The IJSG publishes original scientific research papers of significant and lasting value in the areas related to design, development, engineering, deployment, and assessment of Serious Games (SGs). The journal encourages submission of manuscripts that enhance the theoretical foundations of SG design, show new technological solutions aimed to improve teaching and learning, and/or provide user studies about deployment of SGs in instructional or training settings. All papers should advance the state of the art. Experimental quantitative studies are strongly encouraged. Papers may be one of several types: research paper; tutorial/survey; research note/short paper; addendum/corrections. Additional material may be added as software/algorithms; datasets.
IJSG copyright information is provided here.
Copyright (c) 2026 Francesco Bellotti http://creativecommons.org/licenses/by-nc-nd/4.0
Multimodal Deep Learning Violence Detector for Child-Friendly Online Game
The violence present in child-friendly internet games includes both visual and verbal aggression. Visual violence occurs when players perform actions that harm themselves or another player's avatar. On the other hand, verbal aggression often happens during player interactions, even if no physical action takes place. This study explores whether a multimodal deep-learning framework can more effectively detect violence by simultaneously analyzing visual and verbal signals, and whether a hybrid late fusion approach provides better results than traditional fusion methods. Methodologically, the visual modality integrates 3DCNN, BiLSTM, and attention mechanisms, while the verbal modality incorporates BERT and BiLSTM. Each modality is handled independently. The hybrid late fusion employs rule-based and softmax probability to integrate the outcomes of each modality. The proposed multimodal model achieves an average accuracy of 96.72%, with 99.14% for the visual modality and 94.30% for the verbal modality. This performance clearly surpasses existing state-of-the-art fusion methods. The novelty of this study lies in the combination of each modality model and its integration of a hybrid late fusion multimodal approach. Additionally, the study outlines the process and stages for incorporating the model into a system suitable for any child-friendly online game, creating an early warning system for parents.
Copyright (c) 2026 Jasson Prestiliano, Azhari Azhari, Arif Nurwidyantoro http://creativecommons.org/licenses/by-nc-nd/4.0
Editorial of IJSG, Volume 12, Issue 4.
Copyright (c) 2025 Francesco Bellotti http://creativecommons.org/licenses/by-nc-nd/4.0
Introducing the Visitor Design Pattern through a Digital Serious RPG Game
Learning design patterns empowers students to solve complex problems in a way that code is reusable and extensible with minimal maintenance. Due to the immersive and exciting environment, the RPG genre of games holds the potential for more meaningful learning. This article presents a serious RPG game that introduces the concepts of the Visitor design pattern. A class of 14 students tested the game, achieving statistically significant performance through a pre-test and post-test validation protocol. Moreover, the instructor noted that the students demonstrated a greater introductory mastery of the pattern compared to previous semesters. The students also evaluated the usability and experience of the game, pointing out gaps in the game's difficulty. The main contribution is that, given the lack of games for learning design patterns, the game presented in this article has demonstrated its utility as a pattern comprehension tool.
Copyright (c) 2026 Adilson Vahldick, José Vargas Nolli http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring Pre-service Mathematics Teachers' Perceptions and Experiences Regarding Gamification in Mathematics Education
Recent advances in educational technologies have made gamification a promising approach for increasing student motivation and engagement in mathematics education. However, how pre-service teachers perceive and experience gamification has not been adequately examined. This study aims to explore how pre-service mathematics teachers define the concept of gamification, the factors they consider when integrating it into their teaching processes, and their perceptions of the advantages and disadvantages of this approach. In this qualitative case study, semi-structured interviews were conducted with eleven pre-service teachers selected through purposive sampling, and the data were analyzed through thematic analysis. Findings indicated that most participants confused gamification with games and viewed the concept more as a fun activity. Participants emphasized that gamification should be planned appropriately for students' ages, learning goals, and competitive balance. They also highlighted challenges such as classroom management, lack of resources, and differences in motivation among students. By revealing pre-service teachers' conceptual deficiencies, the study emphasizes the importance of theoretical and practical training for the meaningful implementation of gamification. The findings suggest that teacher preparation programs should address gamification in a planned and pedagogical manner.
