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The effectiveness of digital game-based language learning (DGBLL) has been recognized by scholars. With the development of computer technology and multimedia learning environments, computer agents have been widely used in game systems to provide learning guidance or assistance. A computer agent is a virtual character created in a digital learning system to achieve instructional goals. However, in traditional teaching systems, computer agents are designed to perform a single role, such as a teacher or a student. Computer agents with a single interactive logic often lack the functionality required to understand students' conditions and needs from various perspectives, and cannot adapt for better learning support. Therefore, this study proposed an adaptive role-switching strategy that allows computer agents to adjust their roles and functions according to students' needs in digital games to promote their learning achievement. An adaptive computer agent-based digital game was developed to investigate the impact of this model on English vocabulary learning achievement, motivation, self-efficacy, and English anxiety among EFL (English as Foreign Language) students. A quasi-experiment was designed and 56 middle school students in four classes were recruited. Two classes (n = 30) were arranged to be the experimental group which used an adaptive computer agent-based digital game (adaptive computer agent-based digital game, ACA-DG), while two classes (n = 26) were arranged to be the control group which used the conventional computer agent-based digital game (conventional computer agent-based digital game, CCA-DG). The results showed that students in the experimental group had significantly higher learning achievement and self-efficacy than those in the control group. On the other hand, students in the experimental group had significantly lower English anxiety than those in the control group. There was no significant difference between the two groups regarding learning motivation. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper discusses the potential of DGBL to facilitate transformation in the context of religious education, arguing for the fact that it is immersive, interactive, and experiential. The paper outlines how this could substantially provide a more engaging learning environment for students, develop critical thinking, and ensure effective learning outcomes. This study explores the advantages and challenges involved in integrating DGBL into curricula for religious education in regard to the alignment between digital game design and pedagogical objectives. These are the important discussions of the application of methodologies in education, constructivist and experiential learning theories, and incorporation of cognitive load optimization strategies to ensure that DGBL does not just enchant students with games but fosters deep understanding of religiously related concepts. Of importance is sharing information to ensure that the content of digital games correctly exemplifies the various traditions of religion and student identity to foster belongingness and respect towards cultural diversity. This paper also takes on board some of the pragmatic issues, among which are professional development by teachers, game design challenges, and possible resistance from other stakeholders who are concerned by the perceived risks associated with gaming. This paper argues that the strategic use of DGBL as a methodology will permit educators to design personalized, engaging, and culturally sensitive learning contexts that enhance students' understanding of and engagement with religious teachings, thus working towards a framework of more inclusive religious education. [ABSTRACT FROM AUTHOR]

This paper seeks to construct a narrative woven around the academic ventures and tribulations of third-year students who, in their initial university chapter, stumbled on the academic hurdles of General English 1 and 2 examinations and to immerse in a realm where digital game-based learning takes centre stage, exploring its potential as a naturally intuitive learning modality, and perhaps, a catalyst for educational triumphs within a structured programme. The journey ventures deep into the playful innateness of students, where learning subtly intertwines with inherent literacies developed in worlds beyond academia. As we navigate through this paper, we shall delineate the nuances of digital game-based learning, meander through pertinent theoretical terrains, and unfold the findings from our venture where students at the University of Montenegro were gently nudged to embrace English language acquisition within a milieu strikingly divergent from traditional academic paradigms. The question that underpins our research paper is: Can game-based learning not just illuminate paths of academic advancement but also meaningfully elevate those traversing its trails? If such a methodology does indeed hold the promise of not just aiding but elevating students to loftier academic realms, its integration into second language programmes within our university warrants profound consideration and deliberate action. In quest of answers, our study sought to unearth the potential impacts of digital game-based learning over a single academic year, approximately spanning ten months, diligently exploring whether it could indeed be a positive force for student advancement. Within the Montenegrin academic landscape, to our knowledge, no such longitudinal study has been previously undertaken. Thus, our endeavour does not only seek to fill a research void but also aspires to kindle further explorations into this intriguing academic frontier, infusing the Montenegrin educational landscape with fresh perspectives and perhaps, unveiling new pathways for student success. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the differences in learners' emotion, cognitive load, and cognitive performance among various scaffolding DGBLs, and the influences of emotion and cognitive load on cognitive performance when using DGBLs. Participants were 97 adult learners from some community college, randomly divided into the control group with 32 participants using non-scaffolding DGBL, the experimental group I with 34 participants using hard scaffolding DGBL, and the experimental group II with 31 participants using soft scaffolding DGBL. Results revealed: 1. positive emotion, germane cognitive load, and cognitive effectiveness and efficiency in scaffolding DGBL were significantly higher than those in non-scaffolding DGBL; negative emotion and extraneous cognitive load were significantly lower than those in non-scaffolding DGBL; 2. positive emotion in soft scaffolding DGBL was better than that in hard scaffolding DGBL, whereas there were no significant differences in negative emotion between both scaffolding DGBLs; 3. taking soft and hard scaffolding DGBLs together, positive emotion and germane cognitive load positively influenced cognitive effectiveness or efficiency; negative emotion, and intrinsic and extraneous cognitive load negatively influenced cognitive effectiveness or efficiency. Practical and theoretical suggestions were raised as references for researchers and teachers. [ABSTRACT FROM AUTHOR]

