Game-based Teaching Research Articles

Approaches to Enhance Game-Based Teaching Literacy for Kindergarten Major Students

This study examines the significance of early literacy development in kindergarten students and explores the effectiveness of game-based teaching as a means to enhance literacy instruction. Game-based teaching, characterized by interactive and playful activities, has gained prominence, especially with the advent of digital games and educational apps. The research provides a historical and theoretical backdrop, recognizing the challenges and advantages of this approach, and delves into strategies for its successful implementation, emphasizing the pivotal role of educators. The study also highlights the potential for collaboration, independent learning, and the transference of skills acquired through gaming to real-world contexts. While acknowledging challenges such as technological access and teacher training, it offers strategies to overcome them, and underscores the need for adaptations to align with the unique needs of kindergarten students. This research underscores the role of game-based teaching in fostering early literacy skills, setting the stage for students' academic journeys.

Effect of game-based teaching on the oral health of children: a systematic review of randomised control trials.

Poor oral health during childhood can lead to various oral diseases and have long-term implications for dental health. Innovative and engaging oral health educational approaches such as game-based teaching have emerged as a promising modality for health education. This systematic review examined the effectiveness of game-based teaching methods on the oral health of children (4-12 yrs). Scopus, Medline and Web of Science databases were searched according to specific inclusion and exclusion criteria. Inclusion criteria included randomised trials that compared traditional methods of oral health education with game-based interventions in preschoolers and school-age children. The quality of the data was determined using Cochrane risk-of-bias tool for randomized trials (ROB-2). A total of seven studies that examined 1097 children (4-12 yrs) were included in this systematic review with the association of game-based teaching of oral health. The findings indicated that the utilization of game-based methods significantly improved children's oral health outcomes when compared to traditional teaching approaches. Specifically, the game-based interventions demonstrated positive effects on various aspects of oral health, including enhanced oral health knowledge, improved oral hygiene scores, and reductions in debris and plaque scores. The game-based interventions were found to be more effective in promoting oral health when compared to conventional methods of teaching, such as verbal instructions or educational posters. Based on the limited evidence available, game-based teaching appears to be an effective approach for promoting oral health among children, consistently demonstrating positive outcomes, including improved oral health knowledge, enhanced oral hygiene scores, and reductions in debris and plaque scores. Further well-designed trials adhering to reporting guidelines and using objective measures are necessary before outlining universal guidelines for best practice.

Using peer-learning and game-based instruction for achieving long-lasting knowledge of cybersecurity in primary schools

Using peer-learning and game-based instruction for achieving long-lasting knowledge of cybersecurity in primary schools

An Evaluation of Game-Based Education Method by Primary School 1st Grade Teachers

The purpose of this research was to reveal perceptions of primary school 1st grade teachers’ about "Game-Based Teaching Method". In the research, literature review and semi-structured interviews were used as a method. This reserach adopted qualitative methodology. The semi-structured interview questions were written by the researchers based on the information obtained by scanning the current literature on game based teaching and learning. The questions were finalized by taking an expertise opinion and then applied in the semi-structured interviews with the teachers. The data gathered from the semi-structured interviews were analyzed by using content analysis method. According to the findings of the research, it was found that teachers use game-based teaching to provide effective teaching and learning for their students. Moreover, the findings of this research were discussed and interpreted in line with the relevant literature. Finally, the results of the research were summarized, and suggestions were made to teachers and researchers.

Pre-Service Teacher Professional Identity Formation: Narrative study on Indonesian Accounting Teacher Candidate

This research investigates the components of professional identity among prospective accounting teachers, a topic largely unexplored in existing literature. Conducted in Indonesia, the qualitative study adopts a narrative design with six participants from both private and public universities. Data collection involves participants independently recording narratives throughout their first to third years of study, capturing the evolution of their professional identity. Results reveal a progression in professional identity formation over the three years. In the initial year, emphasis is on instructional abilities. By the second year, a notable shift occurs, with elements such as multitasking, game-based teaching, and character values gaining prominence. Furthermore, flexibility, agility, sensitivity, and tech savvy emerge as identity components. The third year marks a significant transformation, with a focus on soft skills, time management, and a sense of responsibility as central components of professional identity for prospective accounting teachers. It is crucial to acknowledge that these components remain subject to further evolution with continued analysis. The study recommends subsequent research utilizing quantitative methods, specifically exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), to provide a more comprehensive understanding of the identified professional identity components. This research contributes to the broader discourse on professional identity, shedding light on the nuanced development within the context of prospective accounting teachers.

