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Documents
Whitepaper4 pages
Misión Korex: A Gamified System to Promote Physical Activity in Childhood Contexts
Misión Korex is a design-led proposal for a gamified system that promotes physical activity among early primary school students aged 6 to 8 in Chile, where childhood obesity and inactivity are pressing public health concerns.
- Only 16.5% of Chilean children aged 5 to 17 are physically active and 48.4% are inactive, while most schools lack practical tools to meet the 60-minute daily activity requirement set by Law 21.778.
- Misión Korex is a gamified system for early primary students aged 6 to 8 that embeds movement into everyday moments such as transitions, breaks, and commuting rather than relying on dedicated exercise sessions.
- The system has three interdependent components: a screenless accelerometer wearable, a school-based Energy Portal that periodically synchronises data, and a collective narrative in which students accumulate energy to confront a shared threat called "The Shadow."
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper6 pages
Towards a Revised LM-GM Framework for Classroom Analysis: A Systematic Literature Review
This systematic literature review examines whether the Learning Mechanics–Game Mechanics (LM-GM) framework, introduced by Arnab et al.
- The LM-GM framework (Arnab et al., 2015), which maps pedagogical mechanisms onto game features, is judged flexible enough to serve as a cross-stakeholder baseline but lacks mature treatment of adolescent differences, classroom constraints, and teacher orchestration.
- Motivation is the review's central gap: LM-GM mappings without self-determination theory analysis may yield pedagogically coherent but motivationally inert games, especially for adolescents, who are highly sensitive to peer relatedness, performance comparison, and autonomy.
- A reanalysis by Lobo (2023) found that visible leaderboards and competitive scoring correspond to externally regulated engagement rather than intrinsic motivation, cautioning against relying on these features in adolescent classrooms.
European Conference on Games Based Learning (ECGBL)Sep 2026
Report5 pages
Fotonica in Gioco: A Game-Design Contest for Science Communication in Italian High Schools
The paper reports on the fifth edition (2024–2025) of Fotonica in Gioco, a national game-design contest for Italian upper-secondary students run by the CNR Institute of Photonics and Nanotechnologies.
- The Fotonica in Gioco contest (fifth edition, 2024–2025), run by the CNR Institute of Photonics and Nanotechnologies, had Italian upper-secondary students design original educational board games on the theme "Challenges" to communicate science and build STEAM skills.
- Eighteen prototypes from nine Italian cities involved about 166 students and 18 teachers, with an estimated gender split of roughly 60% female and 40% male.
- Despite no prior game-design training and only written guidelines and organizational mentoring, students produced mechanically coherent games using mechanics such as dice movement, card events, quizzes, set collection, and mission systems.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper8 pages
A Tripartite Framework for the Co-design of an Awareness-raising Serious Game Addressing Visual Impairment: A Systematic Literature Review
This systematic literature review, conducted under PRISMA guidelines, examines how serious games addressing visual impairment are technologically designed and co-designed.
- The review of 26 studies (2015–2025) argues that co-design with visually impaired people is a communicational necessity, since their experiential knowledge is transformed and cannot be faithfully formalized without their active participation.
- Of the reviewed serious games for visual impairment, more than half do not specify their engines or software, suggesting technology functions mainly as a social mediator fostering bonds between players rather than as an end in itself.
- Design practices are unevenly adopted: 11 studies used top-down approaches, 6 used user-centered design, and only 8 adopted participatory co-design, motivating a proposed co-design method bringing together visually impaired experts, technical experts, and researchers.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper8 pages
Fun Tac Toe: A Multi-Platform Game-Based Learning Approach Integrating Trivia with Classic Gameplay
Fun Tac Toe is presented as a multi-platform educational game that merges the rules of classic Tic-Tac-Toe with trivia-based learning.
- Fun Tac Toe merges classic Tic-Tac-Toe with trivia: players must answer a knowledge question correctly before placing a mark, aiming to combine retrieval practice, immediate feedback, and sustained engagement without the cost of heavyweight serious games.
- The platform is built in Flutter for a single codebase across mobile, web, and desktop, with Firebase handling authentication, real-time multiplayer synchronization, and cloud-based content management.
- The question engine spans more than sixty categories grouped by discipline, with some categories holding over 500 questions, and new question banks can be added without changing gameplay.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper8 pages
Market Forces: Playing with Risk in Business Planning for Games
Market Forces is a tabletop serious game designed for a second-year Business Planning for Games module, aimed at helping undergraduate games students develop strategic judgement in early-stage studio planning.
- Market Forces is a tabletop serious game for a second-year Business Planning for Games module that places student teams in studio identities with finite strengths and requires each risk response to pass a three-part mitigation test tied to identity, strengths and strategy.
- The game is grounded in experiential and activity-theoretical principles and is offered as a transferable design model for embedding studio-planning demands within games design curricula.
