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Game-Based Learning, Gamification in Education and Serious Games 2023

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A special issue of Computers (ISSN 2073-431X).

Deadline for manuscript submissions: closed (30 June 2024) | Viewed by 39213

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Special Issue Editors

Dr. Carlos Vaz de Carvalho

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Guest Editor

Instituto Superior de Engenharia do Porto, Instituto Politécnico do Porto, 4200-072 Porto, Portugal
Interests: learning technologies; game-based learning; serious games; e-learning; multimedia
Special Issues, Collections and Topics in MDPI journals

Dr. Hariklia Tsalapatas

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Guest Editor

Department of Electrical and Computer Engineering, University of Thessaly, 38333 Volos, Greece
Interests: serious games; game-based learning; assessment and evaluation; design thinking
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Ricardo Baptista

E-Mail Website
Guest Editor

INESC TEC – Instituto de Engenharia de Sistemas e Computadores, Tecnologia e Ciência, ISCE Douro – Instituto Superior de Ciências da Educação do Douro, Universidade Aberta, 1269-001 Lisboa, Portugal
Interests: serious games; game-based learning; assessment and evaluation; virtual reality

Special Issue Information

Dear Colleagues,

Video games are highly immersive applications that keep the players in a state of focused motivation as they are always looking to overcome challenges and reach goals. Video games have a huge impact on many social, cultural, and economic aspects of our society, far beyond their intrinsic entertainment value—new forms of interaction and communication in online multiplayer games, the millions of viewers of professional e-sport competitions, the huge following of gaming streamers on social channels such as Twitch, the communities of players that are formed around a specific title, and the size of the industry itself are just some examples of the impact of games in modern life.

Serious games explore the impact of games and the inherent motivation and immersion of players for other “serious” objectives, such as education, marketing, social awareness, health and care, research, etc. Education and training are the areas with more (successful) examples of the use of serious games (designated more commonly as educational games). The term game-based learning refers precisely to pedagogical processes based on the design, development, and use of games created to accomplish specific learning objectives. Gamification, understood as the application of game principles, elements and mechanics in other non-game contexts has also been extensively used in education to reinforce the motivation of learners.

This Special Issue aims to present and discuss new advances in game-based learning, gamification in education and serious games in general that can enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We invite publications referring to new scientific approaches, results from experiments, and real-life applications. Topics of interest include but are not limited to the following:

Serious games;
Game-based learning;
Gamification in education;
Advergames;
Exergames;
Pervasive games;
Awareness-raising games;
Models and practices with serious games;
New technologies for serious games:
Assessment and evaluation of serious games;
The psychology of serious games;
Social and collaborative games;
Security and confidentiality in serious games;
Case studies in serious games.

Dr. Carlos Vaz de Carvalho
Dr. Hariklia Tsalapatas
Prof. Dr. Ricardo Baptista
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Computers is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

game-based learning
gamification
serious games
educational games

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Published Papers (11 papers)

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Research

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21 pages, 8891 KiB

Open AccessArticle

Creating a Newer and Improved Procedural Content Generation (PCG) Algorithm with Minimal Human Intervention for Computer Gaming Development

by Lazaros Lazaridis and George F. Fragulis

Computers 2024, 13(11), 304; https://doi.org/10.3390/computers13110304 - 20 Nov 2024

Viewed by 643

Abstract

Procedural content generation (PCG) algorithms have become increasingly vital in video games developed by small studios due to their ability to save time while creating diverse and engaging environments, significantly enhancing replayability by ensuring that each gameplay experience is distinct. Previous research has demonstrated the effectiveness of PCG in generating various game elements, such as levels and weaponry, with unique attributes across different playthroughs. However, these studies often face limitations in processing efficiency and adaptability to real-time applications. The current study introduces an improved spawn algorithm designed for 2D map generation, capable of creating maps with multiple room sizes and a decorative object. Unlike traditional methods that rely solely on agent-based evaluations, this constructive algorithm emphasizes reduced processing power, making it suitable for generating small worlds in real time, particularly during loading screens. Our findings highlight the algorithm’s potential to streamline game development processes, especially in resource-constrained environments, while maintaining high-quality content generation. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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15 pages, 3941 KiB

Open AccessArticle

An Educational Escape Room Game to Develop Cybersecurity Skills

by Alessia Spatafora, Markus Wagemann, Charlotte Sandoval, Manfred Leisenberg and Carlos Vaz de Carvalho

Computers 2024, 13(8), 205; https://doi.org/10.3390/computers13080205 - 19 Aug 2024

