There has been a little research on emotion, cognitive load, or learning performance for digital game-based learning (DGBL). However, there is still a dearth of research on investigating the interactive effects of scaffolding DGBL and cognitive style on the above three outcomes. Participants were 97 middle-aged and elder adults from a community…

The emergence of digital game types has opened up significant opportunities to facilitate language acquisition through feedback provision, attracting diverse research strands to explore their potential as arenas for technology-assisted language learning. This study investigates the effects of learner-, peer-, and collaborative-regulated feedback…

Numerous scholars have empirically explored the impact of gamification on enhancing students' learning, yielding varied findings regarding the effectiveness of gamification, but whether students of different learning styles are all supportive of gamified education and game elements is still an open question. This study examined whether and why…

The pedagogical value and global relevance of heritage education regarding the safeguarding of global tradition and practice for future generations is indisputable. This research aims to investigate the efficacy of integrating a puzzle-based game, with scaffolding strategies, to enhance students' understanding and appreciation of cultural heritage…

The concept of play supports the experiential and creative aspects of the design field because it is a familiar and fun phenomenon and involves interaction. The use of game-based learning in design processes will increase participation by supporting the regulation of these processes and the problematic aspects of the design studio course, which is…

Students with different cognitive styles benefit from different instructional strategies, including learning through playing video games. Although playing video games can be an effective learning method, we do not know its impact on the reasoning ability of students with different cognitive styles. The purposes of this study are to investigate…

Purpose: The purpose of this paper is to design and incorporate gamebased pedagogy grounded in self-determination theory (SDT) for a higher education course in a business school program. Design/methodology/approach: The study evaluates the learning outcomes of students from higher education in gamified and non-gamified contexts. The study was…

The game-based learning, which uses computer games to improve performance and learning, is a new field which can be used as a powerful educational tool. To increase the effectiveness of educational games, new games fit the learning styles of each individual can be made to have a customized learning environment. Currently, playing computer games…

In this study, the mathematical problem-solving ability with ethnomathematics nuances of the marble game based on student learning styles has been examined. A qualitative methodology is used, with the research instruments being a learning style questionnaire, a problem-solving ability test, and interviews based on problem-solving ability…

The need for self-directed learning for professional development drives an increase in the delivery of easy to use 'just-in-time' resources that respond to the often-dynamic workplace and work culture. This is especially important in the era of globalisation, when the number of employees, who are culturally diverse, increases each year. Most…

Gestalt perception relates to inferring a holistic scene from separate elements. Using this theory, an application game named Gestalt Puzzle was designed for students to play by recognizing a few parts of an image to reason the whole image of a particular object. Cognitive style can be divided into field independence (FI) and field dependence (FD)…

The characteristic differences of participants affect their reactions to various gamification elements. Thus, it is critical to reveal the impact different type of students on gamified interventions, and the relation of personality features and gamified learning process. In this study, it is compered the motivation and perception of participants…

The Inclusive Assessment of Computational Thinking (CT) designed for accessibility and learner variability was studied in over 50 classes in US schools (grades 3-8). The validation studies of IACT sampled thousands of students to establish IACT's construct and concurrent validity as well as test-retest reliability. IACT items for each CT practice…

Game-based learning has received significant attention in educational pedagogy as an effective way of increasing student motivation and engagement. The majority of the work in this area has been focused on digital games or games involving technology. We focus on the use of traditional game design in improving student engagement and perception of…

In this article, we examine the linkage between students' game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements.…