European Conference on Games Based Learning

Towards a Tasks-Interactions-Environment (TIE-SSG) Framework Guiding Integration of Serious Games in Education for Enhanced Practical, Clinical Competences

Tord Frøland — 2025-09-26

Clinical skills training is essential but resource-intensive for both educational programs and clinical placement
settings. While simulations and serious games (SSGs) show great potential in alleviating skill-training challenges by enabling
flexible, interactive, and engaging learning situations in safe environments, difficulties remain in moving beyond their basic
implementation and use. The aim of this study is to explore and conceptualize the key elements that form the basis for the
proposed Tasks-Interactions-Environment of Simulations and Serious Games (TIE-SSG) Framework. This work aims to initiate
discussions and generate ideas that can inform future efforts in developing and refining the proposed framework. The TIESSG
framework is grounded in instructional scaffolding, and through consideration of these theories and an examination of
previous literature, the fidelity (i.e., how closely a scenario or tool mirrors real-world conditions) of the SSGs was chosen as
the key factor for the framework. The fidelity term is examined and redefined specifically for introducing SSGs in the context
of teaching and learning, and is broken down into three dimensions: tasks, interactions, and environment. The paper
illustrates the benefits of examining the fidelity of these dimensions separately, to help place SSGs within the students’
learning pathway in a progressive manner. This approach enhances the understanding of how fidelity impacts learning
outcomes and provides valuable insights for designing practical learning tools. Future research will further explore how this
framework can be applied across diverse educational contexts.

Tasks-Interactions-Environment for Simulations and Serious Games (TIE-SSG) Framework: Exploring Practical Applications

Tord Frøland — 2025-09-26

Simulations and Serious Games (SSGs) are increasingly recognized as effective and flexible tools for supporting
education. Despite their potential, selecting and appropriately using SSGs within learning pathways remains a significant
challenge. To address this, the Task-Interaction-Environment for Simulations and Serious Games (TIE-SSG) framework was
developed. This framework is designed to evaluate and integrate SSGs based on their fidelity levels, while adhering to
instructional scaffolding principles to achieve specific learning goals (Frøland et al., 2025). This paper introduces strategies
for utilizing the TIE-SSG framework to evaluate and seamlessly integrate SSGs into educational curricula, particularly for
healthcare education. It outlines a step-by-step guideline that emphasizes three key phases: (1) prerequisites, (2)
assessment, and (3) integration. Supporting tools and templates are provided to standardize evaluations and facilitate the
alignment of SSGs with learning objectives. The practical application of the TIE-SSG framework is demonstrated through a
case study on teaching phlebotomy. The case study illustrates how the framework supports the systematic integration of
SSGs into educational curricula. Specifically, the approach enables the comparison, selection, and alignment of SSGs with
student learning objectives, ensuring their effective use in achieving desired educational outcomes. By providing a structured
approach to evaluating and integrating SSGs, the TIE-SSG framework facilitates evidence-based decision-making in
educational contexts. This systematic method helps educators align SSGs with learning goals, enhancing the overall
effectiveness of their use in curricula. The framework offers a robust tool for addressing the challenges of incorporating SSGs
into diverse learning pathways.

A Theoretical Model for Game Mechanics: Bridging Design Practice and Education

Rafael Marques de Albuquerque — 2025-09-26

Game design decision-making involves navigating a complex space of possible mechanics, which presents a significant challenge both for professional designers and for educators seeking to teach the discipline effectively. While existing theoretical models frequently offer high-level conceptual frameworks, these often lack the granularity necessary to support the practical needs of designers who must identify, understand, and apply specific mechanics in diverse game development contexts. This research addresses that gap by outlining the utility of a structured theoretical model that compiles and organises hundreds of individual game mechanics, not only describing them but also demonstrating a practice-oriented rationale. The model has two primary aims: to assist designers in conceptualising and navigating the broad array of mechanical possibilities, thereby supporting creative ideation and analytical problem-solving; and to provide a robust and pedagogically effective foundation for game design education. A theoretical model could bridge the gap between abstract theoretical models and the practical demands of game design practice. A model such as the one described here would enable a more direct and effective translation of theory into practice, equipping designers with a more precise vocabulary and educators with a clearer pedagogical structure for explaining complex gameplay systems. By refining the connection between gameplay theory and design implementation, this research contributes to the evolving body of knowledge in game studies and design education, offering a new perspective on how mechanical complexity can be better understood, taught, and applied in creative contexts. The framework also opens new avenues for further research into game design patterns, player experience, and curriculum development, reinforcing the central role of mechanics in shaping both game systems and player engagement.

Have you Ever Experienced Someone Else’s Breakup in First Person?

Suvrangshu Barua — 2025-09-26

As video games have gradually become more immersive and impactful on players' emotions, it is quite important to know and address how players' unique experiences can influence the perception of difficult topics like heartbreak and depression. This study investigates how does closure from past relationships influence players' emotional responses while playing Sayonara Wild Hearts. The research employes extensive gameplay analysis including repeated playthroughs to construct interpretations of the chapters, levels and thematic contents. This was followed by examining online blogs, articles and research works regarding breakup, depression, closure, pop music, and music as a therapeutic medium to draw literature references. Additional findings were drawn from essay videos and posts from dedicated online communities. Empirical validation was obtained through conducting online survey, examining the relationship between closure and gameplay experience. The findings indicate that the participants who achieved closure from past relationships tend to experience the game as an affirmation of self-love. In contrast, players who continue to grapple with unattended emotional baggage often experience the game as a form of catharsis to confront their negative emotions.

Threat Forge

peadar callaghan — 2025-09-26

The current world is in a state of volatility, uncertainty, and complexity, characterized by the emerging challenges to democratic systems across multiple domains. Preparing to meet these complex challenges requires tools that help to build resilience and adaptability. While serious games and wargames have a long history of being applied to this goal, they often limit the player agency and creativity.

This case study introduces Threat Forge, a narrative co-creation game designed to explore potential futures by integrating game mechanics with techniques used in future studies. It explores how the structure of this game enables players to engage in meaningful discussion of concepts as defined by frameworks like DIME and PMESII even when they have not received direct training in these frameworks.

The results of a formal playtest using the CORGIS survey, as well as thematic analysis of the discussion and observation of play are presented. The results show that the type of challenges that player experiences within the game are consistent with designing a game to encourage a serious and deep reflection on complex issues. In addition, they show that the discussion was consistent with frameworks used to discuss conflict. The play-testers felt that the game was a useful method of structuring a discussion on complex issues.

In conclusion, narrative co-creation games offer an important addition to the field of serious games that will need to be subjected to further study and investigation.

With or Without You: A Comparison of Single and Multi-Player Game-Related Assessments

Tobiasz Jan Naryniecki — 2025-09-26

As gamification transforms recruitment processes, understanding how different types of game-related assessments (GRAs) affect candidate experience becomes crucial. This study investigates candidate responses to two distinct GRA formats implemented in a large-scale, real-world recruitment process for international interns in the food and agriculture sector. The first tool, ClusterMind, is a fully automated game-based assessment requiring individual gameplay. The second, The Collectors, is a collaborative game embedded in an online assessment centre format with real-time interaction among candidates and human assessors observing the gameplay. Data were collected from 434 participants across three consecutive years, including survey responses and open-ended feedback. Results reveal that both assessments were rated favourably, with The Collectors receiving significantly higher ratings (M = 8.91, on a scale 1-10) compared to ClusterMind (M = 7.52), despite being perceived as slightly more difficult. Qualitative analysis confirmed that candidates valued the opportunity for social interaction, teamwork, and self-expression. These aspects appeared to mitigate the perceived pressure of being assessed, fostering a more enjoyable and authentic experience. Additionally, comparison with traditional assessment centre organised in the same recruitment project in previous years illustrates the operational benefits of GRA. Fewer organizational resources are needed, less work time, and greater scalability is available. The number of assessors employed in the process dropped from 90 to 32 in the first year of gamification implementation and 27 in each of the following two years. This research expands the literature on GRAs by evaluating not only different game formats but also the broader recruitment experience. It provides practical implications for organisations and game developers. It supports the notion that different GRA types serve different purposes and that the social context of assessment plays a vital role in candidate engagement. More immersive, automated GBA offer greater scalability and cost-effectiveness, while assessment centres with games as assessment tasks may result in even better candidate experience. Findings encourage the use of blended GRA formats that balance automation with human interaction.

Light Up: Educational Board Games with FLOW and Experiential Learning Theory

Saowaluk Poommarin — 2025-09-26

Games are powerful educational tools that enhance engagement, active learning, and problem-solving. While many sciences educational board games aim at teaching science concepts, they often struggle to sustain student interest. Integrating FLOW Theory with Experiential Learning Theory (ELT) in science board game design can create a more engaging and cognitively enriching learning experience. “Light Up" is a science educational board game designed based on FLOW Theory and Experiential Learning Theory. The game aims to help students understand the impact of carbon dioxide emissions from fossil fuel power plants. In the game, players need to strategize electricity production between coal-fired plants and wind power plants to supply electricity to a growing city. The cost of the power plants, the social cost and the environmental cost are part of the game as well as the interaction between players that simulate the current CO₂ situation among all countries. The Video Game Dispositional FLOW Scale (VGDFS) was chosen to measure the FLOW state of the gameplay. Participants were asked to evaluate VGDFS after the gameplay. Qualitative data from student interviews will reflective process, students were able to connect their in-game experiences to real-world concepts. Preliminary results reveal that students experienced FLOW, characterized by deep concentration, enjoyment, and challenge. Through qualitative interviews, students' immersion and engagement during gameplay were examined. The study found a positive correlation between FLOW states and learning achievement, emphasizing the potential of immersive gaming experiences to enhance education.

A Pilot Study Investigating Teachers’ use of Video Games in Programming Lessons

Neil Rickus — 2025-09-26

Education systems worldwide are increasingly incorporating computer programming into school curricula. Within programming lessons, commercial, off-the-shelf (COTS) video games are being used as part of instruction. This approach has been shown to deliver many benefits, including increased engagement and positive attitudes towards the subject. Empirical studies have demonstrated that carefully selected COTS video games, primarily designed for entertainment purposes, have the potential to support pupils learning to program. For example, teachers can connect abstract programming concepts with concrete elements within the game. However, little attention has been directed towards the pedagogy employed in the classroom, including teachers’ reasoning for the approaches used. In addition, there is limited evidence for the motivation for learning provided through the use of COTS video games when used to support the learning of programming concepts. The objective of my study is to examine teachers’ and pupils’ perspectives on how COTS video games are used within computing education to support primary (9 - 11 years) aged pupils’ learning of programming concepts. The findings from my exploratory study will provide insights into classroom practices and contribute to the collective pedagogical content knowledge (PCK) for teaching programming. A qualitative, multiple case-study approach is used in this research. Schools are visited when a lesson involving the use of COTS video games to support pupils’ learning of programming concepts is being delivered. Teachers’ PCK is examined through investigating their pedagogical reasoning. For a planned lesson, data is captured through the completion of a Content Representation (CoRe) and a semi-structured interview. Teachers’ pedagogical reasoning for their instruction and their subsequent reflections are elicited using an episodic narrative interview based on a video recording of the lesson. Self-determination theory is used to examine both teachers’ and pupils’ views on motivation for learning. Semi-structured interviews enable them to discuss intrinsic motivation and the fulfilment of their basic psychological needs. A pilot study has recently been completed in an English primary school. Within this paper, an initial analysis of the data is presented.

A Serious Game that builds Energy Literacy through Communication and Collaborative Gameplays

Liu Qi Chen — 2025-09-26

We developed a serious educational card game on renewable and alternative energy sources called "Fact or Fiction: Energy Edition". This game aims to bridge the learning gap between Singapore school’s science curriculum and our national commitment to reach net-zero emissions by 2050. The original gameplay is a hybrid between two familiar games: “Trivial Pursuit” and “Mafia”. Each player, depending on their assigned roles, will have to read either a factual or fictitious statement relating to alternative energy sources. Collectively, players must determine who is the Fraudster, i.e. the player reading the fictitious statement, and ban him/her from the game. Three additional gameplays, “Team Challenger”, “Presenter Challenger” and “Quiz-Quiz-Trade” were created to be played in a classroom setting and meet the learning needs of different students’ profiles. “Team Challenger” and “Presenter Challenger” are collaborative gameplays aims to enhance communication and collaboration among students. “Quiz-Quiz-Trade” is designed to promote communication in younger, or lower-progressing students. We conducted a pilot test for three gameplays, “Role-Playing”, “Team Challenger” and “Presenter Challenger” in a Secondary school (six classes, 232 students). The “Quiz-Quiz-Trade” was trialled with one class of 25 Primary Six students. We received promising results that highlighted the game’s potential to increase students’ content knowledge on renewable and alternative energy but also promote communication and collaboration among students.