Technology-Mediated Pragmatics Instruction: Learning Request-Making Through Game-Based Tasks in L2 Learners

This study investigates the impact of technology-mediated pragmatic teaching on L2 learners. Through task-based games, we explored how to instruct English learners in China to learn the speech act of request-making. The game in this study showcases several scenarios to players, including virtual conversations between learners and professors, employers, and friends on a virtual American campus. 105 undergraduate students from a university in China participated in this study, covering 10 virtual request scenarios. They are supposed to choose the most appropriate expression in the context presented in the text and video. According to their choice, the corresponding video of the game will display real-time feedback from the interlocutor, which is the authentic reaction and consequence of the learner’s selection, that is, the other party’s response to the request, such as happily accepting, reluctantly accepting, or refusing the request. The results indicate that in game-based teaching, learners gain much more productive knowledge than receptive knowledge. The participants improved their productive knowledge of making requests after playing the game and maintained this gain at delayed post-tests, but their receptive knowledge remained almost unchanged. In addition, metapragmatic knowledge is positively correlated with the participants’ learning outcome of request-making.

Can gamified surgical sets improve surgical instrument recognition and student performance retention in the operating room? A multi-institutional experimental crossover study

IntroductionSurgery requires a high degree of precision, speed, and concentration. Owing to the complexity of the modern world, traditional methods cannot meet these requirements. Therefore, in this study, we investigated students’ diagnostic skills in the Operating Room in the context of surgical instruments by using gamification of surgical instruments and a crossover design.MethodThe study design was a multi-institutional quasi-experimental crossover and involved a three-arm intervention (with gender-specific block randomisation: Group A, B, and C) with a pre-test and three post-tests. A total of 90 students fell into three groups of 30 participants each. The surgical sets were learned for one semester through game-based instruction and traditional teaching, and then three OSCE tests were administered with time and location differences. Using one-way ANOVA, OSCE results were compared in the game, traditional, and control groups. The effectiveness of the intervention was tested in each group by repeated measures.ResultThe pretest scores of all three groups did not differ significantly. In the OSCE tests, both groups, A and B, performed similarly. However, these tests showed a significant difference in grouping between training through games and training in the traditional way. There was no significant difference between OSCE tests 2 and 3 in the game-based training group, indicating that what was learned was retained, while in the traditional method training group, OSCE 3 test scores declined significantly. Furthermore, repeated measures showed the effectiveness of game-based training.ConclusionIn this study, gamification has turned out to be very effective in helping learners learn practical skills and leading to more sustainable learning.

Evaluating the impact of a coach development intervention for improving coaching practices and player outcomes in football: the MASTER Coaching randomised control trial

ABSTRACT Background There is a growing body of evidence showing the benefits to coaches and players in adopting a game-based pedagogical approach. Whilst the evidence in support of a game-based pedagogy continues to rise it is acknowledged that the complex art form of coaching is a uniquely personal one, where the coach may draw on previous first-hand experiences and traditional coaching practices regarding training methods rather than the use of current evidence-based best practice techniques. Purpose The aim of this randomised control trial was to evaluate the impact of a coach development intervention (MASTER) on game-based coaching practices of football coaches. Methods Four clubs were recruited, and 20 coaches were randomised to two groups, MASTER intervention (n = 10) and 10 usual practice (waitlist, n = 10); NSW Australia) which included 200 junior footballers (aged 8–16years). Intervention coaches participated in an 8-week multi-component intervention (which included a coach education workshop focused on positive game-based pedagogy, mentoring, peer evaluations and an online discussion forum) underpinned by positive coaching and game-based coaching practices. Pre- and post-intervention assessments occurred at baseline and 10 weeks. The primary aim was to investigate if the MASTER intervention could increase playing form (PF) and active learning time within training sessions. Three coaching sessions per coach were filmed at baseline and follow-up and assessed using the MASTER assessment tool. Secondary aims investigation included coach confidence and competence to coach (assessed by questionnaire), player game play and decision making (videoed during structured game play using a Game Performance Assessment Instrument), a range of player well-being measures including enjoyment, self-perception, and various motivations (questionnaire) and the parent’s perception of their child’s enjoyment was assessed by the completion of a questionnaire. Intervention effects were analysed using linear mixed models. Findings Significant effects were found for the primary outcome which was the percentage of training time devoted to playing-form activities (22.63%; 95% CI 9.07–36.19; P = 0.002, d = 1.78). No significant effect was observed for ALT. Significant interventions effects were also observed for the secondary outcomes of coach perceptions of confidence and confidence; player game skills including defence, support and decision making, wellbeing, physical self-perceptions, enjoyment, learning and performance orientations and motivation; and parent’s perception of child’s enjoyment (P < 0.05). Conclusions The MASTER programme was effective in improving game-based coaching practices of football coaches during training sessions, and in facilitating improvements in multiple coach and player outcomes.

