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Engaging with digital heritage requires understanding not only to comprehend what is simulated but also the reasons leading to its creation and curation, and how to ensure both the digital media and the significance of the cultural heritage it portrays are passed on effectively, meaningfully, and appropriately. The United Nations Educational, Scientific, and Cultural Organization defines ‘digital heritage’ to comprise of computer-based materials of enduring value some of which require active preservation strategies to maintain them for years to come.

With the proliferation of digital technologies and digital media, computer games have increasingly been seen as not only depicters of cultural heritage and platforms for virtual heritage scholarship and dissemination but also as digital cultural artefacts worthy of preservation. In this chapter, we examine how games (both digital and non-digital) can communicate cultural heritage in a galleries, libraries, archives, and museums [GLAM] setting. We also consider how they can and have been used to explore, communicate, and preserve heritage and, in particular, Indigenous heritage. Despite their apparently transient and ephemeral nature, especially compared to conventional media such as books, we argue computer games can be incorporated into active preservation approaches to digital heritage. Indeed, they may be of value to cultural heritage that needs to be not only viewed but also viscerally experienced or otherwise performed.

Game-based learning or simulation-based learning – especially Serious Games – are notions of the contemporary discourse on digitalisation in the higher education sector in Germany. These methods offer a more vivid and motivating learning context and they help to improve important competencies for reaching work-related higher education goals. This explorative study focuses on experts’ experiences with digital and non-digital serious games and their contribution towards developing self, social and management competencies, in the Bundeswehr Command and Staff College in Hamburg (Germany). Whilst there are numerous opportunities for using serious games in higher education, their use creates barriers for addressing social, as well as leadership/management competencies. In the future, game-based learning – and more specifically, digital game-based learning – could challenge the relation between learning as hard work and learn for fun, and between explicit and goal-oriented learning and implicit, incidental and explorative learning.

This research aims to extend brand relationship theory to the domain of online gaming by augmenting the understanding of the role played by fantasy state in digital game in impacting gamers' immersive relationships with digital game brands. In this quest, the research examines how fantasy state in game (FSG) creates game brand immersion (GBI) through the mediation of emotional game brand attachment (EGBA) and the roles of individual's need for escapism (NE) and anxious attachment style (AAS) in moderating the aforementioned relationships.

The research employs a pre-test followed by two quantitative studies. Quantitative data were analyzed using the PROCESS macro.

Results from Study 1 illustrate that perceived fantasy in game generates EGBA, which, in turn, predicts GBI. Further, Study 2 establishes that the effect of fantasy in game on EGBA is moderated by gamer's NE. The moderating effect of NE is moderated by individual's AAS.

Value of the study lies in extending consumer–brand relationship theory to digital gaming domain which enhances the understanding of how fantasy state in digital game can lead to GBI and the roles played by individual personality characteristics like escapism motivation and AAS in the process.

This paper aims to explore the characteristics of playful literacies in case study research examining digital games in secondary English classrooms. It analyzes how educators use play as a resource for meaning-making and the impacts of play on student learning.

The authors used a keyword search in relevant academic databases to identify articles within specified search parameters. This was followed by bibliographic branching to identify additional articles. Following the identification of 30 articles, two rounds of open coding were used to identify themes for analysis.

The literature revealed five types of playful pedagogical practices: single-player gameplay, turn-taking gameplay, multiplayer play, play-as-design and little or no gameplay. Discussion of these findings suggests that classroom play was a highly social activity across case studies. Furthermore, boundaries between types of play and their contributions to learning were blurred and often disrupted normative approaches to curriculum and teaching.

Given the novelty of replacing traditional texts with digital games in English classrooms, this study represents an important moment to pause and review the literature to date on a particular, understudied aspect of digital games in English curricula: their playfulness. This is especially important given the innovative ways in which digital play can shift thinking about meaning-making and narrative, two historically dominant concerns within the discipline of English.

The purpose of this paper is to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, and apply them to the curriculum design of digital animation game production, and conduct teaching experimental research.

This research method under the teaching strategies of alternating peer teaching and progressive project-oriented learning, to the design of digital animation game and use teaching experiment animation game production tool was Game Maker animation game production software to develop the study. The production of learning history data was used in-game projects, to verify the digital animation game design effectiveness was used SPSS statistics method, and was to compare the learning effectiveness of the different teaching modes.