Innovative Game-Based Teaching of Entrepreneurship for Secondary Education: The Little Business Leader

JianYuan Chen — 2025-09-26

In response to the evolving demands of the digital era, this study proposes a game-based pedagogical framework designed to cultivate entrepreneurial skills, financial literacy, and technological competencies among secondary school students. Drawing inspiration from the business reality show The Apprentice, the model incorporates experiential learning through simulation-based company creation, investment competitions, and formal summit presentations. This program uses a game-based, experiential learning approach to enhance participants' entrepreneurial thinking, investment literacy, public speaking skills, and assertiveness. Through a series of sessions, which include startup creation with AI tools, simulated investment competitions, and a high-impact business summit, participants will develop practical skills in innovation, management, and strategic presentation. With the methodologies of Bloom's taxonomy, Self-regulated Learning (SRL) theory, and Kolb's Experiential Learning Theory, the game-based teaching approach not only aligns with the syllabus for secondary business education but also equips students with essential skills for navigating the modern world. Additionally, it offers benefits that will aid them in their future endeavours, including asset management, career planning, and more. The author has already implemented this program in real educational practice and still feels it is being underestimated. Furthermore, the author believes more elements can be incorporated, such as self-created currencies and a simulated United Nations. The “Little Business Leader” concept could even evolve into “Little Economist,” “Little Diplomat,” and so on. Additionally, the game-based and role-based teaching methods will inspire more teachers and students in future pedagogical approaches.

From Code to Character: Investigating Personality in Generative AI-Driven Educational Avatars

Gunver Majgaard — 2025-09-26

As generative artificial intelligence (GAI) continues to shape digital learning environments, AI-driven conversational agents are emerging as effective tools for enhancing student engagement and motivation. These avatars often functioning as virtual tutors or learning companions can be imbued with distinct personality traits, significantly influencing user experience and educational outcomes. This study investigates the role of personality in AI avatars used for learning, with a focus on six positive traits intelligent, sincere, sociable, approachable, creative, and joyful and two negative traits offensive and artificial. We developed a digital prototype consisting of eight unique personality profiles. The prototype takes the form of a chatbot powered by a large language model, enhanced with personality-driven responses. A formative user test was conducted with 15 engineering students, aiming to explore how personality traits influence students' willingness to engage in conversations with AI avatars. The learning objectives aimed to equip students with practical insights into how avatar personality shapes user interaction, develop their skills in conducting technical evaluations collaboratively, and encourage critical reflection on communication strategies used in large language models. During the test, participants interacted with four of the eight personality types. The results indicate that students spent significantly more time interacting with the avatars than anticipated, to the extent that the sessions had to be concluded after 40 minutes. This suggests that personality-rich avatars are highly engaging, new and inspiring for this target group. Students reported increased motivation and a sense of connection during the interactions, highlighting the potential of personality-driven AI in educational settings. Future research directions include refining real-time personality adaptation mechanisms, investigating cross-cultural differences in avatar perception, and examining the long-term effects of avatar personality on learner behaviour and academic performance. This paper contributes to the growing body of research on AI in education by emphasizing the psychological and pedagogical importance of avatar design. The findings offer practical implications for educators, instructional designers, and AI developers seeking to harness the motivational potential of AI-driven learning companions.

AI Exploratorium: A Gamified Interactive Exhibition for Developing Critical AI Literacy

Tina Maljur — 2025-09-26

The AI Exploratorium is an interactive, gamified learning environment set in a physical space, designed to develop AI literacy among high-school students. Through hands-on challenges, students train AI models, analyse their outcomes, and reflect on ethical implications. AI Exploratorium introduces key AI concepts for selected areas of AI (e.g. machine learning for image recognition), in the context of real-world use cases. It builds on experiential learning, adding gamification principles, and a spatial design of an interactive exhibition including digital and analogue materials. It is based on a structured AI literacy framework, developed and refined iteratively. The implementation is based on self-directed exploration and problem-based learning, and includes four main stations each presenting a challenge (an “AI puzzle”). In the first challenge participants train an image recognition AI model for a simulated autonomous car. They choose and label training data and test their model in a simulated test drive, competing to be the winning team. Next challenges add new insights; e.g. a deepfake detection card game introduces AI image generation. The “catch me if you can” challenge addresses AI in public surveillance, deepening the topic of ethical issues in AI use. In the final challenge participants develop their own AI application (no coding skills needed) for a personally meaningful purpose. Reflection quizzes after each challenge reinforce learnings acquired. A projected visualization of a “black box of AI” displays key learnings, initially concealed and gradually revealed with each solved challenge. A pilot test evaluation included semi-structured observation, short interviews, and a questionnaire assessing engagement and knowledge acquisition. Preliminary findings indicate that the AI Exploratorium effectively enhances students’ understanding of AI concepts while fostering critical reflection on ethical considerations. This approach emphasizes the role of an exhibition-like learning environment in developing critical AI literacy, and aims to spark discussions on making AI concepts experienceable and AI literacy programmes implementable in different learning environments.

Defeating V.I.L.E. with Carmen Sandiego: GBL and Gamification for Teenagers with Intellectual Disabilities

Ana Manzano León — 2025-09-26

Gamification is an educational methodology using game aesthetics, dynamics, and mechanics to enhance
motivation and learning. In special education, this strategy has been shown to improve motivation, engagement, and
knowledge retention, as it allows content to be adapted into a more interactive and playful format while promoting
experiential learning. Additionally, gamification fosters autonomy and collaboration among students, which can be key in
acquiring and reinforcing social skills and inclusion. This study is based on a gamified didactic proposal inspired by the Netflix
series Carmen Sandiego, combined with a game-based learning methodology. A research-based design was implemented
alongside a pilot experience in a Spanish public high school involving three adolescents with intellectual disabilities. The
intervention consisted of five one-hour sessions using game mechanics, interactive storytelling, problem-solving challenges,
and achievement-based rewards. Two data collection methods were employed: participant observation and a semistructured
interview with their teacher to assess the methodology's effectiveness after its implementation. The results
indicated a high acceptance of gamification among the students. A firm initial and sustained motivation throughout the
sessions was observed, along with a progressive increase in participation in the proposed activities. These positive results
suggest that this approach can enhance student engagement and provide positive reinforcement for learning in students
with intellectual disabilities. Moreover, the flexibility of the gamified approach was highlighted, allowing for the
customization of content and its adaptation to the students' abilities, facilitating greater accessibility and comprehension of
the topics covered. In conclusion, gamification based on the Carmen Sandiego narrative proved to be a practical methodology
for motivating and improving the learning process of adolescents with intellectual disabilities. The promising results of this
pilot study underscore the need for further research in this area. More extensive studies are recommended to confirm these
findings and evaluate the long-term impact of gamification in special education, highlighting the importance of ongoing
research in this field.

Testing the Game: Gamma Finance as a Design-Based Prototype for Financial Literacy in Higher Education

Lina Margarita Marrugo-Salas — 2025-09-26

This study presents Gamma Finance -GF, a high-fidelity instructional game designed to explore the potential of gamification in enhancing financial literacy among university students. Grounded in gamification and experiential learning principles, GF enables participants to engage in active decision-making, problem-solving, and strategic thinking within simulated financial scenarios. The study followed a design-based research approach, employing a quasi-experimental methodology without a formal control group, which limits the ability to infer causality. The findings should therefore be interpreted as exploratory and formative. Data were collected through expert validation, pilot testing, focus groups, and iterative design refinements. The study offers initial insights into how students interact with the game and perceive its educational value. Participants reported increased engagement and motivation, with 91% expressing strong interest in learning financial concepts through gameplay. Additionally, qualitative feedback and performance indicators suggest the game may help develop analytical, mathematical, and financial decision-making skills. These findings position GF as a promising prototype and an example of how gamified learning tools can complement traditional approaches to financial education. Future research should further investigate its impact through controlled studies and assess its scalability across diverse educational contexts.

Game Over (GO!): A Transformative Model for Entrepreneurship Education through Game-Based Experiential Learning

Lina Margarita Marrugo-Salas — 2025-09-26

This study explores Game Over (GO!), an innovative educational model that integrates gamification, experiential
learning, and interdisciplinary collaboration to enhance entrepreneurship education. GO! transforms classrooms into
dynamic innovation labs where students design and prototype physical games to solve real-world challenges, aligning with
the Sustainable Development Goals (SDGs). Adopting a mixed-methods approach, the research analyzed data from five
editions of GO!, involving 652 students who developed 117 game prototypes. Quantitative data include prototype
evaluations and participant surveys, while qualitative insights were obtained through interviews with judges and participant
observation. Results show that 80% of the prototypes aligned with the SDGs, and 80% of teams refined their designs multiple
times following feedback from users and early adopters. Judges highlighted the initiative’s creativity, depth, and real-world
impact. This study demonstrates that gamification, beyond being a teaching tool, is a catalyst for developing critical thinking,
creativity, and collaborative skills. The findings offer a scalable model for integrating game-based learning in
entrepreneurship education across diverse contexts.

Enhancing Student Engagement and Knowledge Retention through Game-Based Learning: A Comprehensive Framework Integrating Game Design and Learning Theories

Gordon Matthew — 2025-09-26

Game-based learning (GBL) has emerged as a transformative educational approach, using interactive game
elements to enhance student engagement and knowledge retention. Although research underscores the potential of GBL,
challenges persist in aligning game elements with learning theories to optimise learner engagement and knowledge
retention. This study addresses this challenge by proposing a comprehensive framework that integrates game elements
through the lens of established learning theories, such as Cognitive Load Theory. The framework emphasises the interplay
of game elements to foster engagement and retention, offering actionable insights for educators and serious game designers.
Obtaining learner engagement and knowledge retention, key recommendations from this study include embedding adaptive
challenges to balance skill and difficulty and personalising feedback through serious game mechanics. The study also
highlights the critical role of real-world relevance in the design of GBL. Although the framework provides a solid foundation,
future research should explore long-term efficacy across diverse educational contexts, age groups, and emerging
technologies such as augmented reality. By bridging theoretical rigour with practical application, this work advances GBL as
a tool for fostering meaningful, adaptive, and inclusive learning experiences.

Expert Validation of an Empathic Design Thinking Framework: For Digital Serious Game Development

Raluca Ionela Maxim — 2025-09-26

The design and development of serious games is a multifaceted process that often lacks a comprehensive, usercentered
approach despite the availability of numerous design frameworks. The systematic review of current serious game
design frameworks reveals a focus on technical and instructional aspects. This paper introduces Empathic Design Thinking
Framework (EDTF), a novel framework tailored to support educational designers, researchers, developers, and practitioners
in creating digital serious games, that pretends to address this gap by integrating co-design and iterative user research
throughout the entire process, ensuring alignment with end-user needs. A key innovation is its focus on co-design and codevelopment,
where learners and instructors collaborate with designers and developers throughout the whole process. This
approach contrasts with traditional methods, where user research is often limited to specific phases after the initial game
concept is proposed. By integrating user research into every phase, from ideation and concept development to prototyping,
testing, and deployment, it ensures that the final product aligns closely with the needs and preferences of its target audience.
The EDTF was developed and refined through a design science research approach, incorporating literature review, concept
mapping, and theory development. It was further validated and iteratively revised by 18 experts and practitioners in the field
of serious games with focus on comprehensibility, feasibility, usability and limitations of the framework. Experts
acknowledge the framework’s elaborateness, but highlight its depth and practical value in structuring the game design
process, particularly for educational and training games. The step-by-step approach provides clarity, reduces uncertainty,
and supports both novice and experienced designers and developers. While few suggestions for streamlining were noted,
the framework’s emphasis on continuous iterative testing, systematic user-driven progression was praised for enhancing
project outcomes. In conclusion, the EDTF’s consistent focus on users needs and its ability to balance complexity with
practical utility make it a robust tool for creating impactful, efficient, useful, desirable well-structured serious games. This
study underscores the framework’s potential to address real-world design challenges and improve the usability and
effectiveness of serious games in educational and training contexts.

Development of a Serious Game for British Sign Language Education

Lara E. McIntyre — 2025-09-26

Learning the alphabet is a fundamental part of any language, especially British Sign Language (BSL). Without an understanding of the alphabet, learners may lack awareness of where signs outside the alphabet originate from, which leads to gaps in proficiency. Although the BSL Scotland Act 2015 promotes the use of BSL, many learners in Britain continue to face challenges that hinder language acquisition, such as limited access to learning materials, classes, and groups. Serious games have captured great interest and have been applied in a plethora of areas for education, training, or awareness through engaging gameplay. They offer a unique approach to overcoming these barriers, promoting deaf awareness and encouraging sign language learning through engaging material. This paper presents the development of a novel, hangman-inspired serious game prototype designed to facilitate learning the BSL alphabet and vocabulary. The game integrates spelling exercises with visual sign representations, aiming to connect the BSL letter recognition to the corresponding dynamic sign. This prototype serves as a step towards addressing resource gaps and accommodating the community by offering a potential model for sign language learning through a serious game. Immersive serious games can add a level of engagement and potential haptic interaction to BSL education. This paper will also provide a preliminary scoping literature review of the state of the art of the application of VR and serious games for sign language education.

