Nowadays cross platform software development is more expensive than ever before in terms of time and effort. Meantime with increasing number of personal devices, it is harder for local applications to synchronize and connect to the Internet. In terms of educational games, they can be divided into "local educational game" and "web educational game." "Local game" indicates the ones either on tablets, mobile devices or PC, which is an application on the corresponding platform. This kind of game mostly does not have backend support nor cross platform features such as the iPad version of CandyFactory. For one specific game, if the developer wants it to run on iPad and Android tablets, they need to develop two applications based on corresponding development framework, which is time and effort consuming. "Web game" indicates the ones on websites, which support cross platforms, but do not have backend support. Usually they are pure JavaScript or flash games with no backend recording the performances and the achievements. Software development for each individual platform is time and effort consuming. In order to achieve cross platform development, many programming languages and platforms like Java, Python, and JVM appear. Among all the cross platform approaches, cloud-based software development is the most universal solution to this problem. With web browsers built into every operating system, cloud software can be compatible with almost any device. Moreover, "Software-as-a-Service" (SaaS) is becoming a new software engineering paradigm and cloud-based software development is more popular because of its flexible scalability and cross platform features. In this thesis, we create a cloud-based educational game, CandyFactory, based on an iPad version of CandyFactory, and add backend to it to record user performance as well as achievements. Firstly, we re-develop the whole game from the iOS platform to the cloud-based Java EE platform. Secondly, we add new features to improve the game play such as ruler functionality and achievements animation. Thirdly, we add backend support to CandyFactory, including user account creation, course creation and performance report generation. With this functionality, teachers can monitor their students' performances and generate course reports. Moreover, teachers can view a specific student's report in order to provide more specific and effective help to their students. Lastly, with the advantages of cloud-based software development, we can update the whole application at any time without forcing the user to reinstall the update or re-download the game. With the hot update, the cloud-based CandyFactory is highly maintainable. The cloud-based CandyFactory runs on any computer that supports minimum 1024x768 screen resolution. The computer could be iPads, Android or Microsoft tablets, Windows or Mac laptops and desktops, and any other computer with a web browser. The advantages of cloud-based educational games over local educational games and web educational games are: firstly, they have cross platform features; secondly, they have backend data collection support; thirdly, they are consistent even if users log in with different computers, their game record and history will always be the same; lastly, the teacher can always keep track of his/her students' performance and provide more specific help and feedback. / Master of Science / Providing services on the cloud has become universal. The term “Cloud-Based” indicates that the software application runs on a server computer and users access the application by using a web browser anywhere and anytime. This thesis presents a cloud-based educational game called CandyFactory to teach fractions. The users can use CandyFactory under a web browser on an Internet-connected tablet, laptop, or desktop computer with minimum 1024x768 screen resolution. User’s game performance data is recorded on the server computer regardless of which tablet, laptop, or desktop computer the user uses to play the game. Cloud-based CandyFactory has four kinds of users: Individual, Teacher, Student, Administrator. Individual users can play the game to learn fractions as well as generate performance reports. Teachers can create a course, automatically generate student accounts under a course, and generate performance reports for individual students or for the whole class. Students can play the game under the account provided by the teacher and view their performance reports. Administrator is a built-in account user for maintaining the cloud-based software application. By developing the cloud-based CandyFactory educational game, we provide the users a crossplatform and cross-computers solution which helps the teachers and students learn fractions more efficiently and effectively.

Education plays a pivotal role in shaping the future of any nation. Researchers, pedagogists, and teachers all over the world are constantly working towards improving the process of teaching at all levels of education in order to help impart knowledge in a more effective way. One of the most fundamental branches of education is mathematics. Unless a strong foundation is laid in childhood, it becomes difficult for adults to apply mathematics to their daily lives. Mathematics is such a field that it is integrated in most of our activities. Fractions, a mathematics topic, pose significant challenges for middle school students Although the students generally understand proper fractions (i.e., the numerator is smaller than the denominator), they find it very difficult to learn improper fractions (i.e., the numerator is greater than the denominator). One cannot do away with parts of mathematics curriculum, just because the concept is hard to grasp. The solution is to come up with alternative methods to teach these concepts, such that they are easier to understand and more fun to learn. This thesis describes a digital game-based solution for teaching fractions to middle school students using iOS mobile devices, i.e., iPad, iPhone, and iPod Touch. We developed a universal iOS game, called Candy Factory, which runs on all iOS mobile devices. The game assigns the student the role of the owner of a Candy Factory and tasks the student to manufacture a candy bar to match the kind and size of a customer order from a whole candy bar that is retrieved from the warehouse. The game is created to teach fractions based on the concept of partitioning and iterating. The student performs various activities such as partitioning, iterating, and measuring to produce the candy bar to satisfy the customer requirements. The game consists of three levels, which help the student progress smoothly from easier problems to more difficult ones. The Candy Factory game, not only helps students learn the fundamentals of fractions, but also makes the learning process enjoyable. / Master of Science

