References
- Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., & Wainess, R. (2012). Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of Educational Psychology, 104(1), 235–249. https://doi.org/10.1037/a0025595
- Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
- Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38. https://doi.org/10.1016/j.compedu.2014.08.006
- Alterio, M., & McDrury, J. (2003). Learning through storytelling in higher education: Using reflection and experience to improve learning. Routledge.
- Amin, I., Yousaf, A., Walia, S., & Bashir, M. (2022). What shapes E-Learning effectiveness among tourism education students? An empirical assessment during COVID19. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100337. https://doi.org/10.1016/j.jhlste.2021.100337
- Anderson, J. K., Page, A. M., & Wendorf, D. M. (2013). Avatar-assisted case studies. Nurse Educator, 38(3), 106–109. https://doi.org/10.1097/NNE.0b013e31828dc260
- Bai, S., Hew, K. F., Gonda, D. E., Huang, B., & Liang, X. (2022). Incorporating fantasy into gamification promotes student learning and quality of online interaction. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00335-9
- Bal, M., & Van Boheemen, C. (2009). Narratology: Introduction to the theory of narrative. University of Toronto Press.
- Barz, N., Benick, M., Dorrenbacher-Ulrich, L., & Perels, F. (2023). The effect of digital game-based learning interventions on cognitive, metacognitive, and affective-motivational learning outcomes in school: A meta-analysis. Review of Educational Research. https://doi.org/10.3102/00346543231167795
- Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. https://doi.org/10.1016/j.compedu.2013.08.003
- Bayeck, R. Y. (2020). Examining board gameplay and learning: A multidisciplinary review of recent research. Simulation & Gaming, 51(4), 411–431. https://doi.org/10.1177/1046878119901286
- Bayrak, A. T. (2020). Compassionate game design: A holistic perspective for a player-centric game design paradigm for games4health. International Journal on Advances in Intelligent Systems, 13(1), 1–18.
- Behl, A., Jayawardena, N., Pereira, V., Islam, N., Del Giudice, M., & Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, bibliometric analysis, and future research agenda. Technological Forecasting and Social Change, 176, 121445. https://doi.org/10.1016/j.techfore.2021.121445
- Bernecker, K., & Ninaus, M. (2021). No pain, no gain? Investigating motivational mechanisms of game elements in cognitive tasks. Computers in Human Behavior, 114, 106542. https://doi.org/10.1016/j.chb.2020.106542
- Black, D. (2017). Why can I see my avatar? Embodied visual engagement in the third-person video game. Games and Culture, 12(2), 179–199. https://doi.org/10.1177/1555412015589175
- Chen, C. H., Law, V., & Huang, K. (2023). Adaptive scaffolding and engagement in digital game-based learning. Educational Technology Research and Development, 71(4), 1785–1798. https://doi.org/10.1007/s11423-023-10244-x
- Chen, C. H., Shih, C. C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): A meta-analysis. Educational Technology Research and Development, 68(4), 1855–1873. https://doi.org/10.1007/s11423-020-09794-1
- Corcos, A. (2018). Being enjoyably challenged is the key to an enjoyable gaming experience: An experimental approach in a first-person shooter game. Socioaffective Neuroscience & Psychology, 8(1), 1474668. https://doi.org/10.1080/20009011.2018.1474668
- Dai, C. P., Ke, F. F., & Pan, Y. J. (2022). Narrative-supported math problem solving in digital game-based learning. Educational Technology Research and Development, 70(4), 1261–1281. https://doi.org/10.1007/s11423-022-10129-5
- Denisova, A., & Cairns, P. (2015). First Person vs. Third Person Perspective in Digital Games: Do player preferences affect immersion? Paper presented at the Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems, Seoul, Republic of Korea. https://doi.org/10.1145/2702123.2702256
- Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126–142. https://doi.org/10.1016/j.compedu.2017.06.016
- Donnermann, M., Lein, M., Messingschlager, T., Riedmann, A., Schaper, P., Steinhaeusser, S., & Lugrin, B. (2021). Social robots and gamification for technology supported learning: An empirical study on engagement and motivation. Computers in Human Behavior, 121, 106792. https://doi.org/10.1016/j.chb.2021.106792
- Emmerich, K., Krekhov, A., Cmentowski, S., & Krueger, J. (2021). Streaming vr games to the broad audience: A comparison of the first-person and third-person perspectives. Paper presented at the Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3411764.3445515
- Epstein, D. S., Zemski, A., Enticott, J., & Barton, C. (2021). Tabletop board game elements and gamification interventions for health behavior change: Realist review and proposal of a game design framework. JMIR Serious Games, 9(1), e23302. https://doi.org/10.2196/23302
- Feng, W., Tu, R., & Hsieh, P. (2020). Can gamification increases consumers’ engagement in fitness apps? The moderating role of commensurability of the game elements. Journal of Retailing and Consumer Services, 57, 102229. https://doi.org/10.1016/j.jretconser.2020.102229
- Fernández Galeote, D., Legaki, N.-Z., & Hamari, J. (2022). Avatar identities and climate change action in video games: Analysis of mitigation and adaptation practices. Paper presented at the Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3491102.3517438
- Fornell, C., & Larcker, D. F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research, 18(3), 382–388. https://doi.org/10.1177/002224378101800313
- Genette, G. (1983). Narrative discourse: An essay in method (Vol. 3). Cornell University Press.
