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This study proposed a game-based flipped teaching approach and applied it to a HTML (HyperText Markup Language) course. We developed two versions of the pre-class content testing, one of which was game-based, using a "looking-through" game, and the other which was traditional, using a multiple-choice test. We conducted a teaching experiment of 9 weeks with 3 h per week. The valid sample was 39 students in the experimental group using the game-based version, and 32 in the control group using the traditional version. We hoped that the students' learning effectiveness could be increased. However, adding the game may have different impacts on different human factors and different cognitive processes of Bloom's taxonomy. To more precisely understand these problems, we divided the students into high and low prior knowledge, and divided learning effectiveness into the higher-level applying and analyzing aspects and the lower-level remembering and understanding aspects. The results showed that learners with low prior knowledge who originally lacked the foundational knowledge became interested in concentrating and then in the higher-level cognitive learning processes because of the experience of immersing themselves in the flow of the game. The learning effectiveness of their classroom participation significantly improved. [ABSTRACT FROM AUTHOR]

This article offers as a didactic resource for teaching ecology a dynamic activity based on a game and in contact with nature, implemented during initial teacher training. Data were collected on the affective and cognitive domains and it was found that, after intervention, teachers in training reported significant improvements both in their understanding of concepts related to ecology (food chains, population, community) and in their emotional component in the learning of natural sciences. The participants positively evaluated the use of the implemented methodology (Game-Based Learning), highlighting motivational, didactic and transference aspects for their future teaching work. [ABSTRACT FROM AUTHOR]

This article explores the task-attention theory of game learning and its implications for understanding how gameplay can support learning. The authors argue that attention is a crucial factor in determining whether and when players learn from games. They propose the Task-Attention Theory of Game Learning, which emphasizes the role of attention in directing and sustaining players' focus on task-relevant information within games. The theory suggests that game design features, such as goals, mechanics, rewards, and uncertainty, can influence attentional processes. The article also discusses the impact of task-based demands, such as time pressure and performance pressure, on attention and performance in video games. Overall, the theory highlights the active role of users in eliciting and sampling information in interactive media and has implications for game-based learning and design. [Extracted from the article]

Educational board games are a promising tool for implementing game-based learning to improve the teaching-learning process. However, the absence of comprehensive scholarly guidance on designing educational board games impedes the effective implementation of game-based learning in classrooms. The sparsely available studies on game design frameworks often confine themselves to the design of the educational game itself, without including guidelines for the classroom integration of such games within the design framework. Additionally, the literature often neglects that teachers, burdened by limited time and excessive workload, are often the sole participants in the game design process. To address these gaps, we introduce a practical framework for educators to design and seamlessly integrate educational board games in their classrooms. Our approach prioritizes minimizing additional teacher workload while using game-based learning to foster student-led problem-solving sessions and game revision. Drawing from game design principles and existing literature on game-based learning, we propose a comprehensive framework that guides educators through the design and implementation of educational board games tailored for conducting problemsolving sessions. The framework is validated and refined using qualitative analysis of teacher and student feedback after its seamless integration into the regular mathematics instruction and curriculum of a Philippine K-12 high school. Results indicate positive student experiences and highlight the framework's efficacy in promoting student engagement, learning outcomes, and teacher convenience. Thematic analysis of student feedback highlights key design preferences and game features that enhance student experiences in GBL sessions. The study contributes to the advancement of GBL methodologies by offering practical guidelines for independent use by educators and promoting exchanges between teacher colleagues. Overall, the proposed framework offers a systematic and feasible approach to designing and implementing educational board games, fostering effective learning experiences in diverse educational contexts. [ABSTRACT FROM AUTHOR]

In recent years, the use of game-based learning platforms has gained significant attention in educational settings for their potential to enhance student engagement and learning outcomes. This paper examines the effectiveness of Kahoot!, a game-based student response system, in an online French as a foreign language course. The study aims to assess how students perceive Kahoot! across three academic terms. A mixed-methods approach was used, combining quantitative data from structured questionnaires with qualitative insights from open-ended questions. This provided a comprehensive view of student perceptions and experiences with Kahoot!. The findings show consistently high student enthusiasm and engagement with Kahoot! across the three terms. Most students strongly agreed that Kahoot! positively impacted their learning, with high mean scores and low standard deviations reflecting widespread consensus. However, some students showed variations in competitive motivation, and minor technical challenges were noted. Overall, the study underscores Kahoot!'s sustained effectiveness in improving student engagement and learning in online French courses. Despite variations in motivation and some technical issues, the tool was largely seen as beneficial. This research adds to the growing evidence of the value of game-based learning tools in online education, particularly for foreign language instruction. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusion Takeaways In recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital‐based learning environments. Technological game‐based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.This article aims to examine the effects of Kahoot, a digital learning platform, on education through meta‐analysis. This meta‐analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.The study conducted a meta‐analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was n = 1706 for the experimental group and n = 1647 for the control group.The findings from the meta‐analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.These results underscore the potential of Kahoot as an effective educational tool. The results of this study provide valuable guiding information for educators and policy makers by helping to optimize teaching methods and learning environments through the effective use of digital tools, such as Kahoot. The findings suggest that Kahoot can increase academic achievement, retention, motivation and attitudes and potentially reduce anxiety, making it a promising digital tool for modern educational practice. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the impact of game-based learning on the learning outcomes and performance of Grade 8 Technology and Livelihood Education (TLE) students at Cabibihan National High School. The pre-experimental method was employed with a sample of thirty-two (32) students from Cabibihan National High School, Tagkawayan District I, Division of Quezon. Data were collected using a survey and an adapted questionnaire instrument. In this study, the researcher gathered data of the respondents in terms of their profile, perception on game-based learning materials and pre-test and post-test scores in beauty care (nail care services). The findings revealed that students strongly agreed with the functionality, accessibility, and technicality of the game-based learning approach. The students perceived their learning outcomes as observed after using game-based learning in terms of the use of nail care tools and equipment, maintaining tools and equipment, practicing occupational health and safety procedures, and practicing basic nail design. The study found a significant relationship between game-based learning and all the learning outcomes measured by the design instrument. However, there was no significant relationship between the game-based learning application and the student's second-quarter performance. [ABSTRACT FROM AUTHOR]