Through experimental design, learners can acquire the knowledge and skills of digital animation game production under the guidance of progressive project-oriented teaching strategies. In terms of the cognition and skills of animation game production, learners have acquired the skills of taking them in animation game design to be able to independently produce and design digital animation games. The research results can be used as a reference for future research on digital animation game teaching and curriculum development.

This study proposed a new approach to develop the teaching strategies of alternating peer teaching and progressive project-oriented learning, to design digital animation games. The research results show that effective teaching strategies guide successful learning, it can be used as a reference for future research on digital animation game teaching and curriculum development.

This study aims to describe a library project exploring innovative options for embedding information literacy skills in the elementary school library by utilizing Minecraft, a virtual world three-dimensional (3D) building game environment.

The small-scale descriptive study, with a follow-up survey, focuses on a group of fifth-grade students in an after-school technology club facilitated by the school librarian. The students designed and built a 3D virtual world library game for younger students to help them learn digital citizenship and information literacy.

Analysis of observations, interviews and videos indicated that students were highly engaged in learning information literacy elements throughout all stages of the project from design, building, implementation and testing of younger students.

Although the small number of students enrolled in the club is a limitation, the feedback provided strong evidence of motivation for learning through gamification. Further research could assess learning outcomes with the curriculum, specifically for digital citizenship and information literacy.

Embedding information literacy into a 3D world allows students to learn computer code, mathematics, game design, and fosters collaboration while demonstrating digital citizenship.

Game design requires teamwork, a real-life skill essential for students entering the work force.

Few articles share student-designed solutions of critical information literacy needs. This study exemplifies constructivist learning in a gaming environment.

Digital technology has great potential for educating today’s digitally oriented adolescents on health. In particular, digital health gamified learning can make the promotion of the sexual well-being of adolescents more effective. Although venereal diseases such as HIV/AIDS have become a greater problem in Sub-Saharan African (SSA) countries than in any country outside of Africa, little is publicly known about the development of gamified learning for use in counter-measures. This paper aims to address that deficit by presenting the process of developing one such game. The paper highlights how the “My Future Begins Today” game for sexual health education was developed, evaluated and refined in the real-world of low-tech settings and made improvements based on the response of users.

Design-based research (DBR) was used to guide the design, develop, test and refine the digital game in iterative cycles. The evaluation of the effectiveness of iterations of the game was done using adolescent sexual health literacy tests and the validated Motivation, Attitude, Knowledge and Engagement framework, the authors developed based on existing approaches. That framework combines the elements of motivation, attitude, knowledge and engagement, effectiveness was evaluated based on the game’s ability to motivate students, improve their attitudes, increase their acquisition of knowledge and engage them in learning self-rating surveys and interviews. The whole process of game design, testing, evaluation and refinement were underpinned by the activity theory, DBR and participatory design (PD) research.

Participants in the gamified learning platforms demonstrated higher average scores on their post-tests than their counterparts subjected to the traditional teaching classroom. Also, gamified learning groups commented positively on the effectiveness of their instructional approach than their counterparts in the traditional learning group. The stakeholders’ involvement in developing gamified learning provided a good understanding of the importance of the game to the adolescent students and how it was going to be used to address the problem identified. The application of PD contributed to the effectiveness of the game. It involved various actors from various fields who were relevant to the game. Also, engaging targeted users from the beginning resulted in the creation of a better correspondence with the preferences of end-users.

This study has contributed to a better understanding of sex education and knowledge in the area of adolescent reproductive health issues, using developed innovative game mechanics features and its applicability in low-tech settings.

The study will be a recommendation for future researchers in applying this gamified learning concept and its suitability in their teaching practice, particularly regarding sexual health education and adolescent reproductive health issues in low-tech settings of SSA.

The aim of this paper is to rethink the concept of significant properties in relationship to video game emulation.

In this paper, video games are examined as complex digital objects, that is digital objects that are constituted by multiple layers that are interconnected with other objects. Starting from the assumption that metadata are fundamental to individuate the authenticity and accuracy of a complex digital object, the research is based on the analysis of the most recent frameworks that propose a substantial use of metadata to perform gaming emulation.

Technical metadata are being used within emulation frameworks to describe digital environments and objects. Although metadata cannot be considered a definitive solution for preserving significant properties of video games, they should be used in a more extensive way across frameworks.

This paper tries to provide insights on video game properties that can help to refine the debate on emulation.