- Goopio, J., & Cheung, C. (2021). The MOOC dropout phenomenon and retention strategies. Journal of Teaching in Travel & Tourism, 21(2), 177–197. https://doi.org/10.1080/15313220.2020.1809050
- Greene, B. A. (2015). Measuring cognitive engagement with self-report scales: Reflections from over 20 years of research. Educational Psychologist, 50(1), 14–30. https://doi.org/10.1080/00461520.2014.989230
- Groening, C., & Binnewies, C. (2019). “Achievement unlocked!” – The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151–166. https://doi.org/10.1016/j.chb.2019.02.026
- Hair, J. F., Risher, J. J., Sarstedt, M., & Ringle, C. M. (2019). When to use and how to report the results of PLS-SEM. European Business Review, 31(1), 2–24. https://doi.org/10.1108/EBR-11-2018-0203
- Haverila, M. (2010). Factors related to perceived learning outcomes in e-learning. International Journal of Knowledge and Learning, 6(4), 308–328. https://doi.org/10.1504/IJKL.2010.038652
- Helmefalk, M. (2019). An interdisciplinary perspective on gamification: Mechanics, psychological mediators and outcomes: Mechanics, mental mediators and outcomes. International Journal of Serious Games, 6(1), 3–26. https://doi.org/10.17083/ijsg.v6i1.262
- Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60.
- Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
- Hudson, I., & Hurter, J. (2016). Avatar types matter: Review of avatar literature for performance purposes. Paper presented at the Virtual, Augmented and Mixed Reality: 8th International Conference, VAMR 2016, Held as Part of HCI International 2016, Toronto, Canada, July 17–22. Proceedings 8.
- Hui, H. B., & Mahmud, M. S. (2023). Influence of game-based learning in mathematics education on the students cognitive and affective domain: A systematic review. Frontiers in Psychology, 14, 1105806. https://doi.org/10.3389/fpsyg.2023.1105806
- Hwang, G.-H., Chen, B., & Chen, S.-P. (2023). Impacts of digital game-based flipped teaching approach on learning effectiveness of the students with different prior knowledge levels. Interactive Learning Environments, 1–18. https://doi.org/10.1080/10494820.2023.2211630
- Isaac, O., Aldholay, A., Abdullah, Z., & Ramayah, T. (2019). Online learning usage within Yemeni higher education: The role of compatibility and task-technology fit as mediating variables in the IS success model. Computers & Education, 136, 113–129. https://doi.org/10.1016/j.compedu.2019.02.012
- Jemmali, C., Bunian, S., Mambretti, A., & El-Nasr, M. S. (2018). Educational game design: An empirical study of the effects of narrative. Paper presented at the Proceedings of the 13th international conference on the foundations of digital games.
- Kallinen, K., Salminen, M., Ravaja, N., Kedzior, R., & Sääksjärvi, M. (2007). Presence and emotion in computer game players during 1st person vs. 3rd person playing view: Evidence from self-report, eye-tracking, and facial muscle activity data. Proceedings of the PRESENCE, 187, 190.