Many scientific concepts and theorems are often abstract and challenging to relate to real-life problems, making it difficult for students to grasp them. Therefore, some researchers have attempted to enhance students' understanding by employing a contextual learning approach, which allows students to apply scientific knowledge to real situations in their daily lives. The aim is to improve students' learning experiences by moving away from rote memorization. However, if a contextual gaming approach is offered without encouraging deep reflection, students may focus solely on the game itself and overlook the importance of fully understanding the knowledge and contemplating the meaningful relationships between scientific concepts. To address this issue, for this study we developed a Concept Mapping-based Digital Game-Based Learning for Complex Chemistry Problems (short for CM-DGBL-CCP) learning system to assist students in understanding complex chemistry problems. To verify the effects of the proposed approach, the experiment was conducted in a secondary school with two groups. The experimental group with 49 students adopted the CM-DGBL-CCP learning model, while the control group with 56 students utilized the traditional digital game-based learning for complex chemistry problems (T-DGBL-CCP) learning model. The experimental results revealed that there were no significant differences between the two groups of students in terms of learning achievement and cognitive load. However, the experimental group students outperformed the control group in areas such as problem-solving tendency, scientific self-efficacy, scientific learning strategies, and the ability to use deep-level strategies to solve problems. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic kick-started a new paradigm shift in the way and manner teaching and learning takes place on the global scale due to the lockdown that succeeded in shutting down school activities. As a result, most institutions turned to technology supported e-learning as against the traditional face-to-face teaching and learning in order to cover for lost time. This study therefore tested the effectiveness of game-based learning on students' performance in educational technology. Using a simple repeated measures design, 24 students participated in this study. Using an Educational Technology Achievement Test (ETAT), which was validated and pilot-tested to obtain data, the students were given two separate pre-tests before the commencement of the treatment as well as two different post-tests after the treatment. Data were computed using a mixed design repeated-measures ANOVA. Findings revealed that game-based learning significantly improved students' performance to a large extent (F (3, 69) = 170.960; p < 0.05) with an effect size (ηp2) of 0.881. The study has some implications for Nigerian teachers and researchers in Educational Technology and Science-related fields on the need to incorporate game-based learning given that it has what it takes to improve students' performance. [ABSTRACT FROM AUTHOR]

Abstract\nHIGHLIGHTSBoard games can support engagement, deep information processing and learning outcomes for university students. The instructional context, notably the way an activity is introduced to students, can influence students’ behavior and learning outcomes. Yet, despite its potential important influence on in-game behavior and learning, the impact of the instructional context used to introduce a game-based learning activity has not received much attention. In two studies, we examined how framing a game-based learning activity with a serious or a non-serious context can impact university students’ behavior and learning outcomes. In the first study, 44 graduate students played the same word association game that was either introduced as a game or as a study activity. Results showed that the serious context increased recall as compared to the gaming context. In the second study, involving 87 participants playing the same game, results showed that the gaming context and prior gaming experience also reduced students’ recall. Overall, grouped analysis showed that the gaming context led to poorer learning than the serious context for recognition and recall measures, even when considering prior knowledge, in-game behavior, and prior gaming experience. Theoretical and practical implications for educators are discussed.Framing a game-based learning activity as a game fosters shallow information processing and prior knowledge retrieval, which reduces recognition (grouped analyses) and recall outcomes (study 1, 2 and grouped analyses) as compared to framing the GBL activity as an exercise.The influence of the context used to frame a GBL activity depends on prior gaming experience: having prior gaming experience further pushes students’ attention on the playing aspects of the game, at the expense of the learning objectives.In-game behavior had only a minor effect: it affected only recognition outcomes.Findings fuel theories showing that students’ understanding of the context can influence what they think they should do in a learning activity.Educators should keep in mind that framing a GBL activity as a game can reduce learning outcome, affect students’ goal, and in-game decisions.Framing a game-based learning activity as a game fosters shallow information processing and prior knowledge retrieval, which reduces recognition (grouped analyses) and recall outcomes (study 1, 2 and grouped analyses) as compared to framing the GBL activity as an exercise.The influence of the context used to frame a GBL activity depends on prior gaming experience: having prior gaming experience further pushes students’ attention on the playing aspects of the game, at the expense of the learning objectives.In-game behavior had only a minor effect: it affected only recognition outcomes.Findings fuel theories showing that students’ understanding of the context can influence what they think they should do in a learning activity.Educators should keep in mind that framing a GBL activity as a game can reduce learning outcome, affect students’ goal, and in-game decisions. [ABSTRACT FROM AUTHOR]