Exploring the Organic Integration of Games and English Education in Upper Primary School

Game-based teaching is a proven teaching method, and it has received widespread attention in recent years. However, its promotion and application has not been as successful as it should be. Another major aspect here, in addition to the basic principles and game play that need to be met by game-based teaching itself, is that it is constrained by objective conditions. Based on an analysis of the current constraints on games, this study presents the ideological underpinnings of game-based teaching and proposes some specific game scenarios that are consistent with the principles of game-based teaching. These scenarios are analyzed and the necessity and correctness of implementing game-based teaching in the upper primary English classroom is concluded. The findings of the article show that the integration of games with English language education in the upper primary school is effective. The article also provides an outlook on how games can be integrated with the teaching of English in upper primary schools and looks at future trends.

THE EFFECTIVENESS OF INTERACTIVE METHODS IN THE EDUCATIONAL PROCESS

Interactive teaching methods organize the learning process as the teachers’ and students’creativity combination. The use of these methods in the educational process is based onthe principles of scientific quality, informativeness and self-development, the relationshipbetween theory and practice, and the optimal combination of individual and collectiveactivity. An important feature of interactive games is their ability to motivate the studentfor learning, for socialization and professional development promotion. Moreover, teachersshould provide an opportunity to test knowledge in practice and in an urgent situation,and integrate students’ skills and abilities.The aim of the work – to review and justify the use of interactive teaching methods, aswell as business and role-playing games in a medical institution of higher education andto propose a brainstorming method for practical training. Іnteractive teaching methodsinclude creative tasks, small group work and educational games, the use of publicresources (inviting a specialist, attending thematic excursions), involving students insocial projects, studying the material through an interactive lecture, student- teacher andpeer-to-peer methodologies, working with visual materials, using and analyzing video andaudio materials, the case method, analyzing a situation from the participant’s practice,testing, questionnaires, an exam with further analysis of the result. The use of interactiveteaching methods ensures the activation of mental activity, leadership qualities of thestudent, develops clinical and critical thinking of the future specialist. The practice ofapplying the «brainstorming» method is considered to be promising for improving thequality of knowledge acquisition, it is a simple technique; its methodology is easy tounderstand and also to apply in the course of practical activities of the teacher.Conclusions. Game-based teaching methods in higher education can be the basis forpurposeful modeling of the integral structure of the future doctor’s professional activity.The main advantages of interactive teaching methods are the possibility of activatingstudents’ independent cognitive and mental activity, increasing motivation to studythe discipline, increasing self-esteem in the process of obtaining positive results, anddeveloping skills in modern information technology. The main goal and essence ofthe brainstorming method is to improve the training of specialists, their training anddevelopment of professional skills to a high level of qualification. This method stimulatesthe intuitive thinking in the process of searching for ideas and suggestions, developscommunication skills and group work, develops clinical thinking, and increases theeffectiveness of decisions.

Exploring perspectives on the approach for teaching ablaut principles to English L2 learners: a case study in South African secondary schools

Although regular and irregular verb morphological processes in the simple past are invaluable approaches for enhancing communication, the formation of irregular verbs, including the ablaut principles, suppletion principles, and backformation, for example, pose challenges to the majority of English second language (L2) learners. Also, most teachers experience difficulties in teaching ablaut principles to their learners. The irregular verb morphological processes in the simple past tense are a challenge to many. The present study aimed to explore teachers’ perspectives on the approach for teaching ablaut principles to L2 learners. A qualitative research approach with a case study design was espoused because it provides an in-depth understanding of a particular phenomenon. Four purposively sampled teachers were interviewed and observed when teaching Grade 8 English L2 learners at Dzindi Circuit, South Africa. A Delve Thematic Analysis Software Version 22.0 was utilised because it uses and codes, identifies, and summarises perceptions within interview transcripts. Preliminary investigation indicated that learners were incompetent in using the ablaut principles. After employing game-based teaching approaches, learners performed outstandingly. The study acclaims using the identified approaches in the teaching and learning of the ablaut principle in the simple past tense, and further research is encouraged on the current topic.

