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This study aims to develop "Eco Quest: Guardian of the Elements" as an educational tool to enhance students' understanding of climate change and global warming concepts. The learning medium utilizes a game-based learning approach to make learning physics concepts engaging and interactive. This media aims to help students grasp complex concepts and foster a greater interest in physics. The research follows a research and development (R&D) methodology, explicitly employing the ADDIE model. The study involved 35 tenth-grade high school students as participants. During the development stage, validation data was gathered from media experts, including lecturers, to assess the effectiveness of the developed media. Pretest and posttest results revealed a 23-point improvement in student comprehension, with an N-Gain score of 37%. Overall, the "Eco Quest: Guardian of the Elements" learning tool has proven effective in enhancing students' understanding of climate change and global warming concepts. However, further research is recommended to investigate the long-term effects of this medium on students' attitudes, knowledge, and behavior regarding these issues.

The emergence of digital Game-Based Learning (GBL) has sparked interest in assessing its efficacy. This assessment needs to consider the complex mix of narrative and interactivity typical of video games, which makes it difficult to evaluate to what extent a video game achieves its stated learning objectives. This challenge is exponentially increased when gaming sessions happen spontaneously in informal contexts, without any supervision by educators or the option to assess the players’ prior knowledge and skills. This work presents a methodology for analyzing GBL experiences based on data science and the data collection functionalities offered by current game development platforms. This strategy is applied to the analysis of a social media simulator designed to promote information literacy within the video game Julia: A Science Journey. The system collected data on 436 sessions from 112 unique players over six months. The records included information on replayability, identification of fake news, and reaction times. The results suggest that players become more adept and swifter at identifying fake news through repeated games. Success in identifying misinformation is also related to the topic, with hoaxes related to scientific content being more easily recognized than those associated with political controversies.

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

Game-based learning environments (GBLEs) supplement classroom instruction so students can demonstrate their scientific reasoning abilities and increase knowledge, providing a platform that promotes interest and engagement in science. The goal of this study was to examine the effectiveness of game mechanics for science learning. This study identifies how two types of game mechanics—learning and assessment mechanics—are used by high school participants (N = 137) as they learn about microbiology with Crystal Island, a game-based learning environment for science education. Participants’ learning outcomes were evaluated in two ways: learning gains, which assessed participants’ domain knowledge acquisition, and game completion, which assessed participants’ ability to successfully demonstrate scientific reasoning abilities. Results from this study showed that game completion is not related to learning gains. However, as participants engaged with increasingly more assessment mechanics, learning gains decreased. Further, profiles of learners were extracted to better understand the learning process that best supports greater learning outcomes. Results showed that learners who engaged in less recurrent transitions across assessment mechanics were more likely to successfully demonstrate scientific reasoning abilities. Implications for the design of games which provide scaffolding based on process data of learners’ game mechanic use are provided.

Earlier studies repeatedly showed increased learner motivation due to game elements, while overall cognitive effects on learning outcomes were absent. One possible explanation for this discrepancy is provided by theories integrating cognitive and affective learning processes: the beneficial effect on learner motivation eventually balancing simultaneously higher cognitive processing demands associated with game elements. In this paper, we provide results of an empirical test of this theoretical suggestion. In particular, we report results of a value-added online experiment (with n = 61 participants, mostly students; 44 female, 15 male, 2 diverse; median age: 24 years), comparing a more gameful with a less gameful version of a learning task. In agreement with earlier studies, we find similar cognitive learning outcomes (δ < 0.2), but medium (δ = 0.5) and large (δ = 0.9) effects on affective and motivational outcomes, respectively. Furthermore, mediation models show that a small negative direct effect of game elements on cognitive outcomes (β = −0.2) is indeed effectively cancelled by an indirect path through motivational outcomes (β = +0.4). Overall, our results corroborate the tenability of the integrated cognitive affective model of learning with multimedia. This implies its feasibility in purposefully designing learning environments with specific motivational or cognitive aims in mind.

