AR and gamification is feasible but a non-trivial task in industry. The system's features are dependent on conditioning factors such as Application Environment, Application Context, Application Audience, AR hardware, and gamification elements. [ABSTRACT FROM AUTHOR]

Persuasive gamified systems are effective tools for motivating behaviour change using various persuasive strategies. In line with the reinforcement theory, some persuasive gamified systems employ reward and punishment in their design to achieve the intended behavioural outcome. Research has argued both in favour and against using these strategies in behaviour change applications due to mixed results with respect to their effectiveness. However, there is a lack knowledge about how interventions using these strategies could motivate or demotivate behaviours. Therefore, this paper explores the mechanism through which Reward and Punishment motivate or demotivate behaviours with respect to their strengths and weaknesses. The results of large-scale exploratory studies (N = 1768) uncover important strengths and weaknesses that could facilitate or hinder the effectiveness of Reward and Punishment at motivating behaviour change. These include their ability to engage users and make behaviour fun, reinforce commitments to goals, and reveal some consequences of bad behaviour. We also compared the perceived effectiveness of reward and punishment quantitatively. [ABSTRACT FROM AUTHOR]

The development of new approaches to digital art is based on improving a variety of technologies. The main goal of this paper is to identify the gamification of digital art through the promotion of speculative design and interactive experiences. To achieve this goal, theoretical and practical methods were used in the research. A survey determined approaches the designers used to improve their skills. Most respondents (28%) prefer reading books and watching video blogs on their own while 22% of designers took professional courses. Therefore, mechanisms that promote respondents' involvement in selecting professional courses for designers have been described. Cognitive assessment of the skills acquired after completing the course showed significant advantages compared to those observed at the start of the experiment. This was confirmed by the Cohen coefficient. The hierarchy analysis method also contributed to the identification of program elements that are most important for the development of professional skills while not relying exclusively on the data from respondents. The value of the presented work lies in the possibility to improve the skills of gamification in the field of design with the help of the developed mechanisms, the effectiveness of which has been confirmed in practice. [ABSTRACT FROM AUTHOR]

Gamification techniques have been proven effective in various fields such as education and industry. In this paper, we introduce a novel approach that applies gamification techniques to the identification of road assets in Mobile Laser Scanning (MLS) data. Our method utilises three gamification techniques: avatar (vehicle), point cloud segmentation into levels, and scoring. We implemented these techniques in Unreal Engine and evaluated their performance using three real-world case studies. We also compared two ways of point cloud visualisation: mesh-based and point-based. Our results demonstrate that our gamification approach improves the handling and visualisation of point clouds when compared to other free software such as Cloud Compare. Specifically, the point-based visualisation method provides a more accurate representation of the road environment and the input point cloud and is easier to import into Unreal Engine. However, this method requires more computational resources for visualisation. On the other hand, level segmentation ensures a constant frame rate of 60 frames per second. Furthermore, our gamification approach enhances the experience of road asset identification, making it more enjoyable for the user. However, we acknowledge that the quality of the point cloud remains the primary factor affecting the accuracy of asset identification, regardless of the software used. Overall, our proposed gamification approach offers a promising solution for improving the identification of road assets in MLS data and has the potential to be applied to other fields beyond road asset identification. [ABSTRACT FROM AUTHOR]

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

Misinformation and fake news are severe threats to society. The role of critical reading skills is crucial in the battle against misinformation. Despite the promising results of game-based interventions to mitigate the effects of misinformation, the corpus of research on games supporting critical reading skills needs an overview. Therefore, a systematic literature review was conducted to analyze how games have been used to tackle misinformation and reveal game design trends. A total of 15 papers eventually met the defined inclusion criteria and were analyzed. The review revealed that the use of games in critical reading education had emerged recently and focused mainly on fake news. Most games were grounded on inoculation theory and consequently designed to expose players to weakened doses of the misinformation manipulation techniques to build resistance against them. So far, the games have been studied mainly in informal settings and with adult participants. The median sample size was 196, and the median playing time was 15 min across the studies reported in the papers. Although all the reviewed papers reported positive outcomes, the game-based learning research on the critical reading domain is not yet mature enough to generalize findings. [ABSTRACT FROM AUTHOR]