Copyright (c) 2026 Anıl Ayseli Duran Dündar, Gökhan Öztürk http://creativecommons.org/licenses/by-nc-nd/4.0
eJamar and Exergames as Support for Hand Rehabilitation: Four Cases of Study
Hand and wrist rehabilitation is essential for restoring function in patients affected by neurological, traumatic, or degenerative conditions. In recent years, rehabilitation strategies incorporating exergames and specialized controllers have emerged as supportive tools to enhance conventional therapies. This study presents the results of a case series involving four female patients, aiming to explore the effects of a combined treatment protocol that integrates conventional hand rehabilitation with the use of the eJamar game controller and three exergames: Peter Jumper, Andromeda, and KARS. The participants presented hand and wrist impairments due to arthritis, arthrosis, or fractures. Each patient underwent a three-week intervention consisting of 15 one-hour sessions (five per week). Functional assessments were conducted before and after the intervention using several tools: range of motion, hand grip strength, Visual Analog Scale, Medical Research Council Scale for hand, a Nine-Hole Peg Test based, and the Duruöz Hand Index questionnaire. All participants showed general improvement in the measured parameters. Major improvement was observed particularly in grip strength and range of motion, especially in pronation, supination, and wrist deviation. One patient also reported a marked reduction in hand pain. Despite the small and heterogeneous sample, the results suggest a positive impact of the eJamar system on the hand motor function based on the evaluated metrics. These findings support the potential of combined therapy to improve rehabilitation outcomes. A follow-up study involving a larger sample and a control group is planned to further validate these preliminary findings.
Copyright (c) 2026 Andrés F. Cela, Edwin Daniel Ona, Alberto Jardón http://creativecommons.org/licenses/by-nc-nd/4.0
GEMS: Evaluating the Relative Importance of Game Attributes
This study presents the Game Experience Multidimensional Scale (GEMS), a 13-item instrument designed to identify the attributes that players consider most influential when evaluating video games. Unlike existing scales that measure the presence of certain attributes or their intensity, GEMS focuses on the relative importance that users assign to each attribute when forming an overall opinion of a game. The scale was developed through an extensive review of the literature on existing evaluation models and refined with expert input. It was then applied to a sample of 619 students, primarily at the high school and undergraduate levels, who evaluated a game of their choice using the GEMS questionnaire. The instrument demonstrated high internal consistency (Cronbach’s α = 0.861). Two analytical methods (stepwise multiple linear regression and linear programming) were employed to determine the attributes that best explain users’ overall ratings, with the regression model explaining 48.99% of the variance in overall game evaluation. Although both methods converged on similar key predictors, the findings should be interpreted with caution, as the homogeneity of the sample, the genre of the evaluated games, or demographic factors may have influenced the results. Nevertheless, GEMS offers a novel and preliminary approach to game evaluation, with potential applications in educational and professional contexts once further validation is conducted.
Copyright (c) 2026 Ernesto Pacheco-Velazquez, Alejandro Flores-Benitez, Astrid Rodriguez-Castelblanco, Ivan Arana-Solares, Sergio Ramirez-Echeverri http://creativecommons.org/licenses/by-nc-nd/4.0
The Impact of Executive Function Games in Moral Decision
According to the dual process model, moral decision making speed is influenced by cognitive sources. However, there has been a lack of studies examining moral decision reaction times across cognitive dimensions and genders using a modern approach. Unlike previous research that relied on cognitive assessments, this study employed a game-based approach. This study investigated whether inhibitory control, cognitive flexibility, and working memory games affect the reaction times of moral decisions across genders. Its purpose was to examine differences in moral decision reaction times between men and women under different executive function game conditions. A factorial mixed-design experiment was conducted, with the experimental group engaging in game-based stimulations and the control group performing a dot task comparison. A total of 61 law students participated. Our findings indicated overall no differences between groups and genders, however differences in reaction times were observed across cognitive game and gender. This study advances the state of the art by combining serious-games stimulation for executive function with timeline-presented moral stories. The finding provides a new understanding of serious game applications in both mental chronometry and moral studies within dual process framework.
