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This paper aims to investigate whether the effects of children's current learning are related to their learning efficiency and behavior when they are exposed to two different gaming media.

In this paper the authors used a quasi-experimental design to determine whether game-based learning can be improved by using mobile devices equipped with augmented reality (AR).

The control group using the card game was careful to find the correct answer, with the intention of “obtaining the maximum score with the highest rate of correctness,” whereas the experimental group using the AR board game played aggressively by “obtaining the maximum score with the highest number.”

Although integrating an AR board game into the curriculum is an effective approach, the need to implement such a game in response to different learning attitudes and behaviors of students should be addressed.

Depending on the learning situation, different teaching methods and aids can be used to help students effectively learn. The recommendations based on this experiment can broaden the teaching field and allow for a wider range of experimental studies.

Learning behavior was observed, and user attention was interpreted using MindWave Mobile.

This research explored the intersection of cognitive processes, emotions and their impacts on digital game-based vocabulary learning (DGVL) among university students. Recognizing the scant research in this area, especially with integrating innovative technologies, this study aims to understand the influence of these elements using advanced monitoring tools.

This inquiry was carried out as an observational study involving 44 university students segmented into three English language proficiency levels: high, intermediate and low based on their English course scores. The methodological tools included a portable eye tracker to observe visual behaviors and deep learning technology to identify and analyze the participants’ emotional responses and engagement with the DGVL during the learning process.

The results showed that distinct fixation sequences and variations in visual attention during DGVL were correlated with different levels of competency, suggesting a direct correlation between visual engagement and language competence. In addition, emotional transitions, predominantly from engagement (“flow”) to challenge (“frustration”), were common among participants, reflecting the emotional dynamics of learning. Furthermore, all participants consistently focused on the English vocabulary definitions, indicative of their targeted approach to understanding and test preparation. These findings highlighted the intricate dynamics between emotions and cognitive processes in learning environments.

Contribution of this study shows the interplay of cognitive engagement and emotional experiences in the context of DGVL. It underscored the complex nature of these factors and their collective influence on learners’ visual and emotional engagement, offering valuable implications for educational strategies and technological applications in language learning.

The present study’s goal is to assess the effect of a serious game on the development of entrepreneurial competence, self-efficacy and intention and thereby contribute to clarifying the usefulness of this approach in entrepreneurship education.

The study sample and method included 76 graduate students, selected through a convenience sampling technique and collected through a self-administered questionnaire. To examine the impact of the gaming session, a pre-test post-test design approach was employed. Consequently, all students completed a survey both at the beginning and end of the gaming session.

Our study found that game-based learning effectively enhances students' entrepreneurial competence, particularly in areas like generating ideas, managing resources and taking action, while also boosting self-efficacy. However, it didn't significantly impact entrepreneurial intentions. The effectiveness depends on students' prior gaming experience, especially in resource management and taking action. Additionally, it positively influences women's self-efficacy more than men. The field of study also plays a role, with design students showing notable development in idea generation, entrepreneurial intentions, and self-efficacy. Overall, game-based learning is a valuable tool for entrepreneurship education, but its effects vary based on prior experience, gender and field of study.

Several limitations of the study should be considered. First, the small sample size acquired through convenience sampling and the potential for social response bias, even with respondent anonymity, could limit the generalizability of the study's findings. Second, the study recognizes that the effectiveness of a serious game is greatly influenced by the game's design, making findings from studies with different game-based learning approaches potentially different. Lastly, the impact of student interactions during the game session was not evaluated.

The study's practical implications are significant. It demonstrates the effectiveness of game-based learning in cultivating entrepreneurial competence and self-efficacy, particularly benefiting women and design students. These findings emphasize the importance of integrating serious games (SG) into entrepreneurship education to nurture vital entrepreneurial competences essential for students' career development as entrepreneurs or employees. The study encourages the development of SG tailored for use in entrepreneurship classes. Additionally, it underscores the need to educate educators about the advantages of incorporating game-based learning into their teaching strategies, offering a practical pathway to enhance entrepreneurship education and better prepare students for the modern job market.

The study's social implications are substantial. It highlights the effectiveness of game-based learning in nurturing entrepreneurial competence and self-efficacy, particularly benefiting women and design students. This underscores the importance of integrating Serious Games (SG) into entrepreneurship education, emphasizing the need for more SG tailored for use in entrepreneurship classes. Furthermore, it calls for increased awareness among educators about the advantages of incorporating game-based learning into their teaching methods. Ultimately, these findings have the potential to positively impact students' career development, whether as entrepreneurs or employees, by equipping them with crucial entrepreneurial skills.

