Digital Games Research Articles

Digital Gamification Tool (Let's Control Flu) to Increase Vaccination Coverage Rates: Proposal for Algorithm Development.

Influenza represents a critical public health challenge, disproportionately affecting at-risk populations, including older adults and those with chronic conditions, often compounded by socioeconomic factors. Innovative strategies, such as gamification, are essential for augmenting risk communication and community engagement efforts to address this threat. This study aims to introduce the "Let's Control Flu" (LCF) tool, a gamified, interactive platform aimed at simulating the impact of various public health policies (PHPs) on influenza vaccination coverage rates and health outcomes. The tool aligns with the World Health Organization's goal of achieving a 75% influenza vaccination rate by 2030, facilitating strategic decision-making to enhance vaccination uptake. The LCF tool integrates a selection of 13 PHPs from an initial set proposed in another study, targeting specific population groups to evaluate 7 key health outcomes. A prioritization mechanism accounts for societal resistance and the synergistic effects of PHPs, projecting the potential policy impacts from 2022 to 2031. This methodology enables users to assess how PHPs could influence public health strategies within distinct target groups. The LCF project began in February 2021 and is scheduled to end in December 2024. The model creation phase and its application to the pilot country, Sweden, took place between May 2021 and May 2023, with subsequent application to other European countries. The pilot phase demonstrated the tool's potential, indicating a promising increase in the national influenza vaccination coverage rate, with uniform improvements across all targeted demographic groups. These initial findings highlight the tool's capacity to model the effects of PHPs on improving vaccination rates and mitigating the health impact of influenza. By incorporating gamification into the analysis of PHPs, the LCF tool offers an innovative and accessible approach to supporting health decision makers and patient advocacy groups. It enhances the comprehension of policy impacts, promoting more effective influenza prevention and control strategies. This paper underscores the critical need for adaptable and engaging tools in PHP planning and implementation. RR1-10.2196/55613.

PENGEMBANGAN MEDIA PEMBELAJARAN BERBABIS PERMAINAN DIGITAL ”BARET” BERDASARKAN KEMAMPUAN PENALARAN MATEMATIS BERBANTUAN UNITY

Effective education that supports future development is the type of education that focuses on developing students' abilities. Developing digital game-based learning media can be an innovative choice to expand digital media and add variety to the learning process, especially in mathematics education. This digital media development uses the Unity platform and follows the Research and Development (RD) method with the 4D model. The research results show that the development of the "baret" digital game media is very practical, as evidenced by the assessments from media and content experts, and the majority of students also find this media very practical to use in the teaching and learning process.

The Effect of Educational Digital Games on Mathematics Attitude in Primary School

The research on the effect of educational digital games on second-grade students' attitudes towards learning mathematics opens the doors to a new educational approach that will shape the mathematical abilities of the future. This study examines the effect of educational digital games on the attitudes of second-grade primary school students towards learning mathematics. The research study group comprised two branches of second-grade students in the same school in the 2023-2024 academic year. The research was carried out with "pre and post-test design with control group", one of the experimental design types of quantitative research method. The students were divided into 40 experimental groups and 40 control groups. During the research period, the experimental group was made to work from various digital educational programs such as Wordwall, GeoGebra, Derslig. The control group was taught with traditional methods. A 27-item, 5-point Likert-type Mathematics Attitude Scale (MAT) was used as a data collection tool. The scale was applied to both groups of students before and after the experimental application. The data obtained were analysed using the SPSS package program. The pre-test data revealed that the attitude levels of the experimental and control groups were equal. Post-test data showed no significant difference between the experimental and control groups. A positive increase was observed in the pre-test and post-test results of the experimental group. These results were interpreted in different contexts.

Collectivism–Individualism Makes the Relationships Between Digital Games Use and Creativity Different

ABSTRACTWith the increasing popularity of the Internet, there is significant interest among academics and the public in understanding the relationship between the Internet and individual development. However, the association between digital games use and creativity has been a topic of controversy, as highlighted in previous research. This study aimed to investigate the potential moderating effect of cultural backgrounds on the relationship between digital games use and creativity. To examine this hypothesis, a meta‐analysis of 11 papers (51 effect values) was conducted. The findings revealed digital games use was significantly correlated with originality and elaboration, rather than fluency and flexibility. Moreover, the relationship between digital games use and originality was found to be moderated by cultural collectivism–individualism. Specifically, as the level of individualistic culture increased, the strength of the correlation between digital games use and originality gradually diminished. No such moderating effect was observed for other dimensions of creativity. These results hold important theoretical implications for understanding the impact of digital games use on individual cognitive development. Additionally, they provide practical insights for offering sensitive recommendations on how to effectively harness the positive effects of digital games.