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

This study explores the nexus of gamification, artificial intelligence (AI), and mathematics cognition. Sample size of 71 responded in an intervention using game-based learning (GBL) approach. The purpose of designing the GBL was to enhance computational thinking and mathematical skills. The research employed multigroup partial least squares structural equation modelling (MGA-PLS-SEM) and artificial neural networks (ANN) through multilayer perceptron (MLP) as data analysis technique. The findings showed significant positive influence on class engagement, attitudes toward mathematics, as well as student performance. The analysis also revealed gender-related variations, which affirmed the model's consistency across diverse groups. The study validated the hypothesis and consequently advocated for the transformative potential of gamification, in preparation of 21st-century learners for AI-driven digital landscape. The implications are to ensure the integration of gamified elements into educational strategies, benefiting educators, curriculum developers, and policymakers resonating strongly for educators, curriculum developers, and policymakers.

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]

Introduction: In recent years, cryptocurrency has increasingly sparked interest among investors. Many people have invested in this field without adequate knowledge. Existing research has shown that using game design elements can be an effective method of education. Such learning interventions can potentially be a good match for educating market investors, as they provide risk-free simulations for novice investors to gain practical experience without having to be concerned about real financial losses. However, it is unclear how market investors perceive gamified and game-based learning interventions and whether they would adopt them for cryptocurrency education. Research Objectives: Our study investigated market investors' perceptions, needs and expectations regarding the integration of gamification and game-based learning interventions in cryptocurrency education. Methodology: We conducted an online survey with n=413 participants, including experienced market investors and people who are interested in cryptocurrency. Within the survey, we presented the mock-ups of two cryptocurrency learning interventions: a gamified cryptocurrency learning application, and a cryptocurrency learning video game. Results: From market investors' perspectives, our study revealed the benefits and drawbacks of incorporating gamification and game design principles to facilitate learning cryptocurrency. We identified the need to develop dynamic, accessible, reliable, and community-building gamified and game-based cryptocurrency learning interventions. Conclusion: From our findings, we propose guidance for the integration of gamification and games in cryptocurrency education, and we provide design recommendations for investor-specific cryptocurrency learning interventions. [ABSTRACT FROM AUTHOR]

This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of the generated output. Yet, due to their low opportunity cost, LLMs in education may pose some risk of over-reliance, potentially and unintendedly limiting the development of such expertise. Education is thus faced with the challenge of preserving reliable expertise development while not losing out on emergent opportunities. To address this challenge, we first propose a playful approach focusing on skill practice and human judgment. Drawing from game-based learning research, we then go beyond this playful account by reflecting on the potential of well-designed games to foster a willingness to practice, and thus nurturing domain-specific expertise. We finally give some perspective on how a new pedagogy of learning with AI might utilize LLMs for learning by generating games and gamifying learning materials, leveraging the full potential of human-AI interaction in education. [ABSTRACT FROM AUTHOR]

This paper investigates the potential and validity of ChatGPT as a tool to generate meaningful input for the serious game design process. Baseline input was collected from game designers, students and teachers via surveys, individual interviews and group discussions inspired by a description of a simple educational drilling game and its context of use. In these mixed methods experiments, two recent large language models (ChatGPT 3.5 and 4.0) were prompted with the same description to validate findings with expert participants. In addition, the impact on the models’ suggestions from integrating the expert’s role (e.g., "Answer as if you were a teacher.", "game designer", or a "student") into the prompt was investigated. The findings of these comparative analyses show that the input from both human expert participants and large language models can produce overlapping input in some expert groups. However, experts put emphasis on different categories of input and produce unique viewpoints. This research opens the discussion on the trustworthiness of large language model generated input for serious game development.

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

The use of game in education has been evidenced to improve students’ engagement in learning. However, much research shows that the use of game in learning is only effective for high school students, while its use for students of higher education is limited. Research on game in education has predominantly been occupied by Kahoot! while Quizizz has received less analysis. This research aims to explore student perception of Quizizz as a learning media and the related obstacles experienced in a library science study program of State Islamic University of North Sumatera in Indonesia. The research uses a combination of quantitative and qualitative methods, such as survey and focused group discussion, with a sample of 272 undergraduate students. The study found that the use of games in learning actively increased student engagement and led to a significant improvement in independence and self-control in learning. During the learning activity students maintain that they gain their self-confidence while enjoying the game. The research suggests that to increase learning achievement, educators should use various teaching strategies that encourage students’ active mental and physical engagement. Additionally, it is expected that this learning experience and content will enhance students' retentive memory.

