Learning Analytics in Serious Games as Predictors of Linguistic Competence in Students at Risk

  1. Sánchez Castro, Susana
  2. Pascual Sevillano, Mª Ángeles
  3. Fombona Cadavieco, Javier
Revista:
Technology, Knowledge and Learning

ISSN: 2211-1662 2211-1670

Año de publicación: 2024

Tipo: Artículo

DOI: 10.1007/S10758-024-09726-5 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Technology, Knowledge and Learning

Resumen

The planned systematized design of the use of serious games in the classroom is presented as a strategy to optimize learning. In this framework, Learning Analytics represents stealth assessment and follow-up method, and a way to personalize such games by simplifying their application for teachers. The aim of this research was to analyze the impact of the use of serious games on improving linguistic competence in socio-educationally disadvantaged students, with a proposal for a planned systematized intervention. We use two specific games to improve linguistic competence and its learning analytics to achieve the proposed goal. This study carried out was pre-experimental, with pretest and posttest, and the sample consisted of 75 students at 4 primary education centers in Spain (36 boys, 39 girls) aged 9–12 (M = 10.6; SD = 0.7) at risk due to socioeconomic conditions in Primary Education. The results show that (a) the serious games integrated into the curriculum and adjusted to the learning objectives can facilitate the development and acquisition of linguistic competence in students with socio-educational disadvantages; (b) these students can match their peers in performance and competencies with appropriate systematic intervention; (c) the level acquired in a key competence can be evaluated and specific needs identified in students with academic difficulties using learning analytics; (d) learning analytics can contribute to predicting student performance in academic subjects through the scores collected in the analysis of learning integrated into serious games. These findings contribute to filling research gaps in these four aspects.

Información de financiación

Referencias bibliográficas

  • Abt, C. (1970). Serious games. Viking Press.
  • Abu, H., & Farrah, M. (2020). Investigating the effectiveness of flipped learning on enhancing students’ English language skills. English Review: Journal of English Education, 9(1), 193–204. https://doi.org/10.25134/erjee.v9i1.3799
  • Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2021). What school factors are associated with the success of socio-economically disadvantaged students? An empirical investigation using PISA data. Social Indicators Research, 157(2), 749–781. https://doi.org/10.1007/s11205-021-02668-w
  • Akbulut, M. (2022). An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools. Pegem Journal of Education and Instruction, 12(1), 10–24. https://doi.org/10.47750/pegegog.12.01.02
  • Akpınar, Y., Kutbay, E., & Akkaya, A. (2023). Designing exploratory serious games with learning supports. Eğitimde Kuram Ve Uygulama, 19(1), 83–96. https://doi.org/10.17244/eku.1248565
  • Almeida, F. L. F. (2017). Learning entrepreneurship with serious games: A classroom approach. International Educational Applied Scientific Research Journal, 2(1), 1–4.
  • Almendingen, K., Sandsmark, M., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Student’s experiences with online teaching following COVID-19 lockdown: A mixed-methods explorative study. PLoS ONE, 16(8), e0250378. https://doi.org/10.1371/journal.pone.0250378
  • Alonso-Fernández, C., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., & Fernández Manjón, B. (2021). Data science meets standardized game learning analytics. 2021 IEEE Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/EDUCON46332.2021.9454134
  • Alonso-Fernández, C., Cano, A. R., Calvo-Morata, A., Freire, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2019). Lessons learned applying learning analytics to assess serious games. Computers in Human Behavior, 99, 301–309. https://doi.org/10.1016/j.chb.2019.05.036
  • Al-Tarawneh, M. H. (2016). The effectiveness of educational games on scientific concepts acquisition in first grade students in science. Journal of Education and Practice, 7(3), 31–37.
  • Arnab, S., Lim, T., Carvalho, M. B., Bellotti, F., De Freitas, S. S., Louchart, S., Suttie, N., Berta, R., & Gloria, A. (2015). Mapping learning and game mechanics for serious games analysis. British Journal of Educational Technology, 46(2), 391–411. https://doi.org/10.1111/bjet.12113
  • Biswas, S. S., Ahad, M. A., Nafis, M. T., Alam, M. A., & Biswas, R. (2021). Introducing “α-Sustainable Development” for transforming our world: A proposal for the 2030 agenda. Journal of Cleaner Production, 321(3), 129030. https://doi.org/10.1016/j.jclepro.2021.129030
  • Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin.