- Kambe, A., & Nakajima, T. (2022). First Person vs. Third Person perspective in a persuasive virtual reality game: How does perspective affect empathy orientation? Paper presented at the HCI in Games: 4th International Conference, HCI-Games 2022, Held as Part of the 24th HCI International Conference, HCII 2022, June 26–July 1, Virtual Event Proceedings.
- Kao, D., & Harrell, D. F. (2015). Toward avatar models to enhance performance and engagement in educational games. Paper presented at the 2015 IEEE Conference on Computational Intelligence and Games (CIG). https://doi.org/10.1109/CIG.2015.7317959
- Khern-Am-Nuai, W., Hashim, M. J., Pinsonneault, A., Yang, W., & Li, N. (2023). Augmenting password strength meter design using the elaboration likelihood model: Evidence from randomized experiments. Information Systems Research, 34(1), 157–177. https://doi.org/10.1287/isre.2022.1125
- Kontogiorgos, D., Leontitsis, A., & Sangole, A. P. (2007). Telling a non-linear story: The exploration of micro-artefacts’ non-linear structure. Journal of Archaeological Science, 34(9), 1532–1536. https://doi.org/10.1016/j.jas.2006.12.010
- Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963
- Kreminski, M., Dickinson, M., Mateas, M., & Wardrip-Fruin, N. (2020). Why Are We Like This?: The AI architecture of a co-creative storytelling game. Paper presented at the Proceedings of the 15th International Conference on the Foundations of Digital Games, Bugibba Malta. https://doi.org/10.1145/3402942.3402953
- Lan, X., Xu, X., & Cao, N. (2021). Understanding narrative linearity for telling expressive time-oriented stories. Paper presented at the Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems,. https://doi.org/10.1145/3411764.3445344
- Landrum, R. E., Brakke, K., & McCarthy, M. A. (2019). The pedagogical power of storytelling. Scholarship of Teaching and Learning in Psychology, 5(3), 247–253. https://doi.org/10.1037/stl0000152
- Lankadari, S., & Rodrigo, B. (2022). Storytelling for preschool children in Sri Lanka: Social and emotional development between linear and non-linear storytelling approaches. Paper presented at the Advances in Design and Digital Communication II: Proceedings of the 5th International Conference on Design and Digital Communication, Barcelos, Portugal., Digicom 2021, November 4–6, 2021.
- Law, K. M., Geng, S., & Li, T. (2019). Student enrollment, motivation and learning performance in a blended learning environment: The mediating effects of social, teaching, and cognitive presence. Computers & Education, 136, 1–12. https://doi.org/10.1016/j.compedu.2019.02.021
- Ledger, S., & Fischetti, J. (2020). Micro-teaching 2.0: Technology as the classroom. Australasian Journal of Educational Technology, 36(1), 37–54. https://doi.org/10.14742/ajet.4561
- Lee, S. W. Y., Shih, M., Liang, J. C., & Tseng, Y. C. (2021). Investigating learners’ engagement and science learning outcomes in different designs of participatory simulated games. British Journal of Educational Technology, 52(3), 1197–1214. https://doi.org/10.1111/bjet.13067
- Letonsaari, M. (2019). Nonlinear storytelling method and tools for low-threshold game development. Seminar.net, 15(1), 1–17. https://doi.org/10.7577/seminar.3074
- Liang, X., & Luo, J. (2015). Micro-lesson Design: A Typical Learning Activity to Develop Pre-service Mathematics Teachers’ TPACK Framework. Paper presented at the 2015 International Conference of Educational Innovation through Technology (EITT). https://doi.org/10.1109/EITT.2015.61
- Lin, L.-C., Hung, I.-C., & Chen, N.-S. (2019). The impact of student engagement on learning outcomes in a cyber-flipped course.Educational Technology Research and Development, 67(6), 1573–1591. https://doi.org/10.1007/s11423-019-09698-9
- Mailizar, M., Almanthari, A., & Maulina, S. (2021). Examining teachers’ behavioral intention to use e-learning in teaching of mathematics: An extended TAM model. Contemporary Educational Technology, 13(2), ep298. https://doi.org/10.30935/cedtech/9709
- Martin, F., Sun, T., Turk, M., & Ritzhaupt, A. D. (2021). A meta-analysis on the effects of synchronous online learning on cognitive and affective educational outcomes. The International Review of Research in Open and Distributed Learning, 22(3), 205–242. https://doi.org/10.19173/irrodl.v22i3.5263
- Mazarakis, A., & Brauer, P. (2022). Gamification is working, but which one exactly? Results from an experiment with four game design elements. International Journal of Human–Computer Interaction, 39(3), 612–627. https://doi.org/10.1080/10447318.2022.2041909
- McQuiggan, S. W., Rowe, J. P., Lee, S., & Lester, J. C. (2008). Story-based learning: The impact of narrative on learning experiences and outcomes. Paper presented at the Intelligent Tutoring Systems: 9th International Conference, ITS 2008, Montreal, Canada, June 23-27, 2008.Proceedings 9.
