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This study examined the relationship between physical activity, digital game addiction, and academic success among university students. Participants were university 704 students from Turkiye who did physical activity and played digital games. The sample group consisted of 704 university students (342 women and 362 men), selected through random sampling. Data were collected using demographic information forms, a digital game addiction scale, and an international short-form questionnaire about physical activity. The data were analyzed using Pearson correlation, t-tests, one-way ANOVA, and post-hoc tests. The findings revealed a significant negative relationship between academic success and both physical activity and digital game addiction. Men exhibited higher levels of digital game addiction compared to women, but there was no significant gender difference in physical activity levels. Students who were categorized as academically successful had lower levels of both digital game addiction and physical activity.

Agency, or the capacity to take intentional actions, is considered one of the primary affordances of virtual reality (VR) for learning. VR is expected to increase learners' agency because it allows for full-body interactivity from a first-person perspective, giving them novel ways of interacting with the digital environment. Yet, agency in immersive learning has not been well-studied relative to other affordances like presence, and more evidence is needed to understand how varied media and designs heighten or diminish agency. This mixed-method study addressed this need by developing and validating measures of sense of agency with 30 high school students who used VR field trips in their engineering class over four lessons. By comparing immersive videos to video game-like interactive graphical environments, the study illustrates some of the complexities of agency in VR. The findings indicate agency is not a unidimensional construct nor is it equivalent to full-body interactivity in VR as learners felt some types of agency when using immersive videos. Furthermore, learners' identities moderated associations between the type of VR media and their sense of agency, and agency did not change over time as the novelty of VR waned. These results suggest VR designers should consider varied ways of interacting in VR that are beneficial for learning. They also support the use of immersive videos when the educator's goal is to increase agency over learning or focus, and provide measures and direction for future research to assess the relationship between varied types of agency, features of VR experiences and learning outcomes.

Objective: The aim of this study is to investigate the mediating role of digital game addiction in the relationship between school belonging and psychological resilience of adolescents in middle school. Considering school belonging together with digital game addiction may help to better understand the risk and protective factors of psychological resilience and to create a comprehensive model of psychological resilience. Method: The sample consisted of 316 secondary school students aged between 11 and 14 (M = 12.84), 47.5% (n = 150) female and 52.5% (n = 166) male. Data were collected using a demographic information form and three self-report scales. In addition to descriptive statistics, Pearson Correlation Coefficient and Bootstrap Analysis were used to analyses the data. The mediating role of digital game addiction in the relationship between school belonging and resilience was analysed using the Bootstrap method with 5000 resamples. This approach is regarded as providing more accurate results compared to the Sobel test. Results: The results of the study show that there are significant positive relationships between school belonging and psychological resilience and negative relationships with digital game addiction. Also, the results of the study revealed that the mediating role of digital game addiction in the effect of school belonging on adolescents' psychological resilience was statistically significant. Conclusion: It was revealed that digital game addiction, which affects both psychological resilience and school belonging, which is a protective factor, in a very negative way, is a mediating variable whose effect should be reduced or eliminated.

Esports or competitive video gaming has been increasingly utilized to enhance essential twenty-first century skills. However, there is limited evidence on the extent to which the skills acquired from a gaming environment can be transferred to other settings. This study employed an experimental design to investigate the effectiveness of a competitive sandbox game environment in enabling the transfer of the 4Cs skills to both near and far tasks, in contrast with a non-game environment. A cohort of 110 students from a university were randomly allocated to both conditions for the 4Cs skills training. The skills transferability was measured through self-reports, observations, and interviews. The findings indicated no significant differences in the transfer of creativity, critical thinking, and communication skills in near and far settings following both training environments. Interestingly, a competitive gaming environment significantly facilitated the transfer of collaboration skills to near tasks evidenced by performance-based assessments. Moreover, although the hypotheses 1c and 3c were not statistically supported, the small to medium effect size suggests that there were practical differences between the groups in self-reported collaboration skills in near and far tasks. Additionally, analysis of individual interviews with 41 participants indicated that the successful transference was attributed to an array of scaffolds (i.e., mentorship, collaborative problem-solving environment, autonomy, and guided checklists) while the failure to detect positive effects was explained by various constraints (i.e., unfamiliarity with game rules, limited time, lack of practice, and established cognitive patterns). These findings add new insights into the literature on game-based learning and transfer of learning and inform researchers to further investigate the longitudinal effect of skills transfer and retention in both academic and professional spheres.

Learning in a virtual environment has been found to foster students' affective responses, indicating the importance of exploring the factors which affect students' learning when engaged in a virtual game. This study aimed to explore the relationships among students' epistemic curiosity, situational interest, and learning engagement in an exploratory 3D virtual game environment. A virtual game was designed for elementary school students to learn concepts of evaporation and condensation in real-life situations. Data were collected using questionnaires from a total of 121 sixth-grade elementary school students, and were analyzed using partial least square structural equation modeling (PLS-SEM). The reliability and validity of the instruments employed in this study were verified. The structural relationships showed that I-type epistemic curiosity showed a stronger influence on the design of the virtual game environment compared to D-type epistemic curiosity. Challenge was found to be negatively predicted by I-type epistemic curiosity, but positively predicted by D-type epistemic curiosity. Instant enjoyment was also found to play a significant mediating role between I-type epistemic curiosity and emotional engagement. It is suggested that future research should consider providing students with interesting contexts and challenging tasks as a critical approach to designing virtual game learning environments.

