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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.

Digital entertainment games frequently address current societal issues that are also dealt with in geography education, such as climate change or sustainable city development, and give various opportunities for learning. However, in order to be fully able to determine the games’ educational potential and to instruct meaningful reflection on them in class, the designers’ approaches to realism regarding these topics need to be understood. Therefore, [the authors] have developed a model of realism in games and conducted 9 interviews with 10 experts from the entertainment game industry about their understanding of and dealing with realism concerning the represented geographical topics. In many cases, the interviewees’ approach to incorporating real-world issues can be regarded as beneficial for their games’ educational potential, and some designers even pursued learning goals. However, [the authors] also identified approaches that can result in questionable presentations of real societal issues. [The authors] found the most problematic one to be the prioritization of player expectations for the sake of perceived realism. This approach may lead to the depiction of stereotypes and common misconceptions. The results presented in our study may help teachers to prepare reflection on such misrepresentations in class, or designers to become more aware of the educational implications of different forms of game realism. (Orig.).

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' prepost self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

Background Human morphology is a critical component of dental and medical graduate training. Innovations in basic science teaching methods are needed to keep up with an ever-changing landscape of technology. The purpose of this study was to investigate whether students in a medical and dental histology course would have better grades if they used gaming software Kahoot® and whether gamification effects on learning and enjoyment. Methods In an effort to both evoke students’ interest and expand their skill retention, an online competition using Kahoot® was implemented for first-year students in 2018 ( n  = 215) at the University of Eastern Finland. Additionally, closed (160/215) or open-ended (41/215) feedback questions were collected and analyzed. Results The Kahoot® gamification program was successful and resulted in learning gains. The overall participant satisfaction using Kahoot® was high, with students (124/160) indicating that gamification increased their motivation to learn. The gaming approach seemed to enable the students to overcome individual difficulties (139/160) and to set up collaboration (107/160); furthermore, gamification promoted interest (109/160), and the respondents found the immediate feedback from senior professionals to be positive (146/160). In the open-ended survey, the students (23/41) viewed collaborative team- and gamification-based learning positively. Conclusion This study lends support to the use of gamification in the teaching of histology and may provide a foundation for designing a gamification-integrated curriculum across healthcare disciplines.

A fast fashion system combines quick response production capabilities with enhanced product design capabilities to both design \"hot\" products that capture the latest consumer trends and exploit minimal production lead times to match supply with uncertain demand. We develop a model of such a system and compare its performance to three alternative systems: quick-response-only systems, enhanced-design-only systems, and traditional systems (which lack both enhanced design and quick response capabilities). In particular, we focus on the impact of each of the four systems on \"strategic\" or forward-looking consumer purchasing behavior, i.e., the intentional delay in purchasing an item at the full price to obtain it during an end-of-season clearance. We find that enhanced design helps to mitigate strategic behavior by offering consumers a product they value more, making them less willing to risk waiting for a clearance sale and possibly experiencing a stockout. Quick response mitigates strategic behavior through a different mechanism: by better matching supply to demand, it reduces the chance of a clearance sale. Most importantly, we find that although it is possible for quick response and enhanced design to be either complements or substitutes, the complementarity effect tends to dominate. Hence, when both quick response and enhanced design are combined in a fast fashion system, the firm typically enjoys a greater incremental increase in profit than the sum of the increases resulting from employing either system in isolation. Furthermore, complementarity is strongest when customers are very strategic. We conclude that fast fashion systems can be of significant value, particularly when consumers exhibit strategic behavior. This paper was accepted by Yossi Aviv, operations management.

AimsThis study aimed to identify the efficiency of escape room activities in terms of enhancing nursing students’ retention of maternity-related knowledge and their overall learning performance.BackgroundNovel teaching methods have been explored as alternatives to traditional approaches. One such strategy is the implementation of escape-room-based techniques, which have been used as an inventive educational approach in nursing. However, there is limited information available on specific applications, such as in maternity education.DesignThe study conducted a quasi-experimental design during two semesters of an academic year (i.e., the 2021–2022 academic year). The study was conducted at a university, with participants enrolled in a maternity course.MethodsThe experimental group engaged in an online game-based escape room learning activity during the pregnancy assessment session of their maternity course, while the control group learned with a traditional teaching approach. The Mann-Whitney U test was used to compare the performances of the two groups.ResultsFindings from the experimental group suggested that incorporating an online game-based escape room approach into the learning process enhanced students’ learning performance, problem-solving skills and critical thinking skills. Additionally, students expressed a consensus that learning through the online game-based escape room approach added enjoyment to the learning experience.ConclusionsMaternity escape rooms” emerged as an online game-based approach that effectively stimulated nursing students and can serve as a practical resource for engaging in maternity care learning.

