Search Results (800)

Background/Objectives: Simulation-based education often lacks personalization, focusing on technical competence rather than individual student profiles. This protocol describes a study designed to evaluate whether adapting gamified narratives to nursing students’ personality profiles has the potential to support academic performance in obstetrics. This study aims to validate the integration of psychometric profiling and AI as a sustainable strategy for personalized clinical training. Methods: A cluster-randomized controlled longitudinal pilot trial will be conducted at the University of Atlántico Medio. The protocol has been submitted for registration at ClinicalTrials.gov (Registration Pending). Thirty-eight second-year nursing students meeting inclusion criteria (excluding repeaters or those with prior specialized training) will be assigned by natural practice to either a control group (generic gamification) or an experimental group (gamification adapted according to Player Personality and Dynamics Scale profiles using AI-generated content). The intervention comprises four clinical simulation sessions focusing on pregnancy and childbirth, which are managed via the Wix platform. The primary outcome is academic performance, measured as “Learning Gain” (post-test scores minus pre-test scores). Secondary outcomes include student satisfaction measured via the Gameful Experience Scale. Data will be analyzed using Mann–Whitney U tests to compare overall efficacy and intragroup evolution. To minimize observer bias, knowledge assessments will utilize automated, objective scoring, and participants will be blinded to the study hypothesis. Expected Outcomes: The study aims to establish the technical and pedagogical feasibility of integrating AI-adapted narratives into nursing curricula. It is anticipated that the personalized approach will show positive trends in learning gains and engagement patterns, providing a baseline for larger multicenter trials. Conclusions: This protocol presents a framework for “Precision Education” in nursing, shifting from “one-size-fits-all” simulations to student-centered adaptive training. The use of Generative AI makes such personalization sustainable and cost-effective for health science faculties. Full article

This study investigated waste segregation awareness and behavior, developed awareness-promoting activities, and evaluated their effectiveness among lower secondary school students in Phitsanulok Province, Thailand. The research was conducted in three phases: Phase I involved baseline data collection using interviews and structured observations. Phase II focused on developing awareness-promoting activities, including training workshops, printed public relations materials, video-based learning, and game-based waste segregation. Phase III evaluated the effectiveness of interventions using a pre-test–post-test design. The research instruments included awareness and behavior questionnaires, behavior observation forms, and records of segregated solid waste quantities. The results showed significant increases in awareness and waste segregation behavior scores after the intervention across all activity types (all p < 0.001). The mean awareness scores increased from 10.27 to 12.74 (p < 0.01), and mean waste segregation behavior scores increased from 11.82 to 13.64 (p < 0.001). However, after adjustment for pre-intervention scores and school, no significant differences were observed among activity types. Higher awareness levels were positively associated with improved waste segregation behavior, as reflected by changes in waste quantity and composition. These findings indicate that awareness-promoting activities can effectively enhance source-based waste management practices and may be applied in similar municipal and educational contexts. Full article

Digital serious games are increasingly recognised as valuable tools for fostering student engagement and supporting active learning processes in formal educational contexts. Within the field of heritage education, however, empirical evidence concerning teacher-created games and their pedagogical effects remains limited. This study examines the educational impact of a digital serious game designed by teachers using RPG Maker MV to support the teaching of Social Sciences and local cultural heritage. The game, Misterios de Olivenza, integrates historical, geographical, and cultural content related to the municipality of Olivenza (Extremadura, Spain) through exploratory gameplay and problem-based activities. The research involved 86 primary education students aged 10–13 and employed a validated questionnaire to analyse gameplay experience, motivation, and self-perceived learning, with attention to age and gender differences. Results indicate high levels of enjoyment, motivation, and perceived learning, with no statistically significant differences by gender and limited age-related variation. A moderate positive correlation was identified between motivation and self-perception of learning, suggesting that engagement plays a key role in students’ educational experience. The findings highlight the pedagogical potential of teacher-created serious games for heritage education, while underscoring the importance of careful curricular integration and adequate scaffolding to maximise educational effectiveness. Full article

Cultural heritage, in all its tangible and intangible expressions, is undergoing a process of renewal driven by the integration of digital technologies and participatory approaches. This study presents a pilot project developed within the SAMOTHRACE Fundation, focused on the design of a Serious Game dedicated to the Norman Castle of Aci Castello in Sicily. The project explores how game-based learning and interactive storytelling can enhance visitor engagement, accessibility, and understanding of small-scale heritage sites that are often excluded from major cultural circuits. Using Unity and Blender, the prototype combines historical research, 3D reconstruction, and narrative interaction to transform the castle into an immersive educational environment. This initial phase also served as the basis for an academic thesis, laying the methodological groundwork for future expansion and evaluation. The results of this pilot provide preliminary quantitative evidence that serious games can support cultural communication strategies, foster emotional engagement, and stimulate curiosity toward minor heritage sites, while remaining compatible with the constraints of modest institutions. Ultimately, the project illustrates how even modest institutions can leverage digital innovation to revitalize their heritage assets, promote inclusive participation, and explore new models of interactive archaeology and community-centered cultural engagement. Full article

