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This chapter introduces the topic of cooperation and co-innovation between the audiovisual media and education sectors. It first discusses the emergence of educational film approximately a hundred years go – together with a new institutional framework, industry media, rulebooks, etc. It then discusses the ways public service media have addressed educational programming over the decades, including developing complex cross-media strategies and educational content databases more recently. The second half of the chapter is dedicated to the emergence of educational digital games, with their own institutional setups, production cultures, and training programmes. The chapter points, however, to a relative lack of cooperation between commercial game producers and educational institutions to date.

The purpose of this study was to analyze the state of mobile game-based learning in the field of cultural heritage education.

A bibliometric methodology based on scientific mapping and an analysis of co-words was used. The scientific production on this field of study indexed in Scopus was analyzed. The analysis included a total of 725 publications.

The results show that the National Research Council of Italy is the institution with the highest volume of production. Among the journals, the Journal on Computing and Cultural Heritage stands out. In addition, in the analysis of the structural and thematic development of co-words, a low percentage of keyword matching was observed. The research is currently mainly oriented to pedagogical methods, especially game-based learning, gamification and the use of serious games, although these are not the only trends in this field. Research is also focusing on virtual reality, augmented reality, and mixed reality.

This work is an exploratory and novel study that analyzes the publications to date on mobile game-based learning in cultural heritage education. In theoretical terms, this can serve as support so that other researchers interested in this field can access the information highlighted in this work. From a practical perspective, this work will contribute to the promotion of new innovative actions in cultural heritage education to satisfy the demands of a learning group increasingly familiar with games technology.

Based on Behavioral Theory of Negotiations (Walton & McKersie, 1965), the purpose of this paper is to discuss the existing gap between negotiation theory and pedagogy and presents an experiential teaching tool that closes this gap. The tool is a ‘serious game’ (Abt, 1975) that reinforces all four core negotiation subprocesses while allowing students to practice their negotiation skills and several critical business competencies in a realistic and improvisational context.

After successfully using NegotioPoly for five years, qualitative and quantitative data were collected in three sections of negotiation classes to assess student learning and behaviors while playing NegotioPoly and to collect student feedback on the effectiveness of NegotioPoly in teaching and reinforcing key negotiation skills.

Findings support that NegotioPoly is highly effective in engaging students in a series of realistic negotiations, joint problem solving and strategic decision-making. Results show that, during the game, students demonstrate their negotiation skills and learnings, and they practice all four negotiation subprocesses of distributive, integrative and intraorganizational bargaining and attitudinal structuring.

NegotioPoly enables students to engage in distributive and integrative bargaining, multiple levels of negotiations and coalitions in quick succession. Students practice organizational politics and adjust their negotiations based on relationships and social realities, as they demonstrate advanced deal-making behaviors and core business competencies of problem solving, decision-making, analytical skills and ability to work with others.

NegotioPoly reinforces core business competencies such as negotiation, problem solving, analytical skills and the ability to work in teams that employers look for and, therefore, is a useful tool for preparing students for the business world.

NegotioPoly is an experiential learning tool that closes the gap between negotiation theory and pedagogy while providing deep learning and realistic practice opportunities for students where they can use their negotiation skills in a gaming environment that uses multi-party and multi-round negotiations.

Several freight operations rely on human cognition and behavior. Tackling these aspects, gamification transforms activities to resemble game-like experiences. Since the freight transportation sector is rapidly adopting gamification, the purpose of this study is to provide an overview that synthesizes the state-of-the-art and plot future directions for research and the practice of gamifying this area.

A systematic review of the gamification of freight transportation was conducted. After screening 691 studies, 40 relevant studies were analyzed.

Most studies found positive psychological and behavioral outcomes from gamification. Literature mainly focused on tackling the operational-level issues of road and maritime transportation modes by implementing simulation games.

Besides elaborating how gamification can improve freight transportation, the authors describe directions still uncovered by the current corpus, such as research design and temporality and the variety of modes and tasks.

Practical implications emerged from the studies, primarily focusing on understanding users, tasks and contexts, targeting different audiences and transportation modalities, and balancing motivational affordances, while considering the demands of the freight transportation domain, including dynamic, spatially dispersed environments and cooperation between multiple stakeholders.

The transportation of goods dominates much of the global economy and ecology. Therefore, gamifying this domain has a huge societal impact potential, especially related to issues of sharing economy, safety, environmental sustainability and social media.

Beyond providing an original overview of gamified freight transportation, this study maps current research gaps and describes practical recommendations.

Self-regulation is the level of learning where the learner becomes an active agent in their learning process in terms of activity and aspects of motivation and metacognition. The current paper mostly deals with the metacognitive aspect. The purpose of this study is to gain insight into self-regulation of learning in the context of modern technology in higher education. This study also aims to highlight the direction, tendencies and trends toward which self-regulation of learning is moving in relation to modern technologies.