The study was set to investigate the effectiveness of meaning-given (meaning-G) and multiple-choice (choice-G) glosses in enhancing incidental vocabulary learning by word learning activities developed with a tablet digital game (DGBVL). Fifty-four Persian speakers (13-14 years old) were divided into meaning, choice, and control (CG) groups randomly after their vocabulary knowledge sizes were measured (2100-2400). After administering two pretests, measuring receptive and productive knowledge of 20 concrete nouns, participants played a commercial adventure game. They read a modified game guide and completed a chapter of the game in pairs. Meaning-G had a single Persian definition, choice-G had three, and CG had none on the page margins. Three weeks later, the participants took post-tests, receptive and productive, without forewarning. Moreover, qualitative data were collected. Results showed that 1) DGBVL activities could enhance incidental learning of the target words regardless of the gloss types; 2) contrary to our expectations, meaning-G enhanced target word productive knowledge acquisition much more effectively than choice-G; and 3) glosses led to different vocabulary learning strategies. This study extends the literature by advising prospective teachers to employ meaning-G to enhance vocabulary acquisition through DGBVL activities effectively. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has drawn the attention of educators to the blended learning model. This study developed a remote blended game-based learning activity that integrates digital game–based learning (DGBL) and blended learning (including online synchronous and asynchronous learning). This method emphasizes that in the online synchronous learning activity, students firstly use mini-educational digital games for group collaborative autonomous pre-learning and then take part in a problem-solving discussion activity guided by the teacher. Afterwards, students complete personal inquiry learning tasks in the asynchronous online activity and conduct asynchronous discussions. This study employed a quasi-experimental design. Participants were 73 senior high school students. The first group used the remote blended game-based learning that integrated DGBL into online synchronous learning. The second group used the face-to-face blended game-based learning approach that integrated DGBL into physical classroom learning. The third group used the remote blended video-based learning that integrated online synchronous video-based learning. The three groups conducted the same online asynchronous inquiry learning tasks. The results found that the remote blended game-based learning activity not only significantly promoted the students' learning performance in online synchronous learning but also supported their learning performance in online asynchronous learning. Besides, most students' discussion messages were mostly related to the learning tasks and topic. [ABSTRACT FROM AUTHOR]

Playing is connected at a deep level to how we learn, participate in and create culture, as it is dynamic, complex and even unpredictable just as learning is (Reinhardt, 2019). Even Plato in his Theaetetus recognises the importance of such a component in experiencing culture and knowledge. Could playing (or gaming) therefore be a useful didactical approach in promoting the study of ancient Greek around the world? From 10th May 2023 at 1 pm. until 1st June 2023 at 1 pm., an internet survey was conducted online by the researcher Irene Di Gioia through the use of Google Forms questionnaires. This questionnaire was distributed via different social networks and communication tools. The survey aimed to understand if people around the world are interested in the idea of learning ancient Greek via a video game and if so, which video gaming activities learners prefer. The goal of the survey was therefore to understand if a ludic pedagogical approach using Digital Game-Based Learning could theoretically represent an interest experience for learners or potential learners, and furthermore to investigate their feelings, prejudices, and motivations regarding the study of ancient Greek. From the analysed data the researcher will therefore develop a video game to teach ancient Greek language and culture, which comprises the focus of her ongoing PhD dissertation at Georg-August University of Göttingen (Germany) and Alma Mater Studiorum University of Bologna (Italy).