Serious games are an avenue of research in which many disciplines are interested. Despite this interest, very few research librarians know about serious games and the research opportunities surrounding these games. This article not only explains serious games but also highlights some ways that research librarians can support and answer questions concerning serious game research. [ABSTRACT FROM AUTHOR]

Adaptive expertise is a highly sought after, but difficult to achieve, outcome of mathematics education. Many teaching methods appear to support the development of adaptive expertise only in a small proportion of students. Game-based learning environments may be useful for supporting adaptive expertise. Therefore, we carried out a quasi-experimental classroom intervention to examine the possibility of using a game-based learning environment to promote adaptive rational number knowledge, a potential indicator of adaptive expertise in the domain of rational numbers. The Number Line Elaboration and Exploration learning environment relied on the increasing elaboration of the number line analogy as a means for students to explore connections between multiple aspects of rational number knowledge. Our results show the game-based learning environment was successful in promoting adaptive rational number knowledge. These results provide directions for the development and examination of how learning environments may be able to support adaptive expertise. [ABSTRACT FROM AUTHOR]

The aim of the study was to determine the usefulness of educational video games as a variety applied to the traditional teaching of pharmacology in topics of antifungal and hypolipidemic drugs. Sixty‐six volunteers were divided into control group (n = 33) and experimental group (n = 33). The first group received traditional seminar only, and the second played video game designed with the use of Kahoot! platform after the seminar. The assessment of knowledge was conducted with the use of three tests: pre‐test was presented before seminar, post‐test after seminar (for control group) or after playing the video game (for experimental group), and test no. 3 took place 4 weeks later. Analysis of tests' scores with respect to both topics resulted in the observation that the control and experimental groups show statistically significant improvement in knowledge, whether it was measured after the seminar or 4 weeks later. However, the results of experimental group were statistically better in comparison to the control group. It proves that electronic GBL (game‐based learning) applied to standard educational processes increases short‐ and long‐term knowledge retention compared to traditional seminars. [ABSTRACT FROM AUTHOR]

Research coursework can be challenging for occupational therapy students, thus potentially compromising their engagement in learning. A student engagement framework was used to design and implement an innovative assignment called Researchers' Theater with a cohort of 38 first-semester occupational therapy students. At the beginning of each class, a small group of students led a creative activity to review topics from the preceding week. Student feedback survey results and instructors' observations suggest this framework contributed to students' affective, behavioral, and cognitive engagement. Findings also highlight the potential value of student-led, game-based learning for reinforcing course content. [ABSTRACT FROM AUTHOR]

Knowing the factors affecting students’ learning achievement in digital learning is a crucial educational issue nowadays. However, recent research has paid less attention to how an individual’s internal factors (prior knowledge) influence their learning achievement through cognitive engagement, and previous studies generally employed students’ self-reported data, which are subjective. This study investigated the relationships between students’ prior knowledge, cognitive engagement, and learning achievement in digital game-based learning by using eye-tracking technology to analyze their visual behaviors. A total of 55 university students volunteered to use the game to learn about programming, during which their visual behaviors were recorded by an eye tracker to investigate their cognitive engagement and visual transition patterns. Their prior knowledge of programming was assessed one week before the game started, while their learning achievement was tested immediately after the game ended. The results of the study showed that: (1) Students’ prior knowledge had a moderately positive predictive effect on their learning achievement; (2) Students’ learning concentration played a mediating role in the predictive effect of prior knowledge on learning achievement; (3) Students’ cognitive strategies moderated the predictive effect of prior knowledge on learning achievement; and (4) Groups of students with different prior knowledge and cognitive engagement adopted significantly different modes of visual transformation in the game. These findings further revealed the complex relationship between learners’ prior knowledge, cognitive engagement and learning achievement in the game environments, which would be a good reference for understanding individual differences in the game environment and for designing game-based adaptive learning systems. [ABSTRACT FROM AUTHOR]

This study aimed to use a game-based learning (GBL) module with multi-scaffolding and mobile technology for high school students with mild intellectual disabilities (MID) to assist them in learning career education knowledge. This study used a quasi-experimental method to investigate the participants’ learning effectiveness, motivation, flow state, game acceptance, and learning behavior patterns (LBP). The differences in the LBP of the high and low learning effectiveness groups and the high and low flow state groups were also investigated. In total, 32 high school students with MID participated in this study. The results show that the GBL module with the multi-scaffolding mechanism could improve their learning effectiveness, motivation, flow state, game acceptance, and LBP and reduce their distraction behavior in the learning activities. The results of the sequential analysis indicated the significance of the behavior of reflection and discussions in the high learning effectiveness group. Additionally, the high-flow state group tended to try multiple strategies to complete the learning tasks. Furthermore, the game mechanism embodied collaborative peer interaction; even when the high-flow group became distracted, they returned to the tasks and continued the discussions with peers. [ABSTRACT FROM AUTHOR]