  • Cano, S. R., Delgado-Benito, V., & Gonçalves, V. (2022). Educational technology based on virtual and augmented reality for students with learning disabilities: Specific projects and applications. Emerging advancements for virtual and augmented reality in Healthcare (pp. 26–44). IGI Global.
  • Capin, P., Cho, E., Miciak, J., Roberts, G., & Vaughn, S. (2021). Examining the reading and cognitive profiles of students with significant reading comprehension difficulties. Learning Disability Quarterly, 44(3), 183–196. https://doi.org/10.1177/0731948721989973
  • Charleer, S., Vande Moere, A., Klerkx, J., Verbert, K., & De Laet, T. (2017). Learning analytics dashboards to support adviser-student dialogue. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2017.2720670
  • Cheung, S. Y., & Ng, K. Y. (2021). Application of the educational game to enhance student learning. Frontiers in Education, 6, 623793. https://doi.org/10.3389/feduc.2021.623793
  • Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: a systematic review and meta-analysis. Review of Educational Research, 86(1), 79–122. https://doi.org/10.3102/0034654315582065
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). L. Erlbaum Associates. https://doi.org/10.4324/9780203771587
  • Daoudi, I. (2022). Learning analytics for enhancing the usability of serious games in formal education: A systematic literature review and research agenda. Education and Information Technologies, 27(8), 11237–11266. https://doi.org/10.1007/s10639-022-11087-4
  • Davies, P. T., Thompson, M. J., Martin, M. J., & Cummings, E. M. (2020). The vestiges of childhood interparental conflict: adolescent sensitization to recent interparental conflict. Child Development, 92(3), 1154–1172. https://doi.org/10.1111/cdev.13451
  • Deng, L., Daverpanah, N., & Izadpanah, S. (2023). The effect of educational computer games on the academic resilience, academic self-regulation, and academic achievement of EFL students. Frontiers in Psychology, 13, 947577. https://doi.org/10.3389/fpsyg.2022.947577
  • de Vlieger, N. M., Sainsbury, L., Smith, S. P., Riley, N., Miller, A., Collins, C. E., & Bucher, T. (2022). Feasibility and acceptability of ‘VitaVillage’: A serious game for nutrition education. Nutrients, 14(1), 189. https://doi.org/10.3390/nu14010189
  • Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14(1), 1–36. https://doi.org/10.1186/s41239-017-0042-5
  • Dindar, M. (2018). An empirical study on gender, video game play, academic success and complex problem solving skills. Computers & Education, 125, 39–52. https://doi.org/10.1016/j.compedu.2018.05.018
  • Enkvist, I. (2011). Good and bad education. Ejemplos internacionales. Encuentro.
  • Erhel, S., & Jamet, E. (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity, flow experience and learning outcomes. Computers in Human Behavior, 91, 106–114. https://doi.org/10.1016/j.chb.2018.09.020
  • Ferguson, R. (2012). Learning analytics: Drivers, developments and challenges. International Journal of Technology Enhanced Learning, 4(5/6), 304. https://doi.org/10.1504/ijtel.2012.051816
  • Field, A. (2018). Discovering Statistics Using IBM SPSS Statistics (5th Ed.). SAGE.
  • Flogie, A., Aberšek, B., Kordigel Aberšek, M., Sik Lanyi, C., & Pesek, I. (2020). Development and evaluation of intelligent serious games for children with learning difficulties: Observational study. JMIR Serious Games, 8(2), e13190. https://doi.org/10.2196/13190
  • Fokides, E., Atsikpasi, P., Kaimara, P., & Deliyannis, I. (2019). Let players evaluate serious games. Design and validation of the Serious Games Evaluation Scale. ICGA Journal, 41(3), 116–137. https://doi.org/10.3233/ICG-190111
  • Fombona, J., Pascual, M. A., & Pérez-Ferra, M. (2020). Analysis of the educational impact of M-learning and related scientific research. Journal of New Approaches in Educational Research, 9(2), 167–180. https://doi.org/10.7821/naer.2020.7.470
  • Fraga-Varela, F., Vila-Couñago, E., & Martínez-Piñeiro, E. (2021). The impact of serious games in mathematics fluency: A study in primary education. Comunicar, 29(69), 125–135. https://doi.org/10.3916/C69-2021-10
  • Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology: General, 141(1), 2–18. https://doi.org/10.1037/a0024338
  • Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022b). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
  • Hallifax, S., Serna, A., Marty, J.-C., Lavoué, G., & Lavoué, E. (2019). Factors to consider for tailored gamification. Proceedings of the Annual Symposium on Computer-Human Interaction in Play. https://doi.org/10.1145/3311350.3347167
  • Harteveld, C., Busker, P., & Nijhuis, J. (2007). Serious games: Unveiling the potential for learning. Tijdschrift Voor Economisch Onderwijs, 36, 39–56.