The field of interdisciplinary art education, particularly through digital game-based learning, lacks empirical research on the art learning process and the competencies gained along the process. To address this research gap, this study collects data through experiment and post-experiment interviews from 20 science and engineering college students who participated in a 1-month digital game-based art learning program. The findings reveal three learning process cycles involved during art educational digital gameplay, namely the game action cycle, the experiential learning process cycle, and the game response cycle. Throughout the three process cycles, 29 learning outcomes were identified based on students' gameplay experiences. These outcomes are then categorized into three themes, including enhanced self-management, enhanced learning experience, and refinement of proprioceptive competencies. Overall, this study highlights the digital learning process in the context of interdisciplinary art education and emphasizes the importance of valuing the outcomes gained from digital game-based learning in art education. [ABSTRACT FROM AUTHOR]

This research aims to propose a pedagogical model that structures the implementation of digital game-based learning (DGBL) in science classes. Design-based research guided the design, development, implementation, and redesign processes of the prototype pedagogical model. The principles that informed the design of the model were gleaned from empirical data on DGBL conditions in junior high schools and science teachers' DGBL practices and perceived barriers to implementing DGBL. Curriculum and science education experts reviewed the model and found it usable, adoptable, implementable, and appropriate for junior high school science classes. The lesson designed based on the model improved junior high school students' motivation to learn and achievement in science. Likewise, science teachers perceived the pedagogical model to be easy to use, useful in science teaching, beneficial for students, and able to enhance their teaching efficiency and productivity. This study is the first to propose a DGBL pedagogical model for science.

Creativity has been proven to be a core competitiveness in the twenty-first century. Although many experimental studies have confirmed that game learning can improve creativity, some studies have contrary results. Currently, there are very few, and primarily incomplete, meta-analyses integrating experimental studies of educational gaming’s impact on creativity. The current meta-analysis included 29 articles from 2002 to 2022, containing 116 effect sizes and 4,159 student subjects. The results showed that the overall mean weighted effect size was 0.84, indicating that game learning significantly positively affected students’ creativity compared with non-game learning. In addition, the mean effect size was moderated by digital content, teaching strategies, educational stages, publication sources, and class size but not by patterns, disciplines, and experiment duration. Accordingly, this study provides new insights and suggestions on improving creativity via game learning design and implementation as a reference for researchers, teachers, game designers, and developers in the field of creativity.

The escape room game is an example of digital game‐based learning that has become a popular learning tool in recent years. However, not enough is known about enthusiasm for and promising reports of the use of escape rooms in education. The purpose of this study was to investigate the effects of escape room game‐based civics education on eighth grade students' learning motivation, critical thinking and flow experience. To explore the effects, a quasi‐experimental pretest–posttest with a control group design method was employed. The participants were 76 eighth grade students. The subjects were divided into two groups: the experimental group, which used an escape room game, and the control group which used the Google classroom digital platform. The results of the study indicated that there was a significant difference between the two groups in favour of the experimental group in terms of learning motivation. There was a significant difference between the two groups' critical thinking in favour of the experimental group for the ‘assumption’ and ‘interpretation’ subscales of the critical thinking test. Regarding flow experience, the experimental group performed significantly better than the control group. Finally, based on the research results, suggestions are made for the future use of escape room games for teaching and for future research. Practitioner notes What is already known about this topic Escape room games have substantial potential for enhancing learning, motivation and critical thinking. Studies promoting mental flow, integrating complex skills and using multiple strategies in a game context are limited. What this paper adds Students' mind flow experience and critical thinking were enhanced through escape room games. The escape room game made the learning process more varied, triggered students' interest, and improved their learning motivation. This study compared the effect of escape room game‐based learning with the Google Classroom platform, not the traditional teaching approach. Implications for practice and/or policy Escape room games offer learners innovative opportunities to develop critical thinking skills. Using an appropriately designed escape room as a game‐based learning environment is an effective and motivating game‐based learning approach. The realistic and interactive nature of escape room games is an important factor that influences learners' mind‐flow experiences. What is already known about this topic Escape room games have substantial potential for enhancing learning, motivation and critical thinking. Studies promoting mental flow, integrating complex skills and using multiple strategies in a game context are limited. What this paper adds Students' mind flow experience and critical thinking were enhanced through escape room games. The escape room game made the learning process more varied, triggered students' interest, and improved their learning motivation. This study compared the effect of escape room game‐based learning with the Google Classroom platform, not the traditional teaching approach. Implications for practice and/or policy Escape room games offer learners innovative opportunities to develop critical thinking skills. Using an appropriately designed escape room as a game‐based learning environment is an effective and motivating game‐based learning approach. The realistic and interactive nature of escape room games is an important factor that influences learners' mind‐flow experiences. [ABSTRACT FROM AUTHOR]