Yes / The unique characteristics of games have led scientific research to increasingly focus on their potential role in learning processes. Currently, their effectiveness in fostering experiential learning and skill acquisition in several areas is already supported by the existing evidence, mainly about the potential of digital games. Paradoxically, the current post-digital era seems to have led to a growing popularity of analogue games. The present Systematic Literature Review aimed to map the existing literature on the potential of board, tabletop, or other analogue games in learning processes. It intended to systematize the contemporary state of the art (2012-2022) around the pedagogical role of these games, their effectiveness, the promoted learning outcomes, the methodological aspects of the interventions, the used games – including mechanics and other characteristics – and the current discussions around inclusion and accessibility in analogue game-based learning. Adopting the PRISMA methodology, we searched ACM Digital Library, EBSCO, ERIC, Scopus - Elsevier, and Web of Science databases, as well as other peer-reviewed “grey literature” sources. The search resulted in an initial sample of 2741 articles that was then screened by inclusion and exclusion criteria previously defined according to the research objectives. We obtained a final sample of 45 articles. To formulate the mapping of existing research, these studies were analyzed using a combination of statistical, content, and critical analysis procedures. The obtained results support the role of board, tabletop, and other analogue games in educational contexts – based on their educational potential – with a broad range of knowledge, cognitive, and psychological outcomes. The study also emphasized the relevance of these games in the promotion of soft skills and other aspects typically associated with meaningful learning, such as engagement, satisfaction, flexibility, and freedom of experimentation. However, important limitations were found in a fair amount of the pedagogical approaches studied, which can be mostly attributed to the low prevalence of modern board games that relate what is intended to be learned to aspects of game design and have little to no consideration of accessibility and inclusion aspects in these studies. / The present work was developed in the scope of the Project Training the Educators to Facilitate the Teaching and Assessment of Abstract Syllabus by the Use of Serious Games – TEGA (2020-1- UK01-KA203-079248), funded by the European Commission on the scope of Erasmus+ Programme. The research team also acknowledges the funding by Fundação para a Ciência e para a Tecnologia (FCT) provided to CICANT R&D Unit (UIDB/05260/2020), on the scope of Verão com Ciência initiative, which allowed the inclusion of a research initiation grant holder as co-author of the present work.

Cognitive dissonance is an important element in adult learning in that it challenges previously held ideas in favor of new knowledge. In-class simulations and game-based learning are used as innovative and effective pedagogical tools in challenging adult learners and enhancing the students’ ability to think critically about larger societal needs. This paper will review the literature relevant to cognitive dissonance, adult learning, and game and simulation practices in higher education. The authors present the results of one simulation activity in a quasi-experimental non-random comparison group conducted across five universities within multiple undergraduate and graduate level social work policy courses. Findings of this research on the use of simulations in social work policy courses can be used to guide other social work programs with embedding this effective educational practice into their programs. Institutions of higher education, specifically within the discipline of social work, can play an important role in continuing the research and evaluation of this effective pedagogical practice through measuring outcomes on student critical thinking and changes in student beliefs and biases.

This study investigates the perceptions and observations of teachers regarding the implementation of Game-Based Learning (GBL) for students with special needs, with a focus on ADHD, mainly in the Swedish educational system. Utilizing a qualitative research methodology, semi-structured interviews were conducted with six educators experienced in special education and GBL. The data were analyzed using thematic analysis, guided by the Technology Acceptance Model (TAM), to identify key themes related to the benefits, challenges, and attitudes towards GBL. The findings indicate that GBL significantly enhances student engagement and motivation, facilitates easier and more permanent learning, and improves academic performance. However, challenges such as inadequate teacher training, limited resource access, and scepticism among educators were also identified. These results underscore the need for targeted professional development and better resource allocation to maximize the potential of GBL in supporting students with special needs and ADHD. This research contributes to the existing literature by providing valuable insights into the practical implementation of GBL and its impact on students with special needs and ADHD.