An examination of teachers’ views on video games and learning: Establishing the Games and Literacy Education (GALE) scale

Teachers' views impact if and how technologies are integrated into classroom practice, and research demonstrates that digital game-based learning can support student learning across content areas. Yet, quantitative examinations of teachers' views on digital game-based learning in literacy education are limited. This study establishes the Gaming and Literacy Education (GALE) Scale as a reliable and valid measure for examining literacy teachers' perspectives on digital games and learning. The GALE Scale is a 21-item five-factor model created by conducting an exploratory factor analysis with survey data from 516 literacy teachers in the central United States followed by a confirmatory factor analysis with data from another 516 teachers. While participants generally agreed that digital games can support student learning, they reported limited integration of games in their classrooms, and only 12.2% agreed they learned about game-based learning in their teacher preparation program. Given the efficacy of digital game-based learning across disciplines demonstrated in meta-analytic research, literacy teacher education and professional development on effective uses of games in literacy learning are warranted. Further, scholars can utilize the GALE Scale to examine teachers’ views on digital games and literacy learning across time and contexts.

Using Digital Game-Based Learning in Mathematics Education: A Case Study with Teacher Training Students

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

The Mediating Role of Normative Beliefs about Aggression on the Relationship between Violent Digital Games and Students’ Aggressive Behaviour

Many adolescents are exposed to violent content in digital games due to their widespread use. Aggression among students is becoming more common throughout the world, including in Jordan. In light of this, the study explored how exposure to violent digital games influences students' aggression. Normative beliefs about aggression (NBAA) are also discussed based on the prediction that this variable mediates the relationships between violent digital games and aggressive behaviour (AB). A cross-sectional study design with 347 randomly selected individuals from Jordanian schools was analysed using the Statistical Package for the Social Sciences to examine the relationships between variables. The results showed that NBAA and digital games were directly related to AB, and NBAA partially mediated the relationships between violent digital games and AB. This study concluded that violent content in digital games increased aggression. Furthermore, insights were provided into the mechanism behind the impacts of violent digital games on adolescent aggression and suggestions were offered to mitigate aggression.

Rulebook: An Architectural Pattern for Self-Amending Mechanics in Digital Games

<i>Rulebook:</i> An Architectural Pattern for Self-Amending Mechanics in Digital Games

The Role of Digital-Game Based Language Learning in EFL Vocabulary Learning and Retention: A Case Study at a Higher Educational Institute in Oman

This study investigates the role of Digital-Game Based Language Learning (DGBLL) in helping students learn and retain English vocabulary items in a foreign language context. Using a quantitative approach, data was collected from 80 students enrolled in four different levels of the General Foundation Program at the University of Technology and Applied Sciences, Ibra, Oman. The students were exposed to practice learning the meaning of ten vocabulary items per level using Kahoot and Wordwall games. Three tests were administered: a pre-test in week 1, a post-test after practicing the vocabulary items using the previously mentioned digital games in week 4, and a retention test in week 6. In addition, students’ perceptions regarding the efficacy of DGBLL in the vocabulary learning process were measured via a questionnaire following the post-test. The findings indicated the students’ positive attitudes in terms of utilizing DGBLL as a learning approach to mastering vocabulary regardless of gender or class level. Additionally, the findings demonstrated the effectiveness of DGBLL in vocabulary learning and retention. Hence, the study recommends using digital games to promote vocabulary learning and retention, resulting in a more engaging foreign language educational environment.

Augmenting home entertainment with digitally delivered touch.

In this narrative review, we take a critical look at the various attempts that have been made to augment home (or personal) entertainment experiences via the addition of some form of digitally controlled tactile stimulation. There has been an explosive growth in the market for home entertainment in recent years, and a majority of smartphones and other wearable electronic devices are now touch-enabled. As such, it is important to consider the challenges and potential opportunities for enhanced multisensory entertainment that may result from the introduction of tactile/haptic stimulation in the context of audiovisual digital storytelling and/or gaming. The key technological, financial (and legal), cognitive, and creative/artistic, challenges associated with the tactile augmentation of home entertainment experiences are outlined. Tactile augmentation, in the sphere of both public and personal entertainment, is more likely to succeed when it goes beyond the merely pleonastic vibrotactile reproduction of those interactions/events than can already be seen and/or heard on screen. At the same time, however, it remains uncertain under what conditions immersion in an entertainment experience will be enhanced by the addition of some form of primitive digital tactile stimulation. Ultimately, until a clear usage case can be made for the benefits of introducing a tactile element to home entertainment, it is unlikely to gain traction and switch from being merely a gimmick to more of a valuable element of multisensory storytelling.