Using gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework will guide teachers and scholars in developing gamified learning environments that are effective in improving K‐12 students' learning. In this regard, 54 empirical studies (out of 907 peer‐reviewed articles), dating from 2008 through 2021, were reviewed using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guideline. The findings were systematically categorized into four essential dimensions of learning environments inspired by Biggs' 3P teaching and learning model, ie, 'individual factors', 'environmental factors', 'learning process' and 'learning outcome'. The review yielded rich findings concerning each dimension, providing K‐12 teachers and scholars with a comprehensive overview of research findings on using gamification for educational purposes. Meanwhile, the findings indicated the lack of empirical studies regarding constructively aligned gamified courses, in which the different dimensions of the adopted framework are implemented and evaluated coherently. The paper concludes by presenting several suggestions and directions for future research to address this shortcoming. Practitioner notesWhat is already known about this topic Gamification has demonstrated the potential to enhance learning outcomes in K‐12 education.There are instances where the findings suggest neutral or negative effects of gamification on students' learning outcomes.There is a lack of a comprehensive overview of empirical findings concerning the effectiveness of gamification in K‐12 education.What this paper adds The study highlights the potential of gamification in enhancing cognitive, affective and behavioural learning outcomes in K‐12 education, mainly by increasing motivation, engagement and competitiveness.The study provides a comprehensive overview of empirical studies on using gamification in K‐12 education.The study proposes an evidence‐informed framework that can serve as a blueprint for developing constructively aligned gamified learning environments for K‐12 education.Implications for practice and/or policy The study presents several up‐to‐date and empirically rooted calls for future research on using gamification in K‐12 education.The study makes evidence‐based recommendations for the effective integration of gamification in K‐12 education. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals. Design/methodology/approach: Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK). Findings: The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the "active-learner-centred" approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities. Originality/value: To the best of the authors' knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings. [ABSTRACT FROM AUTHOR]

AbstractIn this study, to address global sustainable development challenges, we focused on the use of gamification systems, such as Ant Forest, to promote individual sustainable behaviours. Our research model combined gamification affordances with cognitive evaluation theory. We conducted partial least squares structural equation modelling to analyse 485 valid questionnaire responses and illuminate how gamification can shape users’ green behaviours. We also employed partial least squares multigroup analysis to explore the moderating effects of competition affordances on psychological needs and other gamification affordances. The findings revealed that competition affordances influence the effectiveness of other gamification affordances and significantly alter users’ psychological mechanisms, thereby fostering their intrinsic motivation for sustainable behaviour. This paper underscores the potential of gamification to encourage sustainable behaviours and emphasises the need for a careful balance of competition within gamification design. [ABSTRACT FROM AUTHOR]

Gamified-integrated STEM is a technique that combines integrated STEM stages with gamification elements and can engage individuals in climate change communication. This paper presents a gamified-integrated STEM activity focused on global climate change. The activity includes gamified-integrated STEM instructional stages implemented in 6 lesson hours. The game elements used in the activity were time, rewards, points, badges, leaderboards, materials, stories, goals, and rules. Badges included: Decoders, Explorer, Meteorologist, Climatologist, Benevolent Koala, Scientist, and Engineer. The activity was designed for middle school students and aligned with the Next Generation Science Standards. Educators are encouraged to incorporate this pedagogical activity within their instructions to elucidate fundamental concepts related to the consequences of climate change. In doing so, teachers can promote student engagement, improve awareness, and refine problem-solving competencies pertinent to climate-centric challenges. The activity has been evaluated and recommendations for enhancement have been made to ensure optimal efficacy in cultivating gamification and a nuanced understanding of climate-related topics among learners. [ABSTRACT FROM AUTHOR]

In recent years, there has been a lot of interest in gamification in education because it has proved to be a powerful way to engage students and improve their learning abilities. A new teaching approach combining game-based learning with regular classroom teaching is described in this paper. This new way of teaching is meant to create a synergistic learning environment where students not only learn about school topics but also learn important life skills through interactive and immersive games. Play Games in Class to Learn Learning understands that education has many different parts and tries to go beyond the limits of traditional ways of learning. By putting well-designed educational games into the classroom material, teachers can get students more involved and help them think creatively, and critically, solve problems, and work as a team. These games are carefully made so that they meet educational goals and keep learning as the main goal. The chosen survey form is a questionnaire. It would be very time-consuming to interview all 431 students for the survey. Moreover, it was anticipated that not all students would wish to be interviewed, which would make the data less representative as not all students would wish to be interviewed. Interviews and surveys may frighten some pupils. Students don't have time for extensive group conversations; thus they can't be used for surveys. Many factors contribute to the difficulty of achieving real results from group discussions. Through the integration of gamification into conventional pedagogical approaches, educators possess the capacity to cultivate learning environments characterized by dynamism, engagement, and efficacy. Such environments equip students with the necessary tools for achieving academic triumph and enable them to confront the multifaceted challenges of the contemporary era. The proposed novel methodology exhibits considerable potential in revolutionizing the trajectory of education, thereby equipping learners with the necessary tools to cultivate enduring problem-solving skills, adaptability, and resilience throughout their lives. [ABSTRACT FROM AUTHOR]

