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The twenty-first century places new demands on student learning. New times call for new literacies. We witness keen interest in "serious games" and the use of games to enhance student learning. Against this backdrop, this paper examines issues related to bringing game-based learning into classrooms. It is argued that the construction of students' identity and sense of self are important but mostly overlooked educational goals. It is also noted that immersive games, by virtue of three associated learning characteristics—embodiment, embeddedness, and experience—are well-suited to supporting identity construction goals because they orient learning toward performance competencies that are intentional and possess a high degree of personal agency. We advocate a pedagogy that involves dialectic interplay between game-play experience and classroom-based discussion and reflection. These ideas are illustrated through a research project on National Education in Singapore. The game we have developed, Space Station Leonis, is a hybrid that comprises two modes of play: simulation mode and role playing scenario mode. We show how the game has been designed to help students develop a sense of who they are and what they stand for in a classroom learning environment that seeks to facilitate development of their identity in relation to being and becoming a Singapore citizen.

The design of interactive games is helpful for learning. This study is conducted to explore how the interactions among game participants influence their inspiration process. The empirical finding is that participant-to-participant interaction has an indirect influence on participant inspiration through not only flow experience but also knowledge sharing. This study would provide helpful references for game designers and education organizations to design games of higher learning effectiveness.

In general, indigenous students in Taiwan have worse learning results than regular students, especially in History. Indigenous students prefer dynamic, visual and situated learning, which can be designed as game-based learning. Therefore, this study aims to develop a digital board game to improve their learning results. “Brave across the Taiwan Strait” is a memory digital board game, which matches the historical events of the Qing Dynasty with Taiwan place name cards. We interviewed 7 experts to set up the appropriate instructive object and game mechanism. This game also references from the “Ziche Zocke” and includes a website, Augmented Reality (AR) and 3D printing technology.

This study was designed based on the pre- and post- test of single target group under the quasi-experimental standard. The target group was 40 indigenous students from two indigenous elementary schools in Yilan. Students had to complete the learning achievement test and learning attitude performance pre-test three days before, and take the post- test after the game. The results showed that through the evaluation of the learning achievement test and learning attitude performance in the post- test, the students showed significant learning improvement and learning effectiveness in understanding the Qing Dynasty playing this digital board game.

In this technological era, programming skill has become highly valuable across IT and non-IT sectors. Teaching programming can be challenging, requiring a deep understanding of the subject and effective communication skills. Traditional pedagogy, focused on lectures, textbooks, and written assessments, tends to emphasize content over student-centered learning, resulting in limited practical application and knowledge retention. This chapter explores the potential of “Game-Based Learning” (GBL) and gamification as an alternative pedagogy to improve learner’s engagement, problem-solving skills, and learning skills. This chapter provides insights on GBL and its application in programming education, which enables instructors to make better decisions in their teaching practices for programming courses and improve students’ learning experiences.