Viewed by 1350

Abstract

The global rise in cybercrime is fueled by the pervasive digitization of work and personal life, compounded by the shift to online formats during the COVID-19 pandemic. As digital channels flourish, so too do the opportunities for cyberattacks, particularly those exposing small and medium-sized enterprises (SMEs) to potential economic devastation. These businesses often lack comprehensive defense strategies and/or the necessary resources to implement effective cybersecurity measures. The authors have addressed this issue by developing an Educational Escape Room (EER) that supports scenario-based learning to enhance cybersecurity awareness among SME employees, enabling them to handle cyber threats more effectively. By integrating hands-on scenarios based on real-life examples, the authors aimed to improve the knowledge retention and the operational performance of SME staff in terms of cybersafe practices. The results achieved during pilot testing with more than 200 participants suggest that the EER approach engaged the trainees and boosted their cybersecurity awareness, marking a step forward in cybersecurity education. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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29 pages, 3409 KiB

Open AccessArticle

Training and Certification of Competences through Serious Games

by Ricardo Baptista, António Coelho and Carlos Vaz de Carvalho

Computers 2024, 13(8), 201; https://doi.org/10.3390/computers13080201 - 15 Aug 2024

Viewed by 1096

Abstract

The potential of digital games, when transformed into Serious Games (SGs), Games for Learning (GLs), or game-based learning (GBL), is truly inspiring. These forms of games hold immense potential as effective learning tools as they have a unique ability to provide challenges that align with learning objectives and adapt to the learner’s level. This adaptability empowers educators to create a flexible and customizable learning experience, crucial in acquiring knowledge, experience, and professional skills. However, the lack of a standardised design methodology for challenges that promote skill acquisition often hampers the effectiveness of games-based training. The four-step Triadic Certification Method directly responds to this challenge, although implementing it may require significant resources and expertise and adapting it to different training contexts may be challenging. This method, built on a triadic of components: competencies, mechanics, and training levels, offers a new approach for game designers to create games with embedded in-game assessment towards the certification of competencies. The model combines the competencies defined for each training plan with the challenges designed for the game on a matrix that aligns needs and levels, ensuring a comprehensive and practical learning experience. The practicality of the model is evident in its ability to balance the various components of a certification process. To validate this method, a case study was developed in the context of learning how to drive, supported by a game coupled with a realistic driving simulator. The real time collection of game and training data and its processing, based on predefined settings, learning metrics (performance) and game elements (mechanics and parameterisations), defined by both experts and game designers, makes it possible to visualise the progression of learning and to give visual and auditory feedback to the student on their behaviour. The results demonstrate that it is possible use the data generated by the player and his/her interaction with the game to certify the competencies acquired. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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34 pages, 18856 KiB

Open AccessArticle

Creating Location-Based Augmented Reality Games and Immersive Experiences for Touristic Destination Marketing and Education

by Alexandros Kleftodimos, Athanasios Evagelou, Stefanos Gkoutzios, Maria Matsiola, Michalis Vrigkas, Anastasia Yannacopoulou, Amalia Triantafillidou and Georgios Lappas

Computers 2023, 12(11), 227; https://doi.org/10.3390/computers12110227 - 7 Nov 2023

Cited by 6 | Viewed by 4395

Abstract

The aim of this paper is to present an approach that utilizes several mixed reality technologies for touristic promotion and education. More specifically, mixed reality applications and games were created to promote the mountainous areas of Western Macedonia, Greece, and to educate visitors on various aspects of these destinations, such as their history and cultural heritage. Location-based augmented reality (AR) games were designed to guide the users to visit and explore the destinations, get informed, gather points and prizes by accomplishing specific tasks, and meet virtual characters that tell stories. Furthermore, an immersive lab was established to inform visitors about the region of interest through mixed reality content designed for entertainment and education. The lab visitors can experience content and games through virtual reality (VR) and augmented reality (AR) wearable devices. Likewise, 3D content can be viewed through special stereoscopic monitors. An evaluation of the lab experience was performed with a sample of 82 visitors who positively evaluated features of the immersive experience such as the level of satisfaction, immersion, educational usefulness, the intention to visit the mountainous destinations of Western Macedonia, intention to revisit the lab, and intention to recommend the experience to others. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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19 pages, 3321 KiB

Open AccessArticle

Prospective ICT Teachers’ Perceptions on the Didactic Utility and Player Experience of a Serious Game for Safe Internet Use and Digital Intelligence Competencies

by Aikaterini Georgiadou and Stelios Xinogalos

Computers 2023, 12(10), 193; https://doi.org/10.3390/computers12100193 - 26 Sep 2023