Digital game-based learning (DGBL) and electronic books (E-books) can provide students with different benefits. Accordingly, one aim of this study was to incorporate an E-book into DGBL to develop a Digital Entertaining English Learning (DEEL). However, individual differences exist among learners, especially prior knowledge. To this end, the other aim of this study was to provide a complete understanding of the effects of prior knowledge on student learning in the context of DEEL. Hence, we conducted empirical investigation, where learners' reactions to the DEEL were analyzed with quantitative methods and the lag sequential analyses. An independent variable was prior knowledge while dependent variables were test performance, task performance and learning behavior. Regardless of test performance or task performance, results indicated that high prior knowledge learners (HPK) performed better than low prior knowledge learners (LPK). Regarding learning behavior, LPK more frequently used the grammar E-book than HPK, especially pictorial illustration. Additionally, LPK moved between the text description and pictorial illustration with a bidirectional approach while HPK viewed the text description and pictorial illustration with a unidirectional approach. Based on these findings, we developed a framework, which can be applied to personalize the DEEL so that learners' learning experience can be improved. [ABSTRACT FROM AUTHOR]

Game-based learning researchers have been investigating various means to maximise learning in educational games. One promising venue in recent years has been the use of learning analytics in online game-based learning environments. However, little is known about how different elements of learning analytics (e.g. data types, techniques methods, and stakeholders) contribute to game-based learning practices within online learning environments. There is a need for a comprehensive review to bridge this gap. In this systematic review, we examined the related literature in five major international databases including Web of Science, Scopus, ERIC, IEEE, and compiled Proceedings of the International Conference on Learning Analytics and Knowledge. Twenty relevant publications were identified and analysed. The analysis was conducted using four core elements of learning analytics, namely the types of data that the system collects (what), the methods used for performing analytics (how), the reasons the system captures, analyzes, and reports data (why), and the recipients of the analytics (who). This study synthesises the existing literature, provides a conceptual framework as to how learning analytics can enhance online game-based learning practices in higher education, and sets the agenda for future research. [ABSTRACT FROM AUTHOR]

Collaborative problem-solving (CPS) includes multiple socio-cognitive processes that can be challenging to investigate. Constructing arguments is a key practice at the intersection of CPS and science learning. To understand how students construct arguments and develop science knowledge during CPS, we focus on team synchrony—the extent of similarity of navigation actions between team members—in a game-based learning environment. Specifically, we examined the impact of team synchrony on students' argument construction and science knowledge acquisition in a science learning game, Alien Rescue. Using a mixed methods approach, we analyzed a range of in-game data and performance data of 69 teams from 146 sixth-grade students. Our results show that team synchrony enhanced students' science knowledge acquisition, whereas its effects on argumentation features were nuanced: (a) higher team synchrony groups were more productive in constructing backing compared to low team synchrony groups in conditions where their prior knowledge was high, and (b) there was no significant difference between the two groups in generating claims. We also identified two illustrative cases to show the observed relationship between team synchrony and complexity of arguments that students constructed as a team. Our study has implications for tracing learning processes through log and textual data to understand students' CPS process and performance, which consequently inform the design of scaffolds that support students' CPS. [ABSTRACT FROM AUTHOR]

The use of Kahoot in today's digital era is increasingly important in supporting an interactive and fun learning process. As a gamification-based learning platform, Kahoot allows educators to create quizzes and challenges that are accessible online, increasing student engagement and facilitating active learning. So this research aims to explain the use of Kahoot! to support Game-Based Learning. The method used in this study uses the SLR (Systematic Literature Review) method using the Preferred Reporting Items for Systematic Reviews and Meta-analyses method commonly called PRISMA. The results of the 11 articles used in this review literature show that activeness in the learning process makes learning interactive and interesting and becomes one of the learning media options for teachers. Conclusion After studying the use of Kahoot in ICE, interest arose in the potential of this platform in supporting learning through gamification. Kahoot creates interactive learning experiences with real-time quizzes and challenges, which increases student engagement. Research shows that the platform makes the learning atmosphere competitive and fun, and provides live evaluation for teacher feedback. Thus, Kahoot can motivate students and improve academic outcomes. [ABSTRACT FROM AUTHOR]

Purpose: To explore how Game-based Learning (GBL) can improve Sustainable Development (SD) competencies in higher education students. The paper aims to address the challenge of gradual transformation of educational processes in Higher Education Institutions (HEIs) to align Sustainable Development Goals (SDGs) with learning outcomes of curricula and learning preferences of new generations of students (Z and Alfa generations). Design/methodology/approach: The paper focuses on UNESCO Education for Sustainable Development, using a case study approach to discuss the SEED simulation game from the EU-funded SEED project. It analyzes the game’s design and effectiveness in developing students’ SD competencies and attitudes. Findings: The SEED simulation game presented in the paper may successfully enhance students’ understanding and internalization of key SD concepts as well as their applications in real-world businesses, through collaboration and decision-making with regard to sustainability challenges. Research limitations/implications: The analysis conducted is limited to controlled educational environment and design context of SEED simulation game. Further research is needed to explore long-term impact of an approach used, on students’ professional behavior in real business environments. Practical implications: The SEED simulation game demonstrates the potential of the GBL approach for integrating SD competencies into higher education curricula. This method aligns with new generations’ learning preferences, improving teaching practices and better preparing graduates to enhance future enterprise sustainability. Social implications: The paper emphasizes the role of HEIs in preparing sustainability oriented and focused professionals. It also suggests that using GBL approach to increase students’ SD awareness may positively impact public attitudes toward corporate and social responsibility. Originality/value: The paper provides valuable insights for educators on integrating SD learning outcomes into higher education curricula. It uniquely analyzes the role of the GBL approach in aligning learning outcomes with SDGs, serving as a key resource for stakeholders aiming to develop SD competencies in future generations. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game's design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the article is to develop an innovative pedagogic tool: an escape room board game to be played in-class, targeting an introduction to an ethics course for engineering students. The design is student-centred and aims to increase students' appreciation, commitment and motivation to learning ethics, a challenging endeavour for many technological students. Design/methodology/approach: The methodology included the design, development and in-class application of the mentioned game. After application, perception data from students were collected with pre- and post-action questionnaire, using a quasi-experimental method. Findings: The results allow to conclude that the developed game persuaded students be in class in an active way. The game mobilizes body and mind to the learning process with many associated advantages to foster students' motivation, curiosity, interest, commitment and the need for individual reflection after information search. Research limitations/implications: The main limitation of the game is its applicability to large classes (it has been successfully tested with a maximum of 65 students playing simultaneously in the same room). Originality/value: The originalities and contributions include the presented game that helped to captivate students to ethics area, a serious problem felt by educators and researchers in this area. This study will be useful to educators of ethics in engineering and will motivate to design tools for a similar pedagogical approach, even more so in areas where students are not especially motivated. The developed tool is available from the authors at no expense. [ABSTRACT FROM AUTHOR]

