Debriefing and Knowledge Processing an Empirical Study About Game-Based Learning for Computer Education

This study examines DidakTekQuest, a board game designed to enhance Continuing Professional Development (CPD) for in-service educators by integrating Game-Based Learning (GBL) with Reflective Practice-based Learning (RPL). Framed within a design-based research methodology, the paper analyses the game's intended design to explore how it can cultivate collaboration, dialogue and reflection to promote in-service educators’ understanding of digital technology in their teaching practices. Drawing on theoretical frameworks including the concept of double stimulation, the study demonstrates how game elements can stimulate agency, dialogue and pedagogical exploration. The results highlight the potential of game-based learning to stimulate reflective dialogue and critical thinking that enable educators to meaningfully incorporate digital tools into their teaching practices.

This study aimed to explore how competency-based education (CBE) principles can be effectively integrated into adaptive digital assessment systems to enhance learning outcomes. Using a design-based research (DBR) methodology with 58 participants (faculty, instructional designers, and students) across three Indonesian public universities, this study developed and empirically validated the first scalable framework merging CBE with adaptive assessments. Using a design-based research methodology across three Southeast Asian public universities, the study involved faculty, instructional designers, and students in co-developing, implementing, and evaluating an integrated assessment model. Through iterative co-design workshops, the researchers operationalized three competency domains (cognitive reasoning, situational judgment, and communication proficiency) into an adaptive Moodle/H5P prototype using IRT-based branching logic. Data were collected through semi-structured interviews, document analysis, system logs, and focus group discussions and analyzed using thematic and descriptive statistical techniques. Mixed-methods data (interviews, system logs, focus groups) revealed a 25 % increase in student engagement (M = 28.3 vs. 22.6 minutes, p < 0.05, Cohen’s d = 0.7) and 91 % feedback uptake, with qualitative themes highlighting improved self-regulation and faculty buy-in through participatory design. Results revealed that adaptive assessments enhanced learner engagement, self-regulation, and feedback responsiveness, while also making competencies more observable and assessable. The integration can bridge theory and practice in ways that support learner diversity, agency, and contextual relevance. This study advances the field by demonstrating how stakeholder co-ownership and embedded feedback mechanisms can reconcile competency-based rigor with adaptive personalization—a critical step toward equitable 21st-century assessment systems.

Background: Studies have shown improved learning outcomes using game-based learning (GBL) in health professions education. The aim of this systematic review was to explore and summarise the current evidence related to the design, assessment methods, and outcomes of implementing GBL in pharmacy education. It also aimed to determine and the impact of gamified learning activities on students’ perception and attainment of the desired learning outcomes. Methods: A comprehensive search was undertaken using the PubMed, Scopus, and Google Scholar databases. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline was used for reporting this systematic review. Results: A total of 22 studies involving pharmacy students were included. GBL was utilised for a variety of pharmacy-related topics or courses including major and elective didactic courses and pharmacy practice experiences. Evaluation of GBL activities was mostly based on post-game surveys or/and quizzes. All studies showed a positive impact of game-based learning on pharmacy education. Conclusion: GBL has an important role in pharmacy education in both didactic and practicum courses. Findings show that the benefits of GBL are prominent through different areas of the pharmacy curriculum and in all professional pharmacy years.

Game-based learning (GBL) is one of the modern trends in education in the 21st century. Numerous research studies have been carried out to investigate the influence of teaching on the students' academic attainment. It is crucial to integrate the cognitive and affective domains into teaching and learning strategies. This study aims to review journal articles from 2018 to 2022 concerning the influence of GBL in mathematics T&L on the students' cognitive and affective domains. A research methodology based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was used for the survey on the basis of the Scopus and Web of Science (WOS) databases wherein 773 articles relating to game-based learning (GBL) in mathematics were discovered. Based on the study topic, study design, study technique, and analysis, only 28 open-access articles were chosen for further evaluation. Two types of cognitive domain and five types of affective domain were identified as related to the implications of GBL on the students' T&L of mathematics. The study results show that GBL has positively impacted students when they are learning mathematics. It is comprised of two types of cognitive domain (knowledge and mathematical skills) and five types of affective domain (achievement, attitude, motivation, interest, and engagement). The findings of this study are anticipated to encourage educators in the classrooms more effectively. GBL in education is now one of the major learning trends of the 21st century. Since 2019, the number of studies relating to game-based learning has increased. There is an influence on the cognitive and affective domains due to T&L Mathematics utilizing a game-based learning (GBL) approach.