Soft skills are critical for undergraduate students to succeed in the workplace, but there exists a gap between the skills possessed by undergraduate students and those required by the industry. This review explores the use of game-based learning (GBL) for developing soft skills among undergraduate students. The review aims to answer four research questions that cover essential aspects of GBL, such as its theoretical foundation, skill development, game design elements, and assessment methods. Following the Preferred Reporting for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, we selected 24 journal articles with empirical results from Scopus databases spanning 2017 to 2023, applying inclusion and exclusion criteria to finalize 18 articles for review. The review identified potential challenges in using GBL for soft skills development, such as the exploration of least developed soft skills, effectiveness of theoretical foundation adoption, game design elements development, and validation of assessment methods. This study aims to provide recommendations for game designers and educators to enhance GBL for soft skills development. The study proposes integrating established learning theories with emerging technologies and social media to provide a personalised learning experience, exploring generative AI in soft skills games, designing open-ended or sandbox game environments to develop innovation skills, incorporating in-game assessment features to assess self-management skills, aligning game rewards with learning objectives, encouraging peer-to-peer assessment, and collaborating with psychometricians to align captured data with the intended soft skills assessment. The study also highlights limitations and suggests future studies to address them, such as adopting emerging technologies to address limitations. Overall, the study contributes to the understanding of GBL for soft skills development and provides valuable insights and recommendations for future research and practice in this domain.

The presence of playful elements in learning environments is increasingly frequent in university settings. The objective of this study was to evaluate the gaming experience of the participants of an escape room activity developed in the second year of the Bachelor of Science in Nursing program. An escape room activity was carried out, based on 10 tasks, on the thematic content of the subject ‘History, Theory and Methods of Nursing II’, with students in the second year. After the game experience, the Gameful Experience Scale (GAMEX) questionnaire of 27 items in the validated version in Spanish and for nursing students was applied. An open-ended question was also included to allow the students to give their opinion on aspects of improvement, or their feelings during their performance, and a thematic analysis was utilized for this qualitative approach. A total of 107 students participated in the escape room activity, and 75 individuals acceded to the request to be surveyed. The results in the Enjoyment dimension showed that five of the six questions were assessed with the maximum score by the majority of respondents. In the Absorption dimension, between 15% and 25% of the sample did not manage to abstract themselves from the real world. In the dimensions of Creative Thinking and Activation, up to 70% managed to feel imaginative, creative, or exploratory, feeling active and excited. Nearly 85% of the sample reported the Absence of Negative Affect (hostility, annoyance, or frustration) during the game. In the Dominance dimension, up to 70% of the sample considered feeling influential during the game. Two categories were identified after analyzing the participants’ responses: room for improvement in the activity and feelings during the activity. In conclusion, the escape room is positioned as a useful tool for university teaching in nursing. This didactic game allows students to have fun while learning, and to value the knowledge and techniques provided by the subject while being able to work as a team.

Gamebooks and branching narratives are a specific form of interactive literature that allows the reader to participate in the story, making decisions that affect its final outcome. We describe one case-study of introducing branching stories in the context of higher education, and discuss how it possibly enhanced communication and collaboration skills as well as prosocial attitudes. We further generalize this experience to discuss how educators can use branching narratives to promote positive social change. To this aim, we clarify what social development and sustainability competences are, and show how educational activities based on branching narratives can effectively promote their acquisition. [ABSTRACT FROM AUTHOR]

This article aims to present the construction and characteristics of social-emotional game-based learning (SEGBL) - an intervention program for teachers, which aims to promote teachers' socio-emotional learning (SEL). The program is supported by the positive effects of SEL on students and leans on research claiming a direct and significant correlation between teachers' socio-emotional competencies (SEC), and the advancement of students' SEL. The program method is game-based learning, which by its very nature calls for experience, social interaction and emotional reflection and is particularly suitable for promoting SEL. Teachers' role in developing lifelong learners corresponds to the infrastructure of education systems that have been able to place students' mental health as a primary goal contributing not only to their mental well-being but also to their academic achievements. The Collaborative for Academic, Social Emotional Learning (CASEL) has united these streams into a comprehensive definition of SEL including five domains constituting educational concepts and ways of working. Teachers, who are responsible for imparting SEL skills to their students, must have knowledge of SEL and develop personal SEL skills. Few studies target how to cultivate SEL for adults. This intervention program will try to bridge this gap. This program will be evaluated further in the frame of empirical research.

