Game-based Learning Research Articles

STEAM LEARNING AS A BASE FOR DEVELOPING COMMUNICATION SKILLS IN INCLUSIVE SCHOOLS

This research addresses the problem of how to tackle STEM education and its transformation into STEAM education in an inclusive school. It highlights the need for communication competence in collaborative teaching supported by problem-based (PBL), project-based (PrBL) and game-based (GBL) learning. At the same time, it is necessary to highlight the importance of arts in all the listed innovative forms of learning and teaching, as teamwork and cooperation between the members of these teams are extremely important. The key competence of this participation in the mentioned forms of knowledge is communication competence, which is manifested in students' self-confidence/lack of self-confidence, in their level of well-being, collaboration, motivation, their active role and awareness. The empirical research was conducted on a sample of eleven classes from six Slovenian-inclusive schools, with at least one student with SEN in each class. The research focused on the differences between students with and without SEN regarding their perception of STEAM lessons supported by gamification elements. The results showed that using innovative teaching methods can connect and positively affect STEAM, which, with the help of technology, engineering and art, consequently, improves a deeper understanding of the field of Science and Mathematics (S-tea-M). Keywords: communication skills, collaboration-based learning, game-based learning, inclusive school, innovative learning environment, special educational needs (SEN)

Game-Based eHealth Interventions for the Reduction of Fatigue in People With Chronic Diseases: Systematic Review and Meta-Analysis.

Fatigue is a common and debilitating side effect of chronic diseases, significantly impacting patients' quality of life. While physical exercise and psychological treatments have been shown to reduce fatigue, patients often struggle with adherence to these interventions in clinical practice. Game-based eHealth interventions are believed to address adherence issues by making the intervention more accessible and engaging. This study aims to compile empirical evidence on game-based eHealth interventions for fatigue in individuals with chronic diseases and to evaluate their effectiveness in alleviating fatigue. A comprehensive literature search was performed across Embase, MEDLINE ALL, PsycINFO, Web of Science Core Collection, Cochrane Central Register of Controlled Trials, and Google Scholar in August 2021. Study characteristics and outcomes from the included studies were extracted, and a random-effects meta-analysis was conducted. Sensitivity and subgroup analyses were performed to identify sources of heterogeneity. Of 1742 studies identified, 17 were included in the meta-analysis. These studies covered 5 different chronic diseases: multiple sclerosis (n=10), cancer (n=3), renal disease (n=2), stroke (n=1), and Parkinson disease (n=1). All but 1 study used exergaming interventions. The meta-analysis revealed a significant moderate effect size in reducing fatigue favoring the experimental interventions (standardized mean difference [SMD] -0.65, 95% CI -1.09 to -0.21, P=.003) compared with control conditions consisting of conventional care and no care. However, heterogeneity was high (I2=85.87%). Subgroup analyses were conducted for the 2 most prevalent diseases. The effect size for the multiple sclerosis subgroup showed a trend in favor of eHealth interventions (SMD -0.47, 95% CI -0.95 to 0.01, P=.05, I2=63.10%), but was not significant for the cancer group (SMD 0.61, 95% CI -0.36 to 1.58, P=.22). Balance exercises appeared particularly effective in reducing fatigue (SMD -1.19, 95% CI -1.95 to -0.42, P=.002). Game-based eHealth interventions appear effective in reducing fatigue in individuals with chronic diseases. Further research is needed to reinforce these findings and explore their impact on specific diseases. Additionally, there is a lack of investigation into interventions beyond exergaming within the field of game-based learning.

A Systematic Literature Review on Augmented Reality in Game-Based Learning for English as a Second Language

This systematic review explores the integration of Augmented Reality (AR) within game-based learning for English as a Second Language (ESL). Based on empirical studies spanning 2020 to 2024 sourced from Web of Science (WoS), Scopus, ERIC, and Google Scholar. The review assesses AR's impact on ESL education. The findings highlight AR's potential to enhance language attainment through mobile applications, fostering learner satisfaction, engagement, and motivation. Additionally, the fusion of game-based learning and AR diversifies learning experiences across subjects, promoting collaboration and communication skills. However, challenges such as technical hurdles, the learning curve for teachers and students, financial constraints, and potential distractions from learning content persist. Despite these obstacles, AR presents promising opportunities for improving ESL learning outcomes. Moreover, it contributes to understanding AR's role in ESL education and underscores the need for further research to address implementation barriers and maximise its educational potential.