AbstractIntegrating digital game-based learning (DGBL) into mathematics teaching has gained significant attention for its potential to improve learning outcomes. However, adopting DGBL in mathematics remains challenging, particularly in resource-constrained contexts such as South Africa. Consequently, this study used the Technology Acceptance Model (TAM) to investigate mathematics teachers’ adoption of DGBL in their classrooms. We interviewed twenty-four primary and secondary school mathematics teachers in the Northern Cape province about their use of DGBL. Inductive thematic analysis was employed to analyze the data. The findings revealed that external variables such as language barriers, teachers’ technophobia, parental influence, and students’ limited reading skills negatively influenced teachers’ perceived usefulness of digital games. We also found that the teachers’ attitudes toward DGBL, which were influenced by their positive perception of it, influenced their intention to use digital games for mathematics purposes. The study recommends targeted policy interventions, including the development of multilingual digital tools and comprehensive professional development programs, to enhance the adoption of DGBL among South African mathematics teachers. [ABSTRACT FROM AUTHOR]

Abundant research has tried to understand how games can be designed and used effectively to improve the learning process and to examine the correlations between digital learning games and student motivation, engagement, and knowledge retention. The current study examined the correlation between learning through digital game-based learning (DGBL) and students' achievements, their sense of involvement, and motivation for learning. Using a quantitative approach, data was drawn from questionnaires and exams in two subjects: literature and language. Participants were 320 male and female students aged 12–14 attending a single middle school participated in the study. The students were randomly divided into three groups, each group was given a unique teaching and learning method. Group 1 studied and practiced using the traditional method (a teacher who teaches in the classroom and worksheets for practice), Group 2 studied with the traditional method but practiced with a digital game and Group 3 learned and practiced using a digital game. The findings showed that the students' attained significantly higher achievements in the group that was taught traditionally but practiced with a digital game. It was also found that when digital learning games are integrated into teaching and learning, the students' motivation and involvement in the class increased. [ABSTRACT FROM AUTHOR]

This study examines the impact of rewards on motivation and academic performance in digital game-based learning (DGBL) for teaching English as a foreign language to primary school students in Kazakhstan. The main objective is to evaluate how incentive systems influence student engagement and achievement, addressing a gap in the existing literature on the effectiveness of rewards in educational environments. Using a quasi-experimental design, 46 fourth-grade students were divided into a control group that received traditional instruction and an experimental group that engaged in DGBL with rewards. Data were collected through questionnaires measuring motivation and academic performance before and after the intervention. The results showed that students in the experimental group demonstrated significantly higher motivation and better educational outcomes than the control group. This study concludes that rewards can effectively enhance motivation and performance in DGBL, providing practical recommendations for educators to incorporate rewards in a balanced manner to sustain long-term engagement and learning success. Future research should explore the long-term effects of such interventions in different educational contexts. [ABSTRACT FROM AUTHOR]

AbstractThis study investigates the relationship between intrinsic motivation, mathematics performance, and digital game-based learning (DGBL) in kindergarten students. The research sample comprised 292 children aged 5 to 6 years from diverse socioeconomic backgrounds. Instruments included an adapted Children’s Basic Psychological Need Satisfaction Scale for measuring motivation and the Woodcock-Muñoz IV battery for mathematical assessment. DGBL was implemented using software designed for training early numeracy skills. Descriptive and correlational analyses revealed significant positive correlations between intrinsic motivation and general mathematical knowledge. However, no significant correlations were found between motivation and early numeracy skills in the DGBL environment. The findings highlight the importance of intrinsic motivation in early mathematical learning and suggest the potential effectiveness of DGBL in promoting mathematical skills, contributing to reducing the gap of knowledge at this educational level. This study provides valuable insights for educators seeking to enhance mathematical learning through intrinsic motivation and DGBL strategies in kindergarten education [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: In recent years, serious games have been used as an educational method in various fields such as economy, marketing, military, education, and health as a training method. Pressure injuries (PIs) are a significant health problem and clinical quality improvement issue throughout the world. Implementation of prevention strategies has gained importance in all healthcare settings due to the negative effects of PIs. Educating patient relatives on PI prevention is essential. Aims: This study aimed to develop a serious game for the training of patient relatives on PI prevention and evaluate the game in terms of knowledge acquisition and its features. Methods: The study was carried out as a single-group quasi-experimental pre-test and post-test design in three stages between August 1, 2020-April 30, 2022. In the first stage educational content, knowledge assessment test, and game evaluation questionnaire were prepared. A web-based serious game (PreSore: Pressure Injury Prevention Game) was developed in the second stage. The participants played the game in the third stage, and data was collected. The study sample consisted of patient relatives (n=55). A knowledge assessment test (pre-test, post-test, and re-test) and a game evaluation questionnaire were administered for the data collection. Results: It was determined that there was a significant increase in knowledge scores after the PreSore game implementation (p <.001). Most of the participants indicated that the information in the game was easy to understand (98.2%), they wanted to share their educational experience with others with the digital game method (96.4%), and they found the game was authentic (94.5%). Conclusions: The study revealed that the PreSore game is a method that could be used to train patient relatives on PI prevention. Integrating the PreSore into daily practice in healthcare institutions and conducting prospective studies are recommended. [ABSTRACT FROM AUTHOR]