In this article we analyze how students reason about linear combinations across multiple digital environments. We present the work of three groups of undergraduate students in the Southeast United States (US) who were considered ready to take linear algebra. The students played the game "Vector Unknown," reflected upon aspects of their gameplay using GeoGebra, and used that knowledge to design a level for a 3D version of the game under some constraints. We performed a grounded qualitative analysis of each student's activity to identify key episodes of student reasoning about linear combinations using technology. Both authors reviewed the episodes and categorized them according to the type of student activity. We compared their reasoning in 2D and 3D space to understand how they made the transition and finally linked these episodes to the technology used to understand its role in building student understanding. We identify four forms of structuring space: Reasoning with Numeric Sums, Reasoning with Resultant Vectors, Reasoning with Tip-to-Tail Vectors, and Reasoning with Vectors as Points. We found that how the technology represented vectors and linear combinations influenced how students engaged in structuring space.

Teaching with virtual worlds provides new means for collaborative learning but creates challenges for teachers in terms of IT skills. To address these challenges, we developed a teaching model for using virtual worlds in classroom practices and applied it to Minecraft in several rounds of design-based research experiments. Our conceptual framework combines ideas from software engineering (sociotechnical congruence) and social sciences (intersubjectivity and emergence). Empirically, we addressed the problem of how shared understanding evolves in computer-mediated learning activities. We video-recorded classroom activities and analyzed them using interaction analysis. The teaching model engaged the students in two interdependent processes, referred to as objects: (1) a social object (discussions) that led to a shared knowledge object (video-recorded role-play) and (2) a technology object (Minecraft buildings) for staging the role-play. Our findings include an empirical phenomenon that we call emergent group understanding, which arose from the complex social interactions between social and technology objects when Minecraft was used as a virtual world in a social studies classroom. This revealed two connected subprocesses: (1) a spontaneous act of providing information to assist learners in contextualizing their actions and interactions against a common background, and (2) setting localized goals to guide future actions and interactions. This finding extends previous research by identifying fine-grained processes of intersubjectivity that contribute to collaborative learning. More generally, our teaching model addresses the problem of balancing creative and instructional learning goals.

The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners' collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners' forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.

A child's vocabulary ability may be influenced by many different factors in their home environment. The present study focused on supportive aspects in home environments and the relation to children's vocabulary size through an online study where 166 parents of children aged 47.63 months (range 33.7-59.9 months) responded. Children's home literacy environments were positively associated with children's vocabulary size. Aspects of the home environment such as the parents engaging in teaching colors, and letters and talking about daily activities showed a positive association with vocabulary size. Print book reading was important, but the number of books the parents read did not seem to be associated with vocabulary size, rather whether the parent was engaging in dialogical reading and discussing the books, explaining the content, and relating the content to the life of the child mattered. Digital media (screen media and digital games) did not show a positive association with vocabulary, regardless of content or parents' joint media engagement. Watching screen media showed a negative association with developing vocabulary. This association was, however, ameliorated when positive influences and activities in the home literacy environment were present.

Background: In Norway, games were introduced into the 2020 English curriculum; acknowledging games as language learning resources alongside other text-based material. However, little is known about the type of games selected by English teachers, reasons for doing so, or how games are actually used in teaching. This is particularly relevant in gendered vocational classes, with mainly girls or boys respectively in different programmes, as national surveys show that while most teenage boys play digital games, comparatively few girls do. Objectives: The primary aim was to investigate how the digital commercial game "Adventures with Anxiety" was used during naturally occurring English teaching in four gendered vocational classes: one "Technological and Industrial Production" class (boys only) and three "Healthcare, Childhood and Youth development" classes (girls mainly). Methods: Participants involved 36 students (aged 16-17) and two English teachers. Using a mixed methods design (Brevik, 2022), we combined quantitative and qualitative analyses of classroom video recordings (5.5 h), student screen recordings during gameplay (8 h) and retrospective teacher interviews (1.5 h). Analyses relied on the validated PLATO observation protocol (Grossman, 2015) and reflexive thematic analysis (Braun & Clarke, 2022). Results and Conclusions: English teachers expressed a dual aim in using the game for teaching English; to improve students' language skills and provide experiences of how to live with anxiety. Although the game offered relevant vocabulary and virtual experiences with anxiety; anxiety emerged as a professional component of caring professions in the girls-mainly classes, while being used to help boys acknowledge anxiety in their own lives.

Background: Their ubiquity is particularly notable as video games become increasingly intertwined with the technological revolution. Despite this prominence, gender disparities in adolescent video gaming remain under-explored. Objectives: This research aims to determine the frequency classes of video game playing based on gender, analyse the variables (age of first digital device/internet use, weekday/weekend internet frequency in and out of school, economic, social, and cultural status) that might influence assignment to these classes, and reveal the differences in PISA scores among these classes. Methods: Our study utilises multiple group latent class analysis and multinomial logistic regression to investigate the video gaming frequencies of 6890 Turkish students (49.1% female, 50.9% male) from the PISA-2018 exam. A three-step multiple logistic regression was employed to identify the effect of the variables on assignment probabilities. Also, the multivariate Delta method tested mean differences between classes for PISA scores. Results and Conclusions: This study classifies Turkish students from PISA 2018 into four video gaming preference frequency classes (frequent, regular, casual, and non-video game players) based on gender. Our study reveals that frequent male gamers begin using digital devices and the internet earlier than their female counterparts, spending more time gaming outside school. Notably, the frequency of video game play, which varies by gender, was found to have a significant effect on academic achievement.