  • Hautala, J., Heikkilä, R., Nieminen, L., Rantanen, V., Latvala, J. M., & Richardson, U. (2020). Identification of reading difficulties by a digital game-based assessment technology. Journal of Educational Computing Research, 58(5), 1003–1028. https://doi.org/10.1177/0735633120905309
  • Heeren, J., Speelman, D., & De Wachter, L. (2021). A practical academic reading and vocabulary screening test as a predictor of achievement in first-year university students: Implications for test purpose and use. International Journal of Bilingual Education and Bilingualism, 24(10), 1458–1473. https://doi.org/10.1080/13670050.2019.1709411
  • Hlosta, M., Herodotou, C., Papathoma, T., Gillespie, A., & Bergamin, P. (2022). Predictive learning analytics in online education: A Deeper understanding through explaining algorithmic errors. Computers & Education: Artificial Intelligence, 3, 100108. https://doi.org/10.1016/j.caeai.2022.100108
  • Hong, H. Y., Ma, L., Lin, P. Y., & Yuan-Hsuan Lee, K. (2020). Advancing third graders’ reading comprehension through collaborative knowledge building: A comparative study in Taiwan. Computers and Education, 157, 103–962. https://doi.org/10.1016/j.compedu.2020.103962
  • Hornstra, L., Mansfield, C., van der Veen, I., Peetsma, T., & Volman, M. (2015). Motivational teacher strategies: The role of beliefs and contextual factors. Learning Environments Research, 18(3), 363–392. https://doi.org/10.1007/s10984-015-9189-y
  • Hutagaol, O. D., Rahayu, Y., Nova, P., Rafly, M., & Sultani, A. (2023). Systematic literature review: Games for social skills development in people with Autism Spectrum Disorder (ASD). Sustainable development in creative industries: embracing digital culture for humanities (pp. 405–409). Routledge.
  • Jovanović, J., Saqr, M., Joksimovíc, S., & Gašević, D. (2021). Students matter the most in Learning Analytics: The effects of internal and instructional conditions in predicting academic success. Computers & Education, 172, 104251. https://doi.org/10.1016/j.compedu.2021.104251
  • Khalil, M., Slade, S., & Prinsloo, P. (2023). Learning analytics in support of inclusiveness and disabled students: A systematic review. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-023-09363-4
  • King, R. B., & Trinidad, J. E. (2021). Growth mindset predicts achievement only among rich students: Examining the interplay between mindset and socioeconomic status. Social Psychology of Education. https://doi.org/10.1007/s11218-021-09616-z
  • Lamas, H. (2015). Sobre el rendimiento escolar. Propósitos y Representaciones, 3(1), 313–386. https://doi.org/10.20511/pyr2015.v3n1.74
  • Lamb, R. L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158–167. https://doi.org/10.1016/j.chb.2017.10.040
  • Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2016). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4), 972–994. https://doi.org/10.1111/bjet.12467
  • Li, Y., Kim, M., & Palkar, J. (2022). Using emerging technologies to promote creativity in education: A systematic review. International Journal of Educational Research Open, 3, 100177. https://doi.org/10.1016/j.ijedro.2022.100177
  • Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209–223. https://doi.org/10.1111/flan.12454
  • Loh, C. S., & Sheng, Y. (2015). Measuring expert performance for serious games analytics: From data to insights. Serious games analytics (pp. 101–134). Cham: Springer. https://doi.org/10.1007/978-3-319-05834-4_5
  • López, F. R., Arias-Oliva, M., Pelegrín-Borondo, J., & Marín-Vinuesa, L. M. (2021). Serious games in management education: An acceptance analysis. The International Journal of Management Education, 19(3), 100517. https://doi.org/10.1016/j.ijme.2021.100517
  • López-Bouzas, N., & Del Moral-Pérez, M. E. (2023). Gamified environments and serious games for students with autistic spectrum disorder: Review of research. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00381-7
  • López-Roldán, P., & Fachelli, S. (2016). Regression analysis. Universitat Autónoma Barcelona.