Copyright (c) 2025 Hartanto, Sri Kusrohmaniah, Bhina Patria; Djoko Budiyanto Setyohadi http://creativecommons.org/licenses/by-nc-nd/4.0
Mathlien Land: a serious game to practice 7th and 8th grade mathematics
The use of educational serious games has widely spread in recent years, addressing several topics and purposes. A common target of these tools is science subjects, particularly mathematics, as it is one of the most commonly difficult and stressful subjects for students. After reviewing available mathematical educational games, we found a gap in games that target the mathematical content of the first cycle of secondary education (7th and 8th grade). Consequently, in this paper, we present Mathlien Land, an educational serious game to teach mathematical concepts to 12 to 14-year-olds. Through six independent but unified minigames, the game allows players to practice the main content of secondary mathematical courses within a playful environment. We also present the results of the early testing of the game with both general participants (N=17) and specific target users (N=40) for usability, opinion, and usefulness, obtaining positive feedback for all minigames and the overall game, as well as some areas of improvement such as the translation of the game to other languages. After this early evaluation, we additionally plan to include analytics in the game and continue its large-scale application with secondary students to contribute to their mathematical learning.
Copyright (c) 2026 Cristina Alonso-Fernández http://creativecommons.org/licenses/by-nc-nd/4.0
Operationalizing the United Nations’ Sustainable Development Goals: a Game Jam Experience
This study investigates the educational potential of Game Jams (GJs) for promoting critical engagement with the United Nations’ Sustainable Development Goals (SDGs) among undergraduate videogame students. Therefore, it presents and evaluates the 2022 Meaningful Game Jam (MGJ22), a five-day, SDG-themed intervention involving 31 students who developed ten original games. Employing a mixed-methods design, the study integrates questionnaire data and a formal analysis of the games using three complementary frameworks: SDG thematic areas, games for civic learning, and moral learning design principles. Findings explore the potential of GJs in fostering interdisciplinary learning, critical reflection, and civic awareness through collaborative game creation. While students gravitated towards environmental and economic SDGs, themes related to dignity and partnership remained underexplored, revealing key gaps in thematic engagement and awareness. The analysis also highlighted discrepancies between intended learning goals and game mechanics, highlighting the importance of thoughtful design guidance. This work contributes novel insights to game-based learning by demonstrating how GJs can serve as pedagogical tools, helping students rethink their roles, both as designers and as citizens. Ultimately, the study offers evidence-based recommendations for implementing meaningful GJs in higher education, reinforcing their value in cultivating ethical awareness and promoting sustainable development through games.
Copyright (c) 2026 Filipe Luz, Pedro M. Fernandes, Carla Sousa, Wilson Almeida, Pedro P. Neves http://creativecommons.org/licenses/by-nc-nd/4.0
Leaderboards or badges in two gamified forums: motivational and engagement differences
In a digital forums, the differences regarding the effectiveness of use leaderboards or badges separately and not in combination have not yet been compared. A sample of 42 subjects (20 women and 22 men) was used to compare both mechanics, in two different online forums from a specific course: Group With Badges (GWB) and Group With Leaderboards (GWL). A pedagogical strategy was proposed, with a gamified scenario covering the story of Heraclie. In the GWL the use of the forum was combined with viewing the classification table, and in the GWB the best expositions were awarded with badges. The results show that the GWL had greater introjected regulation and relationship than the GWB. Leaderboards generate a more competitive and social environment, whereas badges might be less likely to elicit internal pressure or social competition. In addition, badges encourage initial participation, while leaderboards promote greater engagement as the forum progresses.
Copyright (c) 2026 Joel Manuel Prieto Andreu, Dr. Pablo Moreno-Ger http://creativecommons.org/licenses/by-nc-nd/4.0
Bodegus: A Serious Game Intervention to Shape Informal Business Practices
This study aimed to test whether a serious-game intervention (Bodegus) strengthens the relationship between the perceived usefulness of formal business practices and the intention to formalize these practices. Using a pre-experimental pre-test–post-test design, 38 Peruvian entrepreneurs played Bodegus as part of a workshop on formality and completed a questionnaire measuring the constructs’ perceived usefulness and intention to formalize business practices. The constructs were modeled as second-order composites in the areas of governance/leadership, legal/tax, and accounting/finance. The analysis was conducted using a multi-group Structural Equation Model with the partial least-squares method. Although the group-difference tests were not statistically significant, the relationship between the two variables was stronger in the post-test model, showing higher explanatory and predictive metrics; therefore, the results were interpreted as exploratory. The originality of this study lies in presenting and detailing Bodegus as a serious-game intervention study that tests two opposing normative ethical approaches: virtue ethics and utilitarianism. Its impact consists of offering a replicable design and an analytical approach for ethical/behavioural education on informality, guiding course design, and micro-level policy initiatives aimed at fostering formal business practices.