- Molthan-Hill, P., Luna, H., Wall, T., Puntha, H., & Baden, D. (2020). Storytelling for sustainability in higher education: An educator’s handbook. Routledge.
- Monteiro, D., Chen, H., Liang, H.-N., Tu, H., & Dub, H. (2021). Evaluating performance and gameplay of virtual reality sickness techniques in a first-person shooter game. Paper presented at the 2021 IEEE Conference on Games (CoG). https://doi.org/10.1109/CoG52621.2021.9619145
- Monteiro, D., Liang, H. N., Xu, W., Brucker, M., Nanjappan, V., & Yue, Y. (2018). Evaluating enjoyment, presence, and emulator sickness in VR games based on first‐and third‐person viewing perspectives. Computer Animation and Virtual Worlds, 29(3–4), e1830. https://doi.org/10.1002/cav.1830
- Mulholland, P., Wolff, A., Zdrahal, Z., Li, N., & Corneli, J. (2013). Constructing and connecting storylines to tell museum stories. Paper presented at the Interactive Storytelling: 6th International Conference, ICIDS 2013, Istanbul, Turkey, November 6–9, 2013. Proceedings 6.
- Özüdoğru, G., & Çakir, H. (2021). Investigation of pre-service teachers’ opinions about using non-linear digital storytelling method. Kastamonu Eğitim Dergisi, 29(2), 452–459. https://doi.org/10.24106/kefdergi.744216
- Özüdoğru, G., & Çakır, H. (2021). Non-linear digital storytelling: Effect on technology utilization and writing self-efficacy. Technology in Society, 67, 101798. https://doi.org/10.1016/j.techsoc.2021.101798
- Palomino, P. T., Toda, A. M., Oliveira, W., Cristea, A. I., & Isotani, S. (2019). Narrative for gamification in education: Why should you care? Paper Presented at the 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT).
- Pan, Y. J., & Ke, F. F. (2023). Effects of game-based learning supports on students’ math performance and perceived game flow. Educational Technology Research and Development, 71(2), 459–479. https://doi.org/10.1007/s11423-022-10183-z
- Pasqualotto, A., Parong, J., Green, C. S., & Bavelier, D. (2023). Video game design for learning to learn. International Journal of Human–Computer Interaction, 39(11), 2211–2228. https://doi.org/10.1080/10447318.2022.2110684
- Pérez-Colado, V. M., Pérez-Colado, I. J., Freire-Morán, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2019). UAdventure: Simplifying narrative serious games development. Paper presented at the 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT),.
- Petrovskaya, E., & Zendle, D. (2021). Predatory monetisation? A categorisation of unfair, misleading and aggressive monetisation techniques in digital games from the player perspective. Journal of Business Ethics, 181(4), 1065–1081. https://doi.org/10.1007/s10551-021-04970-6
- Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
- Plass, J. L., Mayer, R. E., & Homer, B. D. (2020). Handbook of game-based learning. Mit Press.