Despite the growing recognition of interactive and game-based learning in language education, limited research has explored how collaborative teaching strategies can effectively enhance elementary students’ motivation, confidence, and language learning in rural Indonesian contexts. This study aims to investigate the effectiveness of interactive and game-based English learning through collaborative teaching strategies in enhancing elementary students’ motivation, confidence, and language acquisition. The study was conducted at SDK Ri’I, Cibal Distric, Manggarai, East Nusa Tenggara, Indonesia. Using a case qualitative study approach, data were collected through classroom observations, student interviews, and teacher reflections. The participants of the study were one teacher and 25 students who involved in the teaching and learning process. The participants were taken purposively based on predetermine criteria. The findings revealed that the integration of games and interactive activities through collaborative teaching strategy increased student engagement, fostered a supportive learning environment, and improved vocabulary comprehension and pronunciation. Students showed enthusiasm, active participation, and a strong sense of collaboration during group-based tasks. However, challenges such as varying proficiency levels, fluctuating attention spans, and the need for diverse game types were also identified. Despite these challenges, the approach proved successful in promoting both cognitive and affective development. The study highlighted well-designed interactive strategies to make learning enjoyable and support holistic language development. Thus, it’s essential to integrate interactive and game-based methods through collaborative teaching strategy in English language instruction at the elementary level.

Game-based pedagogies use games for achieving learning outcomes by guiding the learners through specific tasks, which can be digital and/or non-digital and can promote deep meaningful learning. Therefore, the design of game-based learning helps learners to engage in the meaning-making process and ensure better participation. As the boundaries of classroom learning become blurred through blended or hybrid learning approaches, game-based learning enhances digital literacies for digital natives to prepare them for building a knowledge economy. By exploring existing literature, this chapter highlights how technology can support teachers and learners to go beyond their existing pedagogical boundaries by focusing on ways games may serve as digital sources of learning. It also explores the role game-based pedagogies and digital learning design frameworks play in enhancing learner engagement, collaboration, and cultural understanding.

Teaching (Cooperative) Business: The “Bluefield Experiment” and the Future of Black Business Schools

PurposeA makerspace has recently been identified as an essential learning field for cultivating students’ creative and thinking abilities. Creating a makerspace service within a university library is vital, as it fosters innovation, interdisciplinary learning, practical skills, entrepreneurship and career readiness while transforming the library into a dynamic centre for hands-on education and collaboration. Nevertheless, the wide-ranging functions and uses of makerspace equipment can potentially lead to a situation where librarians are overwhelmed by their duties due to manpower constraints. Therefore, this study aims to develop a novel game-based augmented reality navigation system (GARNS) based on the Octalysis gamification framework and scaffolding theory to support makerspace user education, hoping to promote learners’ learning motivation and their immersive experience and to enhance the learning performance of makerspace user education.Design/methodology/approachWith a true experimental research method, 24 grade 11 students from a high school in Keelung City, Taiwan, were recruited to participate in the experiment on makerspace user education. Among them, ten students were randomly assigned to the experimental group using the GARNS and the other seven students were randomly assigned to a control group using the Web navigation system. The remaining seven students were assigned to a second control group using the narrative guided tour with a librarian to conduct makerspace user education.FindingsAnalytical results show that learners can achieve significant learning effectiveness using the GARNS, Web navigation system or traditional narrative guided tour with a librarian for makerspace user education. There were no significant differences in learning effectiveness and motivation neither between the GARNS group and the narrative guided tour with a librarian group nor between the Web navigation system group and the narrative guided tour with a librarian group. However, there were significant differences in learning effectiveness and motivation in terms of the value and expectation dimensions of learning motivation between the GARNS group and the Web navigation system group, and the GARNS group was significantly better than the Web navigation system group.Practical implicationsThe study’s practical implication on makerspace user education is to reduce the manpower of a university library with makerspace services by the proposed GARNS that can offer a practical solution to enhance the learning effectiveness and motivation of makerspace through immersive game-based autonomous learning. Additionally, the study’s theoretical contribution lies in its innovative combination of game-based learning and scaffolding theory, while its practical significance stems from its potential to revolutionize makerspace user education, enhance motivation and performance and influence the broader landscape of educational technology.Originality/valueThis study combines game-based learning with augmented reality tools to develop a novel GARNS, which provides an innovative and effective learning tool suitable for the characteristics of makerspace and contributes to promoting makerspace user education and diversified learning modes. Additionally, most interviewees believed that using GARNS for educating makerspace users could assist them in consistently evaluating, choosing and discovering educational tasks in a library makerspace. This study contributes to promoting the popularization of makerspace user education.

Introduction: Game in education aims to enhance human motivation and performance in a given activity. Gamification experts and health researchers are still unsure about the status of progress of game for health. So, to fill in this gap, the present study aimed to analyze scientific productions to identify production trends, subject areas, countries, institutes, and authors in these three areas on gamification, game-based learning, and serious games in medical education, as well as to determine co-authorship patterns.Methods: The present descriptive quantitative research was conducted through scientometric analysis by using co-authorship networks in gamification, game-based learning, and serious games. First, an advanced search was performed from 1990 to 2020 and the studies were retrieved from Web of sciences, on Aug 17, 2021 The plain text format of data was inputted to Microsoft Excel, CiteSpace and Gephi to analyze scientometric maps for the three domains. Subsequently, the required indicators to review co-authorship networks were obtained: Degree centrality, Betweenness centrality, Closeness centrality, Density, Clustering coefficient, collaboration index and collaboration coefficient.Results: There were 466 documents in gamification, 155 documents in game-based learning, and 295 documents in serious games. The results indicated the rising trend of scientific publications on the three domains. US was a prolific country in all three domains. Author collaboration has remarkably increased, although the number of single-author articles is still high.Conclusion: Due to the increasing growth of publications on these three domains, research can be continued by forming specialized groups and supporting joint publications. Also, research policy-makers should promote author collaborations on the national and international scale.