Abstract Using games in education has the potential to increase students’ motivation and engagement in the learning process, gathering long-lasting practical knowledge. Expanding interest in implementing a game-based approach in computer science education highlights the need for a comprehensive overview of the literature research. This scoping review aims to provide insight into current trends and identify research gaps and potential research topics concerning game-based learning in computer science. Using standard methodology for scoping review, we identified 113 articles from four digital libraries published between 2017 and 2021. Those articles were analyzed concerning the educational level, type of the game, computer science topic covered by the game, pedagogical strategies, and purpose for implementing this approach in different educational levels. The results show that the number of research articles has increased through the years, confirming the importance of implementing a game-based approach in computer science. Different kinds of games, using different technology, concerning different computer science topics are presented in the research. The obtained results indicate that there is no standardized game or standardized methodology that can be used for the creation of an educational game for computer science education. Analyzed articles mainly implement a game-based approach using learning by playing, and no significant focus is given to the effectiveness of learning by designing a game as a pedagogical strategy. Moreover, the approach is mainly implemented for developing computational thinking or programming skills, highlighting the need for its implementation in other topics beyond programming.

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

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

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

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

Gamebooks and branching narratives are a specific form of interactive literature that allows the reader to participate in the story, making decisions that affect its final outcome. We describe one case-study of introducing branching stories in the context of higher education, and discuss how it possibly enhanced communication and collaboration skills as well as prosocial attitudes. We further generalize this experience to discuss how educators can use branching narratives to promote positive social change. To this aim, we clarify what social development and sustainability competences are, and show how educational activities based on branching narratives can effectively promote their acquisition.

Introduction The medical subinternship (also known as an acting internship) offers postclerkship medical students an opportunity for significant professional development. However, the skills required of a successful subintern—efficiency, patient triage, and advanced organization—are distinct from skills generally refined during the medicine clerkship. Few published curricula exist to prepare postclerkship students for success in this new role. To address this training gap, we introduced a novel tabletop role-playing game to equip medical subinterns with the necessary skills to deliver safe and efficient patient care. Methods We created an hour-long game-based learning session for rising internal medicine and family medicine subinterns. Led by a single facilitator, students worked together to triage and complete tasks in a gamified simulated environment of a morning on the wards. To assess the session, we surveyed participants (N = 130) immediately after activity completion. Results Eighty-three participants completed the postactivity survey, for a response rate of 64%. A majority of students agreed that TaskMaster: The Subintern Adventure Game met its educational goals of increasing comfort with task prioritization, organization, and patient triage. Ninety-three percent of respondents (77 of 83) either agreed or strongly agreed that they felt more prepared to be a covering provider for patients after the activity. Participants also reported high engagement with the activity. Discussion Leveraging the interactivity, teamwork, and contextualized practice of game-based learning can offer low-cost and adaptable opportunities to teach higher-order clinical skills and increase preparedness for the subinternship.

In the language learning literature, games often deal with foreign language vocabulary, but rarely with learning sentences, and barely with conversations. This study set out to examine the effects of game-based learning on foreign language learners' learning of sentences and discourse-level forms in the following settings: "learning with game playing," "learning with game designing," and "learning without games." Analysis of the participants' data showed that "learning with game playing" exerted the most significant effect on learning motivation. "Learning without games" was particularly facilitative in terms of short-term gains, especially when the learning content was limited. However, its advantage was reduced as the learning content became more extensive. In contrast, "learning with game designing" was better able to boost learners' attainment, especially when learning content became more extensive; and it was most helpful in terms of promoting and retaining the gain in the long term. Insights from this study provide important pedagogical implications for differentiated game-based learning practice for foreign language learners. [ABSTRACT FROM AUTHOR]