This research aims to propose a pedagogical model that structures the implementation of digital game-based learning (DGBL) in science classes. Design-based research guided the design, development, implementation, and redesign processes of the prototype pedagogical model. The principles that informed the design of the model were gleaned from empirical data on DGBL conditions in junior high schools and science teachers' DGBL practices and perceived barriers to implementing DGBL. Curriculum and science education experts reviewed the model and found it usable, adoptable, implementable, and appropriate for junior high school science classes. The lesson designed based on the model improved junior high school students' motivation to learn and achievement in science. Likewise, science teachers perceived the pedagogical model to be easy to use, useful in science teaching, beneficial for students, and able to enhance their teaching efficiency and productivity. This study is the first to propose a DGBL pedagogical model for science. [ABSTRACT FROM AUTHOR]

Purpose This study investigates how Digital Game-based Learning (DGBL) impacts the development of product innovation skills among undergraduate students, comparing the performance of students across different disciplines--Applied Arts (AA) and Applied Sciences (AS). Methodology The study involved 80 undergraduate students: 40 students pursuing an AA degree and 40 pursuing an AS degree. The design of the innovation game incorporated cognitivist learning strategies based on Bloom's taxonomy. Innovation skills were evaluated through an open-ended achievement test. FindingsThe study revealed that DGBL effectively enhances product innovation skills by integrating cognitive strategies, and Bloom's Taxonomy into guided answers, and open-ended achievement tests. AS students excelled in problem identification and idea creation, while AA students emphasised psychological, emotional factors and visualisation representation. Significance The findings suggest promoting interdisciplinary collaboration among educators and policymakers to integrate aesthetics and technological knowledge. This approach enables students from diverse disciplines to leverage their strengths for holistic innovation. For practical applications, game designers and educators can model product innovation steps, offer guided answers, track progress and award virtual badges. The open-ended achievement test is a valuable tool for assessing innovation skills across diverse student backgrounds. Future studies should focus on integrating cognitivism and constructivism in collaborative learning, using generative AIassisted assessment, and bridging virtual idea generation with realworld product idea pitching using voice-input technologies. In conclusion, this study provides practical guidelines for implementing DGBL in product innovation, influencing education, policy-making, and design practices. [ABSTRACT FROM AUTHOR]

Using game-based learning (GBL) and digital game-based learning (DGBL) as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning (Santos et al.,2023). Even though primary school teachers are demonstrating strong preferences for using non-digital games instead of digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games (Russo et al., 2024). In this paper, I conduct a quasi-experiment using an empirical action research method and the same logical problem-solving environment-game-based or digital game-based learning-that I designed and used with two groups of pre-service teacher university students. I tested three digital games with their non-digital equivalent and observed the problem solvers primarily from a qualitative point of view. Most of the participants enjoyed working with both physical cards and digital games, which effectively engaged students in solving the tasks. My findings suggest that students found the task-solving enjoyable in both types of game-based learning and that solving tasks non-digitally with cards could be more flexible for the problem solvers. [ABSTRACT FROM AUTHOR]

Fostering students’ knowledge and courage to face illegal or immoral problems is a critical aim in educational settings. However, it is challenging for students who lack knowledge and social experience to comprehend the sins behind the immoral cases and have the moral courage to deal with those problems. Therefore, in the present study, an approach combining AR with game-based learning (ARGBL) was proposed. Furthermore, a quasi-experimental design was adopted to examine the effectiveness of the approach in terms of developing students’ moral courage regarding anti-corruption and their learning satisfaction. The participants were recruited from two classes in a university. One class with 30 students was assigned to be the experimental group who played the developed game for 4 weeks; the other class with 30 students was the control group who learned with the conventional technology-based learning (C-TL) mode (i.e. the teacher gave lectures using slides and multimedia). The results revealed that the experimental group’s moral courage and learning satisfaction was significantly higher than those of the control group. The findings of this study provide a reference for those intending to foster students’ moral courage when facing other immoral cases.

