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This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. [ABSTRACT FROM AUTHOR]

Cross-lingual event retrieval is an information retrieval task aimed at cross-lingual event retrieval among multiple languages to find text or documents related to a specific event. Specific to Chinese-Vietnamese cross-language event retrieval, it involves using Chinese as a query to retrieve Vietnamese documents related to the query event. The critical issue is how to efficiently align query and document representations with limited resources. Existing cross-language pre-training models are trained on large-scale multilingual corpora, but their training goals do not include explicit language alignment tasks. Due to the uneven distribution of training corpora between different languages, these models have The problem of language bias. Therefore, this linguistic bias is also inherited in cross-lingual retrieval based on these models. To solve this problem, this paper proposes a Chinese-Vietnamese cross-lingual event retrieval method based on knowledge distillation. This approach enables the model to learn good query-document matching features from monolingual retrieval by transferring knowledge from high-resource to low-resource languages. By enhancing the alignment between queries and documents in different languages in a shared semantic space, the method improves the performance of Chinese-Vietnamese cross-lingual event retrieval. [ABSTRACT FROM AUTHOR]