Copyright (c) 2026 Luis Demetrio Gómez García, Gloria Maria Zambrano Aranda, Emerson Jesus Toledo Concha http://creativecommons.org/licenses/by-nc-nd/4.0
eHealth Interventions for Children and Adolescents with Cancer: Scoping Review
Children and adolescents with cancer face complex medical and psychological challenges that are increasingly addressed through digital and game-based eHealth interventions. This scoping review systematically mapped 46 unique tools developed between 2010 and 2023, aiming to identify their features, reported outcomes, limitations, and research gaps. A systematic search of five databases (Google Scholar, PubMed, Science Direct, Web of Science, Scopus) covering 2000–2025 was conducted following PRISMA-ScR guidelines. Interventions primarily targeted symptom monitoring (54.3%), psychological support (30.4%), health education (10.9%), and social interaction (4.3%), mostly via mobile/tablet platforms (59.1%). Positive outcomes included improved illness knowledge, reduced anxiety and pain, and enhanced treatment adherence. However, 84% of tools lacked explicit theoretical grounding, engagement often declined over time, advanced hardware was frequently required, and personalization was limited. This review provides the most comprehensive and up-to-date mapping of pediatric oncology eHealth tools to date, with a focus on design narratives and gamification strategies—dimensions underexplored in prior reviews. Findings highlight the need for user-centered, culturally adapted, and theory-informed designs, interdisciplinary collaboration, and rigorous longitudinal evaluation to ensure effective, sustainable digital health solutions for children and adolescents with cancer.
Copyright (c) 2026 Maryam Homayounpour, Fariba Zarani, Mohammad Ali Mazaheri Tehrani http://creativecommons.org/licenses/by-nc-nd/4.0
Primeiras Refeições: Serious Game to Improve Infant Feeding Knowledge
To address public health concerns surrounding infant nutrition misinformation, this study described the development of the serious game “Primeiras Refeições” and evaluated its effectiveness in improving knowledge on the topic among university students. A quasi-experimental, pre- and post-test study was conducted with 119 undergraduate students from diverse academic fields at a Brazilian university. Participants’ knowledge was assessed via a 10-item questionnaire before and after an intervention with the 2D simulation game, developed in the Unity engine. A paired t-test revealed a statistically significant knowledge increase, with mean scores rising from 4.65 (±2.01) to 5.20 (±1.89) post-intervention (p < 0.01). The study's primary contribution is its focus on university students, future professionals, and caregivers, a demographic rarely targeted by nutrition games, which typically focus on children. Furthermore, the game’s mechanics are novel, addressing practical skills like preparing age-appropriate food consistencies, a topic often neglected in similar digital interventions. The findings indicate that “Primeiras Refeições” is a promising educational tool to improve guidance on accurate infant nutrition, holding significant potential for public health education.
Copyright (c) 2026 Nícholas Doviggi Meyer, Marianne Machado, Matheus da Trindade Viegas, Fabrício Tonetto Londero, Camila Lehnhart Vargas, Franceliane Jobim Benedetti http://creativecommons.org/licenses/by-nc-nd/4.0
Modelling Dilemmas in Access to Specialised Healthcare Services in Sweden Using a Serious Game
Sweden has a socialised healthcare system, with healthcare provided through publicly funded clinics. Patients requiring specialised care are referred by primary healthcare centres, resulting in long waiting times. Long waiting times for specialised healthcare services have become a common challenge in Sweden, leading to higher healthcare costs as interest in private healthcare increases. It has been a challenge to mitigate this delay due to multiple systemic factors. This paper presents a dilemma-based game design methodology that integrates real-world workflow mapping, stakeholder conflict analysis, and system constraints to simulate access to specialised care in the Swedish public health system. It serves as a tool for exploring systemic inefficiencies, evaluating reform scenarios, and building shared understanding among practitioners, administrators, and policymakers. The novelty of this work lies in its use of stakeholder-centred dilemma modelling to design serious games to elicit economic, technical, ethical, and operational tensions at the level of primary access in socialised healthcare systems. This work employs a serious games-based approach to model the socio-technical dimensions of delays experienced by individuals accessing specialised care, while maintaining the fairness and constraints of public health infrastructure. The approach enables the simulation of sensitive healthcare challenges in a neutral, safe setting, offering a replicable framework for other complex domains.