Game based learning merupakan pembelajaran berbasis game yang melibatkan permainan dalam proses pendidikan, bertujuan untuk meningkatkan aktivitas pembelajaran. Tujuan dari penelitian ini yaitu untuk menangkap lansscpae penelitian terkait game based learning dalam pembelajaran di sekolah menengah dari tahun 2005 sampai dengan tahun 2023. Metode yang digunakan adalah analisis bibliometrik. Database yang digunakan dalam mengumpulkan informasi terkait yang diperlukan yaitu dari database scopus. Publikasi penelitian Game based learning pada sekolah menengah dari tahun 2005 hingga 2023 mangalami peningkatan dalam beberapa tahun terakhir. Jumlah kutipan terbanyak yaitu pada tahun 2013. Negara Amerika Serikat menjadi negara yang paling berpengaruh pada bidang ini. Fokus penelitian terkait Game based learning pada sekolah menengah yaitu, 1) computational thinking dan understanding; 2) science, teknologi dan development; 3) experience dan environment. Tema baru terkait penelitian Game based learning pada sekolah menegah yaitu self efficacy, computational creativity, inquiry, ar technology dan mathematical problem.

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

Many undergraduate students hold robust misconceptions about the emergent nature of molecular processes, believing them to be directed rather than random. Interactive simulations might help transform such misconceptions by visualizing stochastic processes in a time-independent medium and enabling students to manipulate the environment to test their naïve hypotheses. Furthermore, game-based learning (GBL) might enhance the effectiveness of such simulations by promoting productive negativity (PN), i.e., learning from failure. In a randomized controlled trial with pre-test, post-test and delayed one-year follow-up, undergraduates (n = 84) engaged with either a GBL or interactive simulation (SIM) environment for 20–45 min and were compared to a baseline group (n = 138). GBL (p = 0.035) and SIM (p = 0.069) resolved more misconceptions than baseline but did not differ from each other (p = 0.992). GBL group also trended toward more positive long-term conceptual change. In-game interactions generated in response to PN were predictive of conceptual change in the GBL group alone, suggesting that PN may only be effective when supported by game design. Participants’ native English-speaking status had a moderating effect, with native-speakers performing well in GBL and poorly in SIM environment, while the opposite was true for non-native-speakers, which, as discussed herein, may be aligned with cultural differences in acceptability of GBL. The GBL intervention generated longer voluntary use (p = 0.005), especially amongst frequent game-players. The results inform how GBL/SIM approaches can implement PN as a mechanism for conceptual change about molecular emergence.

The integration of technology in educational settings has gained popularity, aiming to enhance student engagement and motivation. Kahoot! digital tool activities have emerged as a favored choice for creating dynamic and captivating learning environments. This study investigates the impact of incorporating Kahoot! on students’ learning outcomes and motivation to learn science. The research utilized a quantitative methodology, collecting data through pre- and post-questionnaires administered to both experimental (N = 53) and control groups (N = 56). This study identified that integrating Kahoot! activities led to a significant improvement in students’ grasp of scientific concepts and principles. Moreover, a noteworthy increase in self-efficacy, interest, and enjoyment levels was observed among students in the experimental groups. This indicates that Kahoot! activities not only enhance students’ understanding of scientific concepts but also amplify their motivation to engage with the subject matter. This study also explored potential demographic variables that could influence these outcomes. Notably, the findings suggest that grade level plays a role in students’ motivation to learn science. In conclusion, this study underscores the potential of Kahoot! activities to positively influence students’ science learning experiences, emphasizing the importance of cultivating dynamic and captivating learning environments.

Designing engaging serious board games that effectively address students' diverse and complex needs presents a significant challenge for educators. As a possible solution, Large Language Models (LLMs) such as ChatGPT can assist educators in designing and evaluating game-based learning experiences. This study explores three primary ways ChatGPT can enhance educators' game design process. Firstly, ChatGPT can assist with brainstorming, suggesting game themes and mechanisms aligned with curriculum and learning goals. Secondly, it can provide templates or exemplars of game components, allowing educators to create customized games that offer what their students need. Lastly, ChatGPT can offer valuable feedback on game prototypes, identifying areas for improvement and guidance to enhance the game's efficacy as an educational tool. We attempted to advance the ongoing discourse on the roles of artificial intelligence and board games in education by providing valuable insights into the potential of these tools.