Previous studies have found positive effects of Game-Based Learning for mathematics. While most studies assume that this effect is explained by the presence of flow/immersion during games, this has not yet been established. The aim of the current study is to verify if immersion indeed is associated with mathematical skills improvement when using a Game-Based Learning intervention. This was tested among 59 Greek high school students, using authentic design. After having received a traditional education module, the students were tested and then engaged for four weeks in a desktop-based 3D Virtual Learning Environment where they could play mathematic minigames. They were subsequently re-tested to verify if they showed a significant increase in mathematical skills. The students showed an improvement in their mathematical skills (Cohen's d = 1.26), with significant results for functions, geometry, and thinking skills and methods. On the individual level, about half of the students showed a 10% increase in one of the domains (numbers & calculations, functions, geometry, thinking skills and methods, and algorithms and number theory). Immersion was found to be reflected by engagement and presence, but neither one of these aspects was associated with mathematical achievement after the intervention. It is concluded that Game-Based Learning is an effective approach to increasing mathematical skills, yet the underlying mechanisms are not yet understood. The authors discuss several alternative mechanisms based on the literature that can be verified in future studies. [ABSTRACT FROM AUTHOR]

This paper presents "The Mediterranean Forest," an interactive exhibit designed for the Science Museum of Valencia. The exhibit engages children aged 3–8 by bringing their animal drawings to life in a virtual world. The system allows children to select, paint, scan, and transform drawings into three-dimensional avatars. These virtual animals interact with each other in the environment and with the children in the room. The exhibit is a collaborative space, where users can manipulate the real world, that promotes learning by exploration. The proposed solution integrates various cutting-edge technologies, including a large Virtual Reality projection system with blending techniques, Kinect devices for the interactivity, cheoptics hologram technology for realistic 3D visuals, and AI-driven virtual avatars simulating different behaviors and reacting to the user's approach. The exhibit was evaluated through a study involving children, with feedback collected using a tailored questionnaire and the results indicated high levels of engagement and enjoyment among the children, with the majority expressing positive experiences. Some questions were not understandable for some children, which should be considered for future formal evaluation. The system's intuitiveness allowed children to navigate and interact with the virtual environment. The exhibit also demonstrates scalability, accommodating large groups of children effectively. Overall, "The Mediterranean Forest" successfully captivates children's attention, fostering creativity and imagination by transforming their drawings into a dynamic virtual world. This study underscores the benefits of using interactive technologies in museum settings to enhance children's learning experiences, encouraging further advancements in this field. [ABSTRACT FROM AUTHOR]

This article proposes a model for integrating computer role-playing games with museum experiences to enhance cultural heritage learning with a particular focus on design. Centered at the Izmir Archaeology Museum, the study delves into the design of a serious game aimed at enriching both the educational and experiential facets of museum visits. The model highlights the use of gameplay components and design patterns to manifest tangible and intangible heritage content, thereby promoting visitor awareness and understanding of cultural heritage. Through a provisional game scenario based on the museum's prehistoric artifact exhibition, the study illustrates how a gameplay design approach that is informed by heritage content displayed in the museum can be prototyped. The proposed model not only aims to make museum visits more engaging, but also seeks to contribute to the broader discourse on game design, game-based learning, and museum experience. [ABSTRACT FROM AUTHOR]

This study evaluates several maze generation algorithms applied to generate mazes in a game-based Android mobile application designed to support children in learning basic programming concepts and computational thinking. Each algorithm is assessed for its ability to generate solvable and educationally effective mazes, varying in complexity and size. Key findings indicate that Wilson's and Aldous–Broder algorithms were identified as the most time inefficient. In comparison, Sidewinder and Binary Tree algorithms perform best for smaller mazes due to their straightforward traversal methods. The Hunt-and-Kill and Recursive backtracker algorithms maintain higher ratios of longest paths, making them suitable for the more complex maze generation required for advanced game levels. Additionally, the study explores various maze-solving algorithms, highlighting the efficiency of the recursive algorithm for simpler mazes and the reliability of Dijkstra's algorithm across diverse maze structures. This research underscores the importance of selecting appropriate maze generation and solving algorithms to balance generation speed, path complexity, and navigational characteristics. While the study demonstrates the practical applicability of these algorithms in a mobile educational application, it also identifies limitations and suggests directions for future research. [ABSTRACT FROM AUTHOR]

