Background: Digital game-based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game-based learning is mixed and research with rigorous research design and analyses are limited. Objective: Here, in a pre-registered randomized controlled study, we…

This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9-10). Students participated in…

Background: Mindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low-cost, scalable way to induce mindfulness and boost game-based learning, yet this approach remains…

Background: Digital game-based learning (DGBL) has been shown to be an effective strategy for promoting learning motivation. However, a lack of attention has been paid to investigating the effects of individual differences on elementary students' reading motivation and in-gaming achievements in DGBL. Objectives: This study developed an educational…

The present study investigates affective-motivational, attention, and learning effects of unexplored emotional design manipulation: "Contextual animation" (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134; M[subscript age] = 9.25; Grades 3 and 4) learned either from an experimental…

Background: Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based fraction learning from cognitive, motivational and…

Introduction: Virtual worlds (VWs) are immersive three-dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from teacher-centered instruction to facilitation of…

The purpose of this study is to explore the effect of a pedagogical model of digital games on students' scientific competencies that are advocated by the Programme for International Student Assessment (PISA). As a single game-based learning strategy may not be enough to enhance such competencies, the online game in the current study incorporated…