Much has been said in the academic literature of the advantages of game-based learning (GBL) in higher education, with some limited work addressing GBL in the context of law schools. This paper addresses specifically the “gamification” of the first year undergraduate module of contract law and argues, following an empirical study of first year undergraduate law students, that employing as a pedagogical method traditional childhood games such as crosswords, Taboo or Pictionary can increase student engagement and in turn enhance student learning of contract law. For law schools, the relatively few resources required to incorporate traditional games make GBL an adaptable pedagogical method for institutions which are increasingly resource conscious. This paper will first address the pedagogical rationale of employing this method in the first year undergraduate module of contract law. Following an analysis of empirical data, the paper will provide specific examples of using GBL in a contract law module to: (1) provide an introduction to the topic; (2) act as a pause between tasks; and (3) consolidate student understanding. Finally, suggestions will be made for how perceived limitations to GBL can be overcome and how it can be adapted to the wider context of teaching other undergraduate law modules.

The education of ADHD children is one of the hot issues of concern to society. Some studies have found that ADHD children cannot focus on the online learning process, yet the current web design of online education cannot guide the group of ADHD children to focus on the learning process. Therefore, this study focuses on the online learning process of ADHD children’s patients for website interface design, based on the learning characteristics of ADHD children and children's aesthetic characteristics, to enhance the online learning experience of this group of children and improve their concentration on learning. The research methodology of this paper is as follows: first, we conducted a participatory observation of the online learning process of children with ADHD, and then interviewed the parents of the children to understand their needs and pain points, and analyzed the design principles of online learning for children with ADHD through the above-mentioned research process, which are: "game-based learning" and "ADHD child-centered", and the design strategies are: "fun", "interactive" and "reading." Based on the findings from the analysis, existing online learning websites were analyzed. The analysis revealed that the page design of the existing online learning websites does not create an immersive learning experience for children with ADHD. Their web design is not designed and optimized for the ADHD child population. Research shows that web design with fun, interactive, game-based online learning sites has a positive effect on the learning of children with ADHD. It is recommended that web designers and front-end development engineers pay more attention to the needs of ADHD children for online learning website design during the design and development process.

Using design-based research methodology to develop a pedagogy for teaching and learning of Chinese writing with wiki among Chinese upper primary school students

Over the last years, game-based learning (GBL) has considered as one of the most promising technologies on learning and teaching practice in and out of formal educational environments. Game-based learning especially electronic instructional ones can be used to improve different skills of pupils. Reviews of relevant researches show that there is a shortage in Arabic electronic instructional game, so that a little Arabicgames are being applied in Arab World schools. The purpose of the current study is to propose an Arabic instructional design/development model, which can be used to create Arabic game-like learning environments. The study presents an application on the use of electronic instructional games in improving decision taking skill in English language curriculum for sixth grade pupils.

Emerging trends such as digitalization, globalization, and the COVID-19 pandemic are forcing higher education institutions to undergo constant organizational and technological changes and to introduce innovative pedagogical approaches suitable for teaching a new generation of students—the so-called digital natives. The goal of this paper is to engage in the ongoing debate in higher education about new teaching methods, i.e., game-based learning methods, which meet the needs of digital natives. They have grown up in a fast-paced, technology-driven society, which has affected how they absorb information, their ability to concentrate for extended periods, and their motivation and engagement in the learning process. Existing research suggests that implementing the game-based learning method can be very difficult and costly, as it often requires adapting the freely available game to the requirements of the particular course and additional investment in purchasing appropriate equipment. In this paper, we develop a comprehensive procedure for introducing a cost-effective game-based learning method in higher education, which includes thirteen steps to help lecturers introduce game-based activities straightforwardly into their teaching processes. In addition, we also present security, cultural, and quality assurance issues that need to be considered when implementing game-based learning in higher education.

This study examines the development of a theoretical framework for scaffold design in an inter-school collaboration environment. The research question primarily deals with how to design scaffolds for an Inter-school Collaborative Learning (ICL). Design-based research methodology was used in this study. Literature review, questionnaire survey, field survey, and interviews were used during the course of research. Forty-seven secondary schools in 25 provinces in China were selected and participated in the study. This paper reports the first circle of design-based research. Through design-based research, a scaffold design model was developed and revised. Eight key types of scaffolding for ICL were identified. Elaborated strategies and tools were summarized for implementation of these scaffolds.