Digital games are increasingly used in education to boost engagement and reduce stress. Digital game-based learning (DGBL) has improved the learning experience. However, further investigation is needed to determine the specific impact of commercially available, off-the-shelf (COTS) video games on English language skills. This study provides a comprehensive overview of DGBL literature, specifically focusing on how COTS games enhance English language skills in ESL and EFL classrooms. The systematic review methodology, following PRISMA guidelines, involved searches across database like Scopus, Springer, Science Direct, and Web of Science, and other sources, and 16 articles were selected for detailed analysis from 19,201, screened articles. The systematic review examines the positive impact of commercial games on improving English language skills , identifying different game genres, and elements and linking game elements with the four perspectives of game-based learning (GBL): affective, motivational, cognitive, and socio-cultural, highlighting their direct contribution to English language skills development. This study contributes to ongoing discussions on innovative pedagogical methods to meet learners' evolving needs in a technologically advanced educational landscape. The study provides valuable insights for policymakers, educators and researchers by highlighting the potential of commercial video games in enhancing English language learning.

Due to limited laboratory facilities and other constraints, many engineering students may not have the opportunity to engage with practical, hands-on learning experiences. Although some research suggests that game-based learning can provide students with these pedagogical benefits, much of that work does not directly assess the impact of such games on student learning outcomes. This paper examines the impact of leveraging a game-based virtual lab in an advanced, college-level engineering course on material properties. We compare learning outcomes derived from course content experienced in the virtual lab versus traditional classroom and homework formats. Students completed classroom activities and assignments in the virtual lab space for approximately half of the course content throughout the semester. Learning was assessed on three separate exams, each featuring content associated with the virtual lab, as well as content associated with traditional classroom and assignment formats. Our analyses compared student performance on both types of exam content. Students scored significantly higher on exam items corresponding to content learned using the virtual laboratory space compared to exam content learned only through traditional classroom and homework formats. Our results are consistent with prior work on game based learning in engineering and contribute to the existing research by providing a direct assessment of students' learning with the game-based experience, suggesting that game-based learning can, indeed, improve learning outcomes in this context. This particular virtual platform in question ("Minecraft") is highly versatile and may offer further opportunities for adaptation and classroom research. While our data supports these conclusions, we acknowledge this is just a single study with a small sample size and features carefully selected topics that were covered in the Minecraft exercises.

This review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial to understand how these factors contribute to learning outcomes. Yet, previous reviews have mainly overlooked out-of-class exposure in their discussion of individual differences. The current review shows that the three factors can have a positive effect on lexical development. There are some points to consider such as the need for a large amount of input for out-of-class exposure to be effective. Additionally, the review shows that both motivation and self-regulation are important for vocabulary learning and that they are positively related to vocabulary knowledge. It shows that more self-regulated and motivated students tend to have significantly larger and more developed vocabulary knowledge. By synthesizing findings from empirical studies on individual differences and vocabulary learning, this review provides insights into making vocabulary learning more effective.

This paper explores the course design and implementation of a first-year discovery seminar on "Living in the Metaverse" offered at a business university. Integrated with standardized college-readiness topics, the course combines hands-on activities with collaborative assignments and class discussions to present a multidisciplinary exploration of the metaverse from business, technology, and societal perspectives. The authors describe how they utilized the TPACK (Technology, Pedagogy and Content Knowledge) model in designing the course, and how this model can be applied when considering how to incorporate new technologies into courses. To assess the effectiveness of this approach, the authors surveyed students in three sections of the course taught during two consecutive semesters to determine their attitude toward relevant technologies and the course topics. We found that hands-on activities with virtual reality headsets helped make metaverse concepts easier to grasp, while students still had concerns about widespread use of the metaverse, including privacy and security.

Educational games, prevalent in contemporary settings, leverage game-based learning (GBL) to actively engage and enhance learners' knowledge and skill acquisition through captivating in-game learning activities. To assess the effectiveness of GBL, game-based assessment (GBA) has emerged. GBA employs gameplay for learners to attain educational objectives while capturing data for analyzing their in-game competencies. The integration of gameplay in assessments has garnered increasing attention to GBA. This review of 21 studies provides an overview of the application of GBA in the field of education, covering aspects of the publication nature, theoretical frameworks, game types, in-game assessment details, and the assessed subjects and knowledge. Key findings include: (1) the annual number of publications fluctuates; a majority of studies originate from the USA; (2) the supporting theory tends to be unitary, with the evidence-centered design model cited the most; (3) simulation, immersive, and video games with rich game elements are applied most as assessment tools, and in-game assessment details are associated with game features; and (4) GBA is predominantly used in physics education. These findings indicate that applying GBA in education is promising with solid theoretical support, and practitioners are suggested to design GBA according to their educational needs and game features.

As coastal populations grow, so does the exposure to natural hazards such as hurricanes and flooding, creating the potential for increased social and economic disasters. The literature indicates coastal residents remain complacent when planning before, during, and after an event. There is a growing successful use of serious games in natural resources planning, and a growth in the use of digital and electronic games. We developed the serious digital game Plan for It! in response to identified needs and to capitalize on the public's familiarity with gamification and digital gaming.