The new transdisciplinary nature of industrial product design should be appropriately addressed by post-secondary institutions and engineering schools in their curricula to ensure high quality of engineering design education and its applicability to industrial demands. To achieve this, a new transdisciplinary teaching methodology is required. This paper presents the results of a pilot trial of a new transdisciplinary teaching approach to engineering design education based on Bloom’s Taxonomy and a comparitive analysis of the cognitive game task performed by both professors and fours groups of students to investigate the differences in their design thinking. The approach included the knowledge component in the form of a lecture, a cognitive game task developed to map the design thinking of engineers, and administration of a modified sample design problem. The knowledge components consisted of a guest lecture on transdisciplinary engineering design and disciplinary differences. The cognitive task involved the formation of design activities and their placement along a general design process. The modification of the sample design problem involved the application of action verbs of Bloom’s Taxonomy to create guiding steps to guide students’ thinking while solving the problem. The results revealed a strong relation between engineering design activity and cognitive mental activity in both students and professors. The course instructors who piloted the new approach provided positive feedback finding it to be a “useful element” for the introduction of transdisciplinarity as well as for students’ reflection on their design thinking. In addition, the application of Bloom’s Taxonomy in design problems suggested potential improvements in students’ performance on design tasks. The results of this study are applicable for the development of engineering design courses and transdisciplinary projects.

In recent years, with the popularity of AI technologies in our everyday life, researchers have begun to discuss an emerging term “AI literacy”. However, there is a lack of review to understand how AI teaching and learning (AITL) research looks like over the past two decades to provide the research basis for AI literacy education. To summarize the empirical findings from the literature, this systematic literature review conducts a thematic and content analysis of 49 publications from 2000 to 2020 to pave the way for recent AI literacy education. The related pedagogical models, teaching tools and challenges identified help set the stage for today’s AI literacy. The results show that AITL focused more on computer science education at the university level before 2021. Teaching AI had not become popular in K-12 classrooms at that time due to a lack of age-appropriate teaching tools for scaffolding support. However, the pedagogies learnt from the review are valuable for educators to reflect how they should develop students’ AI literacy today. Educators have adopted collaborative project-based learning approaches, featuring activities like software development, problem-solving, tinkering with robots, and using game elements. However, most of the activities require programming prerequisites and are not ready to scaffold students’ AI understandings. With suitable teaching tools and pedagogical support in recent years, teaching AI shifts from technology-oriented to interdisciplinary design. Moreover, global initiatives have started to include AI literacy in the latest educational standards and strategic initiatives. These findings provide a research foundation to inform educators and researchers the growth of AI literacy education that can help them to design pedagogical strategies and curricula that use suitable technologies to better prepare students to become responsible educated citizens for today’s growing AI economy.

Background Meaningful involvement of underserved communities in health research requires consideration of structural, cultural and linguistic diversity. Games offer promising ways to foster engagement with complex topics and create shared language. However, there is limited evidence on the effectiveness of games for enabling meaningful Public Involvement in health research and minimal methodological guidance on how to facilitate games‐based co‐design with underserved groups. This paper evaluated a combined participatory Listening Café and games‐based approach to public involvement, aimed at supporting meaningful conversations about health with community members, reflecting on the process and lessons learned to establish a replicable methodological model for inclusive public involvement in health research. Design We collaborated with community partners from two Family Hubs in Southern England to plan and deliver co‐design sessions. Initial meetings addressed preferred ways of working, event locations, accessibility, ownership of the final product and budgeting. The sessions took place in the community and adopted the Listening Café model, which is a participatory approach for public involvement that builds trust through shared food and informal conversations. The process included three co‐design sessions and a follow‐up 3 months later. Evaluation methods included feedback forms, verbal check‐ins and written reflections from researchers, community partners and community members. Results Through a series of Listening Cafés, we co‐designed the card game, ‘Me: Inside and Out’, to encourage conversations about the challenges of living with health conditions with underserved groups. The game facilitated rich, meaningful conversations, fostered empathy and enabled community members to share their lived experiences. Community members reported feeling heard, valued and more connected from being involved in the co‐design process, playing the game and understanding more about each other. Conclusion A combined participatory Listening Café and games‐based co‐design approach for public involvement can effectively involve underserved communities in health research. Cultural sensitivity, shared ownership and relationship‐building are crucial processes for fostering inclusion. The Listening Café model proved effective in creating safe, informal spaces for dialogue. Researchers can adopt this methodological approach for public involvement to address perceived barriers to involving underserved communities, co‐producing outcomes that reflect the voices of those it aims to serve. Patient or Public Contribution Community partners (Sarah and Julie) supported planning the sessions. Community members attended and contributed to co‐design sessions.

Conflict can profoundly affect individuals and their groups. Oftentimes, conflict involves a clash between one side seeking change and increased gains through victory and the other side defending the status quo and protecting against loss and defeat. However, theory and empirical research largely neglected these conflicts between attackers and defenders, and the strategic, social, and psychological consequences of attack and defense remain poorly understood. To fill this void, we model (1) the clashing of attack and defense as games of strategy and reveal that (2) attack benefits from mismatching its target's level of defense, whereas defense benefits from matching the attacker's competitiveness. This suggests that (3) attack recruits neuroendocrine pathways underlying behavioral activation and overconfidence, whereas defense invokes neural networks for behavioral inhibition, vigilant scanning, and hostile attributions; and that (4) people invest less in attack than defense, and attack often fails. Finally, we propose that (5) in intergroup conflict, out-group attack needs institutional arrangements that motivate and coordinate collective action, whereas in-group defense benefits from endogenously emerging in-group identification. We discuss how games of attack and defense may have shaped human capacities for prosociality and aggression, and how third parties can regulate such conflicts and reduce their waste.