Carry-forward effect: providing proactive scaffolding to learning processes

ABSTRACT Multimodal data enables us to capture the cognitive and affective states of students to provide a holistic understanding of learning processes in a wide variety of contexts. With the use of sensing technology, we can capture learners' states in near real-time and support learning. Moreover, multimodal data allows us to obtain early predictions of learning performance, and support learning in a timely manner. In this contribution, we utilise the notion of ‘carry forward effect’, an inferential and predictive modelling approach that utilises multimodal data measurements detrimental to learning performance to provide timely feedback suggestions. Carry forward effect can provide a way to prioritise conflicting feedback suggestions in a multimodal data-based scaffolding tool. We showcase the empirical proof of the carry forward effect with the use of three different learning scenarios: game-based learning, individual debugging, and collaborative debugging.

Serious Games for Education and Training in the Humanitarian Sector: State of the Art

Serious games and game-based learning have seen slow and stymied adoption in the humanitarian sector, despite their general efficacy as training tools. We looked at over 120 games released between 1990 and 2023 that dealt with topics relevant to the humanitarian sector such as disaster risk management, conflict mitigation, human rights and sustainability, and applied the following filters - serious games, games for education and training, and non-commercial games - to obtain a list of 89 serious games that were designed for awareness, education or training in the humanitarian sector. We then noted their accessibility and investigated the following information for each - year of release, developer, format, platforms, context, purpose, target audience, NGOs involved and related research papers - to understand the trends, challenges and future potential of games as a research and pedagogical tool in this field. Of particular interest to us was the subset of 31 training games aimed at professionals, policy makers and stakeholders. We noted concerning trends regarding the accessibility and longevity of games in this field, and tracked recurrent issues facing the development and dissemination of these games, such as the need for a trained facilitator, the difficulty of adapting the content to new settings, a lack of scientific frameworks to guide their design and a lack of long-term impact metrics. However qualitative surveys conducted by the game designers and some third-party researchers indicate that these games remain a valuable addition to traditional forms of education and training and help enliven a difficult topic through experiential learning. We thus propose that involving professional game designers, embracing digital formats, and investing in archiving and long-term impact studies will greatly benefit the development and accessibility of games for humanitarian education and training.

Towards AI-assisted Board Game-based Learning: Assessing LLMs in Game Personalisation

Board games are used in different educational settings to promote acquisition of disciplinary content, soft skills, foster engagement towards learning content, and sustain motivation. However, designing and conducting effective educational activities with board games requires instructional design skills, knowledge of games, as well as the ability to align the player's internal goals with the learning objectives. Board game-based learning (bGBL) design includes choosing appropriate games and personalising them to better fit with the educational setting and the students' individual needs. This complexity, coupled with a general lack of teacher familiarity with games and game culture, is likely a reason for the relatively low use of board games in formal instructional settings such as schools. Artificial Intelligence (AI) has long been used in education, but the recent diffusion of user-friendly tools for large language models (LLM) opens a new range of possibilities to assist teachers and educators in instructional design: This includes the design and implementation of bGBL. In a preliminary study, we explored the ability of a well-known chatbot, ChatGPT, to select board games and suggest modifications to better align with the classroom context and personal student needs. However, this study was limited to a sample learning unit and was based on a posteriori evaluation by experts. In this contribution, we develop a new testing protocol to assess the reliability, effectiveness, and context sensitivity of several LLMs to adapt given board games to different classroom scenarios. The methodology features blind comparison of AI and human experts. The results suggest that general-purpose AI tools such as Copilot, Claude, and ChatGPT can provide quality and context-sensitive board game modification suggestions, to the point of slightly overperforming human experts in aligning personalisation suggestions to instructional goals. This study represents a first foray in the use of general Artificial Intelligence to assist the modding, or personalisation, of board game-based learning activities and, despite its limitations as a pilot experiment, might pave the way for successful integration of assistive technologies in game-based learning and facilitating its integration in the school curriculum.

There’s More than One Way to Skin a Game: Templating Game-Based Learning

This work in progress paper documents our experiences in academic game development as we shifted from custom-built game designs to a templating approach that could more economically adapt our games to meet the needs of different disciplines. We assess our previous games content and structure for its suitability to fit such an approach and start developing a framework for our future work within our specific constraints.

