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The purpose of this paper is to present the 2030 SDGs Game as a pedagogical tool for the promotion of interdisciplinary education. Based on the simulation of possible world outcomes for the year 2030, the game induces participants to reflect on the socioeconomic and environmental consequences of actions and facilitate the exploration of the interconnected nature of the Sustainable Development Goals.

Starting with a review of the main benefits and constraints of interdisciplinary learning approaches, this paper discusses how pedagogical attitudes have change over time and suggests the use of the 2030 SDGs Game as a powerful tool for sustainability education. Composed by a set of cards with different projects and goals, the game connects participants to the principles of the Agenda 2030 and is suitable for a wide range of educational settings. In the case study presented in this paper, the game was played by 20 students from five different faculties of the University of Liverpool (UK).

The participatory nature of the game, where players learn through the experience of play, is functional to support the co-creation of knowledge of the “active-learner-centred” approach, and facilitate the development of problem-solving attitudes, soft skills and team-working abilities.

To the best of the authors’ knowledge, this paper presents, for the first time, the 2030 SDGs Game as a pedagogical tool for interdisciplinary sustainability education. The game is relatively easy to play and is suitable to be used in a wide range of educational settings.

The purpose of this study is to demonstrate the power of affective pedagogies and playful literacies to resist neoliberal framings of video game play and design in educational contexts.

Focusing on the Giga-Games Camp, a video game design camp for adolescents, the authors mobilize different methodological impulses across a number of different registers, using interview data to trace institutional arcs, focal frames from a GoPro camera to see vitality in action and descriptions of platform events to follow these lines through the shift to online instruction brought on by the COVID-19 pandemic.

The authors narrate three transversal movements of the Giga-Games Camp to reveal how play-centered pedagogies can challenge the neoliberal tendency to assimilate young people’s video gaming practices as a vehicle for future-proof science, technology, engineering and mathematics learning.

The authors offer the concept of actually existing vitality rights to describe how attending seriously to vitality in learning spaces will often manifest organically in very real strategies to reimagine and restructure preexisting, neoliberally sedimented uses of space, institutional configurations and constellations of sociopolitical power.

This research explores the appropriateness of using a digital learning system based on a multiplayer online animated game in firefighting education and training. Use of the game improved learning was effective. It can increase learners' understanding of the taught content and their willingness to learn.

The research applies digital learning based on a multiplayer online animated game coupled with 3D and virtual reality (VR) technology. To verify the effectiveness of this approach, participants were divided into two groups, an experimental group (using the game) and a control group (not using the game). T-tests were used to compare the learning of the two groups.

Firefighting knowledge was significantly better among the experimental group than the control group. Learning was explored in three different domains: basic firefighting knowledge, fire extinguisher operation and fire source identification; the latter two showed statistically significant differences. After learners acquired knowledge from multimedia, the addition of a VR exercise effectively helped them to remember what they learned and increased their understanding of the taught content.

The approach proposed in this study applies digital learning via a multiplayer online animated game to explore the appropriateness of such games in firefighting education and training. Use of the game improved learning and was effective. It can not only increase learners' understanding of the taught content, but also their willingness to learn.

Pro-environmental education incorporates digital technologies to enhance the level of pro-environmental behaviours (PEB) in young adults. Guided by gamified learning and self-directed informal learning theories, this study aims to examine the potential for the use of a gamified mobile app to increase students’ PEB. Also, it explores whether various pre-existing environmental attitudes and beliefs can moderate the effects.

This quasi-experimental study proposed an eight-weeks intervention for undergraduate students based on using a mobile app. The authors evaluated the post-intervention differences in PEB between the intervention group and a control group. The effects of multiple moderators were also tested.

Using the mobile app for eight weeks significantly improves the levels of PEB in the intervention group compared to the control group. None of the proposed interactions showed significant moderator effects.

To the best of the authors’ knowledge, this study is the first one to verify the potential moderators accounting for the success of an environmental education approach using a mobile app. Also, it provides strong empirical support for the use of such educational strategy. Based on these findings, the authors suggest the use of gamified mobile apps as suitable tools for pro-environmental education, especially when targeting young adult or student populations. Moreover, using mobile apps providing self-directed informal learning, combined with gamification, can be used to enhance other desirable behaviours.

During the current global epidemic, e-learning and mobile learning have been rapidly developed in the field of entrepreneurship education. The effect of these learning methods remains to be confirmed. The purpose of this paper is to explore the effect of mobile business simulation games in entrepreneurship education.

From May 2020 to July 2020, the authors adopted a quasi-experimental design to explore the effect of mobile business simulation games in entrepreneurship education. The authors set up an experimental group to participate in mobile business simulation games, with a total of 105 students, and set up a control group of 100 students. At the beginning and end of the experiment, data on entrepreneurial attitude, self-efficacy, entrepreneurial intention and other related variables were collected. Paired sample T-test and regression analysis were used to analyze the results.

The authors found that mobile business simulation games can improve entrepreneurial attitudes and self-efficacy, but cannot change entrepreneurial intentions. The paired sample T-test in the experimental group showed that the entrepreneurial attitude and entrepreneurial self-efficacy of the participants were significantly improved, but the entrepreneurial intention did not change significantly. The above three variables did not change significantly in the control group. The research results also show that flow experience is very important in mobile business simulation games, which can improve entrepreneurial attitude and entrepreneurial self-efficacy.

The authors’ findings confirm the positive effects of mobile business simulation games in entrepreneurship education, which can improve entrepreneurial attitudes and entrepreneurial self-efficacy. But the disadvantage of mobile business simulation games is that they cannot increase entrepreneurial intention. In addition, the flow experience needs to be valued in mobile business simulation games. The research in this paper has implications for how mobile learning can be used in entrepreneurship education during the COVID-19 pandemic. In addition, research is of great value on how mobile business simulation games can be improved.

Self-efficacy is the bridge between theoretical knowledge of counselling and practical application of effective techniques (Akinlolu and Chukwudi, 2019). Furthermore, risk-assessment and management are fundamental components of counselling training and self-efficacy in these areas is central to ethical practice. Gamification represents an opportunity to increase motivation encouraging users to engage with serious content via an entertaining medium. This study aims to present two studies concerning an outline of the development process and an initial evaluation of “Perspective: Counselling Simulator”, a gamified training tool for developing and enhancing self-efficacy in risk-assessment skills in trainee counselling students in the UK.

This paper presents the development and initial user-evaluation of “Perspective”, as well as an initial evaluation of the game’s capacity to deliver risk-assessment education in a group of UK-based trainee counsellors to British Association for Counselling and Psychology (BACP) standards.

Firstly, mid-development assessment of a prototype-version of the game produced a good system usability score and positive user-feedback, while identifying areas for further improvement. Secondly, data relating to an initial evaluation of the efficacy of the game suggest that the game in its current form is significantly improved in terms of system usability and produces descriptive, albeit not statistically significant improvements to self-reported self-efficacy. Additional feedback was provided by users and further development and evaluation is planned.

This paper represents, to the best of the authors’ knowledge, the first of its kind in developing and evaluating a gamified tool with accessibility and scalability for teaching and consolidating risk-assessment skills of UK counselling students in-line with BACP standards.

A lack of research has reported how playful gamification is applied to adult learners as an idea of andragogical instruction. Thus, this study aims to identify how the concept of gamification was used for adult learners in an online class during the COVID-19 pandemic and its impact on learning performance and motivation with the guidance of Knowles' andragogical principle.

The study applied an explanatory sequential mixed method in collecting the data. Assessments' scores during the experimental research and questionnaires were used as the quantitative data. For the qualitative data, personal semi-structured interviews were employed.

The findings indicate that gamification raises student enthusiasm and interest and improves learning outcomes. Students who previously lacked attentiveness to the online class are now waiting for game quiz activities during the class meeting. Furthermore, the experimental groups reported statistically improved assessments compared to their counterparts. Indeed, some recommended other courses with whole activities of gamification and discussion rather than listening to talks.

For its implications, this study has enriched the literature on gamification implementation for adult learners. Regarding its originality, it has discussed an old issue of Knowles' andragogical principle from the novelty angle of gamification.

COVID-19 played a crucial role in the development and enlargement of learning via electronic media. Still, the recent fourth industrial revolution [Industry 4.0 (I4.0)] paved the road toward Education 4.0. In this regard, several research challenges arise, involving the preparation of gamification strategies in online learning environments. In this sense, this paper aims to investigate the relationship between technologies of I4.0 and gamification practices in online learning around the world. Specifically, to categorize the studies of the scientific literature in the area into knowledge domains and the mention of I4.0 technologies and to verify the relationship of these technologies with the different educational levels.

The preferred reporting items for systematic reviews and meta-analysis protocol was used as a research method with 130 papers included for full content analysis and obtained from the Web of Science.

The leading I4.0 technologies mentioned in the analyzed papers were simulation, Internet of Things and augmented/virtual reality, in this order. Although there are more mentioned technologies, the domain of knowledge to be applied and the educational level interfere in choosing these pillars. With this, the main findings of this relationship were exposed in a singular, modern, active, realist, technological framework to demonstrate how I4.0 relates to the practice of gamification in online educational environments.

To the best of the authors’ knowledge, this is the first study that brings together the relationship of gamification applied in e-learning with I4.0 technologies.

Ancient Chinese architecture is famous for its wooden frame structure and unique position in world architecture history. As numerous types of components and complex combinations exist, the overall structural system and how they are interlocked have always been crucial but challenging parts of the study. Students find it hard to understand and remember the concepts using traditional 2D paper media, making such knowledge unattractive to pass on to the new generation. To overcome the challenges, this research aims to examine the effect of combining Virtual Reality (VR) with digital interaction games in learning structural characteristics (dougong) of ancient Chinese architecture.

This research develops an interactive cognitive system in the VR environment based on constructivist theory to improve the learning approach of ancient Chinese architecture. Applying an experimental procedure, the feedback of an experimental group using the VR cognition system and a control group using traditional learning 2D media are collected to examine the differences in learning effectiveness and user experience.

This study develops an interactive cognitive system to aid in learning the structural system of ancient Chinese architecture. The results indicate that integrating VR and interactive learning games can increase students' positive attitudes and learning effectiveness towards ancient Chinese architecture.

This study integrates VR technology and interactive games to improve the learning approach. It examines the effect of applying the concept of human–computer interaction in learning ancient Chinese buildings. The concept of designing the interactive cognitive system is expected to guide students gradually to be the main body of learning and stimulate their learning enthusiasm and motivation.

Higher education institutions (HEIs) face the formidable responsibility of equipping students with the requisite knowledge and skills essential for a successful transition into the professional workforce. In contemporary education, simulation-based learning (SBL) has emerged as a pivotal tool employed by HEIs to facilitate and enhance the learning experience. MonsoonSIM stands out as a notable simulation-based experiential learning platform, encompassing a wide spectrum of business processes. This study aims to investigate the effectiveness of SBL in Malaysian HEI, with a specific focus on utilizing MonsoonSIM to bolster students' knowledge and skills.

To gather empirical evidence, an online survey questionnaire was methodically distributed to 254 students enrolled in Malaysian HEIs, employing purposive sampling techniques. A total of 114 valid responses were collected and subjected to rigorous analysis using SmartPLS4, leveraging the partial least squares structural equation modeling methodology.

The outcomes of this investigation shed light on the positive influence of marketing management knowledge on the effectiveness of SBL. However, it was observed that problem-solving and critical thinking skills, financial management and production management knowledge did not exhibit a statistically significant impact on the effectiveness of SBL.

This study contributes to the existing body of knowledge by offering valuable insights into how students engage with and derive learning outcomes from simulation-based educational tools. The findings underscore the pivotal role of integrating SBL into the broader pedagogical framework to enhance the overall learning experience.