Predisposition of In-Service Teachers to Use Game-Based Pedagogy

Digital game-based learning (DGBL) can be regarded as a promising teaching pedagogy to prepare students for challenges of the 21st century. However, the incorporation of digital games into K-12 curricula remains limited. Research suggests that a comprehensive understanding of barriers and motivational factors that teachers face when implementing DGBL is needed to ensure that teachers can receive the support required. To delineate suggestions for tailored curricula on game-based pedagogy in teacher education programs, we conducted a study to gain insight into in-service teachers’ perception of DGBL in relation to their previous experience in teaching with DGBL. To achieve our goal, we examined the factors that impede and promote the implementation of DGBL among in-service teachers who are presently pursuing master's level education programs, having in mind that this group of teachers is different from pre-service teachers. Data was collected using an online survey with open- and closed-ended questions. The sample consisted of in-service teachers (n=37) who were enrolled in a master’s course in math education. The data analysis conducted was of a qualitative nature. One significant finding derived from this study is that the level of pedagogical experience in utilizing games as a teaching tool appears to be a crucial factor in understanding the inclination of in-service teachers towards game-based pedagogy. Pedagogical factors were mentioned by teachers at all stages of experience with DGBL, and differences were observed between teachers at different stages. For instance, in-service teachers with experience with DGBL (intermediate and advanced stages) were concerned about being able to maintain focus on the math concepts, the need to adapt the game lesson to students, and the ways to evaluate student learning less experienced teachers were essentially concerned about ways to control the classroom during DGBL and whether the pupils would receive adequate practice in this learning mode. Differences were also noted for other factors between teachers at different stages. Advanced stage teachers did have concerns about game appropriateness for the intended learning; teachers with less experience were concerned about the lack of games (technical factors). Dealing with an existing curriculum and high workload were common aspects for teachers with no or some experience but only teachers with some experience mentioned obstacles related to school organization (structural factors). Teachers with few and some experience referred to the lack of knowledge and competence (personal factors) and that pupils would not take the lessons with games seriously (social factors). This research supports DGBL- practice (i) by adding new knowledge on the factors that can support or constrain the integration of DGBL and its implications for the development of curricula on game-based pedagogy; (ii) by providing suggestions to design and implement meaningful curricula on digital game-based pedagogy for teaching education and training programs.

Non-digital gamification: Effects of teaching on mathematics achievement and student behavior

Purpose: This study examined the effect of non-digital game-based teaching methods on student achievement in mathematics particularly in fractions.&#x0D; Design/Methodology/Approach: A quasi-experimental design involving 100 students from primary schools in the state of Perak. Two groups (the control group and the experimental group) were formed where the control group went through conventional learning while the experimental group used non-digital gamification learning methods. Data was collected using four instruments: the fraction topic mathematical achievement test, the math textbook (control group), the math textbook and fraction gamification kit (experimental group) and observation.&#x0D; Findings: Studies show that students who use NDGBL score better in math achievement tests (fractions) than those who study topics using conventional methods. There is a better effect on changing student behavior when using the NDGBL method than the conventional method.&#x0D; Implications, Conclusion and Contribution of Literature: This study provides empirical evidence about the NDGBL method for learning fractions. Findings also suggest that NDGBL is an innovative method that is still relevant and can be used to increase human capital and learn about fractions and mathematics.