Viewed by 1463

Abstract

Nowadays, young students spend a lot of time playing video games and browsing on the Internet. Using the Internet has become even more widespread for young students due to the COVID-19 pandemic lockdown, which resulted in transferring several educational activities online. The Internet and generally the digital world that we live in offers many possibilities in our everyday lives, but it also entails dangers such as cyber threats and unethical use of personal data. It is widely accepted that everyone, especially young students, should be educated on safe Internet use and should be supported on acquiring other Digital Intelligence (DI) competencies as well. Towards this goal, we present the design and evaluation of the game “Follow the Paws” that aims to educate primary school students on safe Internet use and support them in acquiring relevant DI competencies. The game was designed taking into account relevant literature and was evaluated by 213 prospective Information and Communication Technology (ICT) teachers. The participants playtested the game and evaluated it through an online questionnaire that was based on validated instruments proposed in the literature. The participants evaluated positively to the didactic utility of the game and the anticipated player experience, while they highlighted several improvements to be taken into consideration in a future revision of the game. Based on the results, proposals for further research are presented, including DI competencies detection through the game and evaluating its actual effectiveness in the classroom. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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20 pages, 2593 KiB

Open AccessArticle

Evaluating Video Games as Tools for Education on Fake News and Misinformation

by Ruth S. Contreras-Espinosa and Jose Luis Eguia-Gomez

Computers 2023, 12(9), 188; https://doi.org/10.3390/computers12090188 - 21 Sep 2023

Cited by 3 | Viewed by 3331

Abstract

Despite access to reliable information being essential for equal opportunities in our society, current school curricula only include some notions about media literacy in a limited context. Thus, it is necessary to create scenarios for reflection on and a well-founded analysis of misinformation. Video games may be an effective approach to foster these skills and can seamlessly integrate learning content into their design, enabling achieving multiple learning outcomes and building competencies that can transfer to real-life situations. We analyzed 24 video games about media literacy by studying their content, design, and characteristics that may affect their implementation in learning settings. Even though not all learning outcomes considered were equally addressed, the results show that media literacy video games currently on the market could be used as effective tools to achieve critical learning goals and may allow users to understand, practice, and implement skills to fight misinformation, regardless of their complexity in terms of game mechanics. However, we detected that certain characteristics of video games may affect their implementation in learning environments, such as their availability, estimated playing time, approach, or whether they include real or fictional worlds, variables that should be further considered by both developers and educators. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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22 pages, 1783 KiB

Open AccessArticle

FGPE+: The Mobile FGPE Environment and the Pareto-Optimized Gamified Programming Exercise Selection Model—An Empirical Evaluation

by Rytis Maskeliūnas, Robertas Damaševičius, Tomas Blažauskas, Jakub Swacha, Ricardo Queirós and José Carlos Paiva

Computers 2023, 12(7), 144; https://doi.org/10.3390/computers12070144 - 21 Jul 2023

Cited by 4 | Viewed by 3753

Abstract

This paper is poised to inform educators, policy makers and software developers about the untapped potential of PWAs in creating engaging, effective, and personalized learning experiences in the field of programming education. We aim to address a significant gap in the current understanding of the potential advantages and underutilisation of Progressive Web Applications (PWAs) within the education sector, specifically for programming education. Despite the evident lack of recognition of PWAs in this arena, we present an innovative approach through the Framework for Gamification in Programming Education (FGPE). This framework takes advantage of the ubiquity and ease of use of PWAs, integrating it with a Pareto optimized gamified programming exercise selection model ensuring personalized adaptive learning experiences by dynamically adjusting the complexity, content, and feedback of gamified exercises in response to the learners’ ongoing progress and performance. This study examines the mobile user experience of the FGPE PLE in different countries, namely Poland and Lithuania, providing novel insights into its applicability and efficiency. Our results demonstrate that combining advanced adaptive algorithms with the convenience of mobile technology has the potential to revolutionize programming education. The FGPE+ course group outperformed the Moodle group in terms of the average perceived knowledge (M = 4.11, SD = 0.51). Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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20 pages, 985 KiB

Open AccessArticle

Adaptive Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students’ Motivation

by Alkinoos-Ioannis Zourmpakis, Michail Kalogiannakis and Stamatios Papadakis

Computers 2023, 12(7), 143; https://doi.org/10.3390/computers12070143 - 18 Jul 2023

Cited by 21 | Viewed by 10765

Abstract

In recent years, gamification has captured the attention of researchers and educators, particularly in science education, where students often express negative emotions. Gamification methods aim to motivate learners to participate in learning by incorporating intrinsic and extrinsic motivational factors. However, the effectiveness of gamification has yielded varying outcomes, prompting researchers to explore adaptive gamification as an alternative approach. Nevertheless, there needs to be more research on adaptive gamification approaches, particularly concerning motivation, which is the primary objective of gamification. In this study, we developed and tested an adaptive gamification environment based on specific motivational and psychological frameworks. This environment incorporated adaptive criteria, learning strategies, gaming elements, and all crucial aspects of science education for six classes of third-grade students in primary school. We employed a quantitative approach to gain insights into the motivational impact on students and their perception of the adaptive gamification application. We aimed to understand how each game element experienced by students influenced their motivation. Based on our findings, students were more motivated to learn science when using an adaptive gamification environment. Additionally, the adaptation process was largely successful, as students generally liked the game elements integrated into their lessons, indicating the effectiveness of the multidimensional framework employed in enhancing students’ experiences and engagement. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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22 pages, 3776 KiB