Discussing the Protagonist Role of Students in Game-Based Learning

In the ongoing process of the digital transformation of society, corresponding competencies are required from children more than ever. The concept of computational empowerment (CE) promotes confident and reflective engagement with digital technology, which often falls short in formal education. This work outlines how both entertainment and serious games can be used to support the cause of CE and what opportunities they offer for more empowering learning in school settings. The use of digital games appears to be a promising way to connect with the lifeworld of young people and thus offering a low-threshold and differentiated starting point. In this context, the focus should be placed on a stronger establishment of the protagonist role to empower students to engage with digital technologies in depth. In the Serious Game Changers project, students created their own educational modules on specific Sustainable Development Goals (SDGs) using digital games and creating new artifacts as learning objects through remixing game elements. In this project, students should be empowered to become active participants by designing with the help of commercial and serious games. Thus giving them their own voice in future (formal) educational settings and promoting future skills in order to make them self-confident 'protagonists' of their surroundings.

Changing Climate Change Mental Models Through Game-Based Learning: A Controlled Experiment Involving Cognitive Mapping

Climate change is one of humankind's grand challenges, and how we think about it influences how we perceive its risks and act. Understanding people's mental models of climate change (that is, how they internally represent it) and potentially challenging and changing them can be a fruitful avenue towards engagement. However, our understanding of how games can affect climate change mental models is limited, especially in the lack of control conditions with comparable content. In this experiment, participants created cognitive maps of climate change before and after experiencing an immersive VR game, a desktop PC game, or a text with graphs. We show that all conditions improved the quality, focus, and systems orientation of cognitive maps, but no significant differences were found between groups. The intervention effectively increased the salience of issues such as health and biodiversity impacts, even though changes were limited in scope. The game was on average more enjoyable than the text, with the VR version significantly more so than the other two conditions. The findings suggest that games can be a viable and attractive communication and learning method where engagement is a struggle. We provide avenues for future research and, especially, game design in this area.

From Boring Tests to Engaging Adventures: A Game-Based Learning Approach in LMS

The paper explores a game-based approach to language placement tests within Learning Management Systems (LMS), addressing issues of incorrect course placement and student disengagement. By gamifying assessments, the initiative aims to create a motivational and playful environment that accurately estimates students' language skills. The game design is guided by player type models and motivational frameworks, ensuring an engaging experience that caters to diverse player motivations. The game, "Journey to Mars," is set in a science fiction environment and uses multimedia elements and interactive modules to integrate educational content seamlessly. Methods for game analysis were adopted to create a gamified placement test in three steps. First, we adopted the basic game structure from the goals of the placement test. Second, we created plot points and settings and derived certain style and interface elements to create a coherent gaming environment. Third, we enriched the gaming experience with additional elements like badges and secret elements. The development process involved utilizing the ILIAS LMS tools, generative AI for content creation, and implementing progressive difficulty and feedback systems to enhance the educational value. Initial feedback indicates positive engagement and motivation among students.

Serious Games in EDI Education: A Preliminary Discursive Literature

In Higher Education Institutions Equality, Diversity, and Inclusion (EDI) training sometimes has great variability and may lack sensitivity. As a result, the process often lacks depth and does not provide the ability to make mistakes in a more risk free/simulated practice environment in a simulated practice way. EDI can often encompass and touch on rather uncomfortable subjects that people would much prefer to avoid such as racism, discrimination, sexuality, religion, disabilities, marginalisation, lack of representation, unconscious bias and micro-aggressions, professional dilemmas, and ambivalence. People tend to avoid having difficult conversations and asking questions to enhance understanding. Serious games can offer a vehicle to explore some of these issues in a simulated, risk free, immersive environment with no real world consequences. They are a legitimate academic discipline used in a number of diverse fields such as business, mathematics, and soft skills. This paper will perform a preliminary discursive review of the use of games-based learning and serious games in EDI education and associated terms to produce valuable empirical evidence. The study will review developmental, evaluation and development frameworks for developing serious games for potentially difficult contexts in line with EDI i.e. resistance, ambivalence, and challenging confrontational discussions.

Students’ and faculty continuous intention to use gamification in higher education: A structural analysis

Over the past decade, the integration of technology, particularly gamification, has initiated a substantial transformation within the field of education. However, educators frequently confront the challenge of identifying suitable competitive game-based learning platforms amidst the growing emphasis on cultivating creativity within the classroom and effectively integrating technology into pedagogical practices. The current study examines students and faculty continuous intention to use gamification in higher education. The data was collected through an online survey with a sample size of 763 Pakistani respondents from various universities around Pakistan. The structural equation modeling was used to analyze the data and to investigate how continuous intention to use gamification is influenced by, extended TAM model with inclusion of variables such as task technology fit, social influence, social recognition and hedonic motivation. The results have shown that task technology has no significant influence on perceived usefulness (PU) where as it has a significant influence on perceived ease of use (PEOU). Social influence (SI) indicates no significant influence on perceived ease of use. Social recognition (SR) indicates positive influence on perceived usefulness, perceived ease of use, and continuous intention. The dimensional analysis indicated that perceived ease of use has insignificant influence on perceived usefulness. Both PEOU and PU exhibit positive influence on attitude. Hedonic motivation (HM) and attitude were observed to have a positive influence on continuous intention (CI). Moreover, gamification is found to efficiently and effectively achieve meaningful goals by tapping intrinsic motivation of the users through engaging them in playful experiences.

Game-based learning about the circular economy in building sustainable communities: a case of international and interdisciplinary university collaboration

PurposeThis study aims to enhance integration of game-based learning (GBL) as a tool for conveying intricate circular economy (CE) concepts effectively into international and interdisciplinary higher education collaborations for the development of sustainable communities.Design/methodology/approachA series of game-based workshops by the Circular EELISA Community of the EELISA European University program were examined in terms of their compliance with literature-based GBL characteristics and their international, interdisciplinary and online conduct. An online survey conducted with 17 workshop and/or challenge organizers from four participating universities in different countries revealed expert experiences and perceptions on these points.FindingsIt was found that sensory elements, rewards and game choice enhanced engagement and motivation in all gamification, serious game and storytelling experiences, and that a combination of multiple GBL approaches was more effective than a single-method challenge design. Diversity-friendly collaboration, cooperation and immersion were particularly important when involving culturally and disciplinarily diverse participants.Practical implicationsThis study offers practical recommendations to improve both the performance of GBL-based learning environments in current and future education alliances and collaborations and the potential of GBL approaches to motivate youth to contribute to more sustainable communities across and beyond Europe.Originality/valueThe findings underscore the value of innovative pedagogical methods in shaping environmentally conscious mindsets and practices across institutions of higher education. To that end, this is the first study that investigates GBL in CE education with implications for international university cooperation.

Progress Visualisation, Competition, and Collaboration in Digital Game-based Learning as Audience (DGBL-AA)

This study builds on previous work investigating the efficacy of a novel framework for the design of interactive learning activities based on Digital Game-Based Learning (DGBL). The work presented here provides further explanation of the setup from the previous experiment with the novel framework, DGBL-AA, by considering the provision of a game that a learner can ‘observe’ as an audience, with parameters related to a linked learning activity. Using a quasi-experimental approach, we analyse children’s reactions and perceptions of a game they observe as spectators. While the previous work was grounded in the same principles, this paper finalises the name DGBL-AA and elaborates on the details of the framework. It articulates the underlying principles that facilitate the framework's generalisation across traditional classroom education, GBL, DGBL, and life scenarios, typically phenomena seen in sports. The paper identifies the primary challenges in DGBL and sets specific goals for the framework to address these issues. The experiments and the Frogs game, developed specifically for this study, illustrate the framework's adaptability and offer insights into its potential for widespread implementation. This study evaluates the framework's impact on learning outcomes and student engagement. Our findings suggest that the framework significantly enhances the educational experience, as evidenced by quantitative and qualitative data from the experiments. The experimental group demonstrated higher engagement and better performance compared to the control group. However, there was no significant difference between the competition and collaboration modes of the Frogs game. Future research directions include developing additional games with various progress visualisations to further assess the framework's efficacy. We also aim to explore the long-term effects of the framework on student achievement and motivation. Eventually, a virtual world that allows people to observe and motivate their learning could be created. This could involve implementing the framework in different subjects, age groups, and educational settings to validate its versatility and robustness.

An In-Depth Evaluation of Educational Burst Games in Relation to Learner Proficiency

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

Balancing enjoyment and learning in teaching software project management with game-based learning

Despite advancements in project management education, project failures remain common, often due to insufficient experience and skills. Games offer a valuable platform for teaching practical project management skills, allowing players to learn from mistakes without significant economic costs. However, many serious games in this field lack focus on engagement and motivation. The "Software Project Management Game" introduced in this article addresses these issues by incorporating motivational game design principles, drawing inspiration from entertainment games like Game Dev Tycoon and The Sims. The game ensures a smooth flow without unnecessary interruptions, putting players in control. Players progress through five projects of increasing complexity, gradually developing their skills and learning soft skills and task dependencies. This article details the design, implementation, and evaluation of the game, focusing on gameflow, intrinsic motivation, perceived learning, and usability. The results indicate that the game successfully balances enjoyment and learning, making it an effective tool for teaching core project management skills.