Intelligent game-based learning environments have developed and created dynamic, effective, and engaging learning experiences, serving as a tutoring framework for students of different educational levels. Although game-based features have recently been shown to have the potential to improve intelligent tutoring systems in these learning environments, there remains some debate and challenges in terms of their benefits for learning. Therefore, in this study, we aim to identify the categories of game-based features and explore how particular game-based features influence students' learning in intelligent learning environments. To achieve this goal, we presented the findings of a systematic literature review published between 2016 and 2021. Content analysis showed that the most frequent game-based features used in intelligent game-based learning environments are incentives, personalized agents, and navigation, mostly in various combinations. Moreover, the study provided evidence that the influence of game-based features on students' learning in intelligent game-based learning environments relates to engagement, motivation, attention, enjoyment, and learning achievements. The findings provide an overview of the influences of game-based features on students' learning, which can help educators and game designers create optimized game-based features and successful intelligent game-based learning environments that have a positive influence on learning. [ABSTRACT FROM AUTHOR]

To date, few online game-based learning studies have focused on developing children's growth creativity mindset (growth CM). This study, therefore, aimed to develop a game-based learning system to help children develop their growth CM. Additionally, we investigated the relationship between growth CM, hope belief, and creativity self-efficacy after game-based learning. Participants consisted of 132 fourth and fifth graders. With a pretest-posttest control group design, the experimental group completed a four-week intervention, whereas the control group received regular computer classes. Four types of creativity mindsets were identified: growth-internal, growth-external, fixed-internal, and fixed-external. The findings suggest that it is easier to overcome fixed CM than to enhance growth CM through game-based learning. Moreover, growth CM contributes to the development of hope belief and creativity self-efficacy, whereas fixed CM undermines hope belief and creativity self-efficacy in a game-based environment. Finally, hope belief is a mediator between growth CM and creativity self-efficacy. The findings of this study have implications for the design of a game-based learning system used to enhance growth CM, hope belief, and creativity self-efficacy. [ABSTRACT FROM AUTHOR]

Recently, alternate reality games (ARGs) have been applied in museum learning to encourage learners' active engagement through playful problem‐solving activities. However, most learners have insufficient prior knowledge and metacognitive skills to complete the learning tasks in such games. To support learning with ARGs, there is a need to provide proper feedback so that the learners are capable of self‐regulated learning and solving the problems encountered during the learning process. Considering the influences of individual differences, this research developed a chatbot as a learning partner in ARG‐based learning to support students' learning with adaptive feedback in a museum. A quasi‐experimental study was conducted to evaluate the effectiveness with and without the proposed approach. The results showed that the AI‐based chatbot approach could significantly improve learners' metacognition awareness, emotional engagement and behavioural engagement. Besides, it is helpful to facilitate students' double‐loop learning.Practitioner notesWhat is already known about this topicAlternate reality games (ARGs) enable students to interact with real‐world contexts.The complexities of real contexts and ambiguities of the ARGs could frustrate students and demotivate their engagement in problem‐solving activities.Conventional corrected feedback may fail to match individual students' requirements in solving encountered problems.What this paper addsAn AI‐based chatbot was designed as a smart learning partner to support the students in solving encountered problems.The experimental results showed that the proposed approach improved students' metacognitive awareness and engagement.A drawing analysis and a behaviour sequential analysis were applied to further examine the students' perceptions and behavioural patterns.Implications for practice and/or policyIt is potentially worth integrating AI‐based chatbots into game‐based learning to promote students' metacognitive awareness and engagement.AI‐based chatbots provide adaptive feedback to effectively facilitate students' self‐regulated learning and double‐loop learning. [ABSTRACT FROM AUTHOR]

Virtual contexts play a crucial role in assisting students' learning. Researchers have taken advantage of the potential of immersive virtual reality (VR) for situating students in inaccessible places, and for engaging them in learning activities. Meanwhile, several previous studies have reported that, in VR‐based learning contexts, students' perception of immersion and learning motivation could be low owing to the lack of clear objectives and problem‐solving scenarios. On the other hand, digital game‐based learning is capable of enhancing students' engagement in a task. In this study, we designed a learning approach (namely RPG‐VR) by means of integrating a role‐playing game with VR technology to enhance students' science learning. Furthermore, a quasi‐experiment was conducted to evaluate the students' learning effectiveness via, respectively, providing the RPG‐VR learning approach and the conventional VR (called C‐VR) learning approach for the experimental and control groups. The experimental results indicated that this approach significantly enhanced the students' perceptions of immersion, self‐efficacy and extrinsic learning motivation, in comparison with the C‐VR learning approach. Specifically, students who learned with the RPG‐VR learning approach perceived more immersion in the engagement and the total immersion stages. This study contributes to existing knowledge of VR technology by providing that a digital role‐playing game could reinforce the main characteristics of VR‐based learning environments and enhance students' concentration on a learning task. However, no significant difference was found between the two groups in terms of promoting students' learning achievements, implying that more instructional assistance is needed to improve students' knowledge gains in VR‐based learning environments. Practitioner notesWhat is already known about this topic Virtual contexts play a crucial role in promoting students' learning performances.Virtual reality has been adopted for situating students in inaccessible places to promote their learning.A DGBL context provides students with opportunities for learning that emphasize immersion in practice, resulting in concept acquisition and skill development.What this paper adds An RPG‐VR learning approach was designed by means of integrating a role‐playing game with VR technology to enhance students' science learning.A virtual reality learning system with a role‐playing game was developed based on the proposed approach.This approach significantly enhanced the students' perceptions of self‐efficacy, extrinsic learning motivation and immersion, especially in the engagement and the total immersion stages.A digital role‐playing game could reinforce the main characteristics of VR‐based learning environments.Implications for practice and/or policy The RPG‐VR learning approach could be a notable reference for further research on VR‐based learning environments.More instructional assistance is needed to improve students' knowledge gains in VR‐based learning environments. [ABSTRACT FROM AUTHOR]