Digital game-based learning: economic principles and systems in the context of multimodal mediarhetoric of videogame cybertexts

Introduction. Modern methods of teaching economics should take into account the high degree of media involvement of a person and include innovative forms of media-textual support of educational practices. Due to their original semiotic structure and effective rhetorical possibilities, video games contain special educational potential. The main purpose of our research is to investigate strategies for integrating video game cybertexts into the practice of teaching economics at different educational levels. Materials and Methods. Methodologically, the study is based on the multimodal approach to understanding the semiotic structure of video games by J. Hawreliak and W. Toh, as well as the procedural-rhetorical optics of interpreting the medial nature of video games by I. Bogost and simulation theory by G. Frasca. In the practicalpedagogical dimension, the work is based on M. Prensky's Digital Game Based Learning methodology, and a classification approach and comparative analysis method are applied. Results. The multimodal structure of video games forms special semiotic ensembles capable of broadcasting information in a multitude of sign modes. Most economic games are virtual simulations of business and resource management. The disadvantages of the architectonics and nature of their simulations include: reductionism, algorithmicism, unrealistic behaviour of economic agents and temporal inauthenticity. The comparative analysis of empirical results demonstrates that the use of video-game cybertexts led to a noticeable increase (especially among students) in the degree of interest in learning the basics of economics and financial literacy. At the end of the experiment there was a significant (58-61%) increase in positive attitudes towards video games as educational cybertexts, the vast majority of students (87-92%) recognised the methodological DGBL-integrations as useful for them. The results of the qualitative test of knowledge test indicate a rather high (72-81%) efficiency of studying a number of thematic sections of economics and financial literacy on the basis of DGBL methodology. Conclusion. It is recommended to include sections (first of all, on competence-based study of business strategies and resource management) based on the study of videogame cybertexts in the working programmes of disciplines on economic topics for higher and additional professional education systems. To increase the effectiveness of educational practices, it is necessary to accompany the educational work with video games with specialised software with methodological orientation.

From runway to homepage: Synthesizing luxury brand strategies in digital scape

The increasing preference of consumers to purchase luxury online has caught the attention of luxury retailers over time. It has encouraged retailers to formulate strategies that boost their online revenue. Owing to the importance of the topic, this article presents a detailed and critical review of brand strategies that induce luxury consumption using digital platforms. Using the PRISMA approach and following the systematic review process, the authors have identified five major brand strategies that can help them strengthen their digital game. The article presents a conceptual framework that will help luxury retailers understand the current state of online brand strategies, draw inferences from them, and use them to achieve their future objectives. Academically, the article includes a synthesis of publication trends, methodologies, prominent journals, theories, constructs, and directions for future research using the TCM approach. This will help future researchers gain meaningful insights into the extant work and help them discover gaps to advance the online luxury literature. Further, the paper highlights the industrial implications of the identified brand strategies in the Asian market, as luxury brands have shown an increasing interest in this growing market.

Digital game–based learning in music education: A systematic review between 2011 and 2023

Digital game–based learning is increasingly integrated into classrooms, offering a novel approach to combining informal and formal music education. This article reports the findings of a systematic review investigating digital game–based learning in music education, analysing 15 empirical, peer-reviewed articles written from 2011 to 2023. In this analysis, we first analyzed the platforms of digital game–based learning tools and their corresponding musical objectives. Second, we examined the methodologies, participant demographics, and the effectiveness of digital game–based learning in music education. Finally, we considered potential issues associated with the reviewed studies. Our findings reveal that while potential benefits of digital game–based learning in music education are evident, several challenges also arise. Many of the studies we reviewed failed to consider and discuss potential issues associated with digital game–based learning; with our prominent concerns pertaining to tool availability, cost, and accessibility. In addition, our systematic review highlights the need for further research focusing on open-access resources and free tools that help mitigate such accessibility barriers. Recommendations for future research include further work on experimental designs between traditional music learning and digital game–based learning and examining additional dependent variables beyond motivation and achievement.

“Jumping Out from the Pressure of Work and into the Game”: Curating Immersive Digital Game Experiences for Post-Work Recovery

Extant research demonstrates that playing digital games after work can have a psychologically restorative effect. This article focuses on understanding how players can maximise this effect by strategically leveraging the immersive potential of digital games. For one week, eleven participants played games after work with the aim of developing strategies to support their post-work recovery. A follow-up laddering interview identified various “immersion optimisation” strategies that fulfilled components of successful recovery, such as mental disengagement from work and relaxation. These strategies predominantly focused on cognitive involvement and challenge, neglecting other dimensions of immersion. Based on these findings, we contribute an initial framework of immersion optimisation strategies which can be used to enhance the recovery potential of digital games. We also suggest exploring potential boundary conditions of the immersion optimisation phenomenon and offer methodological reflections on the use of the laddering methodology in this study.