Digital Game-Based Learning (DGBL) uses digital games to enhance engagement and learning, but its efficacy is linked to game features. Leaderboards are a commonly used feature to increase motivation through competition, improving engagement and learning outcomes. However, infinite leaderboards, displaying all players in an ordered ranking based on their scores, can demotivate players depending on their performance and characteristics. This study investigated primary school students’ experience with an infinite leaderboard during a digital maths game intervention. 1389 Irish students participated in a 6-week programme with the game ‘Seven Spells,’ which featured an infinite leaderboard. Player traits and opinions about the game and its leaderboard were gathered via questionnaires and surveys. Leaderboard enjoyment was influenced by players’ position on the leaderboard and maths anxiety levels. Maths anxious players disliked the leaderboard more than non-anxious players, even after controlling for their position on the leaderboard. How much players liked to play against each other was also found to be a significant factor predicting the enjoyment of the leaderboard. There was also a small correlation between leaderboard enjoyment and overall game enjoyment. These insights exemplify players’ characteristics that should be considered when incorporating infinite leaderboards into maths games to avoid negative impacts on gaming experiences.

Among the negative impacts of Mobile Legends are dependence, loss of productivity, and health degradation. This research explored the other side of Mobile Legends, focusing on their positive impacts on learning. This study aims to explore the benefits of Mobile Legends digital games in Arabic language skills and analyze the use of Arabic in Mobile Legends games. The approach in this study is qualitative descriptive. The research sample was Arabic Language Education students of UIN Imam Bonjol Padang. The results showed: 1) the game used Arabic and players could improve listening to the Arabic vocabulary used in the game; 2) this game used Arabic in communication interactions between teams and opponents so that communication between players using Arabic-supported speaking skills; 3) this game helped users understand words and phrases used in the context of specific situations and team interactions; 4) besides the language aspect, the cultural aspect also influenced this game, Khaleed's character is identified as Khaleed bin Walid the valiant hero of Islam from Arabia. This research outlines that the Mobile Legends application can improve students' Arabic skills, especially listening, speaking, and reading.

AbstractDespite a growing body of literature on performance goals and learning, limited studies have explored their influence on English translation education within the context of Digital Game-Based Learning (DGBL). To address this gap, this study developed a DGBL system to assist students in learning English translation techniques, and compared the effects of students’ different performance goal orientations (performance-approach versus performance-avoidance goals) on their learning performance, in-game performance, self-efficacy, fear of failure, and learning perceptions. The participants were 56 university students, who were divided into a performance-approach group (PAPG) and a performance-avoidance group (PAVG). The study used quantitative analysis with data from English translation technique tests, log data from gaming sessions, and three questionnaires. It was found that the PAPG exhibited significant improvements in relatively difficult translation techniques (i.e., conversion), while the PAVG showed notable improvements in relatively simple translation techniques (i.e., polysemy). Furthermore, the PAPG outperformed the PAVG in in-game performance related to polysemy. This study enhances our understanding of the impact of performance goal orientations on both learning and in-game performance in English translation education, particularly within the context of DGBL. [ABSTRACT FROM AUTHOR]

AbstractDigital Game-Based Learning (DGBL) combines gamification with educational content to create engaging learning experiences tailored to today’s learners. Non-Playable Characters (NPCs), integral to many video games, are computer-generated characters controlled by game algorithms rather than players. Despite their prominence in gaming, research on NPCs’ impact on learners’ perceptions, experiences, and acceptance of DGBL environments remains scarce. This study presents a framework that investigates the impact of non-player characters’ (NPCs) attributes, including social presence, telepresence, social support, and storytelling, on factors related to technology acceptance, such as perceived usefulness and perceived ease of use, as well as on the flow state and the intention to continue using a digital game-based learning (DGBL) environment. An experiment was conducted where learners were administered a survey after interacting with NPCs, simulating peers, professors, or industry experts teaching Fintech topics within a DGBL environment. Analysis of 200 valid responses using Partial Least Squares Structural Equation Modeling revealed that NPCs’ attributes significantly enhance perceived usefulness, perceived ease of use, and flow state in the DGBL environment. Furthermore, the findings indicate that perceived ease of use and the flow state positively affect learners’ intentions to continue using the DGBL environment. Thematic analysis per participant feedback highlighted the value of DGBL as an innovative educational approach that makes learning about Fintech accessible and engaging. These results are interpreted through the Technology Acceptance Model, flow theory, presence theory, and gamified learning model, offering insights into how NPCs can be effectively designed to enrich the DGBL learning experience and foster technology adoption. [ABSTRACT FROM AUTHOR]