The use of virtual learning communities has shown great potential for language education. Research suggests that video-conferencing technology can assist teachers in creating such communities for second-language teaching. Gather.Town is a gamified, video-conferencing platform that revolutionizes the traditional static video-conferencing experience for language learners. It provides users with a 2D map with avatar-based game features utilizing proximity-based video-conferencing functionality which enhance student online engagement and promote interaction that resembles real-life conditions. Gather.Town has received increasing attention from educational researchers since its launch in May 2020; however, its adoption in language classrooms has not yet been explored. This review paper aims to introduce Gather.Town to language teachers and researchers to enhance student engagement in virtual learning communities. [ABSTRACT FROM AUTHOR]

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

Gamification, which involves incorporating game-like elements in non-game contexts, has quickly become one of the most popular persuasive technologies. Its goal is to encourage users to change their behavior for the better. However, it still has empirical and theoretical challenges to overcome to show the benefits of its use and solidify the guiding principles for effective gamification designs. The goal of the current study is to synthesize and intellectualize, through a systematic literature review (SLR), the current state of gamification knowledge in human resource management, providing a road map for future research recommendations for both academician and practitioners The review examines the most influential writing on the application of gamification to association settings, portrays the fundamental concepts of gamification, and develops based on an effective writing survey of insightful articles available in the Scopus and Web of Science information bases. The study uses a systematic quantitative approach to review the evidence for the use of gamification in Human Resources management, focusing on the pertinent literature on gamification in organizations. The authors examined 244 papers published between 2013 and 2022 using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) technique. One of the major goals of the study's findings is to illustrate the value of gamification in the human resources field in relation to the analysis of employee performance, employee engagement, and training and development. These results suggest that there is more opportunity for research into the elements of gamification, which may be relate to knowledge retention, learning outcomes, learning motivation, employee efficacy, and employee productivity. [ABSTRACT FROM AUTHOR]

Scholars in teacher education have observed that the dichotomy between teachers' professional and personal identities could restrain their pursuits of adopting innovative approaches in the classroom. At the same time, adopting new pedagogical approaches often contests teachers' professional identities and confidence. In this paper, we examine a graduate course on game-based learning, designed for professionals such as teachers and practitioners. While video games and game-based learning have gained attention from researchers and practitioners, they may pose challenges for many teachers. We observed that this course could provide opportunities for participants to construct their narratives in relation to gaming and learning over time. They may also reinterpret and extend their cultural worlds as part of their teacher identity. We conclude that enabling teachers to confront tensions and risks of adopting unfamiliar practices could help them transform their self-narratives. This study could inform design considerations to support teachers' adopting innovative pedagogies in future research and practices on professional learning. It is also important to acknowledge that the study had limited participant diversity and representativeness. There is the need for further exploration of teachers with different backgrounds and experiences in order to better understand the challenges and opportunities of adopting innovative pedagogies. [ABSTRACT FROM AUTHOR]

Play is crucial to children's development. With the prevalent use of digital technologies, children and young adults are seen playing games more often and longer on digital devices. How should teachers capitalize the advantages of games in class, without inducing more health risks or problems for children? To achieve this goal, teachers need empirical details and conclusive results in the application of game-based learning (GBL) in primary education, so that they can design GBL experiences that cater to the specific needs of pupils. The present paper provides a systematic review for 35 experimental studies that substantially integrated gaming elements in primary school lessons. Our major findings include that (1) most studies were published in technology-assisted learning journals, focusing on higher-grade students' natural science learning, through one GBL lesson conducted within one week; (2) theoretical foundations were absent in the majority of studies, with the rest implicitly or explicitly drawing upon Constructivist premises; (3) adopted GBL technologies were mostly self-designed, and used for formal learning; (4) Gamification was the most frequently used game genre and Intellectual Problem-Solving was the top gaming element to be incorporated and (5) there were more positive outcomes than mixed findings and more cognitive results reported than affective or behavioral dimensions. [ABSTRACT FROM AUTHOR]