This study examines how 12-15-year-old students use information while playing Geome, a mixed reality game intended for museum school visits. Geome presents environmental issues, prompting students and asking them to discern and dismiss misinformation and rumors. The study aims to analyze the students' playful learning experience and their perspective on the game. It focuses on the students' critical thinking, interactions and beliefs about knowledge and knowing, referred to as personal epistemology. Adopting a qualitative approach, the research was conducted across three classes in a museum. A combination of audio, video, and in-game interactions was collected from specific moments during gameplay and analyzed according to epistemological dimensions (Certainty, Simplicity, Source, Justification). Video analysis suggests that when faced with ill-structured problems within a playful scenario, some students are spurred to actively process information and develop critical thinking skills. Meanwhile others remain entrenched in their initial conceptions about the nature of knowledge and the act of knowing. The study discusses how the game's characteristics shape students' personal epistemology. Overall, this research demonstrates that games in museum contexts have the potential to promote active learning and critical thinking in some students, when confronted with complex or ill-structured problems.

The demand for practical, engaging, and enjoyable learning experiences has led to a shift in student preferences. Students now seek active learning approaches that prioritize their involvement and utilize technology. In response to this demand, simulators and serious games have emerged as effective strategies in education. Serious games offer numerous benefits, including the promotion of critical thinking, creativity, problem-solving skills, and improved knowledge retention. However, it is crucial to ensure that serious games are well-designed to maintain their appeal and playful nature. Inadequate requirements definition during the initial stages of development can lead to issues in game design. This article emphasizes the importance of establishing clear requirements and objectives in the creation of serious games for educational purposes. By doing so, effective serious games can be developed that meet the needs of students and align with educational goals. This systematic approach to game development ensures that the games are engaging, effective, and conducive to learning.

Accumulating evidence indicates that game-based learning is emotionally engaging. However, little is known about the nature of emotions in game-based learning. We extended previous game-based learning research by examining epistemic emotions and their relations to motivational constructs. One-hundred-thirty-one (n=131) 15–18-year-old students played the Antidote COVID-19 game for 25 minutes. Data were collected on their epistemic emotions, flow experience, situational interest, and satisfaction that were measured after the game-playing session. Learners reported significantly higher intensity levels of positive epistemic emotions (excitement, surprise, and curiosity) than negative ones (boredom, anxiety, frustration, and confusion). The co-occurrence network analyses provided new insights into the relationships between motivational and emotional states, where high-intensity flow experience, situational interest, and satisfaction co-occurred the most often with positive epistemic emotions. Results also revealed that a high-intensity flow can be experienced without high levels of situational interest in the topic. That is, gameplay can engage learners even though the learning topic does not interest them. This highlights the importance of intrinsically integrating the learning content with core game mechanics, ensuring the processing of the learning content. The study demonstrated that epistemic emotions, flow experience, satisfaction, and situational interest reveal different qualities of game-based learning. The results suggest that at least flow, situational interest, and epistemic emotions should be measured to understand different dimensions of engagement in game-based learning. Overall, the study advances prior research by clarifying relationships between epistemic emotions and motivational constructs.

This research delves into the use of simulation games as a learning tool in logistics education, with a focus on the Logistics Simulator and Production Game Simulator. Through an analysis of these two cases, relevant findings were uncovered. Firstly, simulation games can recreate concrete experiences, allowing students to engage with challenging problems in a practical manner. In addition, simulation games offer a platform for experimentation with diverse scenarios, enabling students to hone their decision-making skills in a safe environment. Furthermore, the degree of motivation and engagement exhibited by students was found to be positively correlated with their experience gained through simulators. However, while the results obtained from the simulator were associated with student motivation and engagement, the study did not yield conclusive evidence in terms of student learning outcomes. The findings underscore the significance of employing strategies that enhance student motivation and support deep learning, thereby enabling students to apply and transfer knowledge to new situations. Notably, simulation games have great potential in logistics education as they facilitate faster and more enjoyable comprehension of key decision-making factors. Nevertheless, limitations of this study include the small sample size in both cases, which restricts generalizability, and the lack of consideration for sociodemographic factors in the baseline survey. Future research should address these limitations for more reliable findings on the specific needs of students in game-based and experiential learning contexts.

