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In the past two decades, a considerable amount of research has focused on digital games as part of media education. Digital game-based learning (DGBL) is identified as a potential pedagogical approach to enhance learning in the digital era. In light of the increased number of academic articles on educational games, this study considers the development and the factors that influence learning performance among children by providing a thematic review of the literature available on DGBL. Findings show that despite following developmental standard procedures, a distinct perspective between the game designer and the educator is essential. Three major approaches have been identified, namely the learner-centered, the game-centered and the model approaches. Learning processes that use digital games show empirically positive results as well as the great influence in terms of intrinsic motivation, game features and overall learning experience.

Membrane-less fuel cells are a promising power source for portable applications that enable the solving of membrane-related issues, such as water management and high cost, in conventional fuel cells. Apparently, research on this system uses a single electrolyte. This study focused on enhancing the performance of membrane-less fuel cells by introducing multiple reactants that are dual electrolytes with hydrogen peroxide (H2O2) and oxygen as oxidants in membrane-less direct methanol fuel cells (DMFC). The conditions tested for the system are (a) acidic, (b) alkaline, (c) dual medium with oxygen as an oxidant, and (d) dual medium and dual oxygen and hydrogen peroxide as an oxidant. Additionally, the effect of fuel utilization on different electrolyte and fuel concentrations was also studied. It was found that the fuel utilization decreases dramatically with the increasing of the fuel concentration, but it improved with the increasing of the electrolyte concentration until 2M. The performance of the dual oxidants in dual-electrolyte membrane-less DMFCs was 15.5 mW cm−2 of the power density achieved before optimization. Later, the system was optimized, and the power density increased to 30 mW cm−2. Finally, this work presented the stability of the cell using the suggested parameters from the optimization process. This study indicated that the performance of the membrane-less DMFC increased for dual electrolytes with mixed oxygen and hydrogen peroxide as oxidants compared to a single electrolyte.

In the modern age, digital games are widely used as informal media for Science, Technology, Engineering, and Mathematics (STEM) education and medical therapy for game-based learning. Digital games provide learners with a graphical system of interaction that enhances scientific concepts within an enjoyable environment. The vastly increasing number of digital games produced in the market affects the quality of STEM digital games while requiring multidisciplinary expertise. This paper proposes a framework for STEM digital game-based learning encompassing input-process-output stages. Several studies from the early 2000s onward were reviewed to discuss and present a new perspective on a framework for the design and development of digital games, particularly for STEM. This proposed framework consists of digital game development as input, experience as a process, and constructs as output. This simple and precise framework will generate a universal product for various types of learners. It can thus be used as a guideline for game designers, developers, and experts to develop STEM digital games and achieve better learning outcomes.

The world has relied on fossil fuel energy for a long time, producing many adverse effects. Long-term fossil fuel dependency has increased carbon emissions and accelerated climate change. In addition, fossil fuels are also depleting and will soon be very costly. Moreover, the expensive national electricity grid has yet to reach rural areas and will be cut off in inundation areas. As such, alternative and carbon-free hydrogen fuel cell energy is highly recommended as it solves these problems. The reviews find that (i) compared to renewable energy such as solar, biomass, and hydropower, a fuel cell does not require expensive transmission through an energy grid and is carbon-free, and hence, it is a faster agent to decelerate climate change; (ii) fuel cell technologies have reached an optimum level due to the high-efficiency production of energy, and they are environmentally friendly; (iii) the absence of a policy on hydrogen fuel cells will hinder investment from private companies as they are not adequately regulated. It is thus recommended that countries embarking on hydrogen fuel cell development have a specific policy in place to allow the government to fund and regulate hydrogen fuel cells in the energy generation mix. This is essential as it provides the basis for alternative energy governance, development, and management of a country.

Using games to teach science, technology, engineering, and mathematics (STEM) can enhance the quality of education. The idea of using digital games to increase individual interest towards STEM has been implemented as gaming technology has evolved in the 21st century. A correlation exists between using digital games and the learning outcomes which suggests that incorporating digital games may develop interest; however, the theoretical discussion on how interest may be developed with digital games remains inconclusive, thus, resulting in the need for further discussion. Hence, we aim to contribute with a discussion on how STEM digital games can develop individual interest in STEM. Previous studies on digital games in the STEM education context support the arguments presented in this study, therefore, there is a high probability that STEM digital games develop interest. Nevertheless, this can only be achieved with a good STEM game design and defining what is a good STEM game design is subjective. Several elements can be used as indicators to describe the quality of a design. These include the pedagogical learning content and the inclusion of fun elements within a design. Therefore, we propose the integration of theories with pedagogy, learning strategies, STEM learning content, game elements, and game principles design to ensure the presence of a three-layer process to develop interest. The creativity of game designers and developers is key to creating appealing STEM digital games providing young players with an inspiring experience.

Digital Game-based Learning (DGBL) that attracts many practitioners to engage students in promoting low carbon awareness has been understudied. The evaluation phase plays a crucial part in determining the usability of the learning material. This study aims to identify the usability of DGBL which consists of four components: game usability (GU), mobility (MO), playability (P), and learning contents (LC) from the perspective of targeted end-user using heuristic evaluation. This study will also provide recommendations to help improve the quality of any related DGBL for novice designers or practitioners. A prototype of DGBL was developed which aims to promote low carbon awareness by learning about fuel cell. The study was designed in two phases, which are (1) developing the heuristic evaluation instrument validated by experts and (2) playtesting to identify the issues of usability in DGBL via heuristic evaluation by targeted end-users, which are forty-six selected students aged fourteen years old. Hence, it shows that the DGBL prototype developed for fuel cell learning has succeeded in achieving learning objectives while promoting low carbon awareness.