Teaching is widely recognized as a highly stressful profession, and recent educational changes have further increased the pressure on teachers to manage demanding classroom situations while adapting to new technologies. To address this challenge, the present study examines the feasibility and user acceptance of XRSkills, a virtual reality serious game designed to strengthen teachers’ coping and problem-solving strategies through realistic school-based scenarios. A feasibility evaluation was conducted with teachers from all school grades and students from multiple European countries, combining a standardized usability measure with open-ended feedback on the game experience. Overall results indicate that XRSkills achieved a good level of usability and was generally perceived as engaging and relevant, particularly for in-service teachers. Participants appreciated the game format and learning approach, while also reporting areas for improvement such as clearer guidance, richer content, and smoother technical performance. These findings support the potential of virtual reality serious games as a practical and scalable training pathway to help teachers rehearse responses to stressors in a safe environment, while also fostering confidence in using immersive technologies for professional development. Full article

Adolescents are heavy users of digital media but often lack critical skills, increasing their vulnerability to harmful online content. The integration of game elements into learning and training offers a promising strategy to support positive behavioural change and strengthen adolescents’ skills. This paper describes the development of a conceptual framework for Dress-DIGITARIAN, a serious game aimed at improving health literacy, coping skills, and self-esteem, grounded in Self-Determination Theory (SDT). The framework was constructed to generate higher-order understanding through a multi-level process: analyzing general theory (SDT), integrating mid-range models (the Octalysis framework), and incorporating empirical insights derived from two data collection phases with the target population. This integrative approach informed and guided the game’s design through participatory methods. Developed through collaboration between schools and research institutions, this approach bridges theory and practice by aligning game mechanics with adolescents’ psychological needs. It also underscores the value of involving adolescents in research, not only to enhance scientific rigour but also to empower them as agents of change capable of contributing to health promotion policies and educational innovation. This study does not report the results of a completed intervention or outcome evaluation, which will be conducted in the sixth phase at the end of the current school year. Future research is needed to assess the model’s effectiveness and scalability and to identify areas for further refinement. Full article

Given the persistent challenges in promoting pro-environmental behavior and student engagement in higher education, particularly in environmental courses, this study examines the effects of creative teaching strategies—specifically icebreaker games and activities—on cognitive understanding, attitudes, and pro-environmental behaviors among first-year university students in environmental education. Grounded in the Green Competency framework and game-based learning theory, the study addresses an empirical gap concerning the sustained impacts of active learning approaches. A Solomon four-group experimental design was employed with 200 students enrolled in the Environmental Society course at Rajamangala University of Technology Thanyaburi (RMUTT). Pre- and post-tests assessed changes across the three learning domains. ANOVA and Scheffé post hoc analyses revealed statistically significant improvements in cognition, attitudes, and behaviors among students exposed to the intervention, particularly those receiving both pre-testing and innovative instruction. Regression analysis indicated that cognitive understanding was the strongest predictor of pro-environmental behavior (β = 0.531, p < 0.001), while demographic variables showed no significant influence. The findings demonstrate that well-designed icebreaker activities can enhance student engagement and foster lasting behavioral change when aligned with course objectives. This study contributes to the sustainability education literature by linking active pedagogy, emotional engagement, and behavioral outcomes and offers practical implications for student-centered curriculum design in higher education. Full article

Although child-centred approaches are increasingly adopted in disaster risk reduction (DRR) education, cultural heritage remains largely absent from pedagogical models addressing risk, agency, and community belonging. This study explores how heritage-based experiential learning can support young children’s cognitive, emotional, and civic development in DRR contexts. A qualitative intrinsic case study was conducted with 18 pupils (ages 8–9) in a primary school in Ravenna, Italy, through a four-session intervention grounded in Learning-by-Doing and Play-Based Learning. Activities included risk identification games, tableaux vivants, archaeological puzzles, and a simulated triage of heritage objects. Data from structured observations, teacher notes, children’s artefacts, and feedback discussions were analysed through qualitative content analysis. Findings indicate that experiential, embodied, and collaborative tasks facilitated children’s understanding of risk, promoted metacognitive reflection, and nurtured an emerging sense of responsibility toward cultural heritage. Heritage provided a meaningful learning context that supported emotional engagement, sense-making, and early civic agency. The study highlights the pedagogical value of integrating cultural heritage into DRR education and suggests avenues for extending holistic, community-relevant learning in early childhood. Full article