Open AccessArticle

Preschool Children’s Metaphoric Perceptions of Digital Games: A Comparison between Regions

by Elçin Yazıcı Arıcı, Michail Kalogiannakis and Stamatios Papadakis

Computers 2023, 12(7), 138; https://doi.org/10.3390/computers12070138 - 11 Jul 2023

Cited by 8 | Viewed by 2313

Abstract

Preschoolers now play digital games on touch screens, e-toys and electronic learning systems. Although digital games have an important place in children’s lives, there needs to be more information about the meanings they attach to games. In this context, the research aims to determine the perceptions of preschool children studying in different regions of Turkey regarding digital games with the help of metaphors. Four hundred twenty-one preschool children studying in seven regions of Turkey participated in the research. The data were collected through the “Digital Game Metaphor Form” to determine children’s perceptions of digital games and through “Drawing and Visualization”, which comprises the symbolic pictures children draw of their feelings and thoughts. Phenomenology, a qualitative research model, was used in this study. The data were analyzed using the content analysis method. When the data were evaluated, the children had produced 421 metaphors collected in the following seven categories: “Nature Images, Technology Images, Fantasy/Supernatural Images, Education Images, Affective/Motivational Images, Struggle Images, and Value Images”. When evaluated based on regions, the Black Sea Region ranked first in the “Fantasy/Supernatural Images and Affective/Motivational Images” categories. In contrast, the Central Anatolia Region ranked first in the “Technology Images and Education Images” categories, and the Marmara Region ranked first in the “Nature Images and Value Images” categories. In addition, it was determined that the Southeast Anatolia Region ranks first in the “Struggle Images” category. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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15 pages, 954 KiB

Open AccessArticle

Stealth Literacy Assessments via Educational Games

by Ying Fang, Tong Li, Linh Huynh, Katerina Christhilf, Rod D. Roscoe and Danielle S. McNamara

Computers 2023, 12(7), 130; https://doi.org/10.3390/computers12070130 - 25 Jun 2023

Cited by 1 | Viewed by 2392

Abstract

Literacy assessment is essential for effective literacy instruction and training. However, traditional paper-based literacy assessments are typically decontextualized and may cause stress and anxiety for test takers. In contrast, serious games and game environments allow for the assessment of literacy in more authentic and engaging ways, which has some potential to increase the assessment’s validity and reliability. The primary objective of this study is to examine the feasibility of a novel approach for stealthily assessing literacy skills using games in an intelligent tutoring system (ITS) designed for reading comprehension strategy training. We investigated the degree to which learners’ game performance and enjoyment predicted their scores on standardized reading tests. Amazon Mechanical Turk participants (n = 211) played three games in iSTART and self-reported their level of game enjoyment after each game. Participants also completed the Gates–MacGinitie Reading Test (GMRT), which includes vocabulary knowledge and reading comprehension measures. The results indicated that participants’ performance in each game as well as the combined performance across all three games predicted their literacy skills. However, the relations between game enjoyment and literacy skills varied across games. These findings suggest the potential of leveraging serious games to assess students’ literacy skills and improve the adaptivity of game-based learning environments. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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Review

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23 pages, 671 KiB

Open AccessReview

Usage of Gamification Techniques in Software Engineering Education and Training: A Systematic Review

by Vincenzo Di Nardo, Riccardo Fino, Marco Fiore, Giovanni Mignogna, Marina Mongiello and Gaetano Simeone

Computers 2024, 13(8), 196; https://doi.org/10.3390/computers13080196 - 14 Aug 2024

Viewed by 2691

Abstract

Gamification, the integration of game design elements into non-game contexts, has gained prominence in the software engineering education and training realm. By incorporating elements such as points, badges, quests, and challenges, gamification aims to motivate and engage learners, potentially transforming traditional educational methods. This paper addresses the gap in systematic evaluations of gamification’s effectiveness in software engineering education and training by conducting a comprehensive literature review of 68 primary studies. This review explores the advantages of gamification, including active learning, individualized pacing, and enhanced collaboration, as well as the psychological drawbacks such as increased stress and responsibility for students. Despite the promising results, this study highlights that gamification should be considered a supplementary tool rather than a replacement for traditional teaching methods. Our findings reveal significant interest in integrating gamification in educational settings, driven by the growing need for digital content to improve learning. Full article

(This article belongs to the Special Issue Game-Based Learning, Gamification in Education and Serious Games 2023)

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