From Perception to Participation: A Case Study of Gamified Learning in Engineering Education

Elizabeth Mena-Avilés — 2025-09-26

This study examines the relationship between gamification and Motivation, Perceived Learning, Teamwork, and
Flow—a state of deep focus and enjoyment—among first and third semester university engineering students. Student
responses were measured using the Motivation for Cooperative Learning Play Strategies (CMELAC) questionnaire at the
semester's start and this feedback was used to inform and refine the implementation of gamified strategies in the courses
to foster greater motivation and learning. Results showed a significant positive response, with 94% of students
participating. On a Likert scale ranging from 1 to 5, where higher scores indicate greater agreement, the average ratings
were as follows: 4.59 for Motivation, 4.27 for Perceived Learning, 4.32 for Teamwork, and 3.96 for Flow. Students were
divided into two groups. First-semester students showed a moderately positive Spearman’s correlation (ρ = 0.675)
between Motivation and Perceived Learning, while third-semester students exhibited an even stronger correlation (ρ =
0.778) between these variables, suggesting that academic experience may be associated with increased responsiveness to
gamified activities when highly motivated. Analysis revealed a consistent positive association between Motivation and
Perceived Learning, while these findings do not establish causality, they indicate that well-structured gamification
strategies tend to align with higher perceived learning when motivation is elevated. The stronger associations among
advanced students point to the importance of tailoring gamification to students’ academic level and familiarity with such
strategies. These findings highlight the need for adaptable gamification approaches, requiring educators to adjust course
design based on students’ needs and levels. The study underscores the importance of structured, engaging activities with
frequent feedback, especially for less advanced students, and shows that familiarity with gamification enhances its
effectiveness. By measuring perceived effectiveness, educators can make informed pedagogical decisions and implement
gamification from a holistic, evaluative perspective. Overall, the study provides insights on optimizing gamification to
achieve educational goals through engaging, adaptive, and effective learning experiences.

Sudoku-Based Educational Games for Developing STEM Skills

Vedrana Mikulić Crnković — 2025-09-26

This paper presents the design and implementation of Sudoku-based educational games aimed at developing learners’ mathematical and STEM-related skills, including computational thinking. The games incorporate traditional Sudoku puzzles enhanced with interactive elements and are tailored to various age groups and skill levels. The study applied a quantitative survey method involving participants from primary and secondary schools (sample sizes ranging from 17 to 43), who engaged in four distinct learning scenarios. Feedback collected via Likert-scale surveys assessed students’ motivation, engagement, and perceived educational value. Preliminary studies showed that described Sudoku-based activities are well-received among students and teachers and have the potential to enhance students' motivation and engagement. This innovative approach highlights the potential of game-based learning to promote mathematical literacy, scientific literacy, development of computational thinking and bridges the gap between entertainment and education.

Creating the Foundation for a Virtual Game-Based Learning Lab to Stimulate Distance Education

Peter Mozelius — 2025-09-26

Game-based learning has established itself as a student-centred supplementary learning activity in most higher education subjects. Many university campuses are today providing collections of board games available at no cost for self-directing student activities. For universities with a high degree of distance education there is little comparable material available for online courses. There is of course a plethora of digital games available online, but rarely with any alignment to academic subjects and specific courses. For STEM subjects there are several research studies that report on successful initiatives for virtual labs with a mix of tailored simulations and educational games. The aim of this paper is to describe and discuss the requirements for a virtual lab that could provide user-friendly access to simulations and educational games in a wide range of university subjects. In the first phase of this educational development project, the focus is on games for the subjects of History, Pedagogy, and Computer science. The long-term goal is to create a virtual learning lab for all university subjects. Beside the work on finding the appropriate learning games and applications, a large part of this project will be creating a structure for the virtual lab and providing access to different types of games. The research strategy utilizes the Design science framework, with a focus for this paper on the initial phases of 1) Explicating the problem and 2) defining the requirements for the artefact. Data were gathered partly through a literature review, partly through a study of earlier development projects at the university, and partly from discussions with other researchers in the field of game-based learning. Regarding phase 1) To explicate and elaborate on the problem, the findings indicate that the issues of user-friendly access and licenses for commercial games are of primary importance. This leads over to phase 2), which indicates requirements for high usability and user-friendliness in a virtual gaming lab. This means hosting a mix of commercial quality games and educational games developed and tested in earlier development projects at the university. There are also discussions on collaborations with other game developing teachers from outside our university.

Designing a Role-Play Activity about Social-Emotional Learning for the Indian Context Based on the Integrated Design Framework for Playful Learning

Ekaterina Muravevskaia — 2025-09-26

The game design for social-emotional learning (SEL) activities is underexplored worldwide. In particular, there is little research on how to establish best practices for designing SEL games in India. SEL games are vital for children's development, focusing on understanding and managing emotions, building healthy relationships, and making responsible decisions. However, the current state of SEL in India faces several challenges. While a few educational institutions have begun integrating SEL into their curricula, the majority of others remain unaware or lack the resources to implement effective programs. To address this gap, we explored how we can implement game-based learning, in particular, the integrated design framework for playful learning (IDFPL), for SEL in the Indian context. Two pilot tests were conducted with Indian children to assess the appropriateness of such gameplay processes within the cultural context. Six master’s students from an Indian university and eighty rural Indian children participated in the game pilot. We conducted four role-play activity sessions by 45 minutes each. The activity included icebreakers, emotional charades, and role-play exercises to encourage the expression and recognition of emotions. A validated Kids Empathy Development Scale (KEDS)-inspired design of this role-play activity in order to engage children to SEL practice and explore the ways to assess their empathy-related skills, including emotion recognition (affective empathy) and ability to understand and explain others’ emotions (cognitive empathy). This paper discusses the non-digital design process for Indian rural schoolchildren to teach SEL, lessons learned from designing this game activity, and insights on incorporating affective and sociocultural components of IDFPL into the design process. Pilot tests indicated positive outcomes in enhancing relatedness, observational learning, goal orientation, motivation, interest, and self-esteem among participants. However, hierarchical dynamics between children and adults presented challenges in promoting agency, participatory learning culture, and open social interaction. Additionally, the study emphasizes the need for further empirical research using mixed methods to understand children's engagement with SEL games more deeply. It also suggests developing digital versions of the role-play game, creating a culturally tailored IDFPL for India, and providing guidelines for designing SEL games across diverse cultural contexts.

Evaluating Cybersecurity Awareness in Employees Using Gameplay: Data and Machine Learning Models

Wa Nkongolo Mike Nkongolo — 2025-09-26

Cyber-attacks continue to pose persistent challenges within professional environments. Human error remains a critical vulnerability, frequently leading to security breaches through credential misuse and social engineering tactics. Traditional cybersecurity training approaches often lack effectiveness when not adapted to the dynamic threat landscape. This study presents CyberEmployee, a serious game developed to enhance cybersecurity awareness among employees through interactive learning. The objective is to assess employees’ awareness levels by analysing gameplay data using machine learning techniques. Data were collected via the game's integrated scoreboard, which tracked user behaviors and performance patterns. The resulting dataset was analysed using multiple machine learning algorithms, including Random Forest, Support Vector Machines (SVM), XGBoost, K-Nearest Neighbors (KNN), and Logistic Regression. Experimental results demonstrated accuracy rates ranging from 86% to 100% and F1-scores from 75% to 100%. The highest performance—100% accuracy and 100% F1-score—was achieved using the Random Forest and XGBoost models. This analysis indicates that ensemble learning methods outperform other classifiers in employee classification. Furthermore, gameplay duration and player score were identified as key predictive features. These findings indicate the potential of serious games combined with machine learning for data-driven cybersecurity training frameworks.

Conceptual Understanding and Systems Thinking Skill in Carbon Neutralization in Farming Role Play Board Game for Science Teacher Professional Development

Kulthida Nugultham — 2025-09-26

Carbon Neutralization play the important criteria for the global air pollution problems, and it is the one of the sustainable development goals about air quality. The Carbon Neutralization concept is about the amount of Carbon dioxide (CO₂) absorption should equal the amount of CO₂emission depending on the activity in any areas. The Farming Role Play Board Game was design for learning in Carbon Neutralization concept including activity card in theme color for CO₂emission items in red, CO₂absorption items in blue, and special items in green. Each item shows the amount of CO₂ from 10- 100 ppm and price from 10 – 500 coins. The participants were the 15 science teachers who teach in grade 7-9 in science subject in the western school area of Thailand. The group players, 3-4 teachers, role play to be a farmer who can produce plants, fruit and animals for buying and selling goods. At the game started every group received a budget 2,000 coins to buy any items in the board game. After that they had to play and learn by a random 9 events/rounds which occurred in the concept to calculate in balanced carbon and wrote the number in an activity’s worksheet. A winner should balance well in the amount of CO₂ in the last round. The board game engaged the teachers to learn the conceptual understanding in Carbon Neutralization. They reflected about the fundamental system thinking skills that the boardgame need the players to plan the number of plants, animals, alternative or clean energy effected to the amount of CO₂ in ppm, and they need to relate the component of absorption and emission activities. The events were the lesson to practice the system thinking skills, identify the farming problem, finding and feedback the relationship between absorption and emission. Furthermore, they need to be aware dynamic events that effect in every farm that reflect the responsibility for making the better place for the air quality.

Beyond the Game: Identity, Ethics, and the Transformative Power of Role Play in Business Simulations

Michael O'Brien — 2025-09-26

Role play and game-based learning are reshaping higher education by fostering deeper engagement, motivation, and practical skill development through immersive, interactive experiences. This paper explores the pedagogical potential of role play as a core game mechanic embedded within the business simulation platform – SimVenture Evolution. By assigning learners executive roles such as CEO, Marketing Director, or Finance Lead, the simulation creates a team-based environment in which students collaboratively navigate strategic and operational challenges across a virtual start-up lifecycle. Findings indicate that role play enhances learner engagement, confidence, and applied business skills. More notably, students reported increased ethical awareness and the emergence of professional identity, reflecting on the moral complexity and personal growth that arise through simulation-based decision-making. Reflective narratives revealed that the experience supported collaboration, metacognitive development, and values-driven leadership – suggesting that role play contributes not only to technical competence but also to behavioural and ethical formation. The paper advocates for the intentional integration of role-based mechanics in simulation learning, underpinned by onboarding, feedback, and structured reflection. These insights highlight the transformative potential of role play to cultivate analytical, interpersonal, and ethically grounded capacities in business education.

Megagames as a Methodology to Foster Learning in Higher Education

Sonia Palha — 2025-09-26

Megagames are large-scale collaborative games with elements of role-playing and board games. Players need to
solve wicked problems together and explore multiple solutions. When applied to higher education, megagames create
opportunities for learners to work in multidisciplinary teams solving ill-structured problems, and in this way prepare learners
to deal with complex social processes and different actor's interests. Despite the promising potential of megagames, there
is limited research on the use of megagames in education. The project ‘Megagames as a Methodology to Enhance Global
Awareness’ (MEGA) involved a multidisciplinary team of teachers, researchers and game designers and its aim was to
investigate the potential of megagames as methodology for higher education to address global problems, which cannot be
simply solved from a fragmented disciplinary approach. In this paper we present and discuss insights gathered during the
MEGA project. The guiding research question was: How can megagames be used in higher education to create immersive
learning experiences that foster learning about global issues? We addressed the research question through
phenomenological research because we wanted to capture the players' experience. Phenomenological research emphasizes
the importance of direct experience for understanding the essence of a phenomenon. Within this methodology we
developed and piloted a megagame centered on AI and Ethics, a relevant global issue for our university’s students and faculty
and investigated players' experience. The game event took about 4 hours, and it was open to students, faculty staff and other
professionals. Thirty people participated in the game. We investigated participants’ learning and personal experience and
how they envisioned the implementation of megagames in education through open questionnaires and semi-structured
interviews. In this paper we focus on the results from the twenty-eight participants who answered the questionnaire. The
data was analyzed qualitatively. Results reveal dimensions in the participants’ megagame experience that are valuable for
preparing students to deal with complex situations and global problems. In particular, experiences that were connected with
moral values and social skills, which are increasingly needed to prepare students for a democratic society. The megagame
approach can help meet this need by offering immersive learning experiences.