  • Luo, R., Pace, A., Levine, D., Iglesias, A., de Villiers, J., Golinkoff, R. M., Wilson, M. S., & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1–14. https://doi.org/10.1016/j.ecresq.2020.10.007
  • Lussier-Desrochers, D., Massé, L., Simonato, I., Lachapelle, Y., Godin-Tremblay, V., & Lemieux, A. (2023). Evaluation of the effect of a serious game on the performance of daily routines by autistic and ADHD children. Advances in Neurodevelopmental Disorders. https://doi.org/10.1007/s41252-023-00319-4
  • Medina, E. C., Chunga, C. B., Armas-Aguirre, J., Grandón, E. E. & Bío-Bío, U. (2020). Predictive model to reduce the dropout rate of university students in Perú: Bayesian Networks vs. decision trees. In 15th Iberian Conference on Information Systems and Technologies. https://doi.org/10.23919/cisti49556.2020.9141095
  • Mendive, S., Mascareño Lara, M., Aldoney, D., Pérez, J. C., & Pezoa, J. P. (2020). Home language and literacy environments and early literacy trajectories of low-socioeconomic status Chilean children. Child Development, 91(6), 2042–2062. https://doi.org/10.1111/cdev.13382
  • Mora, A., Riera, D., González, C., & Arnedo-Moreno, J. (2017). Gamification: A systematic review of design frameworks. Journal of Computing in Higher Education, 29(3), 516–548. https://doi.org/10.1007/s12528-017-9150-4
  • Myles, B. S., Ferguson, H., & Hagiwara, T. (2007). Using a personal digital assistant to improve the recording of homework assignments by an adolescent with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(2), 96–99. https://doi.org/10.1177/10883576070220021001
  • National Institute for Educational Evaluation. (2021). Education figures in Spain: Statistics and indicators. Edition 2022. Ministry of Education and Vocational Training https://sede.educacion.gob.es/publiventa/descarga.action?f_codigo_agc=23800
  • Navarra, J. M. (2020). Transversal learning from the area of language and literature. Innovación Educativa, 30, 21–39.
  • Nazry, N., Nazrina, M., & Romano, D. M. (2017). Mood and learning in navigation-based serious games. Computers in Human Behavior, 73, 596–604. https://doi.org/10.1016/j.chb.2017.03.040
  • Nunes, K., Du, S., Philip, R., Mourad, M. M., Mansoor, Z., Laliberté, N., & Rawle, F. (2021). Science students’ perspectives on how to decrease the stigma of failure. FEBS Open Bio, 12(1), 24–37. https://doi.org/10.1002/2211-5463.13345
  • Owens, J., & de St Croix, T. (2020). Engines of social mobility? Navigating meritocratic education discourse in an unequal society. British Journal of Educational Studies, 68(4), 403–424. https://doi.org/10.1080/00071005.2019.1708863
  • Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603–622. https://doi.org/10.1016/j.compedu.2009.04.001
  • Pratama, L. D., & Setyaningrum, W. (2018). Game-based learning: The effects on student cognitive and affective aspects. Journal of Physics: Conference Series, 1097, 012123. https://doi.org/10.1088/1742-6596/1097/1/012123
  • Peña, N., Corral, J., & Mata, A. (2020). Assessment of the development of professional skills in university students: Sustainability and serious games. Sustainability, 12(3), 1014. https://doi.org/10.3390/su12031014
  • Pires, A., González-Perilli, F., Bakała, E., Fleisher, B., Sansone, G., & Marichal, S. (2019). Building blocks of mathematical learning: Virtual and tangible manipulatives lead to different strategies in number composition. Frontiers in Education, 4, 1–11. https://doi.org/10.3389/feduc.2019.00081
  • Richey, R. C. (2008). Reflections on the 2008 AECT definitions of the field. TechTrends, 52(1), 24–25. https://doi.org/10.1007/s11528-008-0108-2
  • Rieckmann, M. (2018). Learning to transform the world: key competencies in education for sustainable development. In A. Leicht, J. Heiss, & W. J. Byun (Eds.), Issues and trends in education for sustainable development (pp. 39–59). UNESCO.