A Survey on the Application of Game Teaching Method in English Teaching of Primary School: A Case Study of a Primary School in Our Local City

The game based teaching method is specifically aimed at assisting English teaching, communicating in English, and widely used in English classrooms or extracurricular activities. Compared with Chinese, primary school students lack a certain language environment for English learning and do not have a true understanding of English learning. Therefore, English teachers should use games to mobilize students’ enthusiasm for learning, and follow the basic principle of “happy teaching” to adapt to students’ development. However, there are still many problems with game teaching methods in English teaching. This thesis wants to explore the current situation of the application of games in English teaching and research its countermeasures, so that more front-line teachers can benefit from it.This study is based on Piaget’s cognitive development theory and happiness education theory. By using the methods of questionnaire survey and interview, this paper delves into the current application status, existing problems, and cause analysis of game teaching methods in primary school English classrooms. And the study summarized the shortcomings of current primary school English teachers in the application of classroom game teaching methods.It is found that the main problems are: in ordinary classes, the use of game-based teaching methods is still relatively limited; students’ game goals are unclear and cannot be applied to practice; the class is chaotic; and all students cannot participate in the game.The study suggests that the teacher enrich the theoretical knowledge of game teaching methods and strengthen their application. Schools can provide training for teachers at appropriate times, or regularly order publications or books related to games. Teachers can also learn more from successful game application cases to improve the application ability of game teaching methods. For the student group, research suggests that students clarify the purpose of games and enable them to understand the true intention of the teacher in using games in the classroom. Secondly, it is necessary to strengthen students’ classroom discipline.Through in-depth exploration of the practice of game teaching methods in primary school English classrooms, it has reference value for primary school English teachers to correctly and effectively implement game teaching methods, and has profound significance for better implementing game teaching methods in primary school English classrooms.

Game-Based Instructional Delivery in Promoting School Achievement in Public Elementary Schools

The study determined the practices of teachers in developing game-based instruction towards game-based learning, game-based learning activities and game-based learning environment and assessed the school achievement through teachers’ performance that includes strategies, innovation and intervention and students’ performance which includes motivation, skills and academic achievement. The researcher applied the descriptive method of research where the respondents described the existing practices in line with the Game-Based Instructional Delivery and School Achievement. The descriptions were obtained from her respondents which included One Hundred (100) Public Elementary School Teachers of Tiaong I District Tiaong, Quezon. Survey and type questionnaires were developed and validated to gather data. The result shows that teachers perceived Game-Based Learning as always practiced with mean of 4.13. The teachers assist the students in acquiring their skills. The result shows that teachers perceived Game-Based Learning Activities as always practiced with mean of 4.14. They always practicing and promote positive attitude and sense of fairness and sharing towards the students’ mastery. Based on the result, teachers perceived Game-Based Learning Environment as highly-practiced with mean of 4.23. As they go along in teaching their students on various games, the lesson become more enjoyable as they engage them in different games. Based on data gathered and interpreted in Teachers’ Performance, the level of school achievement is Very Good (Mean – 4.19). Based on data gathered and interpreted in Students’ Performance, the level of School Achievement is Excellent (mean – 4.29). Because they became motivated in learning the topics through the use of games. As the result shown on that the correlation of Game-Based Instructional Delivery and School Achievement is significant at the 0.01 level. And this result explained that the relationship among Game-Based Instructional Delivery and School Achievement are significantly related. Thus, the null hypothesis indicates that there is no significant relationship between GameBased Instructional Delivery And School Achievement is rejected.

Game-Informed Approach to Teaching Request-Making in English

Game-based instruction has been praised as an effective approach to second language (L2) development, as it can provide a low-stakes, fun, and engaging learning environment. However, in designing digital games for L2 learning, it is important to consider how various game designs and mechanics can affect learning gains. In the current study building on Taguchi (2023), a digital game-informed application was developed to teach 118 L2 English learners to identify and produce pragmatically appropriate requests in English. Two versions of the game were developed that differed only in one designed game mechanic: version A allowed learners to see one single reaction from interlocutors after selecting one option from a set of request forms. In contrast, version B allowed learners to see the full range of interlocutor reactions across all items in the same set of request form options. Results indicate that both versions of the game had positive effects on learners’ pragmatics knowledge. The difference in learners’ gains between the two versions of the app had negligible to small effect size (Cohen’s d) differences on both the recognition and production knowledge of the learners. Implications are discussed, offering direction for future research aiming to measure the effects of targeted game mechanics implemented in educational technology

Research on the construction of the evaluation index system of game-based teaching.