Background: Educational board games have been receiving attention from educators in recent years. Designing the rules of board games based on cognitive theory, and further analysing educational board games from more dimensions are important issues that warrant further study. Purpose: The research designed a board game called Chemistry Story to promote students' learning of the concept of element combination in chemical substances. The design of the cognitive mechanism of the board game was based on three cognitive design principles, namely schema connection theory, attention, and cognitive scaffolding. Sample: The participants were 48 eighth-grade students in Taiwan. Their average age was 13.8. Design and methods: A one-group pretest-posttest design was adopted. The research explored students' learning achievement, flow, and acceptance after using this board game for learning. Moreover, this research analysed the differences in students' flow while playing with game components made of different materials (paper, wood, and plastic), and explored the relationship with learning achievement, perceived usefulness, and perceived ease of use. Results: The results showed that students' concept of element combination in chemical substances improved through playing this board game. In addition, students had considerable engagement and acceptance of the board game's learning activities with the game components made of different materials. The results of the correlation analysis showed that students with low academic achievement were more likely to feel that Chemistry Story was helpful to their studies. It was also found that the wooden material components brought abetter sense of engagement and game acceptance. Conclusion: When designing educational board game products, we should not only consider the target knowledge of the board game and the design of the game mechanism, but also consider the students' feelings about the materials used to make the components, and choose materials that can bring students a better learning experience, so as to enhance the positive influence on their learning. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reflection plays a critical role in learning. Game-based learning environments have significant potential to elicit and support student reflection by prompting learners to think critically about their own learning processes and performance. Stealth assessment models, used for unobtrusively assessing student competencies from evidence of game interaction data and facilitating learning through adaptive feedback, can be enhanced by incorporating evidence from students' written reflections. We present a deep learning-based stealth assessment framework that predicts depth of student reflections and science content post-test scores during game-based learning. With the increasing adoption of AI techniques in decision-making processes, it is important to evaluate the fairness of these models. To address this concern, we investigate encoded bias in our stealth assessment model with respect to student gender and prior game-playing experience in deep learning-based stealth assessment models and examine the impact of debiasing on the models' predictive performance. We evaluate the predictive performance of the deep learning-based stealth assessment models and measure encoded bias with the Absolute Between-ROC Area (ABROCA) statistic using gameplay data from 119 students collected in a series of classroom studies with a reflection-enriched game-based learning environment for middle school microbiology, Crystal Island. The results demonstrate the effectiveness of deep learning-based stealth assessment models and multiple debiasing techniques for deriving algorithmically fair stealth assessment models. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD. [ABSTRACT FROM AUTHOR]

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

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]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions. Methodology: A pretest‐posttest open‐label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth‐year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann–Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test. Results and Conclusions: The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning. Practitioner Notes: What is already known about this topic: Storytelling, known as an extracurricular learning method, has begun to be used in nursing education.There are digital methods that improve not only the knowledge level of students but also their skills.In skill‐focused departments, digital learning tools that enable students to learn without entering the laboratory are effective. What this paper adds: Digital storytelling integrated into face‐to‐face learning provide learning retention.Digital storytelling allows students to have fun and learn wherever and whenever they want.It ensures the permanence of knowledge and skills. Implications for practice and/or policy: It is recommended to be frequently used in nursing skills training.It is important to integrate it into the curriculum in skill‐based education departments.Using methods that will ensure active participation of students will provide privileges in education. [ABSTRACT FROM AUTHOR]

Background: Traditionally, understanding students' learning dynamics, collaboration, emotions, and their impact on performance has posed challenges in formative assessment. The complexity of monitoring and assessing these factors have often limited the depth and breadth of insights. Objectives: This study aims to explore the potential of multimodal learning analytics as a formative assessment tool in math education. The focus is on discerning how collaborative discourse behaviours and emotional indicators interplay with lesson evaluation performance. Methods: Using undergraduate students' multimodal data, which includes collaboration data, facial behaviour data, and emotional data, the study explored the patterns of collaboration and emotion. Through the lens of multimodal learning analytics, we conducted exploratory data analysis to identify meaningful relationships between specific types of collaborative discourse, facial expressions, and performance indicators. Moreover, the study evaluated a machine learning model's potential to predict target learning outcomes by integrating data from multiple channels. Results: The analysis revealed key features from both discourse and emotion data as significant predictors. These findings underscore the potential of a multimodal analytical approach in understanding students' learning process and predicting outcomes. Conclusions: The study emphasizes the importance and feasibility of a multimodal learning analytic approach in the context of math education. It highlights the academic and practical implications of such an approach, along with its limitations, pointing towards future research directions in this area. Lay Description: What is currently known about this topic?: Learning analytics has emerged as a powerful tool that aligns with the purpose of formative assessment, enabling educators to monitor and understand students' learning.The primary focus of traditional learning analytics research has been on online learning environments, relying mostly on unimodal data. This perspective offers a limited view, as learning is inherently multimodal.Formative assessment stands as a cornerstone of effective learning, with a rich body of evidence confirming its positive role in improving teaching and learning processes. What does this paper add?: The study implemented game‐based learning lesson critique activity with students and explored the use of Minecraft education version as a tool for interactive math lessons.The study showcased the complex patterns of collaboration and interactions during game‐based learning activities, highlighting the integral role of teamwork.By analysing verbal and non‐verbal cues, the study illuminated various features of collaborative dynamics when evaluating game‐based lesson activities with peers. Implications for practice/or policy: The study's findings can inform the design and implementation of multimodal learning analytics as a formative assessment tool. This can promote effective formative assessment and adaptive support mechanisms for students in mathematics education within a digital game‐based learning environment.By identifying areas of improvement and specific needs, practitioners can tailor interventions to address challenges faced by learners in their collaborative efforts and digital content evaluation.The study contributes to the growing literature on multimodal data analytics and its applications in education, projecting its role in various educational contexts and fostering innovative methods for data analysis and interpretation. [ABSTRACT FROM AUTHOR]

Background: Digital game‐based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game‐based fraction learning from cognitive, motivational and emotional perspectives. Methods: Two hundred and sixty‐nine participants completed a pre‐test and post‐test on fraction conceptual knowledge and surveys in math anxiety, intrinsic motivation and self‐efficacy. In addition, facial expression detection technology was employed to evaluate emotional states. Results: In general, within the DGBL environment, boys and girls exhibited similar performance in both their understanding of fraction concepts and their motivational aspects. However, gender differences were identified and manifested uniquely across different grade levels. Specifically, third‐grade girls exhibited significantly lower self‐efficacy than boys, but after DGBL intervention, the gender gap in self‐efficacy was no longer significant. Additionally, third‐grade girls achieved significant improvements in both the competence and interest dimensions of their intrinsic motivation, while boys did not show significant improvements. In the fourth grade, girls exhibited a significantly higher frequency of angry expressions compared to boys during gameplay. Fifth‐grade girls' cognitive performance appeared to be less correlated with motivational factors compared to boys. Conclusions: The results suggest that DGBL may help narrow the gender difference in math learning, with girls potentially benefiting more from DGBL than boys. Lay Description: What is already known about this topic: Gendered differences in math learning include historical advantages for boys, diminishing achievement gaps, persistent math anxiety with gender variations, and gender‐related disparities in intrinsic motivation and self‐efficacy, highlighting the need for targeted support for girls, particularly in science, technology, engineering, and mathematics fields.Studies on digital game‐based learning (DGBL) indicate varying effects on academic performance, with some showing improvement in girls, minimal gendered differences, and potential differential impacts on emotional states by gender.Fraction knowledge plays a pivotal role in math learning, DGBL emerges as an effective and gender‐inclusive tool to enhance conceptual understanding of fractions. What this paper adds: The game‐based fraction learning could effectively enhance conceptual understanding of fractions for third to fifth‐grade students, revealing consistent positive outcomes for both boys and girls across different grade levels, particularly in tasks related to measurement interpretation.The game‐based fraction learning significantly improves motivational experiences, particularly enhancing competence, interest, and self‐efficacy for third‐grade beginner girls, with less pronounced effects observed in fourth and fifth‐grade students.Fourth‐grade girls displayed a significantly higher proportion of angry faces compared to boys, suggesting potential differences in cognitive load, stress, and emotional engagement in digital game‐based learning.After game‐based intervention, fifth‐grade girls' cognitive outcomes were less influenced by motivational factors, while boys still demonstrated a strong correlation between motivational factors and cognitive scores. Implications for practice: Educational practitioners are encouraged to integrate game‐based learning into early childhood math education, as demonstrated by this study, which highlights the significant contribution of early exposure to game‐based learning in fostering girls' positive attitudes towards mathematics.Game designers should incorporate relevant intelligent technologies for monitoring emotions and different gameplay modes, and when learners experience negative emotions, various strategies should be employed to provide a gender‐inclusive and supportive learning environment.For girls facing challenges in mathematics, their underperformance may be associated with lower motivation levels and emotional states, and game developers can address this issue by offering positive reinforcement, personalized feedback, and challenges tailored to individual learning needs to foster competence in learners. [ABSTRACT FROM AUTHOR]

Minecraft Education is a popular digital game-based learning platform designed for use in educational settings. This study explores teachers' experiences of using Minecraft Education as an educational tool to foster the development of key competencies and skills in students. Semi-structured interviews with Irish primary school teachers (N = 11) were conducted during a national project-based initiative involving Minecraft Education in primary schools called Ireland's Future is MINE. Thematic analysis identified six major themes: encourages student collaboration, supports creativity, students as active participants in their learning, inclusive educational tool, supports curricular content, and barriers to use. Findings emphasise how the platform can be used in the classroom to support the development of skills and competencies students need to succeed in the future while simultaneously supporting curricular content. In addition, the platform can enable learning conditions that are more inclusive and equitable for all students. External technological barriers to use need to be addressed to realise the full potential of the platform in a classroom setting. The paper concludes with a series of recommendations and implications relating to the use of Minecraft Education in primary school classrooms. [ABSTRACT FROM AUTHOR]