AbstractDigital game-based learning has shown usefulness in developing EFL vocabulary knowledge and encouraging learner application of self-regulated learning (SRL) strategies. Previous literature revealed that applying SRL strategies might improve motivation. High motivation, in turn, may promote vocabulary knowledge development – These findings may be generalised in digital game-based learning and explain its effectiveness. However, so far, motivation and its associated interplay have barely been considered in this learning context. To address the gap, we developed a self-regulated digital game-based EFL vocabulary learning (SR-DGBVL) program and conducted mixed-method research on motivation, application of SRL strategies, vocabulary knowledge development, and their interplay therein. One-hundred-and-one Chinese university students (experimental group: 50; control group: 51) engaged in our study and were evaluated through pre-test, immediate post-test, and delayed post-test of vocabulary knowledge, questionnaires, and semi-structured interviews. Results revealed that the SR-DGBVL participants experienced significantly greater improvements in vocabulary knowledge and reported higher levels of motivation compared to those in the conventional vocabulary learning context. We also found motivation to be a full mediator between the use of SRL strategies and vocabulary knowledge development. Interestingly, the application of SRL strategies appeared consistent across different learning methods. From these findings, we suggest long-term SRL training, investigation of SRL strategies with consideration of motivational variables, and longitudinal qualitative studies on learners’ SRL strategy use. [ABSTRACT FROM AUTHOR]

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism: learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom. [ABSTRACT FROM AUTHOR]

Video games have emerged as a promising tool for enhancing engagement with cultural heritage. However, there is limited knowledge about how existing games can effectively fulfill this role. This study compiled and analyzed 100 video games based on cultural heritage by adapting an existing framework that includes 10 game attributes for a comparative statistical analysis of the games' engagement features. These features include narrative-driven gameplay, information capsules, task-driven learning, ease of play, identity-driven content, open-world exploration, people-centered perspectives, meaningfulness, simulation, and verisimilitude. The analysis revealed that while the majority of games adhered to most of the recommended attributes, features such as task-driven learning, open-world exploration, and simulation were either uncommon or rare. These findings highlight a significant opportunity to develop games that incorporate these underrepresented features, thereby providing more immersive and engaging experiences in heritage education. Furthermore, the study offers a systematic overview of existing games that represent cultural heritage, serving as a valuable resource for developers, designers, and educators in this field. [ABSTRACT FROM AUTHOR]

This action research study examines how meaningful choice design affects the overall meaningful learning experience of a virtual reality educational serious game. An intervention was developed to teach hazard detection in mines and was tested by mining engineering postgraduate students at the local tertiary institution. The study's findings revealed that meaningful choice design significantly improved the overall learning experience. This design approach empowered players to tailor their experiences based on their strengths and weaknesses, enabling them to establish a personalized flow and pace to master the content. Moreover, participants expressed that the inclusion of meaningful choice design enriched their serious game experience and, consequently, enhanced their learning outcomes. Future research on serious games should focus on exploring replayability, quantifying the impact of positive game experiences on learning, and implementing various game design principles in educational serious games. This study advances game-based education by emphasizing the benefits of using game design techniques and positive play experiences for learning.

Using game-based learning (GBL), especially digital game-based learning (DGBL), as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning. Effectivemanipulatives and games play a crucial role in promotingmathematical understanding. They support students in building, reinforcing and connecting varied representations of mathematical concepts. High-quality games are particularly valuable for learners as they provide them with control and adaptability. These games have properties that are adapted to cognitive and mathematical structures, facilitating the development of connections between different pieces and forms of knowledge. Digital games can help to achieve the same effects. In this paper, we conduct a quasi-experiment using games developed for this purpose. Our aim is to investigate whether non-digital games vs. digital games yield different results. Our results indicate that while students enjoyed themselves and found the task-solving enjoyable during both types of game-based learning, the use of non-digital games vs. digital games can sometimes lead to different outcomes. [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]