This research aims to combine the pursuit of literacy cultivation with a focused investigation into the evidence of game-based teaching (GBT). To achieve this, the study employs a mixed-methods approach including the interview method, Delphi method, and network hierarchical analysis (ANP) to analysis Expert opinions and construct a comprehensive GBT evaluation index system. The results indicated that a comprehensive GBT evaluation index system is comprised of five primary indicators: teaching objectives, game-based teaching methods, teaching content, game-based teaching processes, and game-based teaching characteristics. Additionally, there are 19 secondary indicators, such as objective content, game presentation, context construction, and flow experience. This study expects to effectively capture the unique attributes of game-based classes and to assist teachers in improving the design of GBT activities in practical applications.

Effects of Simulation Games on students’ Computational Thinking and Game Experience for Programming Courses in Primary School

There is substantial evidence that incorporating interactive environments for game-based instruction has a significant potential to support the development of computational thinking and programming skills in primary education students. However, it is not clear whether a simulation game (SG) with different user interface elements, created via three-dimensional (3D) virtual worlds and visual programming environments to project various problem-solving exercises in a simulated reality, can significantly influence students to think and practice "computationally" their solution plans into code. The current study aims to identify any possible added value of each instructional approach by measuring students’ game experience and learning performance. This quasi-experimental study involved ninety participants (n = 90) aged between 10 and 11 years that consisted of two comparison conditions. The experimental group (n = 45) received training using OpenSimulator in combination with Scratch4SL, whereas the control group (n = 45) was trained using Scratch. The findings indicate considerable differences in students’ game experience and satisfaction, but no statistically significant difference in their learning performance and knowledge gain was identified. This study provides several design implications for user interface and game elements to inform educational practitioners and instructors about the benefits that each approach can offer students for better knowledge acquisition and deeper disciplinary understanding.

Effects of Computer Game-Based Teaching Strategy on Junior Secondary Schools Computer Studies Students’ Retention Abilities and Gender in Rivers State

The study investigated the effects of computer game-based teaching strategy on Computer Studies students’ retention abilities and gender in junior secondary schools. Two research questions guided the study while three null hypotheses were formulated and tested at .05 level of significance. The quasi-experimental research design was adopted for the study. A total of 2,162 students of public junior secondary schools in Ogba Education Zone made up the population of the study. 380 students from 4 intact classes were sampled using the census sampling technique. A structured 30-item validated Computer Studies Retention Test (CSRT) was used for data collection. Three experts validated the instrument and an overall reliability index of .73 was obtained using Kuder-Richardson20. Data related to the research questions were analyzed using mean and standard deviation while Analysis of Covariance (ANCOVA) statistics was used to test the null hypotheses. The finding revealed that students taught Computer Studies using game-based teaching strategy have higher retention ability scores than those taught with the expository method. The study also revealed that female students had higher retention ability scores than the male students taught Computer Studies using computer game-based strategy. This implied that the female students benefited from the use of computer game-based strategy than their male counterparts. It was concluded that using game-based teaching strategy is effective in improving students’ retention abilities in Computer Studies. It was therefore, recommended that Computer Studies teachers should adopt and utilize the computer game-based teaching strategy as a teaching pedagogy in junior secondary schools. This is because, the strategy facilitated the attainment of higher retention abilities in students, among others.

Developing 5G+VR Curriculum Resources to Promote Education Research

Financial literacy education is a crucial aspect of school moral education. With the support of 5G network technology and environment, integrating 5G+VR technology into financial literacy courses has become a new challenge. This study aims to enrich students’ learning experience, promote education reform, and bring a new perspective to financial literacy education research by creating financial literacy education scenes. In the context of financial literacy learning, games are a fast and effective learning tool. The subject of this research is to use the visual and interactive features of AR/VR to design a game-based teaching scene that is consistent with the teaching content, attractive, and stimulates students’ interest in learning to improve the learning effect. With the help of 5G+VR technology, students’ classroom experience has transformed from 2D to 3D, from the plane content presented in textbooks and blackboards to more three-dimensional content. For some abstract or invisible content, AR/VR can display visually, which helps to improve cognition and understanding. The specific development process includes three parts. First, determining the development content and designing the script based on the course content and teaching objectives. The second part is communicating with the design company to carry out specific scene development, creating VR scene buildings, objects, characters, etc., and optimizing the scene design. Finally, with the cooperation of communication equipment providers, content providers, and schools, installation and commissioning are completed.