Gamification and Serious Games Applications in Immersive Learning Environments

Dear Colleagues,

In the realm of education and training, the rise of advanced computer graphics and game engine software and the development of embodied, immersive interfaces have allowed practitioners to explore complex playful and gameful approaches [1] to system architecture and instructional design towards interventional sophistication. Technologies such as augmented reality (AR) and virtual reality (VR) have been utilized to craft gamified simulations, role-plays, and games with serious purposes [2]. Serious games such as escape rooms (ERs) can be designed in AR and VR to provide immersive learning experiences [3] both in STEM-related (science, technology, engineering, mathematics) fields and in the arts [4,5].

The Metaverse, as a seamless spatial computing bridge between physicality and virtuality, can provide a new frontier for meaningful integration of gamification practices in several fields and sectors [6,7]. As technology advances, it is expected that this innovative solution will be mediated by smart wearable devices, headsets, and even brain–computer interfaces with multiple sensors. These devices can provide additional user inputs that can be quantified and shared. The utilization of multi-user, social virtual worlds in the Metaverse is aligned with the proposed future gamification research agenda encompassing individualistic incentives towards communal motivation and collaborative engagement [8].

Therefore, this Special Issue aims to broaden our understanding of innovative applications of gamification and serious games within these immersive learning environments. To this end, we invite prospective authors to contribute original empirical research and in-depth reviews.

References

1. Christopoulos, A.; Mystakidis, S. Gamification in Education. Encyclopedia 2023, 3, 1223–1243, doi:10.3390/encyclopedia3040089.
2. Pinto, R.D.; Peixoto, B.; Melo, M.; Cabral, L.; Bessa, M. Foreign Language Learning Gamification Using Virtual Reality—A Systematic Review of Empirical Research. Education Sciences 2021, 11, 222, doi:10.3390/educsci11050222.
3. Mystakidis, S.; Lympouridis, V. Immersive Learning. Encyclopedia 2023, 3, 396–405, doi:10.3390/encyclopedia3020026.
4. Christopoulos, A.; Mystakidis, S.; Cachafeiro, E.; Laakso, M.-J. Escaping the Cell: Virtual Reality Escape Rooms in Biology Education. Behaviour & Information Technology 2023, 42, 1434–1451, doi:10.1080/0144929X.2022.2079560.
5. Mystakidis, S.; Besharat, J.; Papantzikos, G.; Christopoulos, A.; Stylios, C.; Agorgianitis, S.; Tselentis, D. Design, Development, and Evaluation of a Virtual Reality Serious Game for School Fire Preparedness Training. Education Sciences 2022, 12, 281, doi:10.3390/educsci12040281.
6. Park, S.-M.; Kim, Y.-G. A Metaverse: Taxonomy, Components, Applications, and Open Challenges. IEEE Access 2022, 10, 4209–4251, doi:10.1109/ACCESS.2021.3140175.
7. Mystakidis, S. Metaverse. Encyclopedia 2022, 2, 486–497, doi:10.3390/encyclopedia2010031.
8. Koivisto, J.; Hamari, J. The Rise of Motivational Information Systems: A Review of Gamification Research. International Journal of Information Management 2019, 45, 191–210, doi:10.1016/j.ijinfomgt.2018.10.013.

Dr. Athanasios Christopoulos
Prof. Dr. Stylianos Mystakidis
Guest Editors

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