In this study, a diary was developed and used by students to reflect on digital games in geography lessons. The students' reflection results, through the use of the diary, were compared with reflections without instructional guidance. These results show a significant improvement in reflection through the use of the reflection diary compared to a previous study. Through the combination of lessons, play phases, and the reflection diary, a learning arrangement that enables in-depth reflections at different levels of reflection was created. The medium plays a decisive role by taking the pupils out of their role as players and enabling a critical distance to the game. With the help of the reflection diary, students should be able to better reflect on the game. The reflection diary is integrated into the lessons. It also shows that subject-specific lessons are indispensable for reflecting on the gaming experience in order to counteract subject-specific misconceptions. [ABSTRACT FROM AUTHOR]

Role-playing has long been a method in the professionalization of educators to emulate or anticipate everyday school and teaching situations. This paper introduces InCoLearn, the first multiplayer online role-playing game (RPG) developed for student teachers to facilitate professional and action-based knowledge of inclusion and heterogeneity in the classroom with non-linear storytelling through individual quests. A qualitative usability study conducted via focus groups aims to provide insights into usability. It seeks to answer the research question of which aspects are perceived as the most important and problematic to student teachers using InCoLearn. To answer another research question, whether previous quantitative usability results can be confirmed and explained by the qualitative results, the qualitative results are set into the context of a quantitative usability study. [ABSTRACT FROM AUTHOR]

AbstractThis case study analyzed the co-design process of a digital game-based learning (DGBL) unit using a research-practice partnership between a university and a middle school. The study found that the design team paid equal attention to the learning, engagement, and context of the game during the design meetings. The teacher’s role in the game design process was crucial in addressing contextual factors. The R-PP relationship fostered an effective game design process, with both teachers and researchers contributing to the game and DGBL curriculum design. The equal contribution of all team members increased curricular alignment and feasibility in the unit design while providing teachers with a professional development opportunity in DGBL concepts and the design of the DGBL unit itself. [ABSTRACT FROM AUTHOR]

Nursing students participating in labor support training need to learn core clinical skills to assess the delivery process to reduce the risk and labor pain of pregnant women. We proposed an approach to integrate scenario game-based learning with the experiential learning strategy to facilitate nursing students' learning performance and six core competencies (6CCs) (communication, collaboration, critical thinking, complex problem solving, creative thinking, and computational thinking) during labor support training. This study adopted a quasi-experimental study with a pretest and posttest design. We randomly allocated 44 first-year nursing students at a university nursing school to an experimental group (adopted scenario game-based learning integrated with the experiential learning strategy) (n = 21) or a control group (adopted video-based learning) (n = 23). Before and after the intervention, all students were assessed for their learning performance and 6CCs in labor support. The results showed that the experimental group exhibited significantly better learning performance and 6CCs than the control group, indicating that the integration of a scenario game-based learning with the experiential learning strategy validated a strong impact on nursing students' labor support training. Nurse scholars should deliberately incorporate appropriate technologies and learning strategies to facilitate nursing education. [ABSTRACT FROM AUTHOR]

Teachers' main aim is to make the students learn with interest by adding daily life activities and examples to get long-lasting effects on their learning. Introducing digital games in the classroom is a new innovative approach that makes it easy for students to learn new skills and knowledge. However, teachers are not frequently using this approach in their classrooms. The present quantitative descriptive study has explored the barriers that hinder teachers from using digital game-based learning approaches. Pre-service teacher perceptions were sought in the teacher training colleges, i.e., district campuses of Quaid-i-Azam Academy for Educational Development in Punjab. After checking its validity and reliability, a self-constructed closed-ended online questionnaire was used for data collection. The alpha value of the questionnaire was .825. All the pre-service teachers studying in the district campuses of Quaid-i-Azam Academy for Educational Development, Punjab were the population of the study. The online survey remained open for about one month, and 384 responses were received from pre-service teachers throughout the Punjab province. Data were collected based on five-point Likert type scale. Collected data was put into SPSS (Statistical Package for Social Sciences) version 25 and descriptive and inferential statistics were applied to get the study results. Major findings include that availability of insufficient resources, teachers' lack of skills and use of digital tools, and difficulties in managing technology in the classroom are the main barriers to implementing digital game-based learning in the public secondary schools of Punjab. The study benefits stakeholders, policymakers, and decision-makers and has added new knowledge in education. [ABSTRACT FROM AUTHOR]