Analogue Games and Digital Literacy: The NetSmart Case Study with Older People

Claudilene Perim — 2025-09-26

In an era where digital proficiency is increasingly vital for full societal participation, older adults remain disproportionately underserved by digital literacy initiatives. Addressing this gap, the present study investigates the impact of NetSmart, a custom-designed analogue board game aimed at improving digital literacy among older adults. Developed through a participatory approach, NetSmart engages players in collaborative gameplay centred around digital safety, mobile device usage, and online interaction. The study employed a quasi-experimental pre-post design involving 42 participants aged 60 to 89, all previously introduced to foundational digital skills through local lifelong learning programs in Lisbon, Portugal. Participants attended a six-week intervention comprising guided gameplay sessions structured to promote reflective learning, skill reinforcement, and social interaction. Digital literacy was assessed through a 22-item questionnaire administered before and after the intervention. Quantitative analysis using the Wilcoxon signed-rank test revealed significant improvements in key areas: the ability to download and install applications (p = .015), update operating systems (p = .037), and understand the role of games in learning (p = .020). Additionally, post-intervention responses showed increased self-efficacy in educating others on digital safety and greater engagement with online gaming (p = .033 and p = .013, respectively). These findings underscore the potential of analogue Game-Based Learning (GBL) not only as a tool for developing digital competencies but also as a means of enhancing older adults' autonomy, social engagement, and confidence in navigating digital environments. This aligns with a broader recognition of play as a dynamic and effective medium for adult learning—especially when educational approaches are sensitively adapted to the cognitive and emotional dimensions of aging. While the case study’s context-specific nature and absence of a control group limit generalizability, the results nonetheless offer meaningful insights into how GBL can inform digital inclusion strategies for older populations. To build on these insights, future research should incorporate performance-based assessments alongside self-reported data and explore diverse settings to strengthen external validity.

Managing Resources and Reducing Greenhouse Gas Emissions Through Game-Based Learning to Achieve Zero Emission Farms

Sobah Abbas Petersen — 2025-09-26

Farming and agriculture have been identified as a major contributor to greenhouse gas emissions. Climate calculators have been developed to help farmers assess the amount of greenhouse gas emissions for specific activities. Despite the possibilities to calculate emissions and concerns about climate change and reduction of emissions, there is a knowledge gap in understanding the trade-offs related to specific resources and taking specific actions. More importantly, there is a need to understand the impacts of taking a specific action, resource use and how to manage emissions over time to achieve zero emission farming. In this paper, we describe two game concepts based on a climate calculator that is used to teach students in an agriculture school. The aim of the games is to engage students and to enhance the understanding of the consequences of actions in farming and agriculture, and to manage the resources to achieve zero emission farms efficiently. The learning goal for the first game is to understand the greenhouse gas emissions and the consequences of taking an action or a combination of actions. The learning goal of the second game is to manage the greenhouse gas emissions in a farm over time through the use of available resources. The game mechanic virtual currency is used as points that the player has to manage, and it aims to encourage players to learn trade-offs in managing a farm and the available resources. Both game concepts use cards to represent actions and the consequences of actions are calculated as greenhouse gas emissions using a climate calculator. Both games are designed as digital games, in collaboration with an expert and a teacher from an agriculture school. The game concepts have been evaluated by the expert.

Investigating Pupils' Motivation with a Reward-Driven Feature in a Game-Based Learning Environment

Inès Plessis-Ouzariah — 2025-09-26

This study examines how 31 Swiss primary pupils engaged with the Compendium—an optional, loot box–inspired
feature embedded in the GamesHub platform for reading comprehension. We combined an adapted EGameFlow survey
and trace data (total usage time) to identify distinct engagement profiles. Results show high Knowledge ratings and varied
usage patterns: some pupils spent little time yet rated the Compendium highly, while others used it extensively with more
moderate scores. These findings highlight that non-essential, reward-based tools can foster intrinsic motivation and early
appropriation (instrumental genesis), suggesting design guidelines for inclusive, learner-driven game mechanics.

Level-Up Tutor-Qualification: A Digital Escape Room for Game-based Learning in Higher Education

Michelle Pippig — 2025-09-26

This paper presents the development and formative evaluation of an early-stage prototype of a digital escape room designed for student tutor training at TUD Dresden University of Technology. The study focuses on usability and motivation rather than learning gains. The escape room simulates typical challenges encountered in the everyday life of student tutors, such as dealing with technical issues, structuring seminars, and responding to disruptions. The scenario places players in the role of a tutor who must prepare a seminar room within a limited timeframe while overcoming realistic obstacles. Each task must be solved logically and sequentially, guided by minimal interface elements and visual feedback. The challenge lies in identifying problems, making decisions under time pressure, and learning through trial and error, elements that mirror real tutoring situations. The design is anchored in the principles of flow theory (Csikszentmihalyi, 1990) and deindividuation theory (Zimbardo, 1969; Joinson, 2001) to enable engaging and supportive learning. The prototype was evaluated in a two-stage process: qualitatively using the thinking-aloud method, and quantitatively via an online survey on self-efficacy and usability. Initial feedback shows high acceptance of the format and a strong motivational effect, particularly due to the immersive setting, clear progress indicators, and gamified elements. Nevertheless, findings also revealed areas for improvement, most notably in onboarding, clarity of task instructions, and technical stability. Planned improvements directly address these points through redesigned task prompts, enhanced navigation aids, and an introductory onboarding module. The project demonstrates how such game-based formats can serve as scalable, accessible tools for tutor training in higher education.

Phygital Game-Based Learning in Early Childhood Education: An Exploratory Review

Tanmoyee Rajkhowa — 2025-09-26

This paper examines the role of phygital game-based learning (PGBL) in early childhood education, with a specific focus on its potential to foster critical thinking and problem-solving skills in children aged 3 to 8 years. PGBL refers to hybrid educational tools that combine physical manipulatives with interactive digital interfaces, offering multisensory and responsive learning experiences that aim to enhance cognitive engagement and symbolic reasoning. Through a literature-based qualitative review, the study analyzes five representative tools—Osmo Tangram, KIBO Robot, LEGO DUPLO Stories, Marbotic Smart Letters, and PlayShifu Orboot Earth—selected for their pedagogical relevance, documented educational use, and theoretical grounding. Drawing from constructivist and socio-cultural learning theories, particularly those of Piaget, Papert, and Vygotsky, the paper explores how these tools embody principles such as hands-on learning, scaffolding, iterative exploration, and meaningful play. Each tool is evaluated in terms of its support for higher-order cognitive functions, including sequencing, spatial reasoning, emergent literacy, and collaborative learning. The findings reveal that while PGBL tools show promise in promoting engagement and foundational executive functions, their effectiveness depends on factors such as design flexibility, ease of integration into pedagogical practice, and inclusivity. Implementation challenges such as limited open-ended play, cognitive overload, unequal access to digital infrastructure, and the need for educator training are critically examined using Universal Design for Learning (UDL) and Technological Pedagogical Content Knowledge (TPACK) frameworks. Rather than presenting definitive causal claims, this review provides a structured synthesis of current academic literature, highlighting both the affordances and limitations of phygital tools in early education. The analysis also underscores the importance of aligning PGBL tools with developmentally appropriate practices and culturally responsive pedagogy. By offering insights across tool design, implementation, and impact, the paper aims to inform educators, researchers, and policymakers seeking to enhance early learning environments through evidence-based, interactive technologies.

The Role of Gamification in Learning Transfer: Does Early Skill Learning Predict Performance in Complex Tasks?

Katharina Richter — 2025-09-26

Gamification is widely employed in digital education to enhance engagement and motivation, yet its effectiveness in promoting cognitive skill transfer remains debated. This study investigated whether early learning efficiency in foundational levels (L1–L4) predicts performance in more complex tasks (L5–L8) within a physics-based educational game, and whether gamification moderates this transfer process. Ninety-four secondary school students were randomly assigned to either a gamified (n = 49) or standard (n = 45) training condition. Performance outcomes included overall efficiency, average points per attempt, and conceptual learning gains. Independent Welch’s t-tests revealed no significant group differences across these metrics (all p > .05, ds < 0.12), suggesting a high degree of performance equivalence between the gamified and standard conditions. Regression analyses indicated that early learning efficiency significantly predicted later performance in Level 5 (β = 0.611, p < .001) and Level 7 (β = 0.427, p = .017), but not in Levels 6 and 8. A composite model across Levels 5–8 confirmed a generalized transfer effect (β = 0.405, p = .002, R² = .10), emphasizing the critical role of foundational skill acquisition in complex problem-solving. Gamification did not significantly moderate this overall transfer relationship. However, a notable exception emerged at Level 7: a significant interaction (β = 0.762, p = .031) suggested that gamification enhanced transfer under conditions of heightened conceptual complexity, likely by supporting adaptive learning processes. No significant trajectory effects were observed across successive levels, with participants maintaining relatively stable performance. Further analysis of foundational levels revealed that strategic variation and cognitive challenge in Levels 2, 3, and 4 contributed most strongly to later success, whereas simple introductory practice in Level 1 was insufficient. These findings indicate that while gamification alone does not universally improve learning transfer, it may selectively facilitate skill adaptation when learners face novel or disruptive challenges. The results highlight the importance of scaffolded instructional design, emphasizing task complexity and strategic engagement during early learning stages, and suggest that gamification should be deployed adaptively rather than uniformly to optimize educational outcomes.

The Spectrum of Abstraction and Realism in Serious Games for Learning

Kristina Risley — 2025-09-26

The design of serious games for learning is shaped by a fundamental tension between realism and abstraction. Realism in serious games can manifest in multiple dimensions, such as graphical fidelity, sound design, game mechanics, narrative structure etc. Some serious games aim for high-fidelity simulation, replicating real-world scenarios as closely as possible (e.g., flight simulators or medical training applications). Others may incorporate abstract elements while still being grounded in real-world principles, such as strategy games that simplify complex decision-making processes. Abstraction, by removing unnecessary complexity, may reduce extraneous cognitive load and enhance generalisation of learning. In contrast, realism may support situated learning and contextual skill transfer, particularly when training requires familiarity with real-world environments. To better understand the implications of abstraction and realism in serious game design, this paper comparatively explores two case studies: FLIGBY, a corporate leadership development game Cipher, a language-learning game designed for children. Findings identify six key dimensions that differentiate abstraction and realism in serious games: visual style, audio style, mechanics and interface, rule systems and feedback. Engagement, motivation and cultural perception are also considered, noting that realism may appeal more in professional settings, while abstraction may be particularly effective in child-centred learning environments. This research contributes to the broader field of serious games by providing a conceptual framework to guide educators, game designers and researchers in making informed design decisions, also offering a foundation for future empirical research.

Embedding Reflective Game Design (RGD) into Digital Game Based Learning: Design Recommendations and Empirical Insights

Anjuman Shaheen — 2025-09-26

Reflective learning enhances critical thinking, metacognition, and knowledge retention by encouraging learners to analyse their experiences. Digital games provide a rich environment for reflection through interactivity, feedback, and iterative exploration. While many games incorporate elements that support reflective learning, such as prompts, feedback displays, and decision-making mechanics, there has been limited systematic integration of reflective principles into digital Game-Based Learning (GBL) design. This study provides a structured Reflective Game Design (RGD) approach to embed reflective learning into digital GBL environments. Conducted in three phases, the research: (1) reviewed literature to identify core reflective strategies and game mechanics; (2) co-designed and developed two game prototypes, one with RGD features and one without; and (3) used a mixed-methods evaluation to compare usability, engagement, and learning outcomes across the two versions. Findings indicate that games designed with RGD features significantly enhance learners’ critical engagement, emotional awareness, and knowledge retention. Features such as journaling, prompts, feedback systems, and emotional tracking, were particularly effective in deepening player connection and learning. This research offers actionable design recommendations and a flexible RGD framework to support the integration of reflective practices into educational games. It will be of particular value to GBL researchers, instructional designers, serious game developers, and educators seeking to create more meaningful, learner-centred digital experiences.

Gamification in Volunteer Feedback: Do Digital Rewards Really Work?

Kim Siebeneicher — 2025-09-26

This study examines the impact of achievement badges on volunteer engagement and response quality in online
surveys conducted by non-profit organizations. While gamification is often proposed to increase participation, its
effectiveness in intrinsically motivated populations remains unclear. Using a custom-built survey platform, 57 Swedish
volunteers were randomly assigned to either a gamified survey featuring badges or a non-gamified control version.
Behavioral data, including time spent, word counts, badge interactions, and completion rates were recorded, alongside openended
reflections. Results showed no statistically significant difference between conditions. Participants in the gamified
group completed surveys faster but provided shorter written responses and showed minimal interaction with the badge
system. PCA analysis and qualitative feedback reinforced the finding that badges did not meaningfully alter behavior or
improve user experience. These outcomes suggest that in settings where intrinsic motivation is already high, such as nonprofit
volunteering, superficial gamification elements like badges may offer limited benefit. Instead, aligning survey design
with volunteers’ intrinsic values, such as purpose, autonomy, and impact, may be more effective. This research contributes
to gamification literature by emphasizing the limitations of single-element strategies and calling for more nuanced, contextsensitive
approaches in digital feedback systems.

AmendMe: A Tabletop Game to Teach the European Parliament's Legislative Process

Martin Sillaots — 2025-09-26

The European Parliament Role-Play Game (EP RPG) is a multiplayer simulation in which the players take on the role of Members of the European Parliament (MEP). The game aims to help young European citizens understand the EU law-making process and to increase their interest in politics. It exists in a physical version, available to play on-site in Brussels and in many other capital cities all over Europe, as well as a virtual version that can be played in any suitably sized location, provided there are at least 16 players and a stable Internet connection. While the existing versions of the EP RPG strive to reach different audiences, they may still not be equally accessible to all players. For example, playing the physical game requires advance planning and travel, which may be a challenge for schools in rural and remote areas. Meanwhile, the virtual game may be difficult to play at schools with an unstable internet connection or limited hardware resources, or by smaller groups who would like to play outside of class. This paper focuses on developing a tabletop version of the EP RPG optimised for accessibility to a broader range of players. The game design focuses on game elements that support discussion among players and has them reenact key aspects of the EU legislative process, such as decision-making, compromise, and voting. Feedback from the pilot playtesting was encouraging and confirmed that the game was engaging and educational, but revealed that its content and mechanics require further adjustment.