As video games have evolved, they have emerged as useful tools in areas such as education, tackling global issues through their storylines and mechanics. However, never in the history of video games, not even today, has there been parity in the proportion of women directly employed in the development of video games. This paper is part of a broader research project undertaken in the context of a doctoral thesis within the framework of the R+D+I project 'Building global citizenship with young people: researching transformative practices with participatory and inclusive methodologies'. It provides a historical perspective on video games and their place in culture and society, and attempts to outline a brief genealogy of the contributions of pioneering women in the video game industry. Recognising the work of women and addressing gender representation in video games is now a matter of great importance. Current trends in the video game industry reflect the impact of the pandemic on video game consumption habits, its expected continued growth in the future and its relationship with the development of virtual and augmented reality. Video games are therefore likely to remain an important part of culture and society in the future, with an ever-increasing role in education. It is therefore imperative to showcase the achievements of women in the video game industry, to highlight inequalities and to provide girls with genuine role models.

STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students' motivation to learn in DGBL STEM teaching. In addition, students' previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education.

The purpose of this research is to examine the relationship between primary school students' school happiness and digital game addictions. The study group of this research, which was designed in the relational survey model, consists of 204 fourth-grade primary school students studying in the Pendik district of Istanbul. In the research, the "School Happiness Scale for Primary School Children" developed by Ozdemir et al. (2021) and "The Digital Game Addiction Scale" which was developed by Lemmens, Valkenburg & Peter (2009) and adapted into Turkish by Yalçin-Irmak & Erdogan (2015), and later whose validity and reliability analyzes were made for primary school children by Oral and Arabacioglu (2019) were used. According to the research findings, it was found that the students' school happiness was at a moderate level and their digital game addiction was at a high level. Students' school happiness levels and digital game addiction levels do not show significant differences according to their genders. Similarly, the digital game addiction levels of students do not differ statistically according to the gender of their teachers, but the school happiness levels of students with female teachers are statistically significantly higher than those with male teachers. On the other hand, while the digital game addiction levels of the students do not differ significantly according to the school success of the students, the school happiness levels of the students with medium school success are significantly higher than the students with low or very high school success. According to another finding obtained from the research, there is a negative, low, and significant relationship between students' school happiness levels and digital game addiction levels. As a result of the regression analysis, it was seen that school happiness was a significant predictor of digital game addiction. School happiness explains 3% of digital game addiction.

This research sets out to examine digital games containing sexuality and sympathetic violence. The study group of the research consists of 5 digital games; 3 digital games with sexuality and 2 digital games with sympathetic violence. A checklist developed by the researcher is used as a data collection tool in the study. The research has been carried out with the document review method, which is one of the qualitative research methods, and the digital games that constitute the study group of the research have been analyzed with the content analysis technique. As a result of the research, it has been determined that the digital games involving sexuality include explicit body lines, touching (sexually), flirting, kissing (sexually), hugging (sexually), wrong attitude (Begrudge, get angry, cry, sorrow, ridicule), body care (like adult) not suitable for their age and wearing clothes that are not suitable for their age. Punching, shooting, killing-dying, grappling-fighting, destroying-breaking-smashing-damaging, chasing-scaring, crashing, locking -- imprisoning, hurt-pain have been determined in digital games containing sympathetic violence. Various recommendations have been presented in line with the results of the research. Being aware of the great danger in digital games and taking the necessary precautions will positively support children's development and guide families and educators.

This paper examines secondary school students' perceptions of moral values in the digital environments (MVDE) and digital literacy (DL). The study used a quantitative methodology and correlational survey design encompassing 250 participants. Results show that participants' perceptions of DL are mostly high, while their perceptions of MVDE are mostly intermediate. Gender is not a source of significant difference in terms of either DL or MVDE. While grade is not a variable affecting DL, lower grades have statistically significant higher values in terms of MVDE. Participants who use social media have significantly higher DL scores, while the difference in MVDE is not significant in terms of the same variable. Like gender, online gaming is not a source of significant difference in terms of both DL and MVDE. Daily online time is not related to a significant difference in DL; however, those who are online for more than 3 hours daily have a significantly lower MVDE than those who spend less time online. Finally, results show that MVDE and DL are positively correlated at a moderate level, and MVDE explains 19.6% of DL. To conclude, MVDE should be fostered amongst individuals as it would help them become "better" citizens in the digital world, much like moral values do in real life.

The study aimed to reveal the degree of special education teachers' employment of electronic educational games in teaching the disabled. It also showed statistical differences according to the variables of gender, academic qualification, and years of experience. To achieve the objectives of the study, the descriptive survey method was used. The study sample consisted of (96) male and female teachers, of whom (47) male and (47) female teachers were chosen in a stratified random manner from the Directorate of Education for Najran region in the Kingdom of Saudi Arabia in the academic year 2022/2023. A questionnaire consisting of (30) items was used, distributed in three domains: planning, implementation, and evaluation. The results showed that the degree of special education teachers' employment of electronic educational games in teaching students with disabilities obtained a mean of (2.57), with a low degree. The results also showed that there are statistically significant differences in the responses of the study sample about the degree of special education teachers' employment of electronic educational games in teaching students with disabilities due to the variables of academic qualification in favor of postgraduate studies, and years of experience in favor of more than ten years. However, there was no statistically significant difference due to the gender variable. The study recommended that the Ministry of Education should pay attention to holding and organizing various specialized training programs to develop the capabilities of special education teachers to employ electronic educational games in teaching, especially in planning, implementation, and evaluation.