- Poels, K., De Kort, Y. A., & IJsselsteijn, W. A. (2012). Identification and categorization of digital game experiences: A qualitative study integrating theoretical insights and player perspectives. Westminster Papers in Communication and Culture, 9(1), 107–129. https://doi.org/10.16997/wpcc.153
- Pötzsch, H. (2017). Selective realism: Filtering experiences of war and violence in first-and third-person shooters. Games and Culture, 12(2), 156–178. https://doi.org/10.1177/1555412015587802
- Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023
- Rahimi, F. B., Kim, B., Levy, R. M., & Boyd, J. E. (2020). A game design plot: Exploring the educational potential of history-based video games. IEEE Transactions on Games, 12(3), 312–322. https://doi.org/10.1109/TG.2019.2954880
- Rall, H. (2020). ShakesVR: Redefining narrative strategies for linear storytelling in a fully immersive environment. Proceedings of EVA London 2020, 30, 302–306. https://doi.org/10.14236/ewic/EVA2020.55
- Ratan, R., Rikard, R., Wanek, C., McKinley, M., Johnson, L., & Sah, Y. J. (2016). Introducing avatarification: An experimental examination of how avatars influence student motivation. In Paper presented at the 2016 49th Hawaii International Conference on System Sciences (HICSS). https://doi.org/10.1109/HICSS.2016.15
- Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257–267. https://doi.org/10.1016/j.cedpsych.2011.05.002
- Renic, N. C., & Kaempf, S. (2022). Modern Lawfare: Exploring the relationship between military first-person shooter video games and the “War is Hell” Myth. Global Studies Quarterly, 2(1), ksab045. https://doi.org/10.1093/isagsq/ksab045
- Rodriguez-Ferrer, J. M., Manzano-Leon, A., Fernandez-Jimenez, C., de la Rosa, A. L., Fernandez-Campoy, J. M., & Aguilar-Parra, J. M. (2023). Shall we play together? Game-based learning for engagement and classroom climate in Spanish socially deprived communities. Frontiers in Psychology, 14, 1163441. https://doi.org/10.3389/fpsyg.2023.1163441
- Romero, M., & Kalmpourtzis, G. (2020). Constructive alignment in game design for learning activities in higher education. Information, 11(3), 126. https://doi.org/10.3390/info11030153
- Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. Educational Technology Research and Development, 67(3), 639–663. https://doi.org/10.1007/s11423-019-09658-3
- Rowe, J. P., & Lester, J. C. (2015). Improving student problem solving in narrative-centered learning environments: A modular reinforcement learning framework. Paper presented at the Artificial Intelligence in Education: 17th International Conference, AIED 2015, Madrid, Spain, June 22-26, 2015. Proceedings 17.
- Rowe, J. P., Shores, L. R., Mott, B. W., & Lester, J. C. (2011). Integrating learning, problem solving, and engagement in narrative-centered learning environments. International Journal of Artificial Intelligence in Education, 21(1–2), 115–133. https://doi.org/10.3233/JAI-2011-019
- Sabourin, J. L., & Lester, J. C. (2014). Affect and engagement in Game-BasedLearning environments. IEEE Transactions on Affective Computing, 5(1), 45–56. https://doi.org/10.1109/T-AFFC.2013.27
- Shibuya, H., Eto, C., Suzuki, M., Imai, R., Yamashita, A., Nakano, R., Kawanabe, S., Yokota, M., & Shibuya, S. (2019). Exploring the possibility of virtual reality in nursing skills education: A preliminary study using a first-person Video. Open Journal of Nursing, 09(02), 163–172. https://doi.org/10.4236/ojn.2019.92015
- Spires, H. A., Rowe, J. P., Mott, B. W., & Lester, J. C. (2011). Problem solving and game-based learning: Effects of middle grade students’ hypothesis testing strategies on learning outcomes. Journal of Educational Computing Research, 44(4), 453–472. https://doi.org/10.2190/EC.44.4.e
- Sun, J. C.-Y., & Hsieh, P.-H. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Journal of Educational Technology & Society, 21(3), 104–116.