Co-Designing Visual Novels in Literary Education Classes: Instruments for Measuring Learner Engagement

Cláudia Silva — 2025-09-26

Immersive didactic resources have been gaining popularity, with researchers and educators seeking to align their practices with students’ affinity for technology. Digital Game-based Learning (DGBL) has emerged as a promising learning opportunity, occupying a prominent place in the global discussion about the modernisation of education. This stems from the benefits of educational video games, namely their ability to foster learner engagement, an igniter of meaningful learning experiences. Nonetheless, their use and rigorous assessment in Humanities subjects, in interventions where secondary education students co-design didactic material, remain a gap in current investigation. There is also a tendency for research to describe standardised instruments for each subject. As such, this study seeks to describe instruments specifically created to assess students’ level of engagement in co-designing a type of story-driven video games – Visual Novels – in the context of Literary Education. The underlying goal is to present tools that evaluate actions devoted to engaging students in a domain which is often perceived as demotivating. The resulting instruments will be used in a case study aimed at fostering Portuguese secondary education learners’ engagement in Literary Education by having them co-design educational Visual Novels inspired by a Portuguese classic literary work, “Os Maias” by Eça de Queirós. To meet our goals, we subjected two questionnaires (pre- and post-intervention) and a class observation grid to a qualitative analysis. We considered the feedback of a multidisciplinary team of experts and implemented their suggested changes. Afterwards, we conducted a pretest of the first questionnaire with a sample of students, obtaining their feedback and calculating Cronbach’s alpha for measuring reliability. The second questionnaire, identical to the first but centred on the upcoming video game intervention was not pretested. Experts and students’ perspectives suggested a favourable appraisal of the instruments, while contributing to its improvement. Concerning the questionnaire, the Cronbach’s alpha obtained is above 0.7, implying a high level of consistency among items. By making these instruments available, we endeavour to promote more efforts of implementation of rigorously designed activities destined to the co-design of video games in the field of Humanities.

Bridging Virtual and Real: Gamification in Teaching Architectural Features with Assassin's Creed Odyssey

Nagehan Yağmur Şimşek Sönmez — 2025-09-26

This study investigates the potential of gamification in architectural education by examining how immersive video games, such as Assassin's Creed Odyssey, influence the retention of architectural details and spatial understanding. The research aims to determine whether experiencing architectural spaces in a virtual environment enhances learning outcomes compared to traditional methods. The present study was conducted with a total of 20 participants from diverse professional backgrounds and undergraduate degrees, in order to ensure a heterogeneous sample and to more accurately assess the effectiveness of different instructional modalities in conveying architectural concepts to individuals without specialized training in the field. Participants were randomly assigned to one of two groups, each comprising 10 individuals. The experimental group interacted with the Assassin’s Creed Discovery Mode, engaging with the game environment for a 30-minute-long predetermined period and exploring architectural features as presented within the game. In contrast, the control group was provided with a transcript of the in-game narration, allowing them to access the same informational content exclusively in textual form, without any interactive or visual elements. No preliminary information regarding the subject matter was given to either group prior to the intervention, thereby establishing an unbiased baseline. Following the intervention, both groups completed post-test assessments consisting of multiple-choice questions designed to evaluate their knowledge acquisition. Although the tests administered to each group were distinct, the questions were identical in content, ensuring comparability of results. The collected data were analyzed, and the findings were subsequently transformed into graphical representations to facilitate interpretation. The results were then evaluated to determine the relative efficacy of game-based versus text-based learning environments in fostering the recognition and understanding of architectural features. The findings of this research have important implications for both educators and game developers, underscoring the potential of video games and alternative instructional methods as effective tools in architectural education. This study contributes to the expanding literature on educational methodologies and offers valuable insights into the impact of immersive and text-based environments on the learning of complex subject matter.

Mastery Learning as Gamification: Level-Up Through High-Transparency Assessments

Guttorm Sindre — 2025-09-26

Self-paced mastery learning aims to give the students more autonomy over their own learning process. Typically, such course designs have many lesser tests during the semester rather than one big exam. This pattern of repeated passing of obstacles and gradual level-up resembles a gamified approach to learning. An interesting question is to what extent a self-paced mastery learning course can be considered gamified even in cases where it does not aim to be entertaining. This paper makes a case study of an introductory programming course for first-year STEM teacher students at NTNU, Norway. The course is analyzed through the lens of gamification, using the Learning Mechanics – Game Mechanics (LM-GM) model. Relating this to student satisfaction and performance data indicates that there are many gamification-related aspects of such a course, contributing positively to student engagement. This paper provides a better understanding of how self-paced mastery learning can be considered a gamified course design and a promising approach for those looking to incorporate more explicit game elements into a course. Additionally, it shows how self-paced mastery learning could be an interesting pedagogical strategy for gamifying traditional higher education settings, especially focusing on affordances related to achievement / progression as well as social affordances.

Escape Room Challenges to Foster Engagement and Skills in Computer Science

Claudia Marcela Solis Garza — 2025-09-26

This study presents the design, implementation, and evaluation of a gamified formative assessment in an undergraduate Computer Science course through a Harry Potter-themed escape room. Framed within the Mechanics-Dynamics-Aesthetics (MDA) framework, the activity integrated six sequential missions that blended technical skills with narrative immersion. These missions were strategically crafted to assess and promote communication, collaboration, computational thinking, and technical skills in areas such as web development, database management, and debugging in Unity. Each mission aligned with specific learning outcomes and was guided by a hypothesis exploring its impact on student engagement and skill development. A custom Unity interface delivered narrative cues, tracked progress, and supported real-time interaction. Mixed-method data from surveys revealed that students perceived the experience as engaging, motivating and skill-enhancing. Notably, the escape room succeeded in providing authentic opportunities for applied learning, particularly in communication and teamwork under time constraints. This paper contributes to the growing field of gamification by demonstrating how escape rooms can serve not only as motivational tools but also as practical, narrative-driven assessment methods. The integration of physical, digital, and collaborative components bridges the gap between theoretical knowledge and real-world application, offering compelling model for immersive learning and evaluation in computer science education.

Modeling Language Acquisition in Commercial Off-the-Shelf Games: A Multiple Case Study

Leonardo Sorrentino — 2025-09-26

Recent years have seen an increase of game-based approaches to a variety of learning contexts, including language
acquisition. However, scoping literature reviews on existing games have revealed that while the learning approaches are
carefully considered when creating educational games, many such games lack fundamental design elements. In this regard,
educational games can learn from commercial, entertainment-oriented video games, where careful game design and
maximizing player engagement are key considerations. Although niche, there is a genre of games where the core gameplay
loop involves the player deciphering a language. This paper applies close reading techniques to commercial games that have
learning artificial languages as their core mechanics, exploring the game design techniques those games use to foster and
encourage language learning. In particular, this paper focuses on how commercial games leverage their unique
characteristics, such as the ability to immerse the player in the context of the language they are learning and provide direct
and indirect feedback tailored to the player’s actions. This will be accomplished by analyzing the learning process through
the lens of Second Language Acquisition (SLA) theory. The two games chosen for analysis are Heaven’s Vault, one of the first
games to have language interpretation as the main game mechanics and Chants of Sennaar, arguably the most successful
commercial game based on language learning. By analyzing the games, this paper aims to chart how different commercial
games facilitate language learning, and offer ideas on how those design elements can be implemented in educational games.

SOL977: Ingenious Revival – A Martian Simulation Game for STEM Engagement and Space Education

Irini Sotiriadou — 2025-09-26

Interactive simulations and immersive environments offer a powerful means of enhancing education by replicating real-world challenges in virtual settings. In the context of space exploration, these tools provide learners with opportunities to engage in mission-relevant tasks, fostering exploration, problem-solving and experimentation. This paper presents SOL977: Ingenious Revival, a simulation-based game developed with the Unity game engine and 3D modeling tools such as Blender. The Martian environment is constructed using, among other sources, high-resolution Digital Terrain Models (DTMs) of Mars to support realism and immersion. The simulation places players in the role of a field technician responsible for restoring the functionality of NASA’s Ingenuity drone after it sustains damage. The main goal is to replace a broken rotor blade in order to restore the vehicle’s flight capability. This scenario is inspired by a real malfunction that occurred on Mars in January 2024. The player interacts with mechanical and electronic components by carrying out realistic maintenance procedures. They complete a series of mission-specific tasks including terrain navigation and equipment repairs within a simulated Martian environment. The repair process reflects authentic workflows with each action needing to be carried out in a specific order and under defined conditions. The player must use the right tools, follow written procedures and demonstrate a high level of attention to detail. This structure supports the development of critical thinking, problem-solving abilities and technical reasoning within a STEM-focused educational context. Preliminary evaluation that was conducted with high school students suggested that the game increased motivation, deepened conceptual understanding of STEM subjects and promoted interest in space-related careers. This project highlights the educational potential of interactive simulations to bridge theoretical knowledge with hands-on problem-solving, supporting more meaningful and applied STEM learning. It also demonstrates the transformative potential of interactive simulations in STEM education, bridging the gap between theoretical knowledge and practical experience. It finally showcases how simulation-based games can engage students and foster a deeper understanding of complex concepts, while also sparking interest in space exploration and technical careers.

Using AI and Cognitive Taxonomies to map Learning Processes in Board Games

Andrea Tinterri — 2025-09-26

Board Game-Based Learning (bGBL) has gained increasing attention as an innovative approach to foster active engagement and holistic cognitive development. However, integrating board games into effective practice is challenging, partly because of the lack of an established instructional framework. The implementation of bGBL often relies on teachers’ personal initiative and familiarity with games, rather than on shared design practices. One of the main obstacles to implementing GBL lies in properly aligning learning goals with the actions that take place during gameplay, and the related learning processes. In this study, we develop a theoretical framework for aligning learning goals and the cognitive processes elicited by game mechanisms. We use this framework to train a GenAI assistant (GADbot) to assist bGBL instructional design, assessing its performance through human expert evaluation. Given the ever-increasing number of available board games and the constant innovation in game mechanics, this approach can revolutionize the field of bGBL, leveraging AI as an assistant to lower the entry barrier for teachers to choose the right game for their educational needs, thus providing the foundation to design meaningful learning experiences and advance active pedagogical practices.

Serious Game Design and Evaluation: Light Propagation and Reflection in Elementary Education

Anastasia Tsita — 2025-09-26

The intangible nature of light is the primary reason why children develop misconceptions in their attempts to understand phenomena related to light and its properties. The most common misconceptions among children aged 11-13, are related to what happens when light strikes a mirror. This difficulty stems from their inability to perceive light as an entity in space. Therefore, the use of various representations and experiments is necessary for children to effectively construct light-related concepts. This study reports the design and evaluation of a logic-based digital game for fifth- and sixth-grade primary school students, named “Fotogonies”. Ten levels were developed as a minimum viable, fully functional version of the game. The player guides a laser beam from a source to a target by rotating mirrors. The game becomes progressively more challenging, with the difficulty carefully calculated and gradually increased. The main goal is to create an appealing digital game that can deliver educational value. It is designed to accurately represent key concepts of light propagation and reflection, with specially defined mechanics and rules, aligning with the relevant scientific models. At the same time, the game meets the requirements of serious educational games, balancing simplicity and low-cost development. Additionally, emphasis was placed on designing a classroom-friendly game with an easy-to-use setup to support possible widespread adoption. Surprisingly, the first tests showed that the game can be equally challenging and appealing for adults. The resulted game was evaluated in terms of usability and user satisfaction, gathering both quantitative and qualitative data. The evaluation showed that the participating students had a positive experience engaging with it - an essential precondition for supporting conceptual change regarding children’s misconceptions about light. Furthermore, the evaluation revealed that self-reporting questions addressing specific aspects of the game (consistency, learnability, difficulty), may not be as reliable as qualitative results when answered by young children.