  • Rienties, B., Tempelaar, D., Nguyen, Q., & Littlejohn, A. (2019). Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Computers in Human Behavior, 100, 345–357. https://doi.org/10.1016/j.chb.2019.07.007
  • Rosenthal, J. A. (1996). Qualitative descriptors of strength of association and effect size. Journal of Social Service Research, 21(4), 37–59. https://doi.org/10.1300/j079v21n04_02
  • Sáez López, J. M., Vázquez-Cano, E., Fombona, J., & López-Meneses, E. (2022). Gamification and gaming proposals, teachers’ perceptions and practices in primary education. Interaction Design & Architecture, 53, 213–229. https://doi.org/10.55612/s-5002-053-01
  • Saitua-Iribar, A., Corral-Lage, J., & Peña-Miguel, N. (2020). Improving knowledge about the sustainable development goals through a collaborative learning methodology and serious game. Sustainability, 12(15), 6169. https://doi.org/10.3390/su12156169
  • Saiz-Manzanares, M. C., Rodríguez-Arribas, S., Pardo-Aguilar, C., & Queiruga-Dios, M. Á. (2020). Effectiveness of self-regulation and serious games for learning STEM knowledge in primary education. Psicothema, 32, 516–524. https://doi.org/10.7334/psicothema2020.30
  • Saleem, A. N., Noori, N. M., & Ozdamli, F. (2021). Gamification Applications in E-learning: A literature review. Technology, Knowledge and Learning, 27(1), 139–159. https://doi.org/10.1007/s10758-020-09487-x
  • Salinas, M. F., & Garr, J. (2009). Effect of learner-centered education on the academic outcomes of minority groups. Journal of Instructional Psychology, 36, 226–237.
  • Scarpa, M. P., Prilletensky, I., McMahon, A., Myers, N. D., Prilleltensky, O., Lee, S., Pfeiffer, K. A., Bateman, A. G., & Brincks, A. M. (2021). Is fun for wellness engaging? Evaluation of user experience of an online intervention to promote well-being and physical activity. Frontiers in Computer Science, 3, 690389. https://doi.org/10.3389/fcomp.2021.690389
  • Schrader, C. (2023). Serious games and game-based learning. Handbook of open, distance and digital education (pp. 1255–1268). Springer.
  • Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1), 1–28. https://doi.org/10.1186/s41239-017-0063-0
  • Schuth, E., Köhne, J., & Weinert, S. (2017). The influence of academic vocabulary knowledge on school performance. Learning and Instruction, 49, 157–165. https://doi.org/10.1016/j.learninstruc.2017.01.005
  • Schwab, J. F., & Lew-Williams, C. (2016). Language learning, socioeconomic status, and child-directed speech. Wiley Interdisciplinary Reviews: Cognitive Science, 7(4), 264–275. https://doi.org/10.1002/wcs.1393
  • Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
  • Shin, H. W., & So, Y. (2018). The moderating role of socioeconomic status on motivation of adolescents’ foreign language learning strategy use. System, 73, 71–79. https://doi.org/10.1016/j.system.2017.11.007
  • Shute, V. J., & Ventura, M. (2013). Measuring and supporting learning in games: Stealth assessment. MIT Press. https://doi.org/10.7551/mitpress/9589.001.0001
  • Sun, M. (2023). A meta-analysis of the impact of gamification of learning on learning outcomes in science education: Based on 34 experimental and quasi-experimental studies. Science, 11(1), 1–7. https://doi.org/10.11648/j.si.20231101.11
  • Swiecki, Z., Khosravi, H., Chen, G., Martinez-Maldanado, R., Lodge, J. M., Milligan, S., Selwyn, N., & Gašević, D. (2022). Assessment in the age of artificial Intelligence. Computers & Education: Artificial Intelligence, 3, 100075. https://doi.org/10.1016/j.caeai.2022.100075
  • Szabo, C. Z., Stickler, U., & Adinolfi, L. (2020). Predicting the academic achievement of multilingual students of English through vocabulary testing. International Journal of Bilingual Education and Bilingualism, 24(10), 1531–1542. https://doi.org/10.1080/13670050.2020.1814196
  • Tacoronte Sosa, J. P., & Peña Hita, M. A. (2023). A Systematic Review of Serious Games for Children’s Reading Skills’ development, (32), 79–92. https://ojsspdc.ulpgc.es/ojs/index.php/ElGuiniguada/article/view/1603