- Sun, L. P., Kangas, M., & Ruokamo, H. (2023). Game-based features in intelligent game-based learning environments: A systematic literature review. Interactive Learning Environments, 1–17. https://doi.org/10.1080/10494820.2023.2179638
- Sun, Y. Z., & Nembhard, D. A. (2023). Static vs. dynamic representations and the mediating role of behavioral affect on E-learning outcomes. International Journal of Human–Computer Interaction, 39(17), 3312–3323. https://doi.org/10.1080/10447318.2022.2096187
- Tan, S. N., & Ng, K. H. (2022). Gamified mobile sensing storytelling application for enhancing remote cultural experience and engagement. International Journal of Human–Computer Interaction, 1–14. https://doi.org/10.1080/10447318.2022.2144121
- Taskin, N., & Cakmak, E. K. (2022). Effects of gamification on behavioral and cognitive engagement of students in the online learning environment. International Journal of Human-Computer Interaction 39(17), 3334–3345. https://doi.org/10.1080/10447318.2022.2096190
- Thompson, T. (2020). Choose your own murder: Non-linear narratives enhance student understanding in forensic science education. Forensic Science International. Synergy, 2, 82–85. https://doi.org/10.1016/j.fsisyn.2020.01.009
- Waheed, M., Kaur, K., Ain, N., & Hussain, N. (2016). Perceived learning outcomes from Moodle: An empirical study of intrinsic and extrinsic motivating factors. Information Development, 32(4), 1001–1013. https://doi.org/10.1177/0266666915581719
- Wall, T., Rossetti, L., & Hopkins, S. (2019). Storytelling for sustainable development. In Encyclopedia of sustainability in higher education. Springer.
- Wang, K., Liu, P. P., Zhang, J. Y., Zhong, J. P., Luo, X. F., Huang, J. X., & Zheng, Y. X. (2023). Effects of digital game-based learning on students’ cyber wellness literacy, learning motivations, and engagement. Sustainability, 15(7), 5716. https://doi.org/10.3390/su15075716
- Wang, P., Rowe, J. P., Min, W., Mott, B. W., & Lester, J. C. ( 2017). Interactive narrative personalization with deep reinforcement learning. Paper presented at the Proceedings of the. Twenty-Sixth International Joint Conference on Artificial Intelligence, 2017. https://doi.org/10.24963/ijcai.2017/538
- Wang, X. M., Wang, S. M., Wang, J. N., Hwang, G. J., & Xu, S. (2023). Effects of a two-tier test strategy on students’ digital game-based learning performances and flow experience in environmental education. Journal of Educational Computing Research, 60(8), 1942–1968. https://doi.org/10.1177/07356331221095162
- Wang, X. Y., Cheng, M. M., & Li, X. F. (2023). Teaching and learning computational thinking through game-based learning: A systematic review. Journal of Educational Computing Research, 61(7), 1505–1536. https://doi.org/10.1177/07356331231180951
- Wang, Y. H. (2023). Exploring the effects of using various designs of game-based materials on music learning. Interactive Learning Environments, 31(5), 2650–2664. https://doi.org/10.1080/10494820.2021.1894182
- Wei, X., Saab, N., & Admiraal, W. (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education, 56, 100880. https://doi.org/10.1016/j.iheduc.2022.100880
- Wu, T. T., & Sung, T. W. (2023). Analysis of the effects of a game-based review system integrated with the hierarchy of learning on learning outcomes in an elementary social science course. Interactive Learning Environments, 31(6), 4000–4020. https://doi.org/10.1080/10494820.2021.1948870
- Xu, M. S., Luo, Y., Zhang, Y., Xia, R. L., Qian, H., & Zou, X. H. (2023). Game-based learning in medical education. Frontiers in Public Health, 11, 1113682. https://doi.org/10.3389/fpubh.2023.1113682
- Yang, C.-C. (2021). A heuristic process for historical game design. In Paper presented at the 2021 International Conference on Advanced Learning Technologies (ICALT)., https://doi.org/10.1109/ICALT52272.2021.00027
- Yeo, J. H., Cho, I. H., Hwang, G. H., & Yang, H. H. (2022). Impact of gender and prior knowledge on learning performance and motivation in a digital game-based learning biology course. Educational Technology Research and Development, 70(3), 989–1008. https://doi.org/10.1007/s11423-022-10099-8
- Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
- Zhang, X. (2022). The magic of time puzzle in non-linear narrative – A analysis of the narrative technique in “Story of Your Life”. Academic Journal of Humanities & Social Sciences, 5(14), 45–49. https://doi.org/10.25236/AJHSS.2022.051409
- Zhang, X., Jiang, S., Ordóñez de Pablos, P., Lytras, M. D., & Sun, Y. (2017). How virtual reality affects perceived learning effectiveness: A task–technology fit perspective. Behaviour & Information Technology, 36(5), 548–556. https://doi.org/10.1080/0144929X.2016.1268647