A Preliminary Analysis of Gamification on Assembly Language Programming Education

Muhtar Çağkan Uludağlı — 2025-09-26

Assembly language is often perceived as complex and abstract, necessitating instructional approaches that enhance student engagement and comprehension. This study presents a preliminary analysis of gamification methods in assembly programming education, focusing on the challenges of teaching low-level programming concepts. A total of 18 studies incorporating gamification strategies are reviewed to synthesize insights into the pedagogical benefits and limitations of gamification in assembly education. The analysis categorizes studies by gamification techniques, course contexts, and research methodologies, identifying recurring themes in enhancing motivation, skill acquisition, and understanding of fundamental concepts. The methodology of this study involved a structured search query across multiple academic databases, including IEEE Xplore, ACM Digital Library, and ScienceDirect. The search was iteratively refined, and a snowballing approach was adopted to identify additional studies. From an initial pool of 162 studies, 47 were considered relevant, and 18 were selected for analysis. The review follows a chronological structure, highlighting key contributions and connections between studies. Research methodologies used in studies include qualitative and quantitative analyses, experimental comparisons, and practical implementations. The reviewed studies illustrate various gamification techniques, including interactive learning environments that visualize assembly operations, commercial games incorporating assembly-like programming, badge-based learning systems that promote structured progression, and game-based project assignments that introduce assembly concepts through game development. Findings indicate that gamification enhances student engagement by integrating real-time feedback, hands-on learning, and competitive elements. Projects such as Pong, Breakout, and TetrisOS demonstrate that game-based assignments can make assembly concepts more accessible. Studies on badge-based learning highlight how structured rewards encourage students to develop assembly skills at their own pace. Some studies suggest that gamification must be complemented by additional instructional strategies to maximize long-term retention. In summary, this study underscores gamification’s role as a pedagogical tool for assembly programming education, showing its effectiveness in fostering student engagement and comprehension.

Designing Limes Text: Adapting an Educational Video Game into a Text-Based Format for Controlled Experimental Comparisons

Amedeo Viccari — 2025-09-29

Comparing educational video games and text-based learning presents a significant challenge when trying to ensure a fair comparison between the two formats. Their distinct natures, particularly in terms of engagement and interactivity, introduce uncontrolled variables that are often not directly comparable between a video game and a text. Many prior studies rely on static text conditions that do not account for reader engagement, decision-making, or interaction patterns. This paper therefore proposes a structured game design approach to developing a text-based application that enables a more precise and controlled comparison with video game-based learning. Limes is a 2D educational video game set in Roman frontier Germany, designed to teach historical knowledge through exploration and interactive learning elements. The game features a structured narrative, Codex entries with historical information, and secondary missions, all contributing to the player's engagement and learning experience. The text version of Limes is not a game but replicates key gameplay characteristics in a structured text-based format, providing an alternative to traditional text conditions in experimental research. Unlike passive reading conditions, this Text-app is designed to be interactive and engaging in the same ways as its video game counterpart. Moreover, like the video game, the Text-app tracks player behaviour, such as time spent reading, engagement with Codex entries, and whether secondary mission texts have been read, using a five-star rating system mirroring the game’s assessment mechanics. The present paper discusses the development of the Limes Text-app and presents a game design framework for adapting educational games into experimentally viable text-based counterparts. The contribution is particularly relevant to research on video game effects in education adopting experimental designs. However, beyond its experimental utility, the newly developed text-app offers promising opportunities for other research areas, and we discuss how it can, for example, be used to assess and explore digital traces of learner characteristics and behaviours. To conclude, by ensuring structural comparability and capturing interaction data across formats, the Limes Text-app addresses a key methodological challenge in video game-based learning research: the difficulty of creating valid text-based control conditions that enable meaningful comparisons. While Limes has been developed in the context of history education, the impact is much broader as our design framework is adaptable and could be extended to other domains and narrative-based games.

Playful Citizen Discussion Space to Help Steer Society Towards Water Security

Paul Watson — 2025-09-26

In this paper, we explore the use of a playful dilemma activity, a survey and public data analysis to spark citizen awareness and reflection on water use within the UK. Water security ensures access to fresh water for survival and society’s needs. There is significant citizen agency in water security that impacts the freshwater reserves. However, in many countries, water security is under-discussed. Encouraging spaces for individuals to assess their water use, identify waste, and adopt sustainable practices is key to sustaining freshwater resources for the future. We present a case study conducted as part of the GREAT project to stimulate citizen discussion on water use and its subsequent impact on the broader water system. Through a series of activities, citizens can reflect on their water use, consider the future forecast of water security within the UK, and experience a playful dilemma to save a city from the effects of drought. In this dilemma, players are part of an organisation tackling a city’s water crisis. Faced with limited water resources, players analyse data on the population's usage and suggest behaviour changes to reduce consumption. The challenge lies in balancing the need for water conservation with the risk of proposing changes that are resisted by the population. The players must convince the facilitator of both the practicality and acceptability of their plans. Success restores water security, but failure reveals the consequences of inaction. Within this playful discussion space, we create an exchange for citizens to elicit attitudes and preferences on current water use and explore how individuals might be “nudged” into less wasteful behaviour. In this paper, we describe the co-design of this qualitative approach, share findings on attitudes and preferences elicited (n = 19), and reflect on this method as a tool for fostering awareness and meaningful citizen discussions.

Enhancing Cybersecurity Education Through Multi-Opposing-Role Gameplay and Simulations

Nipuna Hiranya Weeratunge — 2025-09-26

This paper presents the development, implementation, and evaluation of The XSS Game (TXG), a game-based educational tool designed to teach Cross-Site Scripting (XSS) attacks through a multi-opposing-role-playing game. Inspired by cognitive concepts like Transfer Learning, previous cybersecurity educational games have incorporated techniques such as adversarial thinking and role-switching. In many such games, the playable roles are often limited to attacker and defender. Building upon these, TXG was developed with an approach where players can take on three distinct roles: Attacker, Defender, as well as User, each providing players with a different perspective on XSS attacks. This approach aims to deepen students’ understanding of XSS attacks by allowing them to experience multiple perspectives, enhancing their ability to identify, prevent, and respond to such threats. In addition, simulations are often used in cybersecurity educational games to provide learners with practical, hands-on experiences that are crucial for understanding complex cybersecurity concepts. While the main gameplay in TXG centres on role-based narratives drawn from real-life cybersecurity scenarios, requiring players to answer questions based on those narratives, the game also includes a Simulation Zone. This zone offers an immersive environment where players can perform various actions and observe their outcomes, enhancing experiential learning. Even though quiz-based and simulation-based cybersecurity educational games exist separately, the combination of the two has not been widely studied. By integrating both narrative-driven quizzes and interactive simulations, TXG aims to enhance students' learning by reinforcing theoretical knowledge with practical, hands-on experience, leading to a deeper and more applied understanding of XSS concepts. TXG was evaluated within a computer science course with 162 students through pre- and post-game surveys. Student feedback indicated that the multi-opposing-roleplaying with real-life scenarios approach had a modest but meaningful and practical impact on their learning to understand XSS attacks holistically. The Simulator Zone showed promise as an immersive and reinforcing learning tool, but low engagement limited its impact, and future improvements, such as more varied tasks, additional game elements, enhanced interactivity, and better UI/UX, are planned to boost engagement and better assess its educational value. Several players highlighted the game’s effective learning format, which combines immediate in-game feedback with reflective pre- and post-game surveys, which holds promise for broader applications in cybersecurity education and beyond.

Enhancing Cybersecurity Learning with In-Game Feedback

Nipuna Hiranya Weeratunge — 2025-09-26

This paper presents the development and evaluation of The XSS Game (TXG), an enhanced multi-opposing-role-playing educational game designed to teach Cross-Site Scripting (XSS) attacks to second-year undergraduate computer science students. TXG enables players to assume three distinct roles: Attacker, Defender (Developer), and User, each offering unique perspectives on cybersecurity challenges. Building upon feedback from the evaluation of TXG Version 1, this study focuses on incorporating various types of in-game feedback (affirming, reflective, explanatory, and personalised) and introducing a player statboard to enhance student engagement, motivation, and knowledge retention. TXG Version 2 incorporates a variety of feedback types aimed at reinforcing learning and promoting self-reflection. Confirmatory feedback helps players quickly assess the correctness of their answers, while explanatory feedback provides in-depth reasoning to enhance understanding. Affirming feedback is used to motivate players, particularly when they succeed in completing roles, and personalised feedback offers tailored guidance based on players' individual progress. The player statboard is introduced as a central feature, displaying player achievements, skills, and progression throughout the game, offering real-time feedback to sustain engagement and foster continued learning. Expert evaluations of TXG Version 2 indicated that the diverse feedback mechanisms, especially personalised feedback and the statboard, were effective in promoting learner engagement and self-reflection. However, the evaluations also identified areas for improvement, particularly regarding the clarity and readability of the feedback and statboard, while suggesting potential UI/UX enhancements. The study posits that with the suggested improvements, TXG Version 2 offers significant potential for improving cybersecurity education through a dynamic, engaging, and interactive gameplay experience. This study contributes to existing research on game-based learning by showcasing how game mechanics such as multi-opposing roles, simulations, in-game feedback and player statboards, can be integrated to enhance the learning of complex cybersecurity concepts. Furthermore, it provides a development framework for creating educational games in cybersecurity and beyond, demonstrating the effectiveness of a flexible, interactive, and immersive approach to teaching critical security concepts.

From Barriers to Bridges: AI-Powered Mini-Games for Accessible Game-Based Learning

Antje Wild — 2025-09-26

Game-based learning (GBL) has gained considerable attention within active learning communities, yet its practical implementation remains limited in mainstream educational settings. Key barriers include the complexity of integrating games, licensing costs (often associated with serious games), and the time required for preparation. This study investigates an accessible alternative: subject-independent mini-games that require minimal setup and align with a range of learning objectives. These are supported by AI-powered bots that generate the necessary materials. Using a qualitative design, the study involved semi-structured interviews with educators from diverse fields. Participants evaluated mini-games and reflected on barriers to GBL adoption and whether these can be addressed through the integration of mini-games. Games were also compared in terms of usability, academic rigor, adaptability, and potential to boost participation. Educators further assessed AI tools (Custom GPTs) to adapt mini-games to their classrooms. These tools allowed user-friendly customization without programming or prompting skills. Findings indicate that cost, preparation effort, and lack of awareness are major barriers. Mini-games, especially when paired with AI, offer a bridge to implementing GBL. Implications and future research directions are discussed.

Secret Hacker: A Learning-Based Cybersecurity Game for Group-Based Settings

George Wolf-Jackson — 2025-09-26

Existing cyber security training methods do not deliver sufficient behaviour change to address the growing threat landscape that comes with an ever-more interconnected world. Many people of all ages struggle to effectively recognise cyber threats, and despite increasing investment in cyber security, the incidence of damaging cyber security attacks has only increased. Game-based training methods have been used successfully in a variety of fields, and many gamified and game-based cyber security training methods have been developed. Game-based training methods, as they exist, do not provide a 'silver bullet' solution for cyber security training, as a lack of commercial options, a high upfront cost to develop, and similarity with traditional training means that new game-based training methods have not had the desired impact on the cyber security landscape. This paper discusses the potential of Learning-Based Games - game-like training methods that are developed based on games, rather than on the training materials that educators and trainers intend to deliver. By utilising existing popular games, and introducing cyber security learning content, Learning-Based Games begin their design cycle as proven fun and engaging games, potentially reducing the developmental burden and cost. A new educational card game: Secret Hacker (primarily aimed at school children) is proposed, developed, and provisionally tested with a pilot group of 8 participants. It is based on a popular existing card game, and this paper justifies the design elements that make it well-suited as a game for delivering behaviour change. In particular, Secret Hacker has a focus on fun and engagement, and built-in replayability - and the game structure itself can be adapted to be suitable for more advanced learners. Methods by which this game can be used to gather assessment data are also discussed, to help educators and trainers to understand the cyber security behaviour of the users. This paper will outline the design and investigative process which may subsequently lead to the development of further such educational games, the improvement of Secret Hacker itself, and insight into the effectiveness of Learning-Based Games compared to game-based learning and traditional training.

The Reach of Digital Games and Their Potential as Global Communication Tools

Jane Yau — 2025-09-26

This paper examines the potential of digital games as communication tools to reach global audiences, extending beyond established cultural and geopolitical divides. It shows the empirical data gathered in our EU and UKRI-funded Games Realising Effective and Affective Transformation (GREAT) project, where we collaborated with several organizations to investigate this potential. Namely, a significant case study called Play2Act was undertaken in collaboration with the United Nations Development Programme (UNDP), which forms the focus of this paper. The aims of this study were to find out how much of the world’s population could be reached via digital games and how many citizens would be willing to communicate their climate attitudes in a simple and short survey that was inserted into popular mobile games. Currently, there are 3 billion gamers in the world and the idea of reaching citizens via games to understand their opinions on critical global issues and then passing this information to policy-makers emerged. This is the main objective of our project, as to whether games can act as an effective communication channel between citizens and policy-makers, the context being the climate emergency. Governments do not typically have the opportunity to understand their citizens’ needs fully. The aim of this project is to decrease the barrier and increase representation and democracy. The findings obtained from the Play2Act study suggest that games, moreover their ability to engage, and inherent social dynamics create a unique opportunity to support meaningful dialogue with a large proportion of citizens reached, engaged and completed the surveys. The study engaged with almost 1 million players from every UN recognised country, with only two exceptions, and ca. 181,000 surveys completed, confirming the global reach of games. The next steps are for UNDP to take this information to individual countries with recommendations of appropriate climate policies based on their citizens’ voices, this having huge potential for digital games being policy transformational tools. This research contributes to knowledge on the intersection of technology, culture, and communication and offers valuable insights for policymakers, researchers, and stakeholder groups seeking to leverage digital games for social impact.