- Evidence comes from practice-informed classroom observation of about thirty students playing five 60-minute rounds in groups of four to six, not from controlled or empirical measurement.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper8 pages
Playing About, Through and With Language: Two Educational Games to Explore Endangered Languages and Language Change
This paper argues that linguistics is an underexplored domain for game-based learning and proposes a functional framework for understanding how games relate to language.
- The paper proposes a functional framework for relating games to language, built on systemic functional linguistics and distinguishing experiential (explicit vs. metaphorical thematisation), interpersonal (existing vs. novel linguistic forms), and textual (incidental vs. instrumental language) dimensions.
- It is a design rationale rather than an empirical study: neither proposed game has been play-tested, so no player data are reported.
- A manual BoardGameGeek survey found only 42 language-related hits among over 166,400 tabletop titles, and just 15 games carry the "Language / Linguistics" family tag, suggesting linguistics is underexplored in game-based learning.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper8 pages
Cloisonné Serious Game: AI Cognitive Apprenticeship Instructor for Intangible Cultural Learning
A 2026 pilot study examines whether an AI-driven "master artist" instructor can enhance learning in a cloisonné serious game, a digital game that teaches the traditional Chinese enamel craft through four gamified stages: body forming, wire inlaying, enamel filling, and firing.
- A 2026 pilot study tested an AI "Master" tutor (built on Gemini with a curated cloisonné monograph knowledge base) against a static encyclopedic text in a cloisonné serious game, but with only 12 participants (six per condition) recruited largely from a single U.S. art and design institution.
- Factual knowledge gains were essentially identical across conditions (post-test AI M = 2.17 vs. control M = 2.33), so the AI tutor showed no measurable advantage in recall.
- The AI group reported higher social presence, learning experience, and cultural identity, with the largest gap appearing in cultural identity.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper10 pages
Playtest Planning and Reporting Toolkit for Game Design in Academic Contexts
The Playtest Planning and Reporting Toolkit addresses a gap in academic game design: the absence of a standardized, transparent format for planning and documenting playtests.
- Playtesting should begin early and recur with every design iteration, verifying whether design decisions produce the player experience the designer intended.
- Without consistent planning and reporting, playtest findings are hard to reproduce, compare, or recover; the toolkit proposes a standardized format to address this gap in academic game design.
- The toolkit classifies playtests along three dimensions: scope (holistic or focused), structure (informal, semi-formal, or formal), and participant type (internal team, friends and family, fellow developers, target audience, or stakeholders).
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
Designing a Digital Game on Ratio and Proportion Concept: Integrating Environmental Awareness Through Contextualized Problem-Solving
This study presents the design and iterative development of a digital game aimed at teaching ratio and proportion through environmental contexts, contrasting green and industrial settings.
- The study presents a digital game teaching ratio and proportion through contrasting green (environmental) and industrial contexts, built on four problem types drawn from Lamon's framework and developed via design-based research across prototype, alpha, and beta phases.
- Expert and student feedback drove major design changes, including replacing typed answers with button-based interaction, fixing non-responsive controls and script errors, and adding an information box and visual aids to help novice players understand camera controls and objectives.
- Later iterations reordered levels by difficulty, extended playtime from roughly 20 to at least 30 minutes, and introduced context-driven cutscenes.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper9 pages
Revisiting the Serious Game Classification and Definition
This paper, by Alice Thise of the University of Liège, revisits the theoretical foundations of "serious games" (SG), a term the author acknowledges is contested because it implies games are not serious by nature.
- The paper, a narrative review by Alice Thise (University of Liège) and a summary of a doctoral thesis chapter, adopts a subjectivist definition of play: play is defined by the player's perception, while objects designed as games remain games regardless of reception.
- The author proposes extending the Gameplay/Purpose/Sector model of Alvarez, Djaouti and Rampnoux (2012) with categories such as Serious Material and Serious Paidia, and introduces historical periods: Ancient, Retro, and the post-2002 Serious Games period.
- The paper revises the start of the Retro Serious Games period from 1972 to 1951, the date of an early research chess program, and argues that physical and phygital precedents such as Sun Tzu's Wei Hai and Sutherland's 1968 head-mounted display predate the digital emphasis common in the literature.
European Conference on Games Based Learning (ECGBL)Sep 2026
Whitepaper6 pages
Gamified Physical Timers: Multiple Baseline Study of the Attention Support Apparatus
This document is a proof-of-concept feasibility study of the Attention Support Apparatus (ASA), a standalone physical Pomodoro timer with an E-ink display that embeds a small set of gamification mechanics such as daily goals, quantified progress, completion rewards, and session logging.
- The study is a feasibility proof-of-concept with five senior high school students and no control group, so it establishes feasibility rather than efficacy.
- Four of five participants improved Task Focus relative to their own baselines, with gains from +0.42 to +1.50 points on a five-point Likert scale, and the participant who started lowest showed the largest change.
- The fifth participant, who began near the scale ceiling, reported declining focus and found the device constraining, consistent with research showing gamification can backfire when it feels controlling.
European Conference on Games Based Learning (ECGBL)Sep 2026