The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analog games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analog games in learning processes. It intended to systematize the contemporary state of the art (2012-2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games--including mechanics and other characteristics--and the current discussions around inclusion and accessibility in analog game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus--Elsevier, and Web of Science databases, as well as other peerreviewed "grey literature" sources. The search resulted in an initial sample of 2,741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analog games in educational contexts--based on their educational potential--with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies. [ABSTRACT FROM AUTHOR]

Background: Petri nets are a formal specification technique for modelling of control processes and modern flexible manufacturing systems. Interpreted Petri nets take into account input and output signals, allowing to apply them in any control system or even in control part of a cyber-physical system. Due to the fact that Petri nets are not used in the industrial practice, the students sometimes lack motivation to learn them. Contributions: In the paper we propose how to help students learn interpreted Petri nets with Minecraft (as a game-based learning). We show how interpreted Petri nets can be modelled in Minecraft and how they communicate with the surrounding environment via input and output signals to visualize control processes. The proposed approach has been validated experimentally among university students. Hypotheses: (1) Creating interpreted Petri net models with Minecraft helps to understand the basic principles; (2) Minecraft makes the course more attractive. Methodology: Students were divided into an experimental group (with game-based learning) and a control group (with traditional learning). The experimental group filled in a knowledge test twice (on the entry and on the exit) and a questionnaire. The control group filled in the same knowledge test at the end of the course. Findings: The observations confirm that the Minecraft-based teaching of interpreted Petri nets allows to gain better results in final tests, making at the same time the course more attractive and enjoyable. [ABSTRACT FROM AUTHOR]