Digitala spel i dagens samhälle blir allt vanligare och har de senaste åren börjat användas inom utbildning och undervisning runt om i världen. Att använda spel och teknologi inom en utbildning har både positiv och negativ påverkan på eleverna så väl som skolan. Teknikens positiva delar leder till en ökad motivation och engagemang bland eleverna men kan samtidigt leda till mer negativa delar, till exempel social isolering, dyra kostnader eller en distraktion som kan leda till att det påverkar andra kurser inom utbildningen negativt. Denna rapport syftar till att vara ett stöd vid val av utbildningsverktyg som ska användas i syfte för Game Design Based Learning (GDBL). Detta stöd består av en utvärderingsmodell som kan användas av exempelvis lärare som vill tillämpa GDBL i sin utbildning. Arbetet har utförts med stöd av forskningsstrategin design och skapande, där utvecklingen och framtagandet av en artefakt har skett. Utvärderingsmodellen har utformats med hjälp av den aktuella forskningsstrategin. Datainsamlingen för arbetet har skett genom sökning efter utbildningsverktyg, bland annat, på sökmotorn Google Search tillsammans med relevanta termer för arbetet, till exempel drag & drop. Vid tillämpning av GDBL samt valet av utbildningsverktyg gäller det att ta hänsyn till både de möjligheter som GDBL ger men även de negativa risker som finns. Utvärderingsmodellen har också testats på fem olika utbildningsverktyg för att validera utvärderingsmodellen. Dessa fem utbildningsverktyg är Scratch, Kodu Game Lab, Kahoot, Quizizz och Twine. Slutligen kom vi fram till att två av utbildningsverktygen passar bäst i ett utbildningssyfte. Dessa var Kahoot och Quizizz som är simpla frågesportsspel, det vill säga att dessa inte kräver utbildning eller programmering för att användas inom en undervisning. Detta baserades på ett påhittat scenario vilket var att hitta ett utbildningsverktyg för ett program som inriktar sig på grafisk design. / Digital games in today's society are becoming more common and have in the past few years been used in education and teaching around the world. Using games and technology in an education has both positive and negative impact on the students as well as the school. The positive aspects of technology lead to increased motivation and commitment among the students, but at the same time can lead to more negative factors, such as social isolation, expensive costs or a distraction that may adversely affect other courses in education. This report aims to be a support in selecting educational tools to be used for Game Design Based Learning (GDBL). This support consists of an evaluation model that can be used, for example, by teachers who wish to apply GDBL in their education. The work has been carried out with the support of the research strategy design and creation, where the development and the production of an artefact has taken place. The evaluation model has been designed using the current research strategy. The data collection for the work has been done by searching for training tools, including the search engine Google Search, along with relevant terms for the work, such as drag & drop. When applying GDBL and the choice of training tools, it takes into account both the opportunities offered by GDBL, but also the negative risks that exist. The evaluation model has also been tested on five different training tools to validate the evaluation model. These five training tools are Scratch, Kodu Game Lab, Kahoot, Quizizz and Twine. Finally, we found that two of the training tools are the most suitable for educational purposes. These were Kahoot and Quizizz, which are simple quiz games, that is, they do not require education or programming to be used in a classroom. This was based on an established scenario, which was to find a training tool for a program that focuses on graphic design.

This study intends to find out how two different teaching methods affect pupils'communicative ability in the problem-solving process. This through the use of smallgroup work. This study also has a comparative aspect and intends to compare atraditional teaching method with the innovative Game-based learning theory, whichadvocates that learning can take place through gamification. In order to achieve theaim of the study, an inquiry was carried out in four different small groups in gradefour (ages 10–11). The result of the inquiry indicated that the mean value of thenumber of communication clusters presented per minute was higher in the groupsthat worked with traditional learning than those that worked with gamified learningthrough the use of Escape room. / Denna studie har för avsikt att ta reda på hur två olika undervisningssätt påverkarelevers kommunikativa förmåga inom problemlösningsprocessen. Detta genomanvändandet av smågruppsarbeten. Studien har även en jämförande aspekt somhandlar om att jämföra ett traditionellt undervisningssätt med den nytänkandeGame-based learning theory som förespråkar att lärande bör ske genom spelifiering.För att uppnå syftet med studien genomfördes en undersökning i fyra olikasmågrupper i årskurs fyra (ålder 10–11 år). Resultatet från undersökningen pekadepå att medelvärdet av antal uppvisade kommunikationskluster per minut var högrehos grupperna som arbetade med traditionellt lärande än de som arbetade medspelifierat lärande genom användandet av Escape room.

Playing video games is a common hobby for many Swedish teenagers. Bystanders might think that excessive exposure to video games will cause harm for the youth, but what is lesser known is that the games can help develop several cognitive functions. For example, many of the popular games today have an economic dimension to them, where players will need to learn the proper way to manage their money in a certain game. With this in mind, is there a possible correlation between the amount of time spent playing video games and financial capability? This study examines that question with a quantitative approach. A survey was sent out to swedish high school students, asking them questions about their habits in regards to video games as well as questions to measure their financial capability. The findings point towards a slightly negative correlation between hours spent per week playing video games and the students financial capability. The lowest negative number was from Spearman’s rho - 0.214, and was found in the attribute positive financial behaviour. Important to note is that the significance from the p-values has indicated that the results are not significant. Apart from the analysis, the pivot tables that showcased the answers from the survey exhibited some interesting patterns for the group that played more than 15 hours per week. For example, the object scenario shows that 15 of 39 respondents would choose an aesthetic non-functional item insted of an item which has a functional advantage in the game. These patterns could be researched further under different circumstances than the current study. / Playing video games is a common hobby for many Swedish teenagers. Bystanders might think that excessive exposure to video games will cause harm for the youth, but what is lesser known is that the games can help develop several cognitive functions. For example, many of the popular games today have an economic dimension to them, where players will need to learn the proper way to manage their money in a certain game. With this in mind, is there a possible correlation between the amount of time spent playing video games and financial capability? This study examines that question with a quantitative approach. A survey was sent out to swedish high school students, asking them questions about their habits in regards to video games as well as questions to measure their financial capability. The findings point towards a slightly negative correlation between hours spent per week playing video games and the students financial capability. The lowest negative number was from Spearman’s rho - 0.214, and was found in the attribute positive financial behaviour. Important to note is that the significance from the p-values has indicated that the results are not significant. Apart from the analysis, the pivot tables that showcased the answers from the survey exhibited some interesting patterns for the group that played more than 15 hours per week. For example, the object scenario shows that 15 of 39 respondents would choose an aesthetic non-functional item insted of an item which has a functional advantage in the game. These patterns could be researched further under different circumstances than the current study.

The field of game-mediated L2 learning has grown exponentially, and much has been discovered about the potentials of game-mediated interactions for L2 development, yet the fine-grained dynamics of player-game interactions and how they come to facilitate and afford L2 development are still largely underexplored. To address this gap in the literature the current project presents 2 studies that examined the activities and fine-grained interactional learning dynamics of 7 learners of Arabic as a FL playing the simulation-management video game Baalty. A convenience sample was recruited at the University of Arizona to participate in the project voluntarily due to the scarcity of Egyptian Arabic learners. Qualitative case study design was used to offer a think description of the activities and fine-grained dynamics that comprise player-game interaction (Dörnyei, 2007). Ecological approaches to L2 learning (Van Lier, 2004) were used as a theoretical framework to underline the complex of factors that mediate and/or shape game-mediated L2 use. The study employed a variety of data collection instruments, including thinkaloud protocols, stimulated recall interviews, field observations, questionnaires, walkthroughs, gaming journals, and debriefing interviews, to collect data about participants' gaming activities and game-mediated languaging on cognitive, sociocultural, and virtual dimensions. The underlying reasoning for that approach is that each bit of data presents fragmented information about a specific facet of player-game interaction, and that by examining and organizing these pieces of information player-game interaction can be re-constructed. Data were coded both thematically and categorically according to a custom-made coding scheme. Data were then triangulated and analyzed for patterns and trends. Data analysis and interpretation demonstrated that player-game interaction is a dynamic multi-dimensional activity embedded in the gaming ecology and constituted by the player's participation in iterative levels of mutually constituted activity composed of languaging, play, and narration. The data further revealed that dynamic interaction between languaging and play activities situated in-game discourses in gameplay and offer opportunities for extended languaging and situated L2 development.

An increasing amount of attention has been brought to language learning through digital games. Incidental learning through different media types such as in print and online have also seen an increased amount of research done in recent years. This study examines the amount of incidental learning that occurs across three media types (in print, online, and in a digital simulation game) as well as participants' perceptions of how enjoyable and helpful these media types are. Results suggest that of the three media types, incidental learning occurred most through the online reading. Furthermore, although not statistically significant, participants in the present study found the reading in print to be most enjoyable and helpful.