Copyright (c) 2026 Harsha Krishna, Alkhatib Najla, Luca Marzano, Maksims Kornevs http://creativecommons.org/licenses/by-nc-nd/4.0
International Journal of Serious Games, Volume 12, Issue 2
AI Odyssey: Designing and Evaluating a Board Game for Family-Based AI Literacy
AI is becoming an increasingly integral part of society and daily life, making AI literacy more essential for the general population. Current research on AI literacy instruction is still in its infancy, primarily focusing on formal learning, and many require digital devices to participate. Moreover, there is a limited number of qualified teachers, and available instructional materials may not always be sufficient. These challenges can have an outsized impact on children and families of lower socioeconomic status, exacerbating the digital divide. Therefore, we created a non-digital board game called AI Odyssey, intended to promote AI literacy by providing an accessible learning experience without requiring a qualified teacher or digital device. This study outlines the process of creating the game and an in-depth analysis of an initial exploratory study. A variety of data, including pre- and post-tests of AI literacy, surveys of self-efficacy, interest, parental support, and career choice, as well as video recordings of playing sessions and interviews, are analyzed. The results paint a positive picture of using AI Odyssey to increase understanding and interest in AI literacy. Lessons learned and future directions are also discussed.
Copyright (c) 2025 Lu Ding, Steven Holland http://creativecommons.org/licenses/by-nc-nd/4.0
Player Performance Estimation Through Adaptive Puzzle Levels Generation in Game-Based Assessment
Estimating players’ abilities without compromising alignment with assessment objectives remains a key challenge in developing Game-Based Assessment (GBA). This study proposes a method to estimate player performance through the procedural generation of puzzle game levels that adapt to player achievement. The method integrates Dynamic Difficulty Adjustment (DDA) and player modeling to dynamically align content difficulty with individual abilities while maintaining assessment validity. Unlike most previous PCG-GBA studies, which determine difficulty solely from technical parameters, the proposed method combines cognitive (arithmetic content) and technical (puzzle parameters) indicators, validated through paper-based tests. Implemented in a basic arithmetic puzzle game with sixth-grade primary school students in Indonesia, the approach generated 1,379 gameplay level records. Statistical analysis shows a strong positive correlation between paper-based test scores and the average difficulty of completed levels (r = 0.734, p < 0.001). A low absolute difference between difficulty level and player performance (M = 0.012, SD = 0.028) and a small RMSE (0.031) confirm the accuracy and consistency of difficulty adaptation. The proposed method enables accurate performance estimation through adaptive gameplay, contributing to the development and external validation of PCG-based GBA and pointing toward its potential scalability for personalized educational assessments.
Copyright (c) 2025 Lailatul Husniah, M. Naufal Azzmi. H, Ali Sofyan Kholimi, Umi Laili Yuhana, Eko Mulyanto Yuniarno, Mauridhi Hery Purnomo http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring Player Archetypes in a Minecraft-Based Learning Environment
Games are recognized as valuable tools for learning and interest development. However, the association between behavioral player archetypes and these important outcomes is still underexplored. This study explores the relationship between learning, interest development, and player archetypes (Roamers, Explorers, and Scientists) identified within the WHIMC project, a game-based learning environment where students engage with scientifically accurate hypothetical astronomy scenarios in Minecraft. Grounded in human-computer interaction and player typologies frameworks, we analyze data from 57 participants across four summer camps using Ordered Network Analysis (ONA) and k-means clustering to identify player archetypes emerging from student actions. We then examine how these archetypes relate to learning outcomes and motivational factors. Statistical tests reveal significant differences in in-game actions across archetypes and correlations between player behaviors and learning outcomes. These findings contribute to the design of serious educational games by increasing understanding of how to optimize experiences and enhance science engagement for learners with differing playing styles.