The preservation of intangible cultural heritage (ICH) and the sustainability of an art form rely on the transmission of knowledge and continuous evolution in ways that can adapt to changing socio-cultural environments. This paper presents the development of a project that gamified the learning of Cantonese opera movements and evaluated its motivational effects and educational affordance. The serious game consists of a total of 30 foundation sets of Cantonese opera movements captured by a professional performer, which are challenged and scored against the player's movement through a motion-sensing camera. An evaluation was conducted by other Cantonese opera performers (N = 4), whose positive responses support the learning opportunities that could be afforded and its potential in stimulating learners' interest in Cantonese opera. Findings of this study implies the feasibility of applying digital game-based learning to the preservation of ICH. [ABSTRACT FROM AUTHOR]

Learning with digital games has gained considerable popularity. While digital game‐based learning has the potential to improve learners' language learning achievement, engagement and motivation, there still exists a gap when it comes to providing effective feedback to learners within these games. Conventional digital games generally provide learners with immediate error correction, which could be of less help to learners when learning complex language content, such as grammar. In this study, a metalinguistic corrective feedback‐based digital gaming approach is proposed. Moreover, an experiment was conducted to explore how digital games, combined with metalinguistic corrective feedback, affect novice English learners' grammar learning achievement, as well as their perceptions of learning motivation, self‐efficacy and flow experience during learning. Lag sequential analysis was also applied to identify differences in the behavioural patterns of the two groups. A total of 76 university students participated in this study. The experimental group learned the target grammar via digital games combined with metalinguistic corrective feedback, whereas the control group learned with digital games combined with regular feedback, which is immediate error correction. The results suggest that metalinguistic corrective feedback has a positive impact on students' grammar learning, and benefits students who have lower initial intrinsic motivation and self‐efficacy. Different feedback types also lead to diverse learning behaviours. Practitioner notesWhat is already known about this topic Feedback has substantial potential within the domain of digital game‐based learning.Proper instructional theories and strategies should be considered when designing digital games to guide language learners to engage in meaningful learning.What this paper adds Feedback that directs learners to rectify errors by emphasizing grammatical rules and language structures is referred to as metalinguistic corrective feedback. This study proposed a metalinguistic corrective feedback‐based digital gaming approach to explore the efficacy of such feedback in digital games.In addition to learning outcomes, learners' learning behaviour patterns were also recorded and analysed in this study.Implications for practice and/or policy It is potentially worth integrating metalinguistic corrective feedback into digital games to facilitate language learners' learning performances and perceptions.Metalinguistic corrective feedback has the potential to support learners with lower self‐efficacy and motivation to learn complicated language content.Future research can integrate different feedback models into digital games and investigate their effectiveness. [ABSTRACT FROM AUTHOR]

Digital games are widely used in education to motivate students for science. Additionally, augmented reality (AR) is increasingly used in education. However, recent research indicates that these technologies might not be equally beneficial for students with different background characteristics. Moreover, students with different backgrounds may differ in their self‐efficacy and interest when playing games and this could lead to differences in performance. Given the increased use of games and immersive technologies in education, it is important to gain a better understanding of the effectiveness of games for different student groups. This study focused on the role of students' socio‐economic status (SES) and examined whether SES was associated with in‐game performance and whether interest and self‐efficacy mediated potential associations between SES and in‐game performance. Since log data are increasingly used to predict learning outcomes and can provide valuable insights into individual behaviour, in‐game performance was assessed with the use of log data. In total, 276 early secondary school students participated in this study. The results indicate that SES has no direct or indirect effect through self‐efficacy and interest on in‐game performance. However, a lower self‐efficacy increased the likelihood to drop out of the game. These findings suggest that students from different socio‐economic backgrounds are equally interested and self‐efficacious while playing the game and that their performance is not affected by their background. The affordances of AR as an immersive learning environment might be motivating enough to help mitigate possible SES differences in students. Practitioner notesWhat is already known about this topic Digital games are an effective tool to increase motivation and learning outcomes of students.Students' self‐efficacy and situational interest influence learning outcomes and in‐game performance.It is unclear whether digital games are equally effective for students with different socio‐economic status.What this paper adds Socio‐economic status (SES) of students does not affect in‐game performance.Students with different SES are equally interested and self‐efficacious.Lower self‐efficacy and lower school track influence the likelihood of dropout.Implications for practice and/or policy Socio‐economic status does not fortify the possible performance differences between students and games can be utilized as a learning tool that motivates all students equally.There are students who do not optimally benefit when games are implemented in education and who may need additional support. [ABSTRACT FROM AUTHOR]