The review study was compiled via searches in three databases: Scopus, Web of Science and ERIC. A filter was used to search for empirical studies solely in English, published over the past decade on the topics of self-regulation of learning and technology in higher education.

The findings clearly show a correlation between self-regulation of learning and modern technology, especially after a significant event such as the Covid-19 pandemic. However, in the wake of this change, the field of education has seen the emergence of methods and new platforms that can provide support for the development of self-regulated learning strategies.

The originality of the study lies in the fact that it focuses on the link between self-regulation of learning and modern technologies in higher education, including some predictions of the future direction of self-regulation of learning in this context.

The purpose of this study is to propose a model for integrating microgames in teaching primary Education for Sustainable Development (ESD) and illustrate the application of the proposed model in teaching integrated mathematics, arts, technology and language in primary ESD.

The model was based on conceptual mapping from the reviewed literature and reflection from their teaching experience.

The model and the related teaching-learning activities have been proposed.

The proposed model enhances the use of microgames in an interdisciplinary teaching framework.

The research paper examines the complex relationship between gamification, student engagement and academic performance in educational environments. The study employed a structural equation model that highlights important connections among key constructs within the educational setting.

This research aims to explore the connection between gamification, student engagement and academic performance in educational settings. The study employs various statistical techniques such as factor analysis, Kaiser–Meyer–Olkin (KMO), Bartlett’s test, component transformation matrix, correlation and regression analysis, descriptive statistics, ANOVA, coefficients and coefficient correlations, residual statistics and confirmatory factor analysis (CFA) to analyze the data.

It was found that active participation by the instructor and good time management skills have a positive impact on student engagement levels (β = 0.380, p < 0.001; β = 0.433 and p < 0.001). However, peer interaction does not significantly predict student engagement (β = −0.068 and p = 0.352). Additionally, there is a positive correlation between student engagement and performance (β = 0.280 and p < 0.001).

The study highlights the importance of innovative design to fully utilize gamification. Future research should consider design, user characteristics and educational context. The findings can guide informed decisions about gamification in education, fostering motivation and learning objectives.

The study presents a reliable tool for assessing student engagement and performance in educational settings, demonstrating high Cronbach’s alpha and robust reliability. It identifies student engagement and time management as significant predictors of Global Learning Outcome. The findings can inform decisions on implementing gamification in educational settings, promoting intrinsic motivation and aligning with learning objectives.

The research highlights the transformative impact of gamification on educational practices, highlighting its potential to enhance student experiences, motivate, promote diversity and improve long-term academic performance, highlighting the trend of integrating technology into education.

In today’s ever-changing education landscape, it is essential to incorporate innovative techniques to keep students engaged and enthusiastic about learning. Gamification is one such approach that has become increasingly popular. It is a concept that takes inspiration from the immersive world of games to enhance the overall learning experience.

This chapter is based on the findings of the empirical material gathered in Finland and Sweden through interviews with education and audiovisual (AV) media actors and policymakers in 2017–2018. The aim of the chapter is to discuss the innovation systems of the education sector and Finland and Sweden in general, compare the sectoral innovation models of the two sectors, and conclude with discussing the resulting challenges for policymakers. Our results show that a new EdTech sector employing the competences of the education, information and communication technology, and AV media sectors has begun to emerge and actors in the both countries have eagerly taken actions to boost its development as a business and export field. We discuss the reasons and consequences of this development.

The purpose of the article is (1) to find out whether students instructed with Computer-Assisted Simulation Learning Games (CASLGs) will improve in their scholarly learning outcomes and (2) to ascertain if the biological construct of sex will affect students scholarly learning outcomes.

The study was experimental. The study sample comprised 120 students from four schools. The study instrument was the Scholarly Learning Outcomes Test (SLOT), drawn from the school syllabus. The study lasted six weeks. Before the experimentation, the students were pre-tested using the Scholarly Learning Outcomes Test (SLOT. After which, students were posttested to ascertain students' scholarly learning outcomes. The statistical mean was employed to analyse data generated from the pretest and posttest to provide answers for the research questions, while analysis of covariance (ANCOVA) statistics was utilised to test the hypotheses.

The results show that CASLGs improved students' scholarly learning outcomes more than the face-to-face instructional approach and the biological construct of sex is of no effect on students' scholarly learning outcomes.

First, in performing the study, the regular instructors/teachers were utilized. The personalities of these instructors were not considered or scrutinized; this might have impacted the research outcomes.

Implications for future studies: One advantage is that it is part of a bigger initiative in which there are extra sources of data to study. This information or data from this study would help to throw further light on the predictors of student scholarly learning outcomes in the near future. One implication of this study rests on the confirmation that activity-based strategies such as CASLGs enhance students' scholarly learning outcomes.

This study is a product of the author’s doctoral thesis. It is the outcome of the investigation carried out by the author for the award of PhD; therefore, it is original. The study’s results are of immense value because they contributed to knowledge in the area of computer-based learning games.