Copyright (c) 2026 Andres Felipe Zambrano, Zhanlan Wei, Jaclyn Ocumpaugh, Amanda Barany, Ryan S. Baker, Xiner Liu, Yiqiu Zhou, Luc Paquette, Jeffrey Ginger http://creativecommons.org/licenses/by-nc-nd/4.0
Latent Class Analysis of Gameplay Metrics from Youth Playing Robot ChampionsTM: Relations of Class Membership to Persistence and Intensity
Purpose: Game metrics assessing in-game actions (e.g., keystrokes, challenges, and time on task) have become a staple component to understanding the attraction youth have towards a video game. Data from automatic log files can be used to assess how players interact with various aspects of the game and whether they comprehend the game mechanics. Despite a rapid burgeoning in the use of game metrics, few studies have used this type of objective instrumentation to examine whether users display unique patterns of gameplay. To address this gap, this study examines a temporal slice of game metrics obtained from a robotics platform using person-centered strategies to empirically examine unique gameplay characteristics. We also validate gameplay strategies using objective measures of persistence and intensity of play. Methodology: We used in-game metrics collected over a two-month window in 2024 obtained from 153,658 players who played 199,055 sessions of the Roblox sandbox game Robot ChampionsTM. Latent class analysis (LCA), a model-based clustering approach, was used with seven game metric indicators to ascertain whether there are distinct patterns of gameplay. Findings: LCA identified four unique gameplay styles comprised of Fully Engaged, Engaged in Training, Engaged in Building, and Engaged in Driving. Fully Engaged involved taking advantage of multiple aspects of the game whereas Engaged in Driving gameplay only involved driving the robot, neglecting other game features like queuing for or starting matches or benefiting from tutorials. Measures of persistence (number of games completed, steps completed, and duration of play) and a measure of intensity were used to characterize class membership. Between-class mean differences in persistence and intensity were also examined using multinomial logistic regression with post-hoc pairwise comparisons. Analysis of a small number of players who completed multiple games revealed that, over time, players engaged in multiple styles of gameplay. Originality: This study is unique in that we used a person-centered clustering approach using in-game metrics as opposed to lower resolution and less reliable self-reports from players. Impact: Findings are discussed in terms of ways game developers can utilize log file data to learn more about the unique ways players engage in gameplay and what drives their actions during the game. This information can be utilized to improve robotics game design and configure learning mechanics. Ultimately, game metrics may provide fresh insight into player engagement and inform game designers which aspects of the game are fun and rewarding.
Copyright (c) 2025 Lawrence Scheier, William Hansen, Alex Stone, Jennifer Javornik http://creativecommons.org/licenses/by-nc-nd/4.0
Safe Walk: A Serious Game for Exploring Environmental Distractions Affecting Pedestrian Safety
Understanding the impact of distracting factors on pedestrian safety is crucial for reducing accidents. This study investigates how urban video advertisements influence pedestrian behavior amidst competing visual stimuli. We employed a true experimental design, utilizing eye-tracking technology within a simulated environment to assess participants' visual behavior in the presence of video advertisements. Participants were randomly assigned to one of three scenarios, and we compared attention direction using both an eye-tracker and a virtual reality headset. The eye-tracking data captured from a two-dimensional screen was translated into three-dimensional coordinates for accurate representation in the VR environment. Our findings reveal a significant preference for monitoring vehicular traffic over video advertisements, confirming that participants prioritize safe navigation over engaging with distractions. This research advances the state of the art by demonstrating the reliability of eye-tracking in capturing attentional focus and highlighting the effectiveness of simulated environments for studying pedestrian behavior. The results have important implications for urban planning and safety measures, emphasizing the need to consider environmental distractions in the design of urban spaces
Copyright (c) 2025 Yoones A. Sekhavat, Joseph Mani, Seyed Vahid Mostafavi, Samad Roohi, Yazdan Movahedi, Liu Zhen http://creativecommons.org/licenses/by-nc-nd/4.0
Convergent Validity of Game-Based Assessment: A Meta-Analysis
Game-Based Assessments (GBAs) have emerged as innovative tools for measuring personality traits, particularly in recruitment and employee selection. This meta-analysis aims to evaluate the convergent validity of GBAs compared to traditional self-report personality measures, addressing ongoing concerns about their psychometric robustness. A total of 18 studies from 13 peer-reviewed articles (2002–2025) were systematically reviewed using data from Scopus, ProQuest, Wiley Online Library, and ScienceDirect. Random-effects modeling, heterogeneity analysis, and publication bias tests were conducted, with sample size, game type, and statistical method examined as potential moderators. Findings revealed a moderate and statistically significant overall effect size (r = .516, Z = 8.088, p < .001), indicating meaningful convergence between GBAs and self-report measures. Despite this, substantial heterogeneity across studies was observed, with no significant moderation effects and minimal evidence of publication bias. This study offers the first comprehensive meta-analytic synthesis of GBA convergent validity, contributing original empirical support for their utility while critically highlighting conceptual issues such as circular validation and the absence of standardized frameworks. The impact of this research lies in its advancement of the psychometric foundations for GBAs and its call for future validation efforts using methods like item response theory and predictive designs linked to behavioral outcomes.