Tangential Learning in Board Game Design to Introduce Peranakan Culture

Shanty Rahayu — 2025-09-26

Lifelong learning is one of the main ideas in Sustainable Development Goal; this means we are encouraged to always learn about new things even when we currently don’t need any new skill to solve a problem. People usually need some clue or stimulus to start that process, entertainment media such as games can be one of them. While educational games have a direct function to teach a specific subject using game system, it has been known that they’re usually not very attractive for the general population. To make learning effortless, the person must first be interested in the subject while doing something fun. The game doesn’t need to teach the whole concept about the subject; it can just bring awareness to their existence. That is Tangential Learning. Usually, it is used as a quality people mention in game research studies, rarely as a concept for game design. In this paper, we try to link Tangential Learning directly into game production through Eight Kinds of Fun. Combining them with Self Determination Theory and MDA framework, it is possible to design a game which indirectly encourages learning and not falling into educational games. Qualitative narrative research will be done to find out the market’s current interest before starting the design. Information will be scattered all over the game dimension by designing all aspects of the game with reference to cultural artifacts, narrative foundation will be placed on significant historical events, and the gameplay will be designed in consideration to ludonarrative harmony to make sure the narration and the gameplay are coherent. In this condition, whichever aspect the player was interested in while playing will have something to learn further about. To sustain the player’s interest longer and spark their intrinsic motivation to learn, strengthen the social aspect with cooperation play mode so people will work together for a common goal and discussion about the same subject is more likely to happen. The interactive nature of games also creates a sense of autonomy for the player to decide which subject they want to learn first or if they want to learn at all.

Teaching the Solar System with a Video Game

Dongzhou Fang — 2025-09-26

This paper presents the design and development of an educational game centred on the solar system, aiming to combine scientific accuracy with engaging gameplay. With the advancement of technology, Game-Based Learning (GBL) has gained increasing traction as an effective supplement to traditional education. Digital games set in virtual environments have demonstrated their ability to boost learner engagement and enhance knowledge retention. However, topics like the solar system often remain abstract and challenging for students, due to complex concepts such as planetary motion, gravitational forces, and spatial scales. To address these challenges, this project leverages GBL principles and scientific simulation techniques to create an immersive learning experience. Players engage in exploratory missions where they defend the solar system’s resources while learning core astronomical concepts. The game environment is designed to promote active learning through interaction, strategy, and problem-solving, fostering a deeper understanding of planetary science.

This paper explores the theoretical foundations behind game-based learning and its application to science education. It further details the design methodology, including scientific modelling, gameplay mechanics, and narrative elements that support learning outcomes. The game integrates interactive features such as dynamic simulations, visual storytelling, and progressive challenges that align with key educational goals. Special emphasis is placed on ensuring that educational content is seamlessly embedded within the game experience, avoiding didactic interruptions that may hinder player immersion.

The research is guided by four key questions:

How can complex astronomical knowledge be effectively conveyed through a game?
How can developers maintain a balance between scientific accuracy and engaging gameplay?
Can this game improve players’ comprehension and interest in solar system science?
What methods can be used to assess the game's impact on learning outcomes?

The findings aim to contribute to the growing field of educational technology by providing insights into the integration of accurate scientific content within interactive digital games, ultimately enhancing science education through innovative and immersive methods.

Enhancing holistic development though exergame-based learning

Nanna Jacobsen — 2025-09-26

With the educational system balancing students’ wellbeing and academic performance, being excessively digitalized and less physically active, new ways of active learning designs are needed. As digital tools offer potential for learning, increased screen time also raises concerns about physical inactivity and social disengagement, emphasizing the need for embodied and playful approaches in education. Current play-, game, and design research present today’s education as striving for delivering playful and engaging learning experiences that support well-being, social engagement, and personal growth. One way to combat sedentary behavior and equip youngsters with key skills for a democratic society is to integrate movement in the design of academic learning. We suggest exergames as powerful tools as they use bodily movement, playful game experiences and screen-based play as a pathway to knowledge and holistic learning. Yet specific exergame design strategies to combine movement, academic learning and holistic development remain underexplored. Through the lenses of embodied cognition, we combine exergames with learning activities. For this purpose, this study uses constructive design research as a deliberate approach to frame the combination of theory and practice in the development of a design tool that addresses complex human-centered holistic needs and academic learning. This paper contributes by 1) emphasizing co-creation with 15 school children to inform the design process of constructing an exergame through three workshops and, 2) collaborating with a team of game developers in the making of a framework for creating exergame-based learning activities. Co-creating with the children revealed collaborative narratives, energy, and creative freedom as key elements of engaging gameplay and playful interaction. Further these insights were aligned with the game development team at LYMB.iO to create the Design Wheel of Exergame-based Learning (DWEL). DWEL is an eclectic design tool integrating play elements, game- and system mechanics, player aesthetics and aligns with the elementary school curriculum. The tool can be used for designing and evaluating exergames and to inspire future classroom activities when combining movement and technology for learning. Future research should look at the social-emotional, physical, and cognitive effects of using the DWEL developing exergame-based learning, for example, through platforms like Multiball or other exergame platforms.

Impact of Ashiyan Board Game on Iranian Students' Understanding of Native Vertebrates

Mostafa Omidi — 2025-09-26

Contemporary pedagogical research emphasizes active learning strategies to enhance cognitive engagement in primary education. This study investigates the pedagogical efficacy of “Ashiyan“ (whose English equivalent is “Nest“), an interdisciplinary board game developed, modified, and tested during a graduate course on educational games to bridge Iran’s fourth-grade Science (ecology) and Social Sciences (geography) curricula. The main goal of the game is to familiarize students with the five main groups of vertebrates and their characteristics. This familiarization is achieved through native vertebrate specimens so that students not only repeat and practice what they have learned but also become familiar with Iran’s native vertebrates.

The research method employed a mixed-methods design. The first part adopted a quantitative quasi-experimental approach with a pre-test/post-test design and an experimental group and a control group. In a quasi-experimental design, participants are not randomly selected, but they are randomly assigned to the experimental and control groups after selection. This method ensures that the assignment to groups is not biased, even though the initial selection of participants was not random. In this study, 120 participants were selected from six Iranian primary schools, and they were randomly assigned to two groups using stratified randomization to balance demographic variables. Following the intervention, learning and retention assessments were administered to both groups, and results were analyzed using inferential statistics to determine and compare the effects and results. In the qualitative phase, the data, gained from thematic analysis of interviews with 10 teachers and class observations, helped the researcher identify recurring patterns in the educational outcomes. A 28% improvement in accuracy (p < 0.01) of species identification was found for the experimental group participants compared to those of the control group, as measured by standardized assessments. Furthermore, a 35% higher retention of ecological relationships after a 4-week period was observed in the experimental group participants compared to those of the control group, as measured by standardized assessments. Qualitative data from 10 teacher interviews and classroom observations highlighted enhanced motivation, with 80% of students voluntarily engaging in post-game conservation activities. Thematic analysis identified three key drivers for this engagement: “Gamified rewards“, “Supportive peer interactions“, and “Real-world ecological storytelling“ embedded in the game design.

“Ashiyan“ presents an adaptable framework for converting rigid academic material into culturally responsive, interactive programs, fostering students’ development as proactive environmental guardians. Researchers can adapt its mechanics, dynamics, and narrative for other ecosystems and compare cross-contextual outcomes. Additionally, the study bridges traditionally separate domains, advancing educational sustainability science.

Rewriting History: How Digital Games are Revolutionising NSW Secondary History Classrooms

Shea Louise Rigney — 2025-09-26

Despite the significant growth in educational digital gaming, secondary History teachers in Australia lack have clear guidelines regarding gaming pedagogy, and as a result, may use digital games inconsistently. While there is a push from the Department of Education (DoE) for schools in New South Wales (NSW) to engage with digital learning technologies, professional development on digital game use is limited. The Schools Digital Strategy (SDS) is a comprehensive project driven by the DoE. Implemented in 2019, it aims to improve digital services to public schools through addressing existing issues such as connectivity, equality, and investment in devices, networks, and infrastructure. Whilst the SDS Full Report (2019) mentions computer games, the lived realities of secondary History teachers in NSW attempting to implement digital games has not previously been studied. A significant research gap exists in the academic literature on the use of digital games in secondary History classrooms in NSW. This study investigates how secondary History teachers in NSW implement digital games in their classrooms and the purpose of their use. Furthermore, identification of barriers that History teachers face when using or attempting to use digital games will be mapped against the SDS. A mixed method research approach was employed. A scoping literature review was undertaken to gain a baseline for current academic research, as well as an audit of NSW initial teacher education (ITE) programs offering units where digital game pedagogy is delivered. Additionally, surveys and interviews of secondary History teachers in NSW were conducted to understand the lived realities of the teachers, and the barriers they face while attempting to implement digital games in their teaching. This study has implications for teacher education and professional development programs to support effective implementation of digital games into the History classroom.

Enhancing Programming learnability for Children through Video Games

Nora Volina — 2025-09-26

This paper explores the potential of video games as an effective medium for teaching programming concepts to children leveraging gamification principles to enhance engagement. Through the development and testing of an educational game called “Codonia” implementing challenge-based learning and interactive feedback, this research examines how game mechanics support problem-solving and logical thinking. After a qualitative and quantitative study, the results indicate that gamification fosters increased motivation and confidence, suggesting that well-structured educational games can complement or surpass traditional teaching methods. By demonstrating how digital learning environments encourage experimentation and sustained engagement, this study contributes to the broader discourse on innovative educational tools for programming instruction.

A Co-Design Protocol for a Serious Game Supporting Emotion Regulation in Children

Bárbara Carvalho — 2025-09-26

Technological advancements have led to the development of serious games (SGs), which are now widely used in mental healthcare. These digital interventions are used for education and treatment and are effective in supporting emotion regulation (ER) in young people. Their engaging nature and accessibility make them a promising solution to gaps in traditional mental health services. This work presents a protocol for the development of a SG designed to promote emotional knowledge and ER skills in school-aged children in both school and clinical settings. The SG’s development will be based on a co-design methodology involving the active participation of children, parents, teachers, and healthcare professionals throughout three phases: 1) conceptual design, 2) prototype testing, and 3) usability testing. The outcomes of SG will be assessed based on user experience and satisfaction, as well as system usability and clinical measures. Pre- and post-test assessments will be used to measure improvements in emotion recognition and ER skills. The final SG is expected to fulfill real-world needs and ensure that it is educational and enjoyable. This protocol provides a replicable framework for co-designed digital interventions in mental health, emphasizing user-centered design to enhance both effectiveness and involvement.

Serious Games in a Graduate-Level Human Physiology Course

Arne Kristian Christensen — 2025-09-26

Healthcare, like most industry sectors, is facing the transformative implications of Artificial Intelligence (AI). We do not yet fully understand the benefits and pitfalls of AI, so it is critical that training in healthcare-related fields includes opportunities to learn how to leverage the former while being alert to the latter. We aim to evaluate the integration of serious games, as scenario-based teaching strategies, into a graduate-level human physiology course. Students use a publicly available large language model to diagnose a series of tailored medical case studies that have been carefully crafted to highlight the utility of AI while revealing its limitations. The course modality is online, alternating between asynchronous and synchronous instruction. Asynchronous course material includes video presentations and group discussions of peer-reviewed medical case studies, which serve to prepare the students for a tailored case study with a similar or related condition. Synchronous course meetings include an individual readiness assurance test, which covers the preparation materials, to incentivise students to develop a robust understanding of the relevant pathophysiology prior to meeting. Individuals are then grouped into randomised teams, using AI to interpret a case within a serious game framework. Teams are prompted with questions and respond using a scratch ticket-style scoring sheet that allows partial credit in a point-based game. Teams navigate hallucinated responses, apply prior knowledge, and prompt AI toward correct diagnoses. Evaluation of course participants’ attitudes and opinions of the course methods will be conducted by survey. In addition to the course, the process for developing effective case studies that fit into this model is described, and the potential for extending this strategy to an undergraduate human anatomy and physiology curriculum is also explored. Moreover, opportunities for raising ethical considerations with the use of AI in healthcare are considered. Together, this study is an effort to respond to the rapid changes AI is bringing to healthcare education and may serve as a model for highlighting the utility and pitfalls of AI in other fields.