科技的進步促進了研究的設計與分析方法，原本只能依賴質性研究的歷程性議題，藉由行為分析技術，能充分地捕捉質性歷程而使其具象化，方便質性歷程資料的再現、整理、檢視、比較與結果的討論。本研究即以質化與量化資料兼備之混合設計，探討專家與生手在數 位五連方拼圖遊戲歷程的線上操作行為模式之差異，研究對象為47位國小四、五年級學生。研究結果顯示，專家組在空間能力測驗的表現都顯著地優於生手組，且在各關的各解平均操作次數皆少於生手組，但在困難關卡中才達顯著差異，簡單關卡則否，並且專家與生手在不 同難度關卡的解題歷程中，都展現出不同的序列行為模式。專家能持續監控與評估解題歷程，且於必要時能做出快速且適當的修正，進而減少操作次數，提升解題效能。因此在各類將生手育成專家的訓練需求中，需確認是否已培養生手具備系統性思維，才能持續地監控歷程、環境脈絡關係並評估解決方案，亦即讓生手習得如專家一般的問題解決思維與策略，最終方能展現出專家或趨近於專家的表現行為。本研究結果對於空間能力領域以及任何其他領域欲「促進生手育成專家」的研究，提供教學介入、數位內容、人工智慧輔助教學設計或遊戲式學習在未來研究與應用的設計參考。 The rapid advancement of technology has led to vigorous growth in research and the applications of digital learning, including digital game-based learning. Digital game-based learning improves learning achievement (Sung & Hwang, 2013; Sung et al., 2015) and learning motivation (Hao & Lee, 2019; Srisawasdi & Panjaburee, 2019), and it enhances higher-order thinking such as critical thinking (Chang et al., 2019; Hussein et al., 2019) and problem-solving (Hwang et al., 2014; Yang, 2015). Digital game-based learning promotes learning in the form of entertainment, and it has thus attracted considerable attention in learning and instruction recently. Advances in technology have also facilitated research designs and analysis methods. Procedural issues that formerly relied on qualitative research methods can now be fully captured and visualized using learning analytics technology, which facilitates the representation, organization, inspection, comparison, and discussion of procedural data. Procedural data on learning can be used to better explain or predict end performance. Procedural learning analytics can be used to explain learners’ different end performance; and when learners’ end performances are the same, procedural learning analytics may provide a more detailed and refined explanation of their performances. Procedural learning analytics can also provide useful information for optimizing learning designs and environments to improve learning outcomes (Hwang, Chu et al., 2017). Various learning analytics methods aim for different research purposes and designs. Lag sequential analysis is one such method that has been attended in related research. Although spatial ability is innate and varies among individuals, it can be enhanced through training and learning (Cherney, 2008; Nazareth et al., 2013; Vander Heyden et al., 2017). Spatial ability is related to mathematics capability (Ke, 2019; Krisztián et al., 2015; Ramirez et al., 2012); future attainment in science, technology, engineering, and mathematics (Kell et al., 2013); and future career choices (Jirout & Newcombe, 2015; Uttal & Cohen, 2012). Spatial ability can be improved through digital game-based learning (Hung et al., 2012; Lin & Chen, 2016; Taylor & Hutton, 2013). Pentomino blocks (referred to as Pentomino) constitute an effective material for spatial ability training. Pentomino jigsaw puzzles promote spatial ability (Yang & Chen, 2010). In Pan and Jeng (2018), players applied problem-solving skills that are related to spatial ability during gameplay; different players (experts and novices) applied different problem-solving thinking and strategies. Consequently, their procedural problem-solving skills and strategies also differed. Experts were more systematic in operation and tended to evaluate their outcomes repeatedly, although necessary actions were quickly completed; therefore, the total task time an expert used would be the same as that of a novice. Jeng et al. (2010) combined Thinking Aloud and Pentomino in a spatial performance test for adult participants and observed that for the average number of operations and average operation time, experts and novices were significantly different in the difficult-and-singlesolution tasks only but not in the simple-and-multiple-solution tasks. Research comparing expert and novice problem-solving has primarily evaluated quantitative data. The procedural differences between these two types of players in digital game-based learning require further research (Loh et al., 2016). Only Pan and Jeng (2018) employed Mining Sequential Patterns with Time Constraints to analyze the spatial operation behaviors of experts and novices in the Digital Pentomino Game for adult participants. On the basis of the procedures described by Pan and Jeng (2018) and Jeng et al.’s (2010) manipulation of the Digital Pentomino Game, the present study applied a novel and more detailed approach to determine differences in spatial performance between experts and novices. This study used a mixed-methods research design. In the first stage, the independent t-test was used to analyze the spatial ability test scores and the average number of operations of each level in the Digital Pentomino Game. In the second stage, the Lag Sequential Analysis was used to analyze and visualize the procedural operation differences between the two groups in each game level. This study explored the following research questions: 1. Are there significant differences between experts and novices in their scores on three spatial ability tests? 2. Is there a significant difference between experts and novices in the average number of operations for each level of the game? 3. Are there significant differences between experts and novices in the sequential procedural analysis for each level of the game? This study adopted the Digital Pentomino Game system developed by Pan and Jeng (2018). The game contains six levels. The first to fifth levels involve tasks of two-piece Pentomino combinations, and the sixth level involves a task of three-piece Pentomino combinations. Each level contains single or multiple solutions. The three spatial ability tests used are outlined as follows: 1. Jeng and Li (2014) Computerized Mental Rotation Test 2. Jeng and Liu (2016) Computerized Mental Rotation Test 3. Jeng and Chen (2013) paper-and-pencil standardized spatial ability test The study participants were 47 fourth- and fifth-grade children (aged between 10 and 11 years). This age range is a critical period for the development of children’s spatial abilities, and it is also a critical period for the emergence of gender spatial differences. With advancements in science, technology, and education, and changes in children nurturing in recent years, the stable age at which children can undertake computerized measures of mental rotation ability (one of the factors of spatial ability) in geometric cubic form is as young as 10 years, in contrast to 13 years as reported by earlier studies. The study results revealed that the expert group performed significantly better than the novice group on the three spatial ability tests. The expert group had a lower average number of operations per solution in each game level than did the novice group, but the differences were significant only in difficult levels and not in simple levels. The experts and novices exhibited different sequential behavioral patterns in solving every difficult level and simple level as well. The experts continually monitored and evaluated their problem-solving procedures and made quick and appropriate corrections when necessary, thereby reducing the number of operations and improving problem-solving efficiency. This implies that in training programs aimed at cultivating novices into experts, novices must be trained to think systematically so that they can develop the ability to continually monitor task performance and environmental contexts when evaluating solutions. Specifically, novices should be trained to acquire expert-like thinking and strategies so that they can ultimately perform as experts or close to experts. The results of this study provide design suggestions for related applications and research in teaching intervention, game-based learning at the critical stage of spatial ability development, digital content design, learning analytics methods, and variables of investigative interests in the spatial field and any other fields that involve cultivating novices into experts.