Copyright (c) 2025 Fadillah, Rahmat Hidayat, Agung Santoso http://creativecommons.org/licenses/by-nc-nd/4.0
Aging Collagen: Fostering Students’ Motivation and Understanding through Meaningful Gamification
Although gamification has been used in education for many studies, the focus has primarily been on rewards-based gamification, with limited attention to meaningful gamification. This study represents the design and evaluation of a meaningfully gamified educational tool, Aging Collagen, aimed at enhancing intrinsic motivation and learning outcomes regarding collagen among lower secondary students. The design of Aging Collagen followed the guidelines from the RECIPE framework proposed by Nicholson (2015) and incorporated additional research findings that align with this framework. Nineteen students (aged 10-12) of an international school participated in the study. Data was collected through focus-group interviews, surveys, and knowledge tests. The results indicated a high level of intrinsic motivation among students and an improvement in their understanding of collagen. This study identified five key factors that contributed to students’ intrinsic motivation: sensory stimuli, simple language, interactive elements, minigames, and virtual characters. This study highlights the potential of meaningful gamification in educational contexts. Future research should address limitations of the current study, such as a lack of long-term assessment of outcomes, and further explore the RECIPE framework’s applicability across various scientific topics to validate and enhance its effectiveness in other domains as well.
Copyright (c) 2025 Ashley Quan, Laura M. van der Lubbe, Henri E.K. Matimba http://creativecommons.org/licenses/by-nc-nd/4.0
The Influence of Visual Recognition and Preference in Serious Game Development: A Mixed-Method Study in Nepal
Understanding players’ diverse visual recognition and preferences, especially in cross-cultural contexts, is critical for the creation of effective serious games. This study aimed to examine how varying levels of fidelity affect players' visual recognition, preference, and overall experience in serious gaming, using a mixed-method case study in the Bhaktapur district, Kathmandu, Nepal. Forty-four participants, aged 13 to 16 years, were enrolled in an A/B gameplay test. Fourteen students participated in in-depth interviews, thirty-six completed a questionnaire, and twenty-two provided valid telemetry data. We found that higher fidelity led to more positive affect, higher familiarity, better recognition, stronger preference, and positive emotional response from players. However, challenges were encountered regarding the identification of local food items. This highlights the key role of visual literacy, as adolescents are more influenced by familiar media than by real-life experiences. Effective visual communication in serious games should consider individual differences and the playing environment.
Copyright (c) 2025 Hua Bai, Dayana Shakya, Ulf Wilhelmsson, Jon Victor Bankler, Ran Zhang, Anna-Sofia Alklind Taylor , Abhinav Vaidya, Natalia Oli, Alexandra Krettek , Mikael Lebram http://creativecommons.org/licenses/by-nc-nd/4.0
A Design of integrated STEM constructive games for developing the Four Cs in early elementary students
The science, technology, engineering, and mathematics (STEM) approach has proven reliable in developing critical thinking, collaboration, communication, and creativity skills (the Four Cs). However, research on implementing the STEM approach in the context of early elementary school student development remains limited. To address this gap, this research integrates the STEM approach with constructive play, referred to as the iSTEM-C Game. The game was developed using the mechanics, dynamics, and aesthetics (MDA) framework. This study aims to explore two questions: How do students perform on the Four Cs during the implementation of the iSTEM-C Game, and why is the iSTEM-C Game effective in boosting Four Cs performance? The research employed a qualitative case study approach, involving 98 students from four elementary schools in Sleman Regency, Yogyakarta. Participants were selected through purposive sampling based on saturation mechanisms. Data collection was conducted using video recordings, field notes, and a 30-item structured observation sheet. The pattern matching technique was used to compare empirical findings with expected patterns during data analysis. The research findings indicate that the iSTEM-C game mechanism is key to promoting Four Cs performance through three critical elements: diverse tools presented before discussion, rules integrated with real-world problems, and cognitively tailored challenges. The novelty of this research lies in a practical pedagogical framework that facilitates game-integrated STEM implementation, tailored to the concrete operational cognitive stage, to promote the development of the Four Cs through three game stages: planning, try and retry, and show-play.
