This systematic literature review explores learning analytics (LA) in serious games within virtual reality (VR) environments, focusing on studies from the International Conference on Learning Analytics and Knowledge (LAK) and the Journal of Learning Analytics (JLA). Conducted in two stages, the review identifies key domains where serious games in VR are applied, along with the tools and methods used to evaluate their effectiveness. Predominantly applied in higher education, serious games in VR enhance student engagement, collaborative learning, and the comprehension of complex subjects. Common data collection methods include Electroencephalogram, eye tracking, and interaction logs, often analyzed with machine learning and statistical techniques to understand cognitive and behavioral learning aspects. The review also points out limitations, such as the narrow focus on two sources and a small sample size. It calls for future research to explore LA in augmented reality and mixed reality environments, incorporating studies on user experience and pedagogical strategies. This work contributes to the LA community by offering insights into the integration of advanced data collection and analytics techniques in immersive learning environments.
Traditional methods of teaching religion often fail to capture the sensory and spatial dimensions of religious practices, leaving students with abstract understandings disconnected from lived experiences. This study pilots the use of extended reality resources—immersive 360-degree videos, enhanced video interviews, and virtual tours—as tools for teaching undergraduate students about religious traditions. Through thematic analysis of students’ written reflections, the findings reveal four key outcomes: a deepened understanding of traditions and rituals, an appreciation for the role of sacred spaces, enhanced empathy for practitioners, and a desire for further exploration. Though limited in scope and breadth, these initial results suggest that immersive media can foster both cognitive and emotional engagement, providing students with a more holistic and respectful understanding of religious practices.
As Artificial Intelligence (AI) becomes integrated into daily life, children encounter it without understanding its mechanisms or ethics. This study examines a five-day online AI literacy workshop for children aged 7–11, focused on foundational knowledge, hands-on engagement, and critical thinking. Using a socio-constructivist framework, the workshop employed open-access resources and guided activities to introduce AI concepts, model training, and creative applications. Data from interviews, videos, and artifacts revealed themes: understanding AI, creating models, designing with AI, and reflecting on learning. Participants gained awareness of AI’s functionality, societal impact, and creative potential, highlighting the value of interactive, collaborative activities in building confidence and democratizing AI education for young learners.
This study qualitatively examined an integrated cross-community approach to augmenting research courses with (a) non-competitive gamification and (b) AI. Unlike other studies, ours was proactive, non-COVID derived, non-competitive, and rooted in a variety of instructional and technology expertise resources. Its three aims were (1) increasing students’ engagement, (2) reducing students’ course-associated stress, and (3) promoting organizational efficiency for both students and the instructor.
This study examines the design, implementation, and evaluation of a Digital Educational Escape Room (DEER) titled “Escape from the Doctor’s Office,” developed to enhance artificial intelligence/machine learning (AI/ML) literacy. Grounded in constructivist pedagogy and behaviorist principles, the DEER was designed using the ADDIE framework (Analyze, Design, Develop, Implement, Evaluate) and guided by Fu and Yu’s Three-Layered Thinking Model of Game Design to align educational content with engaging gameplay. The game incorporated AI/ML concepts such as data science, algorithms, and ethical considerations within a healthcare narrative. Piloted during the first two weeks of a summer research program for six U.S.-based computer science undergraduate and graduate students, the DEER engaged participants in collaborative, time-bound problem-solving through interactive puzzles and group discussion. Results from a post-questionnaire and analysis of field notes demonstrated the game's effectiveness in promoting teamwork, generating interest in AI/ML concepts, and engaging participants actively in the learning process.
This study examines the impact of a Local Revitalization RPG in Ishinomaki City, Japan, as a tool for enhancing regional attachment, cultural awareness, and educational engagement among university students. Following the devastating Great East Japan Earthquake of 2011, Ishinomaki has sought innovative strategies to foster recovery and preserve cultural heritage. The RPG integrates local narratives, historical landmarks, and interactive gameplay to create an immersive learning experience that bridges cultural and geographic divides. Participants from two universities played the game, and their subjective attachment, panoramic attachment, sustainable attachment, and knowledge about Ishinomaki were measured using a 5-point Likert scale. Results reveal significant improvements across all metrics, with gameplay emerging as the primary driver of change, regardless of geographical proximity to Ishinomaki. These findings underscore the transformative potential of gamification in education and community development. The study contributes to the broader discourse on using gamified tools for cultural preservation, tourism promotion, and sustainable regional development, offering a replicable framework for other regions worldwide.
This study examines “VirtualGeo”, a Mixed Reality and Generative AI platform designed to enhance U.S. geography knowledge among international students. By integrating immersive technologies, VirtualGeo allows students to engage with spatial content within an interactive digital landscape. Using a mixed-methods approach, the study evaluated the platform’s impact through pre- and post-tests measuring geographic knowledge, map-drawing skills, and cognitive load, complemented by qualitative interviews to capture students’ learning experiences. Findings show significant gains in international students’ geographic understanding and underscore VirtualGeo’s potential to support adaptive and student-centered learning. Implications suggest that VirtualGeo is a scalable tool to teach geography and other spatial disciplines, which highlights new possibilities for research, policy, and practice in digital education.
Technology has greatly impacted education around the world, including in Saudi Arabia. Educational technology supports teaching and learning processes, and its integration into schools supports successful initiatives to improve learning in the classroom. Introducing a new technology resource, such as computer tablets, into learning settings is crucial in the delivery of more varied and more interactive instructional content at all student levels. This qualitative research study concerns the digital transition from textbooks to tablets in Saudi Arabian schools. The goal of the study was to examine the use of tablets by current teachers and to investigate their perceptions of and feelings towards tablets. This study also helped to identify benefits and disadvantages of using digital technology devices in schools. The researcher used a purposive sampling technique for an in-depth understanding of the phenomenon. The data was collected through semi-structured interviews and observations. Six Saudi teachers who use tablet devices in their classrooms agreed to be interviewed and observed and to participate in follow-up interviews. The data were analyzed using thematic analysis, which emphasizes the important themes across the collected data. The findings indicate a persistent dilemma of which participants were not aware: the intent of transitioning to tablets is not matched by what takes place in classrooms. This study found that teachers use tablets as supplemental instruction, but books are still the primary method of instruction. The major problems with tablet implementation in this school were inadequate teacher input into the transition process, training, and ongoing support.
There is a healthy research community focused on individual differences to tailor serious games for maximum effect for each person. But there is a comparative lack of research on the scalability of serious games for maximising knowledge saturation in a population. Scalability is critical in many real applications. The authors detail this neglected set of priorities as a research paradigm: Massively Scalable Learning (MSL), and delineate what kinds of domains would benefit most from MSL, summarise its specific cognitive, motivational, and practical components, and detail the factors and mechanisms that determine if MSL is relevant and effective. Existing research is examined, evaluating common educational tools and game features such as virtual tutors for their applicability to MSL, to extract some initial guidelines and principles for MSL for practitioners of serious game design, and identify the key knowledge gaps where future research needs to focus in this neglected but important area.
This article presents a systematic instructional design procedure to develop a Computer-Assisted Vocabulary Acquisition (CAVA) software in a consistent and reliable way. The design process involves ADDIE fundamental elements: Analyse, Design, Development, Implementation, and Evaluation. This article will describe in detail each of the five ADDIE phases, and the working activities conducted in each, which are designed to manage CAVA instructional design process.