The ability to learn new skills as an adult, cognitive stimulation in the ageing process, and a cognitively active lifestyle are of interest to experts in education, public health, and social studies. The game Scrabble, with its enjoyable nature, has gained recognition as an educational resource that facilitates the acquisition and preservation of vocabulary, thereby augmenting both practical and cognitive abilities. In this study, a descriptive quantitative research design was implemented to assess attentional capacity using the Bourdon Attention Test, specifically utilizing the BoPr (Prague Square Modification of the CSAT), within the cohort of Scrabble League e-players and the broader general population. With a focus on promoting cognitive brain health, this study presents a comparison of sustained attention levels between these groups. A sample of N = 60 participants (divided into Scrabble e-players who participate in a league [N = 30], and a comparison group of the general population [N = 30]) underwent a study comparing their levels of attention achieved in the Bourdon test. A significant difference (p = 0.050) was found in their attention span, favoring the league e-players. The results suggest that Scrabble e-games can potentially improve the cognitive well-being and attention of adults and older individuals. However, further investigation is necessary to understand their capabilities fully. Utilizing Scrabble in the realms of adult education, gerontology, and medical practice could be beneficial for enhancing cognitive brain health.

This quantitative-correlational study aimed to examine the relationship between online game addiction and mental well-being of high school students from Angeles City, in the Philippines, during the COVID-19 pandemic. To obtain data from the respondents, the Internet Gaming Disorder Scale--Short-Form and Depression, Anxiety, and Stress Scale (DASS-21) were utilised. After obtaining data from purposively selected 162 high-school students, it was observed that there was a positive and significant relationship between online game addiction and mental well-being. The study highlighted that individuals who are highly dependent on online games are more likely to experience higher levels of depression, anxiety and stress. Based on the findings, implications for theory and practice, particularly in learning and development, are presented, along with recommendations for schools, teachers, students, and future research directions.

This study was done to find out what students thought about the variables of perceived control, perceived learning, perceived benefit, interest, motivation, affective components, attitude, behavioral components, and learning experience when using digital games in information and communication technologies courses. As a case study, the study was created. 30 students from the biochemistry department made up the study's research group. The tool for gathering data was a semi-structured interview form. Data analysis was done using the content analysis method. When the study's results were discussed, students claimed that playing digital games improved their perceptions of their level of control, interest in the subject, motivation, perceived value of the course, learning experiences, and learning facilitation. Students also mentioned that they felt a variety of positive emotions while using digital games, that they wanted to play them constantly and willingly, and that their attitudes had improved. To increase and enhance students' interest in the course, motivation, positive attitudes and emotions, desire, and learning experiences, digital games can be used in technology-focused courses.

The pandemic has affected many aspects of our lives including education and that has caused the Government to provide alternative teaching methods and make recommendations for online learning. Since smartphones and laptops using the internet are the only tools for learning, students are increasingly playing online games and being exposed to English vocabulary. This research aimed at identifying and analyzing whether students' participation in online games and vocabulary mastery simultaneously correlate with their learning motivation. This research is a quantitative research with a correlation design. The research was conducted at SMPN I Koba, Central Bangka, Bangka Belitung, with 93 students as respondents. The data collection technique used a questionnaire with a Likert scale on the online games questionnaire and learning motivation and the Guttman scale on the vocabulary mastery questionnaire. The prerequisite test uses the normality test, homogeneity test, and linearity test. Analysis using correlation analysis of r-Product moment and multiple regression analysis. The research results have shown that there is a correlation between students' participation in online games and vocabulary mastery simultaneously with learning motivation.

The aim of this study was to examine the effects of gender, the number of siblings, and grade level on digital game playing motivation and addiction levels in secondary school students and to reveal the relationship between digital game motivation and addiction. A total of 394 students, 168 boys and 226 girls, participated in the study voluntarily. Personal Information Form, Digital Game Playing Motivation Scale, and Digital Play Addiction Scale for Children were used as data collection tools. Digital game playing situation (yes/no) was associated with gender and number of siblings (p<0.05) but not with grade level (p>0.05). The motivation and addiction levels for playing digital games are related to gender and grade level (p<0.05) but not to the number of siblings (p>0.05). There is a positive relationship between motivation and addiction to playing digital games (p<0.05). In light of these findings, more effort should be made to prevent digital addiction in males according to gender and in 8th graders according to grade level.

With the advent of online gaming becoming such an inherent part of popular culture, the issue of toxicity, particularly in online competitive games, has never been more relevant. In the /all chat, however, where communication between players of opposing teams is expected to be hostile, there have been debates in community forums about whether that type of communication constitutes as toxicity or another form of aggressive discourse, trash-talking. Because both concepts have never been reconciled together in past studies, this study attempts to develop a preliminary framework using categories and definitions from prior studies of each discourse, for the purpose of analyzing instances of toxicity and trash-talking in the /all chat. Thus, a total of 26 /all chat logs from the Southeast Asian server of the online competitive game "Dota 2" were procured. Using content analysis, the /all chat logs were then coded for toxic and trash-talking instances to determine how they are manifested among players in the /all chat with key reference to context. It was found that toxic instances occurred rarely in the /all chat and were mostly derived from in-fighting between players of the same team. Trash-talking particularly dominated the /all chat and though the talk appears unpleasant, it is representative of an aggressive discourse with competitive stakes. Finally, new types and categories were also found and documented for each discourse, further contributing to the existing literature of both toxicity and trash-talking.

Students' attitudes towards Digital Game-Based Learning (DGBL) in developing countries such as Indonesia are rarely investigated despite the fact that digital games are being used in secondary education increasingly. This research aims to explore students' attitudes towards DGBL in chemistry. We used a quantitative study method using a self-reported survey questionnaire. The study included 480 high school students (203 males and 277 females) from various public and private high schools in Indonesia. The present study employed a cross-sectional survey design to collect data in July and August 2023. The DGBL attitude scale was adapted to evaluate students' attitudes. The questionnaire comprised 22 items assessing students' attitudes towards digital game-based learning. The data obtained were analyzed using descriptive statistics as well as t-tests and a one-way Analysis of Variance (ANOVA). As a result, students expressed a slightly positive attitude towards digital games in chemistry learning particularly for learning opportunities. The results also showed that there was a significant gap in students' attitudes with regard to gender and the daily duration of smartphone use. However, there was no significant gap regarding students' attitudes towards digital game-based learning. The findings provide valuable insights for game designers and teachers to design and implement educational games that meet student needs and expectations in order to improve learning outcomes. The results are also useful for educators and educational researchers on how demographic factors influence students' DGBL attitudes in chemistry education in developing countries such as Indonesia.

This research studies the motivational factors used in educational video games through the lens of 6 C's learning motivation model with text mining of the players' reviews and comments. This research seeks to offer insight for game producers and educational institutions to investigate the effectiveness of these motivators for increasing player motivations and thus improving the quality of learning. Sentiment analysis and LDA topic modeling were used to analyze reviews of five selected video games on the Steam platform. The 6 C's Learning Motivation Model guided text mining to analyze the motivational factors used in the games and how they contribute to user learning. The effectiveness of these motivational factors was discussed in conjunction with categorized text mining. Results show that the major motivation factors of educational games are 'construction meaning', 'challenge', and 'control' in the 6 C's learning motivation model. Among them, users focus on whether the game's content meets their interests and the construction of the educational meaning of the game. The advantage of control, a high degree of motivational factor in video games, may turn out to be a factor that leads to user churning when the game is not interesting or attractive enough. Previous educational game research seldom involved a large sample size for generalizable findings. In addition, this research extends the application of the 6 C's learning motivation model to the digital educational gaming arena, providing a novel player-centric perspective. Based on the results, we provide recommendations and design considerations for educational game developers to enhance players' experience and motivations.

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.

The presence of communication within the family can be considered as a protective factor in preventing the development of mental health problems in school by acting as a buffer against mental health problems in adolescents. Thus, this study, which was designed to reveal the potential mechanisms between family communication and bi-dimensional student mental health (psychological well-being/distress) in Turkish adolescents, examined the serial mediator role of digital game addiction and school belongingness. The study sample consists of a total of 397 volunteering Turkish adolescents, including 206 girls (51.9%) and 191 boys (48.1%). The participants' ages range from 14 to 17 (M = 14.63 years, SD = 0.60). In this study, a cross-sectional and explanatory design based on structural equation modeling was used. The main findings of the study are as follows: (1) digital game addiction mediated the relationship between family communication and psychological well-being/distress, (2) school belongingness mediated the relationship between family communication and psychological well-being/distress, and (3) the relationship between family communication and psychological well-being/distress was serially mediated by both digital game addiction and school belongingness.

Although research has investigated the association between pathological gaming and academic performance in adolescence, the complexity of the relationship has not been thoroughly examined. This short longitudinal study aimed to investigate the interactions between pathological gaming, academic self-efficacy, academic initiative, and academic performance in an adolescent sample, focusing on sex differences. The participants (N = 2853; 50.1% boys) were students in the second and third years of upper secondary school. Their grade point average (GPA) at graduation the same year was obtained. The moderated mediation structural equation model results showed that academic self-efficacy, directly and indirectly through academic initiative, impacted later GPA. There was no direct effect of pathological gaming on academic initiative or GPA. However, academic self-efficacy moderated the impact of pathological gaming on GPA for boys. In other words, boys with increased pathological gaming tended to achieve poorer grades in school if they experienced a strong academic self-efficacy. This study contributes to the understanding of the complex interplay between sex, pathological gaming, academic self-efficacy, academic initiative, and academic performance. We suggest that future research examines confidence or other relevant factors as explanatory mechanisms in the relationships between pathological gaming, academic self-efficacy, and GPA, particularly in male samples.

Digital technology has broadened educational opportunities in science, positioning gamification as a pivotal tool. However, its full potential in enhancing science education has not been thoroughly explored. Addressing this research gap, this study delves into the less examined aspects of gamification within science education. Employing a quasi-experimental design, it assesses the benefits of digital gamification activities, specifically using the CoSpaces Edu application (experimental group), against traditional face-to-face methods (control group). The experimental group engaged in a 3D educational digital game using Cospaces Edu, which was tailored to each grade level and covered topics from the science and technology curriculum. In contrast, the control group participated in a tabletop game addressing the same topics as those presented to the experimental group. The study involved 176 students from grades 4 to 6, focusing on how these methods impact their gameful experiences, motivation to play, and level of immersion. The results of multivariate analyses of covariance revealed statistically significant differences between the groups on all measured variables, highlighting the superiority of the CoSpaces Edu application over face-to-face activities. The study underscores the positive effects of gamification on various unexplored aspects of science and technology education, advocating for the integration of technology and diverse teaching methods. The primary conclusion is that integrating digital games into science lessons significantly enhances students' perceptions of accomplishment, challenge, playfulness, immersion, and motivation to engage in an educational game, compared to traditional face-to-face games. This study reinforces the value of technological integration in science teaching and supports the need for diversified teaching methodologies. Further research is necessary to validate this conclusion, as the study's concentration on particular age groups in a single elementary school limits the generalizability of its results.

This study aims to determine whether parents' media mediation roles are related to their early childhood children's digital game addiction tendencies. In addition, it examines whether these variables are related to the child's and parent's digital device usage habits and whether they differ according to various sociodemographic variables and digital device usage habits. In this context, we collected data from 433 parents (mother = 336, father = 97) with children aged 3-6. We analyzed the data using correlation analysis, one-way ANOVA, and t-test. Active-supportive, restrictive-supportive, active-limiting, restrictive-limiting, and active-interpreter roles of parents were negatively related to children's digital game addiction tendencies. In addition, parents' and children's digital device screen time was negatively associated with parents' media mediation roles and positively with children's digital game addiction tendencies. Mothers found their children more likely to have digital game addiction than fathers. Children of parents who play digital games have higher digital game addiction than those of parents who do not play, male children than female, children who have their own digital devices than those who do not, and children who only watch YouTube videos than those who only watch television channels for kids. Finally, we observed that mothers are more active in media mediation roles than fathers and that parents behave more restrictive toward their daughters.

The goal of the current study was to examine the perceptions of elementary school principals regarding the value of integrating digital games in teaching and learning and the steps they take to promote this initiative. The study was conducted using a qualitative-narrative methodology to analyze data retrieved through semi-structured in-depth interviews conducted with 18 school principals. The findings demonstrated that the school principals had a positive attitude toward the integration of digital games in teaching although they are not experts in this field. They described several steps they take to promote digital games integration in teaching: (1) systemwide strategic steps, which include formulating a vision and mission; promoting teachers' professional development; and resource allocation; (2) individual-initiatives, which include modeling; empowering teachers; and creating a leadership group among the teachers. These steps are perceived as creating "islands of innovation," which are meant to infiltrate into the organizational culture of the school, so as to become integral and sustainable practices. These findings may help create new official policies for integrating digital games at school, thus instilling a change in the school culture. The study underscores the important role of school principals as agents of change in this context.

This article reports on findings from a social design-based study conducted with an intergenerational group of youth, educators and researchers participating in the Learning to Transform (LiTT) Gaming Lab. We advance the notion of AlgoRitmo Literacies, to highlight the ingenuity of youth and educators as they used a tool called Character AI to author lore emerging within a virtual city called LiTT City. We conceptualize AlgoRitmo--a play on the word algorithm--as part inquiry and reflection (the algo or "something" of AI tools), and part action and future-oriented (ritmo as in movement). Inspired by cosmogonies influenced by Coyolxauhqui, the fragmented Aztec moon goddess, this paper illustrates how young people reconfigure AI artifacts, reshape relationships with AI-governed non-playable characters, and repurpose AI tools to envision alternative futures and identities. In identifying AlgoRitmo Literacies, we provide examples of how ChicanX communities subvert ideologies embedded in AI through creative and ingenious interventions in video games and the construction of cyborg Chicanx subjectivities. This paper offers implications for how educators across content areas can leverage gaming, and AI tools, toward consequential literacy development.

Information flow is one of the three main flows of supply chains. It is an abstract concept that can be challenging for students to grasp in its entirety. This article describes a role-playing game for teaching the topic of information flow in an undergraduate supply chain management course. The game allows students to simulate receiving and fulfilling customer orders by playing five roles within a manufacturing company. Students use "TagScan," an augmented reality barcoding and logistics system launched by a technology company in western Canada, to track information throughout the game. Pre- and postsurvey results demonstrate the effectiveness of the proposed game in helping students visualize abstract course concepts and understand the types of information being tracked, the available information transmission technology, and the dynamics of information flow in a supply chain. Students were actively engaged in this in-class activity and responded positively to the learning-by-gaming experience.

This study aimed to investigate the perceived affordances of incorporating esports into higher education using an ecological systems approach that examined the multiple factors shaping behaviours at the individual, interpersonal, and organisational levels. A total of 40 participants, comprising 32 students and 8 teachers, were invited to take part in semi-structured interviews. The data gathered from the interviews underwent qualitative analysis through the employment of thematic analysis methods. The results suggested that esports were perceived as having the potential to promote students' skills development and foster an interactive learning culture. The study also identified constraints on esports integration at various levels, including student differences (i.e. in gaming interest, skills, attention, and physical capacity) and teachers' insufficient knowledge (i.e. of esports and related pedagogy and content) at the individual level; concerns about the negative impacts of esports at the interpersonal level; and a lack of effective execution of university leadership at the organisational level. The results of this study offer valuable insights for education leaders into how to effectively exercise leadership in the context of esports. Specifically, the findings underscore the importance of developing professional development programmes for teachers to enhance their knowledge of the use of esports and related pedagogy and teaching content to improve the implementation of esports-based instruction.

Familiarity with technology has become a requirement for independent living, however there is limited information on technology access and use for people with Down syndrome (DS). The aim of this study is to describe technology, gaming, and social-media use in people with DS. Parents/caregivers (N = 220) of individuals with DS aged 5-35 years (49% female) completed an online questionnaire. They felt that technology and social media use, and to a lesser extent gaming, played an important role in their son/daughter's life. However, many had concerns about their son/daughter's safety online, and identified challenges they faced with using technology, such as using a mouse and speech recognition. We also found substantial parental interest in learning more about technology-use in DS, particularly the impact of using social media. This paper summarises important details about technology-use in people with DS, providing foundational information for the design of effective technology-based activities and support.

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.

Objective: This study examined the relationships between ADHD symptomatology, the motivations for physical activity (PA) according to self-determination theory, and the acceptability of three PA promotion technologies (active video game, mobile application, and telehealth) according to the dimensions of the unified theory of acceptance and use of technology-2 (UTAUT2). Method: A total of 312 women, aged 30.7 ± 7.1 years, followed for obesity with an average body mass index of 34.5 ± 7.8 kg/m[superscript 2], were included in this sub-analysis. Results: Fifty-seven individuals (18.3%) were identified with positive screening symptoms of ADHD. No differences emerged regarding acceptability of technology-based PA. However, individuals with positive screening for ADHD tended to have higher scores for acceptability of active video game on the UTAUT2 dimensions of effort expectancy and hedonic motivation. Conclusion: This study suggests that active video game may be more appropriate than other technologies for individuals with obesity and ADHD symptoms

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 (N[subscript exp.] = 132, N[subscript control] = 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. [Correct pagination for this article is 462-478, not 1-17.]

Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low-cost, scalable way to induce mindfulness and boost game-based learning, yet this approach remains unexplored. Objectives: We investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes. Methods: Two classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (n[subscript Study 1] = 227, n[subscript Study 2] = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game "Decimal Point"), story-enriched active control, or mindfulness-enriched condition. Trait mindfulness, learning gains, and in-game problem-solving (including problem-solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention. Results: Findings showed no significant differences in learning gains, problem-solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness-enriched game led to more correct answers after errors than jokes in the story-enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions. Conclusions: Mindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game-based instruction. We highlight barriers and future directions for fostering mindfulness through computer-based instruction in classrooms.

This study examines the embodied ways in which learners monitor their cognition while learning about exponential functions in an immersive virtual reality (VR) based game, "Pandemic" by Prisms of Reality. Traditionally, metacognitive monitoring has been assessed through behavioural traces and verbalised instances. When learning in VR, learners are fully immersed in the learning environment, actively manipulating it based on affordances designed to support learning, offering insights into the relationship between physical interaction and metacognition. The study collected multimodal data from 15 participants, including think-aloud audio, bird's-eye view video recordings and physiological data. Metacognitive monitoring was analysed through qualitative coding of the think-aloud protocol, while movement was measured via optical flow analysis and cognitive load was assessed through heart rate variability analysis. The results revealed embodied metacognition by aligning the data to identify learners' physical states alongside their verbalised metacognition. The findings demonstrated a temporal interplay among cognitive load, metacognitive monitoring, and motion during VR-based learning. Specifically, cognitive load, indicated by the low- and high-frequency heart rate variability index, predicted instances of metacognitive monitoring, and monitoring predicted learners' motion while interacting with the VR environment. This study further provides future directions in understanding self-regulated learning processes during VR learning by utilizing multimodal data to inform real-time adaptive personalised support within these environments.

The present research analyses the impact that the time spent on the Internet by primary school (3rd and 6th grade) students may have on their academic progression in terms of test scores. In order to go beyond a correlational analysis, we have applied a time fixed-effects estimation using a recent longitudinal database of 15,974 students from the Spanish region of the Canary Islands. Our results show that, in general, an increasingly frequent use of the Internet has a negative influence on students' academic achievement progression, with higher use of instant messaging applications being particularly linked to girls' poorer mathematics academic performance progression. This negative influence may be a consequence of replacing time to academic activities (e.g., reading books or homework) with time using the Internet, which can also ultimately lead students to adopt unhealthy study habits that can affect their future academic success. Furthermore, we find that there is not a negative impact of playing videogames on the mathematics competence, as the development of spatial-visual (digital) skills possibly counterbalances the negative influence of time substitution between academically oriented tasks and the Internet.

This study investigated pedagogical agent (with/without) and feedback (explanatory/confirmatory) types on achievement, flow experience, and cognitive load in a digital game-based learning environment. We developed a game about spreadsheets and prepared four versions of the game in the context of pedagogical agent and feedback types. Through the mixed-methods sequential exploratory design, we applied game versions in four experimental groups (154 undergraduate students) within a two-week spreadsheet subject. We collected quantitative (achievement test, flow experience scale, cognitive load scale, elapsed time, skill, and challenge-level questions) and qualitative (semi-structured interview technique and open-ended interview form) data. According to the results, the achievement scores of all participants increased regardless of the pedagogical agent and feedback type. There was no significant difference in cognitive load, flow experience, skill level, or challenge level according to the pedagogical agent and feedback types. Confirmatory feedback groups spent more time than explanatory feedback groups. The dependent variables had significant relationships. Students expressed that game-based learning promoted improvements in the learning process.

Today, due to the increasing interest in hybrid education environments and technology integration into the course, mobile devices have started to be used in face-to-face classroom lessons. In addition to the many advantages of using mobile devices in the classroom, it also leads to some undesirable situations. One is related to developing students' habits of playing digital games during the lesson. This research aimed to determine the relationship between students' digital game addiction and selfishness, one of the individual differences, on their academic motivation and classroom engagement. Participants were 860 high school students in grades 9 to 12. The research used a correlational design. The result of a path analysis revealed that selfishness was related to digital game addiction; as the level of selfishness of the students' increased, the probability of digital game addiction also increased. Also, digital game addiction was associated with academic motivation and was not related to classroom engagement, such that, as academic motivation levels of the students increased, the classroom engagement levels also increased. Recommendations for what can be done to increase the students' academic motivation and classroom engagement are discussed.