Copyright (c) 2025 Meta Br Ginting, Yoppy Wahyu Purnomo, Haryanto http://creativecommons.org/licenses/by-nc-nd/4.0
Teacher perspective of collaborative game elements on language acquisition
In English as a Foreign Language (EFL) classrooms worldwide, games have gained widespread recognition as valuable pedagogical tools. However, research often concentrated on specific game rules and elements and neglected the rest. For instance, overemphasizing competition game elements excludes valuable insight that could be gained from other elements (e.g., collaborative games). This comparative study utilized group interviews with ISCED-2 EFL teachers in the Kurdistan region and Hungary to investigate the following: How do various game elements influence students' language acquisition in EFL classes, focusing on teachers' perspectives in both Hungarian and Kurdish contexts? What characterizes a learning environment that uses collaborative language games for language acquisition? What challenges do teachers face when implementing language games, and what support do they perceive as most helpful? The comparative results indicate that in both educational contexts, the collaborative game element greatly impacts students' language learning and teachers perceive it as a significant contribution to language acquisition. Both groups identified time management, lack of materials, and game selection as challenges. They also acknowledged the need for school-provided materials and assistance to implement language games effectively. This study aims to expand knowledge on the subject and provide recommendations for Kurdish and Hungarian teachers and scholars.
Copyright (c) 2025 Berivan Mohammed Ahmed Abdullah, Ilona Dabney-Fekete, Tímea Ceglédi http://creativecommons.org/licenses/by-nc-nd/4.0
Investigating the Effects of Feedback Modality on Sustained Attention and Performance in a Serious Game, A Pilot Study
Research has shown that serious games can improve cognitive functions, particularly attention. Feedback, a key component in serious games, is typically delivered through various modalities such as auditory, visual, and tactile channels. This study investigates how different feedback modalities (auditory, visual, and tactile) affect sustained attention during a 12-sessiontraining period in a sample of 19 participants. A custom-built Android car racing game was used to test four groups: auditory feedback, visual feedback, tactile feedback, and a control group with no feedback. We analysed participants' sustained attention throughcorrect responses and errors, using both statistical methods and the Hidden Markov Model (HMM) to track behavioural patterns. While the three feedback,groups showed no significant differences in correct responses, theauditory feedback group made the fewest errors, while the visual and tactile groups showed the most improvement over time in errorreduction. HMM results suggested that feedback modalities did not significantly influence path choices between target and non-target cars but did affect the precision of those decisions. These findings highlight the potential of feedback in serious games to improvesustained attention, addressing a gap in the literature and offering insights for future cognitive training interventions.
Copyright (c) 2025 Sara golbashi, Golnaz Baghdadi http://creativecommons.org/licenses/by-nc-nd/4.0
Editorial of IJSG Vol. 12, No. 1.
Gamification and Eco-Literacy: A Bibliometric Analysis of Research Trends
Environmental challenges demand innovative educational approaches to foster eco-literacy. Gamification, the use of game design elements in non-game contexts, has gained attention as a strategy to enhance engagement and learning. However, its role in eco-literacy education remains underexplored. The purpose of our bibliometric analysis was to investigate research trends, key contributions, and thematic developments in the application of gamification for promoting eco-literacy from 2018 to 2024. Using Scopus as the primary database, we implemented bibliometric methods, including co-authorship, keyword co-occurrence, and citation analysis, to map the scientific production in this interdisciplinary field. The findings revealed a growing academic interest in the topic, with an increasing number of publications and the emergence of dominant themes such as sustainability education, serious games, and digital learning tools. However, the results also highlight gaps in empirical studies assessing the effectiveness of gamification in enhancing eco-literacy outcomes. These insights contribute to a better understanding of how gamification can be implemented to strengthen eco-literacy and provide a foundation for future research in this field.
Copyright (c) 2025 Paola Julie Aguilar-Cruz, Esther Julia Olaya-Marín http://creativecommons.org/licenses/by-nc-nd/4.0