Digital literacy games: a systematic literature review

This paper presents the results of a systematic literature review of academic publications about digital literacy games. We have analyzed a total of 30 papers and book chapters published in English, Spanish, Portuguese and Dutch between 2005 and 2021 and stored in Scopus. The results of this literature review report on: (1) the topics of the games discussed in the publications; (2) the digital literacy competencies supported by the games studied in the publications; (3) the effects of these games; and (4) ten game design considerations for digital literacy games collected from the results of the publications. This paper also provides detailed access to the original sources by reporting on which paper addressed what.

Using Digital Game Wordwall in Supporting English Vocabulary Mastery

English, a global language, weaves through education, business, relationships, technology, and science. Mastering vocabulary is pivotal for English proficiency. Utilizing media for vocabulary learning engages and challenges students, rendering the process more enjoyable and effective. This study looks into the effectiveness of using the digital game Wordwall to assist English Vocabulary Mastery at SMP Negeri 8 Samarinda. This study is being undertaken with the eighth graders of SMP Negeri 8 Samarinda. In this study, the researcher uses a mixed method with quasi-experimental design to compare two classes. The focus of this research is eighth grade, namely VIII C and VIII D. VIII D is the experimental class with 21 students and VIII C is the control class with 27 students. The quantitative data is acquired using multiple choice and fill-in-the-blank tests. Qualitative data is gathered through interviews. The results suggest that Wordwall media is effective in improving the vocabulary. Furthermore, Wordwall is a game/application that adds excitement, enthusiasm, and enjoyment to the learning environment. Wordwall entices students to use the application because to its appealing interface, simple gameplay, and broad selection of games.

Digital game-based learning in architecture education: Consolidating visual design principles in freshmen

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital games designed to support architectural education. This paper introduces a serious game aimed at enhancing basic design knowledge for first-year architecture students. The game focuses on teaching and testing visual design principles such as emphasis, balance, and rhythm. Based on these principles, it allows students to create 2D compositions on a grid pattern by placing and manipulating simple shapes in terms of color, shape, and size. The final composition is evaluated by an artificial intelligence (AI) tool integrated into the game. This AI tool predicts the design principles present in the composition, providing three possible outcomes with associated percentages. The game, currently in the testing phase, has been played by 126 first-year students, and user experience has been assessed through questionnaires, surveys, and basic game metrics. The use of this game to teach visual design principles has proven to be an effective method for engaging students in active learning and enhancing their understanding and application of design concepts. The innovative use of AI to provide real-time feedback and the interactive nature of the game have fostered a deeper, experiential learning process. Additionally, students have proposed various innovative ideas to improve the gaming experience, suggesting potential enhancements that could lead to a more refined and enjoyable gameplay. These insights highlight the potential of digital game-based learning (DGBL) and AI-enhanced tools in creating an engaging and effective educational environment.

Seyyed of Cyrus the Great

This paper seeks to analyze Iranian video games with the purpose of asserting that the government has employed two distinct forms of nationalism as a means to validate its authority, and also has used its authority to suppress privately developed games that operate independently from the government’s established ecosystem. We’ve used landmark digital games as case studies, alongside ethnographic approaches by interviewing developers and people who had relevant life experiences, to get a clear picture of cultural narratives and responses that have shaped the state of digital games in Iran. Based on the research we’ve done, we have made a case for how the dichotomic nature of games in Iran has helped create a mismatched sense of nationalism, and how the government’s role in this mismatch has become more prominent by forcing the independent side to flee the country.

Cultura digital na Educação Infantil: Ferramentas, desafios e perspectivas para uma prática pedagógica inclusiva

This article addresses the growing integration of digital culture in early childhood education, exploring digital tools, impacts on child development, advantages and challenges associated with the use of technology in this context. The literature review reveals a growing trend in the use of educational applications, digital games and other relevant digital resources in early childhood education classrooms. While technology offers opportunities for personalization of learning and development of skills such as language and problem-solving, it also presents challenges, including inequalities in access, concerns about inappropriate content, and the need for proper supervision. This study contributes to the field of early childhood education by providing a comprehensive analysis of the benefits and challenges of digital culture, highlighting implications for educational practice, and suggesting future directions for research.

Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game

Gaming the system mediates the relationship between gender and learning outcomes in a digital learning game