Enhancing children’s learning experience through alphabet ar-game: a usability and acceptability assessment of augmented reality game-based learning

Enhancing children’s learning experience through alphabet ar-game: a usability and acceptability assessment of augmented reality game-based learning

AN ECLECTIC APPROACH TO ARABIC LANGUAGE EDUCATION: IMPLEMENTING KITAB AL-AMTSILAH AT-TASHRIFIYAH IN MODERN INDONESIAN PESANTRENS

The importance of effective Arabic language learning methods is increasingly recognized in Indonesia, particularly within modern pesantren. This study aims to explore how the al-Amṡilah at-Taṣrȋfiyyah book facilitates Arabic language acquisition in these educational settings. Employing a qualitative approach, this research utilizes a case study methodology, collecting primary data through interviews with three teachers and three students from Pesantren al-Amien Prenduan and Pesantren Darussalam Gontor. The findings reveal that modern pesantren implement various learning methods, including game-based learning, lingual-based learning, and eclectic-based learning. Specifically, the eclectic method integrates game-based learning with grammar instruction, where teachers provide explanations of Sharaf grammar after students complete reading and memorizing activities. This study concludes that these innovative teaching strategies enhance the effectiveness of Arabic language learning in pesantren environments. The implications of this research suggest that incorporating the eclectic method through the al-Amṡilah at-Taṣrȋfiyyah book can lead to more engaging and effective Arabic language instruction, ultimately benefiting both educators and students. Recommendations for further improving Arabic language teaching methodologies are provided to encourage ongoing development in this critical area of study.

The Development of Quizizz-Based Interactive Design using Whole-Part-Whole Model for Teaching English Vocational School for Culinary Arts Department

This research is a Research and Development study aimed at developing game-based English language learning tailored to the needs of students in the culinary field, utilizing ESP (English for Specific Purposes) and the Whole-Part-Whole model. The data were analyzed using both qualitative and quantitative descriptive methods. Qualitative data were generated during the Analysis phase of the ADDIE research procedure, which served as material for content development. Quantitative data were obtained from expert judgment. The data analysis process, which included document analysis and interviews, identified several student needs related to English language learning. The results of this study were as follows: In the first stage (whole), materials were presented along with interactive quizzes through Quizizz. In the second stage (part), detailed materials were displayed, covering definitions, social functions, text structure, and linguistic features of procedural texts. In the third stage (whole), students were assigned to create their procedural texts, both orally and in writing, using Quizizz. The average percentage of student perception was 92.03%, indicating that the module implemented in class is highly suitable. The average rate of expert judgment reached 95.83%, with an interpretation score of very suitable. Thus, developing an interactive quiz-based design for teaching English in culinary vocational schools at SMK N 4 Mataram was deemed very appropriate for use in the teaching and learning process.

Leveling Up Learning: Game Based Learning Initiatives in Canadian Higher Education

Game based learning (GBL), the use of game design elements within non-game contexts such as education, became increasingly popular in the early 2000s, yet empirical evidence about the benefit of games on student learning remains inconclusive. The potential impact of GBL can be influenced, for example, by design elements, context, and discipline. In Canadian higher education, GBL may be housed within departments, the library, or centres for teaching and learning. At our institution, GBL initiatives have only recently begun to surface; for example, the Department of English and Drama has recently launched a games studies minor for undergraduate students, the library has an extensive collection of video games available to borrow, and the academic skills centre has a large collection of board games that are used primarily for social game cafés. While opportunities for curricular connections may exist, our academic skills centre currently lacks staff who have both capacity and expertise in GBL pedagogy. Exploring possibilities for expansion, we aimed to understand the landscape of GBL initiatives across Canadian post-secondary institutions. To achieve this aim, we conducted an environmental scan of over 100 Canadian post-secondary institutions, gathering data such as the existence of GBL programs, category and level of programming (curricular, co-curricular, or research), initiative types, research development, faculty involvement, and availability of additional resources. Findings indicate inconsistencies in definitions used to promote GBL and a concentration of GBL initiatives at the curricular and research levels. The majority of GBL in Canada is led by faculty through course and degree-level programs at both undergraduate and graduate levels. This research gives us insight into GBL program development, challenges, and opportunities for higher education in Canada and globally.