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This article presents an online application developed to improve vocabulary learning through games, quizzes and interaction with a chatbot. The application was tested experimentally on a sample of twenty proficiency-level students divided into two groups and tested on English vocabulary learning in two stages. In the first stage, the first group of students was the control group, who studied a vocabulary section from the book. The second group was the experimental group, which studied using the proposed application. In the second stage, the two groups were reversed and asked to learn the vocabulary of the second unit. According to experiment results, using the particular application improved students' performance, as, in both tests, students of the experimental group outperformed those of the control group. In addition, the analysis of a questionnaire answered by all students confirmed that most prefer this application over traditional learning methods as they consider it quite enjoyable and easy while agreeing that it helped them learn vocabulary. The application is available on the website: http://users.sch.gr/polizipan.

This research focuses on BioScientist , a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through BioScientist and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to BioScientist . A total of 257 eighth graders participated in the research (N exp.  = 132, N control  = 125). Students in the experimental group used BioScientist at home and in the classroom. The teachers in the control group did not change their teaching practices. Students’ inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate BioScientist . The results indicated BioScientist digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen’s d  = 0.46). However, biology learning motivation was not developed. Student feedback on the BioScientist game and its use for learning is favourable. Based on the teachers’ responses, BioScientist can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum.

In this review, we investigated game design features that promote engagement and learning in game-based learning (GBL) settings. The aim was to address the lack of empirical evidence on the impact of game design on learning outcomes, identify how the design of game-based activities may affect learning and engagement, and develop a set of general recommendations for GBL instructional design. The findings illustrate the impact of key gaming features in GBL at both cognitive and emotional levels. We also identified gaming trends and several key drivers of engagement created by the gaming features embedded within GBL, as well as external factors that may have influences on engagement and learning.

Gamification refers to using game attributes in a non-gaming context. Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.

Game-Based Learning (GBL) has become extensively used in Technology-Enhanced Learning (TEL) as a substitute for traditional education methods. Moreover, research has been done in this field proves that it’s very interesting for Learning Game (LG) designers to integrate the latest technologies in order to augment GBL efficiency and to reach more learners. On the other hand, context awareness and adaptation are a crucial aspect in mobile game-based learning. It is thus necessary to place at the disposal of the learner player an adaptive mobile game based learning according to the context. However, the contextualisation in the training is not easy to reach. The diversity of mobile technologies and dynam-ics in mobile environments complicate the process of contextualisation. Further-more, migration and implementation of these novel technologies can be very pricey and require more informatics knowledge and time, which can lead to a huge loss. Thus, the main purpose of this article is to present the proposed e-Adventure architecture using the ZeroCouplage multi-platform Framework that was introduced to solve this problem. We code once and the context awareness for mobile game-based learning is automatically generated.

Taiwanese students learn Chinese from 3 years old using Bopomofo (Zhuyin Fuhao), but they still struggle with spelling and reading, even in middle school. Thus, we guided students still struggling to read Chinese text to use their logical skills and creativity to incorporate the Bopomofo phonetic alphabet into the Rummikub strategy board game. Over six weeks of tutoring, the students shifted from a passive to an active learning attitude, enhancing their enthusiasm for learning. The Zhuyin Fuhao Rummikub board game developed by them received positive feedback in several areas: game experience (4.42/5), self-assessment of learning outcomes (4.31/5), clarity of rules (4.52/5), and learning motivation (3.85/5 and 3.79/5). These results indicate that the board game is highly effective and well-received, underscoring its value in Chinese language learning and teaching. In conclusion, this teaching module can benefit students, educators, and parents. Educators can use this game-based design to inspire the creation of more engaging instructional content.

This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of the generated output. Yet, due to their low opportunity cost, LLMs in education may pose some risk of over-reliance, potentially and unintendedly limiting the development of such expertise. Education is thus faced with the challenge of preserving reliable expertise development while not losing out on emergent opportunities. To address this challenge, we first propose a playful approach focusing on skill practice and human judgment. Drawing from game-based learning research, we then go beyond this playful account by reflecting on the potential of well-designed games to foster a willingness to practice, and thus nurturing domain-specific expertise. We finally give some perspective on how a new pedagogy of learning with AI might utilize LLMs for learning by generating games and gamifying learning materials, leveraging the full potential of human-AI interaction in education.

Games have been used as a learning tool for centuries. Gamification and game-based learning are becoming more prominent in educational settings for several reasons. When it comes to learning, being focused and immersed can massively improve a student’s experience. The purpose of this study is to map the emerging trends of gamification and game-based learning (GBL) in the Vocational and Education Training (VET) sector. For this purpose, a Systematic Literature Review was conducted through the three most relevant scientific databases – Web of Science, Scopus, ScienceDirect, and PubMed with Google Scholar as a supporting database. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes conducted based on inclusion criteria that were defined with consideration to the research’s aim. This review comprised seventeen studies. The findings revealed a growing interest in the Asian continents in research from 2020 onwards. Furthermore, most of the study is centred on vocational schools and colleges in the engineering and healthcare fields. According to the overview, the digital learning platform and simulation technology are the most promising tools used in the research. The findings support the conclusion that gamification and game-based learning can improve academic performance, engagement, and motivation in vocational education learners. As a result, this study suggests that more research is needed to determine the gamification strategies that are most suited for vocational education and learning.

Previous empirical studies on the effect of scaffolding in game-based learning environments have shown inconsistent findings. In this study, we conducted a meta-analysis to examine the effect of scaffolding in digital game-based learning (DGBL) and to explore a range of moderating factors that may have contributed to the inconsistencies of primary studies. We used the three-level meta-analysis method to analyze the data for handling data non-dependency issues of multiple effect sizes in one study. A total of 49 primary studies and 154 effect sizes were identified through systematic literature search. The results show that scaffolding in DGBL could effectively improve learning (g = 0.43, 95% CI: [0.30, 0.56]), and the heterogeneity among studies was significant (Q = 708.99, p < 0.001). Furthermore, our results indicate that the studies involving elementary school students and university students showed larger effect sizes of scaffolding than those involving secondary school students. Scaffolding also appeared to be differentially effective in different types of games: more effective in adventure, puzzle, and simulation games than in role-playing and strategy games. Future studies should pay attention to the design of scaffolding mechanisms in educational digital games and to the influence of scaffolding on behavioral patterns and learning processes of learners engaged in DGBL.

The focus of higher education institutions is the preparation of future professionals. To achieve this aim, innovative teaching methods are often deployed, including games and simulations, which form the subject of this paper. As the field of digital games and simulations is ever maturing, this paper attempts to systematically review the literature relevant to games and simulation pedagogy in higher education. Two researchers collaborate to apply a qualitative method, coding and synthesizing the results using multiple criteria. The main objective is to study the impact of games and simulations with regard to achieving specific learning objectives. On balance, results indicate that games and/or simulations have a positive impact on learning goals. The researchers identify three learning outcomes when integrating games into the learning process: cognitive, behavioural, and affective. As a final step, the authors consolidate evidence for the benefit of academics and practitioners in higher education interested in the efficient use of games and simulations for pedagogical purposes. Such evidence also provides potential options and pathways for future research.