This study co-designed and developed multimodal educational games in collaboration with parents and teachers to engage girls in STEM from early childhood onward. Recent studies examine the supportive and complementary role of digital educational technology, such as multimodal games, in engaging girls in STEM education during primary and secondary schooling. Different skills, such as computational thinking, mathematical and scientific skills, can be developed via simulations, models, narrative-rich videos, and digital games. However, there is limited research on how parents and teachers perceive how multimodal games can engage children, especially girls in STEM, in early years learning environments, both at home and in formal educational classroom play-based learning contexts. Employing a multi-case study approach, the study conducted focus group discussions (N = 10) with 15 parents and 15 teachers of children from birth to 8 years of age. The theoretical framework underpinning Bronfenbrenner’s socioecological lens guided the thematic data analysis, particularly acknowledging theoretical ideas that a young girl’s natural learning environment comprises parents, siblings, peers, and early childhood professionals (e.g., educators) who play an essential role in the development of a child’s early STEM engagement. Findings indicate the essential role of the pedagogue (both parents and educators), with multimodal technologies (games) acting as the third teacher, being critical in scaffolding girls’ early STEM education by capitalising on multimodal learning environments. Implications pertain to designing hands-on, multimodal games that enable children to engage seamlessly with science and mathematics concepts through a variety of design features, including problem-solving, doing, constructing, role-play, and gamification. Full article

Game-based learning approaches, particularly escape room games (ERGs), have gained increasing attention in mathematics and STEM education due to their theoretical potential to foster engagement, interest, positive attitudes, communication, teamwork, and problem-solving skills. This paper presents a theoretical and design-based conceptual analysis of educational ERGs (EERGs) within mathematics education, where issues of interest, engagement, negative attitudes and limited real-world relevance remain persistent challenges. This paper aims to develop a socio-constructivist conceptual and design framework for EERGs by synthesizing relevant educational theory, research literature and professional game design practice. Based on literature and design-informed analysis, the paper proposes a classification of puzzle types and structural configurations, analyzing the epistemic mechanisms through which these elements are theoretically expected to foster student competencies and dispositions such as positive attitudes towards learning, collaboration, communication, problem-solving and engagement. The paper also presents an author-developed game prototype as an illustrative design heuristic derived from the conceptual framework and professional practice. Finally, the paper discusses theoretical advantages and limitations considering methodological, organizational, technical and pedagogical aspects. The contribution of this study comes from an interdisciplinary understanding of EERGs, and a conceptual and design framework intended to inform future design-based and empirical research on EERGs. Full article

This study aimed to evaluate the effectiveness of the CONGA game, an interactive and gamified digital tool that uses AI-generated or manually created questions with feedback, to improve colon cancer literacy among tenth- semester Software Engineering students at the University of Guayaquil. Grounded in Paulo Freire’s critical pedagogy, CONGA operationalizes the concept of “conscientização” (critical consciousness awakening) by engaging learners in dialogical reflection on medical myths and encouraging critical evaluation of health information sources. This work addresses an age group—emerging adulthood—that is often overlooked in cancer prevention campaigns despite increasing cancer incidence in this population. The game incorporates an adaptive engine that personalizes difficulty and scoring based on player performance, enhancing engagement and learning personalization. A controlled experiment compared the game-based intervention with traditional lecture-based instruction, using pre- and post-test assessments to measure knowledge gains and misconception reduction. Results demonstrated that the CONGA group achieved a significantly higher post-test correct response rate of 82%, compared to 57% in the traditional instruction group, and showed a 70.4% reduction in incorrect responses versus 42.4% in the control group. These findings indicate that CONGA’s adaptive, feedback-driven design was more effective in enhancing short-term knowledge acquisition and immediate conceptual clarification following a single session. The study concludes that, based on immediate post-intervention assessments, gamified learning represents a scalable and engaging pedagogical strategy for colon cancer literacy, particularly in our local younger population. However, these results reflect short-term learning gains measured immediately after a single session, and further research is needed to evaluate long-term knowledge acquisition. Full article