Developing ACT-R Model for Key Concept Recall in a Multilayered K-12 Educational Game

Farshid Farzan — 2025-09-26

Educational games, while widely used to enhance engagement and motivation, often struggle to balance instructional content with compelling gameplay. Although integrating learning and gameplay within a unified structure is theoretically effective, it presents practical challenges in achieving both high engagement and instructional impact. To address this, the current study introduces an intertwined Multilayered Educational Game – Computer-based Framework (iMEG C-Framework) and an ACT-R cognitive model to simulate the recall process. These models will be evaluated across three instructional conditions (Traditional Learning, Classic Educational Game, and iMEG) targeting K–12 students in both short- and long-term memory tasks. Cognitive modeling is particularly valuable in K–12 contexts where large-scale studies are often difficult. The iMEG framework separates game mechanics, instructional content, and feedback to create a more adaptive and organized learning experience. ACT-R modeling supports analysis of how students encode, store, and retrieve key concepts, enabling real-time adaptive feedback and instructional refinement. A within-subjects experiment will be conducted with 39 seventh-grade students across three counterbalanced conditions, each involving a 75-minute session on board game design, followed by retention assessments one and seven days later. By combining experimental data with ACT-R modeling, this study explores predictive capabilities and the impact of different game-based learning structures on student trajectories, contributing to the design of motivation-driven learning environments in K–12 education.

Game-Based Learning for Autism: A Tabletop Approach to Theory of Mind

Jiangyue Liu — 2025-09-26

Theory of Mind (ToM) is the cognitive ability to recognize that others have thoughts, beliefs, and emotions different from one's own. It is essential for effective social interaction and communication. Children diagnosed with autism spectrum disorder (ASD) often experience significant difficulties with ToM, especially in perspective-taking and interpreting false beliefs, negatively impacting their social relationships and academic performance. Structured, game-based interventions have demonstrated promising results in enhancing social-emotional cognitive abilities in autistic children. This article explores the prototype design of a tabletop game titled "Guess the Animal," which aims to promote ToM skills in autistic children aged 7 (seven) to 12 (twelve) years old.

VAFUG: A Model for Designing Educational Activities grounded in Game Studies and Aesthetics

Alejandro Lozano — 2025-09-26

This paper introduces VAFUG, a model for designing learning activities that draw on the expressive and affective dimensions of commercial video games. Developed through a Design-Based Research process (DBR), VAFUG offers a set of indicators organized into three analytical components —Visual and Auditory Environment, Fictional Universe, and Core Gameplay— that guide educators through a descriptive phase and a subsequent process of identifying relevant educational questions. The model aims to support the design of dialogical activities that are both sensitive to the emotional and symbolic depth of games and adaptable to diverse classroom settings. This first design cycle covers the initial DBR phases, namely: 1) analysis of practical problems (the lack of analytical models available to educators for examining video games and designing meaningful educational activities); 2) development of solutions (our proposed model, influenced by both Game Studies and Aesthetics); and 3) testing and refinement (through an application of the model to the game Neva (Nomada Studio, 2024), a visually and emotionally rich indie title). The application enabled a preliminary validation of the model’s descriptive and heuristic dimensions and allowed for the formulation of early design principles to guide future educational interventions. Preliminary results suggest that VAFUG can facilitate a more deliberate and context-aware incorporation of video games into educational contexts, particularly in relation to civic and socioemotional competences. Moreover, the model encourages a form of pedagogical engagement that recognizes the cultural, artistic, and affective potential of video games as meaningful learning objects. In this sense, VAFUG also contributes to the broader dialogue on how Game Studies and Aesthetics can inform educational innovation.

Designing a Gamified Learning Tool for Enhancing Project Monitoring Skills in Technical Engineering Projects

Martijn Joeri Mos — 2025-09-26

Within project management and systems engineering there are five process groups. While the theory related to these groups is covered well in higher education, there is limited room to explore challenges that mimic the execution and monitoring of real-world engineering projects. The main reason this step is usually left behind, is the high variability during the execution. This gap in education limits the student’s ability to grasp the dynamic nature of project execution, where progress must be tracked, risks mitigated, and baselines for scope, time, and cost frequently adjusted. Since various studies in recent years have described the benefits of gamification in education, a gamified learning tool to enhance project monitoring skills could help in the teaching of the execution process group of a project. The aim of this study is to create a boardgame that uses the best project management and systems engineering practices from the execution and monitoring process groups. In this way, students can use the safe environment provided by the game to gain experience. The boardgame will be based on the best practices and challenges of project management and systems engineering, as well as the best practices of gamification and the interdisciplinary approach. The review also covers a look into previously developed serious games and the best ways to track learning outcomes. The game aims to be customizable to simulate different real-world scenarios to allow for diverse projects in the technical engineering field.

Divergent Design

Stephanie Daugherity — 2025-09-26

This interdisciplinary research project investigates how divergent design choices in video games could have the potential to influence player thinking and challenge oppressive societal systems. Through play, including play in video game simulations, we shape our cultural norms and societal structures (Huizinga, 1955). Baudrillard’s (1994) theories of simulacra and the hyperreal demonstrate how designed media experiences reflect, distort, and ultimately influence societies. Grounded in systems thinking (Meadows, 2008) and Creative Game Studies (Ruffino, 2018; Chess, 2020), this research explores the connections between virtual and real-world systems through an intersectional feminist lens. Using gender representation in character design as an example of a divergent design choice in video game media, the study highlights opportunities for research in digital ethnography and digital sociology to analyze the impact of design decisions on societal structures. The project treats video games as both cultural simulations and pedagogical spaces for questioning patriarchal systems. Drawing from literature on cognitive effects in games—such as creativity, problem-solving, flow, and learning—it positions video games as immersive media uniquely suited for generating player investment and reflective engagement, beyond the passive consumption of traditional media. A pair of case studies includes game titles Satisfactory and Outer Wilds, representing divergent design choices that counter gender norms. These titles serve as sites of inquiry for understanding the connections between divergent video game design choices and experiences that invite player reflection on social systems. These game systems function as experiential learning environments, fostering player metacognition and ethical reasoning. The project explores how informal, incidental learning emerges when players engage with transgressive designs that disrupt social norms. This work bridges disciplines in critical game studies and learning sciences and encourages instilling ethical design principles in game designers of the future. It proposes prospective research pathways using methodologies from mass media studies to further examine the potential implications of game design choices.

Emotional-Driven Gameplay: Exploring Gesture-Based Interactions in XR Environments

Sharmishtha Sen — 2025-09-26

This research dives into the fascinating world of virtual reality (VR) and how gestures can evoke a sense of human-like behaviour, enriching emotional and immersive experiences while fostering empathy. By analysing both subtle and broad body language, the goal is to create a system where gestures can shape our physical and emotional reactions, allowing for more natural and intuitive non-verbal communication. Ultimately, the study aims to enhance empathy through expressive virtual interactions, helping to connect the digital realm with our physical presence.

IMPACT: An Unplugged Board Game to Introduce Programming Concepts in Primary Education

Janine Trütsch — 2025-09-26

Fundamental programming concepts and Computational Thinking (CT) are not sufficiently covered in early primary education in Switzerland, particularly in grades 3 and 4. This gap makes it challenging for students to grasp programming when first introduced in grade 5, as they lack foundational knowledge in sequences, loops, conditions, and events. Without structured exposure to these concepts at an earlier stage, students often struggle with understanding programming logic and syntax when transitioning to coding environments. The IMPACT project addresses this issue by developing an unplugged board game that introduces key programming principles in an engaging and age-appropriate way. Following the Educational Design Research (EDR) approach, the game was developed in an iterative process that involved structured literature review, expert interviews with teachers, and feedback from didactic specialists. The first prototype was evaluated with didactic experts before testing in primary school settings to ensure its pedagogical suitability. The game is designed to be both intuitive and scalable, allowing students to progress through different levels—starting with simple movement commands and advancing towards more complex programming structures such as nested loops, conditional statements, and event-based actions. In the initial qualitative research phase, four teachers participated in semi-structured interviews to explore their expectations, challenges in teaching computational concepts, and potential classroom applications of the game. Their insights were instrumental in refining the game mechanics, ensuring alignment with curriculum goals, and improving usability for both teachers and students. Findings from the second interview (after the game had been played in class) indicate that teachers appreciate the game’s accessibility, adaptability, and effectiveness in preparing students for future programming lessons. Future research will focus on quantitative analysis, extended classroom testing, and further iterations of the game. Additionally, teaching materials and training modules for educators will be developed to support broader implementation. The findings contribute to discussions on game-based learning approaches in computational education, offering practical insights into how unplugged activities can be effectively integrated into the early curriculum.

Meta-Analyzing Experiential Game-Based Learning in Entrepreneurship Education

Tharrenos Bratitsis — 2025-09-26

This paper presents a meta-analysis grounded on a previously conducted systematic literature review on game-based learning (GBL) in Entrepreneurship Education (EE), with a particular focus on comparing the design principles, pedagogical value, and learning outcomes of experiential versus non-experiential game-like methodologies. While existing literature provides rich taxonomies of GBL tools and learning intentions, there is a gap in understanding how differing instructional approaches shape entrepreneurial competence development—particularly in terms of depth, engagement, and transferability of knowledge and skills.

Experiential GBL approaches — such as role-playing scenarios, makerspace projects, entrepreneurial challenges, and serious games — immerse learners in problem-centered, often collaborative environments that mirror real-life entrepreneurial dynamics. These formats emphasize learning through doing, reflection, and iteration, and are deeply rooted in constructivist and transformative learning theories. In contrast, non-experiential approaches — such as gamified quizzes, flashcards, point systems, and digital badges — aim to increase engagement and motivation through extrinsic rewards, but often limit the learner’s active agency and emotional investment in the process.

Our analysis indicates that experiential methodologies consistently show stronger results in fostering higher-order entrepreneurial competencies, such as creativity, opportunity recognition, resilience, and decision-making under uncertainty. These formats promote not only cognitive learning but also personal growth, self-efficacy, and teamwork. However, their implementation requires greater time, instructor preparation, and contextual adaptability. Non-experiential formats offer scalability, consistency, and ease of assessment, making them suitable for foundational knowledge acquisition or large-scale learning environments, yet may lack the depth needed for transformational outcomes.

The paper concludes with implications for course and curriculum design in higher education, drawing on an applied example from a university-level entrepreneurship course that embodies experiential GBL principles. This serves as a case study for translating meta-analytic insights into actionable educational practice and provides a roadmap for educators and institutions seeking to enhance EE through game-based strategies tailored to their specific goals and constraints

The Quest for Learning

Karin Johansson — 2025-09-26

Educational Escape rooms (EERs) foster learning engagement, but have been criticized for promoting extrinsic motivation and shallow learning by overemphasizing game elements. To address this, it is essential to better align game mechanics with desired learning outcomes and consider the relationship between EER interaction design and pedagogical theories. This work combines educational and interaction design methods to improve escape rooms as a pedagogical format. We introduce an escape room design approach here named the quest room, adapted for informal learning at museums. Using a Research-through-Design methodology, we present three digiphysical quest rooms developed and implemented at museums. Further, we propose an edu-interaction framework that combines five lenses of analysis: playification, embodied aspects, sociality, game mechanics, and interactive storytelling, to analyse the quest room exemplars. The study offers insights for designing and evaluating future EERs.

Neuroplastic Reflective Game Design: A Framework Bridging Neuroscience and Game-Based Learning

Anjuman Shaheen — 2025-09-26

This paper introduces Neuroplastic Reflective Game Design (NRGD), a theoretical framework that bridges neuroscience and game-based learning by linking reflective gameplay to underlying neuroplastic mechanisms. Neuroplasticity, the brain’s capacity to reorganise neural connections, underpins learning, memory, and adaptability, yet its potential role in educational design remains underexplored. Reflection, defined as the deliberate evaluation of experience, engages prefrontal and cingulate regions, reinforcing executive functions and long-term retention. Digital games provide fertile ground for embedding structured reflection because they combine immersion, interactivity, and feedback, but their capacity to deliberately support neuroplasticity has not been systematically theorised. A structured literature review synthesised insights from neuroscience, education, and game design. The review revealed that while each domain offers valuable perspectives, such as neural mechanisms of plasticity, pedagogical models of reflection, and game-based scaffolds for metacognition, they remain siloed. Neuroscience often stops at describing mechanisms, education frames reflection as pedagogy without neural grounding, and games emphasise engagement without connecting to brain adaptability. To address this, the study investigates three guiding questions: (1) how reflective game design can be theoretically extended to support neuroplasticity within digital learning environments; (2) which cognitive and neural mechanisms may be activated through reflection in gameplay; and (3) what design principles can be derived to inform future interdisciplinary work. The NRGD framework responds through four cyclical phases (Gameplay, Assessing Conceptualisation, Active Experimentation in Level Up, and Reflective Feedback). Each one is mapped to cognitive functions and neural processes such as long-term potentiation, synaptogenesis, and error-driven adaptive rewiring. An illustrative example in music theory demonstrates how these phases can be operationalised in practice, and a summary table aligns design features with their associated neurocognitive outcomes. The framework offers practical value for educators and instructional designers seeking deeper learning, for game developers aiming to align mechanics with cognitive science, and for neuroscientists and clinicians exploring applications in neurorehabilitation, lifelong learning, and therapy. While conceptual in nature, the framework also identifies directions for empirical validation, methodological refinement, and adaptation across domains. By bridging pedagogy and neuroscience, NRGD establishes a novel theoretical foundation for designing digital games that are both pedagogically effective and biologically grounded.