  • Taghinezhad, A., & Riasati, M. J. (2020). The interplay of critical thinking explicit instruction, academic writing performance, critical thinking ability, and critical thinking dispositions: An experimental study. IJERI International Journal of Educational Research and Innovation, 13, 143–165. https://doi.org/10.46661/ijeri.4594
  • Talib, N. (2020). How is structural inequality made fair in a meritocratic education system? Journal of Language and Politics, 20(3), 383–406. https://doi.org/10.1075/jlp.20012.tal
  • Tamm, A. (2021). Estonian late adolescents’ values: Links with perceived care, school location, and family socioeconomic status. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 9(1), 117–137. https://doi.org/10.12697/eha.2021.9.1.05
  • Tapingkae, P., Panjaburee, P., Hwang, G. J., & Srisawasdi, N. (2020). Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions. Computers & Education, 159, 103998. https://doi.org/10.1016/j.compedu.2020.103998
  • Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R., & Lester, J. (2020). The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers & Education, 147, 103781. https://doi.org/10.1016/j.compedu.2019.103781
  • Tempelaar, D., Rienties, B., Mittelmeier, J., & Nguyen, Q. (2018). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior, 78, 408–420. https://doi.org/10.1016/j.chb.2017.08.010
  • Tenpipat, W. & Akkarajitsakul, K. (2020). Student dropout prediction: A KMUTT case study. In International conference on Big Data analytics and practices. https://bit.ly/3mkoOUl
  • Thomson, J. M., Foldnes, N., Uppstad, P. H., Njå, M., Solheim, O. J., & Lundetræ, K. (2020). Can children’s instructional gameplay activity be used as a predictive indicator of reading skills? Learning and Instruction, 68, 101348. https://doi.org/10.1016/j.learninstruc.2020.101348
  • Tokac, U., Novak, E., & Thompson, C. G. (2019). Effects of game-based learning on students’ mathematics achievement: A meta-analysis. Journal of Computer Assisted Learning, 35(3), 407–420. https://doi.org/10.1111/jcal.12347
  • Torppa, M., Vasalampi, K., Eklund, K., Sulkunen, S., & Niemi, P. (2019). Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being. Educational Psychology, 40(1), 62–81. https://doi.org/10.1080/01443410.2019.1670334
  • Ulicsak, M., & Williamson, B. (2011). Computer games and learning: A handbook. Futurelab.
  • Valtonen, T., López-Pernas, S., Saqr, M., Vartiainen, H., Sointu, E. T., & Tedre, M. (2022). The nature and building blocks of educational technology research. Computers in Human Behavior, 128, 107123. https://doi.org/10.1016/j.chb.2021.107123
  • van der Lubbe, L., Gerritsen, C., Klein, M., & Hindriks, K. (2021). Empowering vulnerable target groups with serious games and gamification. Entertainment Computing, 38, 100402. https://doi.org/10.1016/j.entcom.2020.100402
  • van Merriënboer, J. J., Clark, R. E., & de Croock, M. B. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research & Development, 50(2), 39–61.
  • van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182
  • Wood, C. L., Schatschneider, C., & VelDink, A. (2021). The relation between academic word use and reading comprehension for students from diverse backgrounds. Language, Speech, and Hearing Services in Schools, 52(1), 273–287. https://doi.org/10.1044/2020_lshss-19-00099
  • Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311
  • Wronowski, M., Urick, A., Wilson, A. S. P., Thompson, W., Thomas, D., Wilson, S., Elizondo, F. J., & Ralston, R. (2019). Effect of a serious educational game on academic and affective outcomes for statistics instruction. Journal of Educational Computing Research, 57(8), 2053–2084. https://doi.org/10.1177/0735633118824693
  • Zhao, D., Muntean, C. H., Chis, A. E., Rozinaj, G., & Muntean, G. M. (2022). Game-based learning: Enhancing student experience, knowledge gain, and usability in higher education programming courses. IEEE Transactions on Education, 65, 502–513. https://doi.org/10.1109/te.2021.3136914
  • Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 2019, 1–8. https://doi.org/10.1155/2019/4797032
  • Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly.