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Documents
Whitepaper9 pages
Designing a Non-Digital Game for Entrepreneurial Education: Case Study of Biznes na Medal
This paper presents a three-year autoethnographic case study of "Biznes na Medal," a non-digital board game for entrepreneurial education designed by Mateusz Lewandowski at the Jagiellonian University in Poland.
- The game's educational and commercial value came from iterative, bottom-up testing, and a deliberate pivot from an abstract business setting to a concrete SME context strengthened both learning outcomes and market potential.
- In pilot testing conducted in 2024 and 2025, 86% of pupils expressed a desire to play the game again.
- The development path ran from a 2022 prototype tested with students, family members, and business experts, to a 2025 final form shaped by university and technology transfer funding, incubator support, and workshop and school pilot feedback.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
Countering Hindsight Bias and Memory Decay During Debriefing Through Dual-Track Simulation Game Design
This paper investigates whether Concurrent Decision Logging (CDL), a practice in which learners record their reasoning and confidence before seeing each round's outcome in a simulation game, alters how they reason and later explain their decisions during debriefing.
- Concurrent Decision Logging (CDL), where learners record their reasoning and confidence before each round's outcome is revealed, was tested in a randomized study of 41 participants (18 research, 23 control) using Lemonade Lane, a five-round browser-based business simulation.
- Players who logged rationale before outcomes showed nearly three times the intra-player pricing variance of controls, adjusting prices far more across rounds and responding differently to a mid-game competitor shock, where controls were more likely to hold prices unchanged.
- In post-game attributions, loggers wrote about 53% more text, named more distinct causes, and used more causal connectors and self-evaluative language than controls.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
Quiz-Based Mechanics for Long-Term Retention in Game-Based Learning
A systematic review of 66 empirical studies examines how quiz-based mechanics in game-based learning support long-term retention.
- A systematic review of 66 empirical studies (following PRISMA guidelines) finds that retrieval practice, spacing, and corrective feedback produce the most reliable retention gains when combined, with the strongest effects arising when all three are coordinated rather than applied in isolation.
- Evidence for adaptive difficulty is inconsistent, and its benefits appear tied more to short-term engagement than to delayed recall; novelty effects remain inconclusive.
- Most studies measured outcomes immediately after instruction, only a small number extended assessment beyond one month, and 40 studies included no retention assessment at all, so claims about durable learning rest on thin evidence.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper10 pages
EduColorVR: A Virtual Reality Serious Game for Enhancing Color Vision Deficiency Awareness in Educational Settings
EduColorVR is a virtual reality serious game designed to raise awareness of color vision deficiency (CVD) among students and educators.
- EduColorVR is a PC-based VR serious game built in Unity that simulates protanopia, deuteranopia, and tritanopia using the Brettel-Viénot-Mollon model via a dual-matrix shader, aiming to raise awareness of color vision deficiency among students and educators.
- A preliminary interview study with four Swiss primary and secondary teachers found that color vision deficiency is rarely documented or discussed in schools and that accommodations are ad hoc because institutional guidelines are absent.
- The game's mechanics include an Ishihara demonstration, color-based memory and sorting tasks, and a color-coded maze, letting educators experience how color-dependent materials appear to affected learners.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
Is Less Interface More? Evaluating a Minimal Tangible Interface for Gamified Learning
This paper examines whether a radically minimal interface can be justified as a pedagogical choice in gamified learning, using the Attention Support Apparatus (ASA), a dedicated physical Pomodoro timer with a monochrome E-ink display, a red status light, and physical controls, as its case.
- The paper argues minimal interfaces are defensible only insofar as they remove extraneous load and competing tasks; simplicity is not a blanket pedagogical virtue, and the author proposes the reframing "aligned is pedagogic" in place of "simple is pedagogic."
- The umbrella review finds robust support for removing task-irrelevant elements, but also finds that appealing design can aid motivation and that fixed structure can backfire for learners who experience it as controlling.
- The author introduces a three-way attribution scheme separating interface omissions, architectural choices, and component constraints, arguing that credit for a minimal design should go to the interface only where the interface itself made the relevant decision.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
Students as Game Designers: Fostering AI Literacy through Project-Based Learning and Design Thinking
This study examines whether primary school students can develop AI literacy by designing an augmented escape board game on internet safety and artificial intelligence.
- A study of 22 primary students aged 8 to 12 found that designing an augmented escape board game on internet safety and AI, using Project-Based Learning combined with Design Thinking within the Room2Educ8 framework, improved overall AI literacy from a mean of 3.68 to 4.31 on a five-point Likert scale.
- Pre- and posttest results showed statistically significant gains (p < .001) across all five DigComp 3.0 competence areas as well as in the aggregate AI literacy measure, based on a 20-item questionnaire.
- The authors argue that PBL's linear project structure gains depth from Design Thinking's iterative cycles, and that board games and educational escape rooms are motivating ways to convey complex concepts to young learners.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper10 pages
Right Opinion: Fidelity and Learning Design in a Food Poisoning Card Game
This paper describes the design of "Right Opinion," a two-player card game for Key Stage 3 learners (ages 11-14) that teaches the causes, symptoms, treatment, and prevention of food poisoning from E. coli, Salmonella, and Listeria.
- The paper describes "Right Opinion," a two-player card game for Key Stage 3 learners (ages 11-14) teaching causes, symptoms, treatment, and prevention of E. coli, Salmonella, and Listeria food poisoning, and it is the card-based baseline of a planned five-format study (card, board, 2D digital, 3D digital, and VR).
- The final game includes 12 patient cases and a 34-card set, with a scoring model that separates primary diagnostic accuracy from competitive score, and four learning outcomes drawn from Bloom's taxonomy.
- The author's design findings come from personal play-throughs, and no learner data have been collected yet; the game's effect on learning remains untested.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper8 pages
Translating Elementary Cellular Automata into Tangible Gameplay: Design of Shellmate
This paper presents a case study of Shellmate, a two-player tabletop strategy game designed by translating the structural principles of Elementary Cellular Automata (ECA) into tangible gameplay.
- Shellmate is a two-player tabletop game built by translating the structural principles of Elementary Cellular Automata (ECA) into gameplay, with the authors arguing that a simple computational model can underpin non-digital games that foster computational thinking.
- Strict adherence to a complete ECA simulation proved incompatible with playability; deliberately leaving some neighbourhood combinations undefined in each round introduced uncertainty and player agency, which the authors identify as the mechanism driving engagement and reasoning.
- The design went through three iterative prototype versions to fix problems including first-player advantage, overreliance on filler placement, and disproportionately powerful rule cards.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper11 pages
Translating Design Requirements into a Hybrid Prototype for Early Programming Education: The Iterative Development of IMPACT+
This paper traces the design process behind IMPACT+, a hybrid programming prototype called Orbit Cleaner, aimed at children aged eight to ten.
- The paper documents the design process for IMPACT+, a hybrid programming prototype (Orbit Cleaner) for children aged eight to ten, presenting a transparent account of design reasoning rather than claims of proven effectiveness.
- Requirements were derived from a classroom evaluation of the analogue IMPACT board game involving 161 pupils, 21 focus-group participants, and eight teachers, covering rule clarity, left-right spatial orientation, scalable classroom setup, motivating narrative, and low-preparation level progression.
- Design decisions included a space-debris narrative kept subordinate to learning goals, guided onboarding, colour- and visual-based orientation cues, rewards, ten progressive levels, and a hybrid mode where children plan programs with physical command cards and execute them digitally.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
Simplifying Gamification in Practice: A Design Model for Training Transfer-Oriented Industrial Learning
The paper presents the SIGAT-IL Model, a conceptual design framework for gamification in industrial learning management system (LMS) training.
- The SIGAT-IL Model is a conceptual design framework for gamifying industrial LMS training, arguing that gamification has too often been driven by platform availability rather than instructional design, yielding engagement rather than training transfer.
- The model identifies four implementation challenges (technological constraints, pedagogical-technical misalignment, learner heterogeneity, and scalability) and proposes a hybrid architecture where content gamification forms the instructional core and structural mechanics act as scaffolding.
- Training transfer (learning gain, retention, workplace performance, and generalisation) is proposed as the primary success criterion, with completion and engagement metrics serving a secondary role.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
MitiGate: Risk Management Collaborative Tabletop Strategy Game
MitiGate is a collaborative tabletop strategy game designed to teach risk management through experiential play, responding to the persistent problem that risk training in project management education is often abstract and under-emphasized.
- MitiGate is a collaborative tabletop strategy game designed to teach project risk management through experiential play, addressing the abstract and under-emphasized nature of risk training in project management education.
- The game was refined through three iterative prototype cycles under a Design-Based Research approach, with evaluation drawing on 129 participants across university students, corporate trainees, and project management and serious-game experts.
- Players reported high overall satisfaction and perceived the game effectively facilitated strategic discussion of risk, while luck mechanics and victory conditions were identified as needing refinement.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper11 pages
Play While You Wait: Analog Serious Games in Gastronomic Contexts
"Play While You Wait" examines whether analogue serious games can transform restaurant waiting time into a source of social and emotional engagement.
- Waiting time in restaurants is treated as a consequential, long-neglected moment in the dining experience, and analogue play can activate it more effectively than digital alternatives.
- Sabrosa Oportunidad, a tabletop game, was developed through two Design-Based Research cycles with 38 participants in five groups in Cartagena, Colombia.
- Validation was strongly positive: participants reported high joy and euphoria, none disengaged, 82% said the game would motivate a visit or recommendation, and 55% said they would otherwise have conversed less.
European Conference on Games Based Learning (ECGBL)Sep 2026