This study brings a novel perspective in three distinct ways. Firstly, it centers on the pivotal entrepreneurial competences outlined in the EntreComp framework by the European Commission, addressing the challenge of identifying which competences are most relevant for entrepreneurial education. By doing so, it ensures a focus on competence areas critical for entrepreneurs, such as ideas and opportunities, resources, and action. Secondly, it explores the impact of game experience on the development of entrepreneurial competences, entrepreneurial intention, and self-efficacy, a relationship hitherto unexplored. Thirdly, the study examines how students' demographic and contextual characteristics influence the development of entrepreneurial competence, intention, and self-efficacy through a game-based learning approach. These unique perspectives contribute valuable empirical data to both theory and practice in the field of entrepreneurship education.

This paper describes the development of a digital role play game (RPG) designed to help construction apprentices to better communicate with their supervisors about issues with the potential to impact on their physical and psychological health and safety.

A participatory approach was adopted to utilise the knowledge and insights of the target users to inform the digital RPG development. Apprentices and supervisors were interviewed to identify characteristics of effective supervisor-apprentice communication, which became the RPG’s learning objectives. The scenarios constructed in the RPG were drawn from lived experiences shared by the apprentices in the interviews. During the development process, consultations were conducted with an advisory committee comprising of apprentices and supervisors to improve the realism of the RPG scenarios.

Three scenarios were developed for the RPG. In each scenario, players are asked to make decisions at various interaction points about how the characters should respond to the unfolding and challenging situations. Scripts were developed for the game, which were acted out and motion captured to animate digital MetaHuman characters embedded in a virtual construction site. Two example situations are introduced in this paper to illustrate the development process.

To our knowledge, the RPG introduced is one of the first applications of digital game-based training in the construction industry. The adoption of a participatory design approach ensures that the game content relates to real-world experiences. The digital RPG is highly interactive and engaging in nature and presents a novel approach to developing “soft” skills in construction.

The purpose of this study is to provide a bidimensional perspective to study the role that diversity and occupation play in corporate social responsibility (CSR).

Five big American companies were selected from a ranking carried out by a globally recognised website for finding flexible and inclusive jobs (www.flexjob.com). After a gap evaluation, content analysis and click analysis were carried out on the institutional websites.

This analysis provides insight into best practices for inducing employees to select inclusive and non-toxic working environments.

Owing to its original application of game-based inclusiveness, the limited cases and exploratory research approach should be considered as limits of the study.

The research illustrates the internal relevance of sustainability and diversity, creating best practices for bidimensional CSR by matching the offer of and demand for social-inclusive recruitment and employment.

In pursuit of Sustainable Development Goal No.10, regarding reduction of inequalities, games as an inclusive practice could be used to avoid toxic work environments and promote well-being in the workplace.

This study aims to examine the effects on student motivation and perception of technological interventions within undergraduate mechanical engineering and product design and manufacture programs at a Sino-foreign international university. The authors use an augmented reality game application within a class on Design for Manufacturing and Assembly (DfMA) that was developed using the approaches of microlearning and digital game-based learning (DGBL).

Structured as design-based research, the study reports on developing innovative educational interventions and provides an empirical investigation of their effectiveness. Data were collected using a mixed methods approach, using pre- and post-tests and questionnaires, together with researcher observations and participant interviews.

Through two rounds of playtests, the game positively affected intrinsic motivation and encouraged higher-order cognitive learning, critical thinking, communication and collaboration. Collaborative learning plays a significant role, DGBL is preferred over traditional methods and microlearning reduces information density and cognitive overload.

The study contributes to our understanding of digital game-based interventions on students’ intrinsic motivation and provides insights into effective ways to design instructional materials in similar teaching and learning settings.

The purpose of this paper is to revisit previous design principles and guidelines for online makerspaces in public libraries (Kim et al., 2020) and expand the design principles with more updated implications and examples from the literature published during and after the COVID-19 pandemic.

The authors reviewed recently published papers about online transitions of makerspaces, especially during and after the COVID-19 pandemic, summarized their implications and deduced applicable design principles and guidelines.

This paper proposes updated design principles and guidelines based on four key areas: Program and service design; Tools and materials; Facilitation; and Logistic support. These updated design principles considered a wider range of patrons that public library makerspaces may serve, the digital divide issues and logistic concerns that should be addressed beyond the scope of a single makerspace.

This paper compiles various lessons learned and strategies regarding online makerspaces and maker programming for public libraries and provides helpful design principles and guidelines for the continued use of online components for makerspace services and programs.