As Education for environmental resilience increasingly adopts Game-based learning (GBL) to address climate challenges, a critical ambiguity remains regarding how learning outcomes are structured. While games effectively enhance learner engagement, it is unclear whether this affective participation translates into the higher-order competency of sustainable climate resilience. To address this, this study followed PRISMA guidelines to conduct a systematic literature review (SLR) of 175 studies published between 2015 and 2025. We adopted a hierarchical taxonomy to code outcomes, distinguishing between affective precursors (empathy), cognitive foundations (systems thinking), and the ultimate goal of resilience (adaptive action competence). The macro-analysis indicated that although the complexity of game simulations has risen, evaluations often remain arrested at the motivational level due to a disjunction between game affordances and instructional support. Multi-level coding further reveals that specific mechanisms, such as dynamic perturbation, spatio-temporal feedback, and resource trade-offs, provide the structural scaffolding necessary to elevate learning from shallow empathy to cognitive resilience. Based on these findings, we propose the Game–Teacher–Resilience (GTR) Framework, arguing that transformative education requires coupling specific mechanics with pedagogical intervention to bridge the gap between engagement and resilience. Full article

Design Thinking (DT) has been widely promoted as a creative, human-centred approach for engaging students with real-world problems. Yet, research consistently shows that DT in mainstream schooling often struggles with ambiguity, superficial engagement with socio-scientific issues, weak integration of disciplinary knowledge, and epistemological tensions with school learning. In this paper, we examine whether DT can become more effective and educationally meaningful when enacted through a socio-constructionist environment using digital media as both design tools and design products. Drawing on a school-based intervention with 70 students using ChoiCo—an open-source digital authoring system for creating socio-scientific games—we analysed critical incidents of student interaction to explore how constructionist digital media mediate reasoning, collaboration, and conceptual development. Our findings show that ChoiCo supports conceptual clarity, iterative refinement, and epistemic grounding by requiring students to encode ideas into rules, thresholds, and consequences. The system’s malleability and embedded feedback align with a special socio-constructionist DT model developed through a multi-organisational European Research and Innovation Project ExtenDT2, enabling rapid prototyping and collaborative meaning-making. We argue that socio-constructionist DT offers a promising way to address long-standing shortcomings of DT in education, shifting the focus from producing polished artefacts to engaging in meaningful, iterative, and epistemically rich design activity. Implications for curriculum design, teacher practice, and the integration of constructionist digital media in DT pedagogy are discussed. Full article

In the digital era, industries increasingly demand innovation and problem-solving capabilities, making cross-disciplinary integration and creative thinking essential competencies for information management professionals. Although previous studies have shown that Problem-Based Learning (PBL) enhances students’ problem-solving abilities and proactive learning behaviors, its effectiveness in supporting creative extension and conceptual deepening remains limited without structured thinking frameworks. To address this issue, this study integrated PBL with a Two-Tier Mandala Thinking approach based on a nine-grid structure. The proposed method combines first-tier divergent thinking with second-tier spiral convergence to guide students in establishing conceptual foundations, differentiating ideas, and refining design directions. A quasi-experimental study was conducted in a course in which students completed a game design task using either the Two-Tier Mandala Thinking Method or conventional brainstorming strategies. Quantitative results indicate that students in the Mandala Thinking group significantly outperformed those in the brainstorming group across three learning performance metrics. Qualitative findings further revealed that students using the proposed approach exhibited enhanced creative self-efficacy and greater confidence in their creative outcomes. Overall, integrating Two-Tier Mandala Thinking into PBL effectively supported the experimental group in structuring and developing in-depth creative thinking processes, providing empirical evidence for its application in innovation-oriented information education. Full article

This work explores user needs for educational games and gamification that incorporates Generative Artificial Intelligence (GenAI). As GenAI is increasingly incorporated in educational settings, we must consider both the wide-spanning literature on gamification and games that have been shown to benefit learning, and characterize the needs and desires of relevant stakeholders in developing educational games that incorporate GenAI generally, and specifically for higher education. A mixed-methods questionnaire inquired 345 undergraduate students about their perceptions, use patterns, needs, and desires related to GenAI, educational and non-educational games, and text-based games. GenAI tools are widely used for educational purposes already, but mostly as a supplementary source. Despite the wide use, participants expressed being concerned with accuracy, transparency, and quality. Participants also expressed a desire for an educational game/tool to have scaffolded interactions and to help with learning material in math, science, and language arts. Taken together the findings provide a road map and specific recommendations for developing an educational game incorporating GenAI. The roadmap includes instructional design (i.e., the gamified tools’ content and type(s) of instruction and interaction) through information regarding preferred platforms, game genres, gamified properties (e.g., characters, challenges), and lastly, clear information about concerns students have related to trust and equity that will need to be addressed in an educational game incorporating GenAI. Full article