This paper aims to examine whether the instructional message used to introduce game-based learning (GBL), prior knowledge, flow and prior gaming experience have an impact on secondary students’ learning outcomes, perceived game utility and motivation to use the game.

Fifty-four 9th grades students enrolled in this quasi-experimental study. Both groups played the same game. The experimental group was told that they would be playing a game, whereas the control group was told that they would be doing an exercise. The game was designed to promote knowledge recall about familiar mathematical concepts. Prior knowledge was assessed. An immediate and a two-days delayed post-evaluated learning outcomes. Flow, prior gaming experience, perceived game utility and motivation to use the game were assessed with questionnaires after playing.

Introducing the GBL activity as a game increased immediate learning outcomes for low knowledgeable students, but these benefits did not extend to longer term. Indeed, when the GBL activity was presented as an exercise, low higher knowledgeable students obtained poorer longer-term learning outcomes than more knowledgeable ones, whereas no difference appeared when the GBL was introduced as an exercise. Prior gaming experience and the type of instructional message used to introduce a GBL activity positively influenced perceived game utility and motivation to use the game.

This study is the first to highlight that the way a GBL activity is framed affects differently low and higher knowledgeable students’ learning outcomes and influences perceived game utility and motivation to use the game.

This paper presents the student-centred experience (SCE) game design framework, which aims to guide the design of holistic student-centred digital game-based learning (SCDGBL) experiences, which fully integrate all seven tenets of student-centred learning (SCL). The paper also rationalises the need for the framework and presents the steps taken in its development.

Initially, the background areas of SCDGBL and digital game-based learning (DGBL) are examined, and the need for a framework in digital educational game design that has a focus on SCL is then established. The rigorous and systematic design thinking process through which the framework was developed is then stepped through. The completed framework is then presented, and each section is detailed to explain its utilisation within the process of digital game design.

The paper presents the completed student-centred experience (SCE) framework alongside a worked example of how it can be deployed in practice. Also included is guidance on the roles of the game designer and education practitioner at all stages of design, development and deployment and how they may contribute their experience during the game design process to create high-quality tools for learning.

While the SCE framework presented is complete, it is presented as a first version and will benefit from wider deployment and testing.

This paper presents a new game design framework integrating existing knowledge on SCL and DGBL, which guides practitioners in the design of experiences that fully deliver the techniques of both areas.

The relationship between medicine and video games is growing tremendously. In the field of medicine, realistic simulation and games have risen in popularity, and in turn, gamification has transformed the game elements into a non-gaming world for human engagement like motivation and performance. It is not surprising that game-based learning has branched out in the realm of the medical world. The person’s psychological state determines the effectiveness of education during training. This study aims to examine how the usage of immersive technology impacts users’ tendency to access immersive resources for learning during an emergency like the COVID-19 pandemic. Augmented reality (AR) apps have grown to be a popular tool in education nowadays. The purpose of using AR applications is to impart knowledge during the COVID-19 pandemic. An investigation was conducted to test the effectiveness of immersive technology in learning by developing a game-based experimental model and testing it on 100 non-randomly selected users of various ages. This study shows that users are open to new teaching approaches, including AR applications, in response to the challenges presented by the pandemic. AR applications provide a potential solution to the difficulties associated with education by providing an immersive and interesting experience that enhances learning-based results. This demonstrates that while using AR apps, an individual’s viewpoints and sense of control over their learning are more essential in influencing their conduct. By integrating AR apps into learning systems, immersive education may enhance users’ engagement, motivation and overall learning experiences.

Convenience sampling was chosen as the method for data analysis. One hundred users from a leading private university in the northwest part of India participated in this study. This gave a minimum sample size of 79 participants. To analyse the user experience (UX), a UX questionnaire was adopted. In this research paper, the researcher explores the importance of immersive games that emphasise awareness and experience through a series of questionnaires to assess the effective awareness of COVID through immersive technology, because the immersive element plays a major role in the quality and success of awareness through COVID-19 fighter video games as an interactive learning platform.

Results showed that most people do not know how to deal with an infected person in a critical situation; either they feel scared or deal without taking precautions. COVID-19 fighters are empowered with a virtual patient, which players can interact with. Once the user finishes the FPS game, he must find out the source of viruses that will be an AR-based virtual patient. The first step of the instruction will ask the user to give the mask to the infected person; in the second step, it will ask the user to sanitise his body. In the third step, it will ask to hospitalise.

The research offers empirical evidence on the effectiveness of augmented reality-based game approaches to increase reality in basic education to boost the awareness of individuals. The report also gives an example of good cross-cutting education materials that provide the player with a very valuable tool for understanding knowledge of covid awareness by playing the COVID-19 fighter game.