Mental rotation ability (MRA) is a fundamental cognitive skill linked to success in STEM learning. To assess this ability more effectively, game-based assessment moves beyond traditional paper-based tests by capturing behavioural traces that reveal students’ cognitive processes. However, students often rely on trial-and-error and rapid guessing to offload cognition in game-based contexts, potentially compromising assessment validity. This study introduces a game-based assessment of MRA and addresses the offloading issue by embedding GenAI-driven metacognitive feedback. A Flexmix model identified three game strategy groups; notably, Misguided Executors group relied on trial-and-error and superficial interactions, making gameplay behaviours fail to support valid inferences about their underlying MRA. Transition Network Analysis further showed that metacognitive feedback reduced this inappropriate cognitive offloading by fostering students’ more cautious action sequences and appropriate use of external aids. Together, the findings suggest that GenAI-driven metacognitive feedback can help support more valid inferences in game-based cognitive assessments.

Traditional teacher interpersonal communication training is often limited to face-to-face formats, offering few opportunities for practice and relying on fixed role-play scenarios. Artificial intelligence (AI) presents a solution to these limitations. In this study, we developed a ChatGPT-4.0-based platform for pre-service teachers to practice and enhance their interpersonal communication skills. A total of 29 pre-service teachers par-ticipated in a one-month training program on the platform, where they could repeatedly simulate real-world communication dilemmas and receive iterative feedback from generative AI. The results demonstrated that the training significantly improved the teachers' interpersonal communication skills and teaching efficacy. This study highlights the potential of AI to empower teacher professional development.

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a teacher-facilitated constructivist pedagogical approach to empower game-based learning. In combination with scaffolding, situated cognition, reflection, and debriefing, VISOLE aims at providing students with opportunities to acquire subject specific knowledge in a multi-disciplinary fashion and sharpen their higher-order thinking skills for problem solving. Farmtasia is the first online game designed to facilitate the VISOLE approach. We conducted a qualitative case study, in the setting of formal curricular teaching in a secondary school, to look into the course of students' learning in VISOLE. This paper discusses a part of the entire study, focusing on delineating an impeding phenomenon, arbitrary gaming, which emerged in an academic achievement-oriented student's learning process. The findings provided insights into the issue of implementing VISOLE and game-based learning in general in school education.

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a teacher-facilitated pedagogical approach to empower game-based learning. In combination with scaffolding, near real-life gaming participation, reflection, and debriefing, VISOLE aims at providing students with opportunities to acquire subject specific knowledge in a multi-disciplinary fashion and sharpen their higher-order thinking skills for problem solving. Farmtasia is the first online game developed based on this approach. We carried out a qualitative case study in Hong Kong for investigating students’ learning process in VISOLE. This paper discuses a part of the entire study, focusing on delineating (1) an impeding phenomenon, unsustainable gaming, which emerged in an “angry” student’s learning process, and (2) how the teacher’s emotional support mitigated this phenomenon. The findings shed light on the enhancement of the current design of VISOLE.

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a new Game-based Situated Learning Paradigm for Web-based teaching and learning, which aims to help students learn from near real-life experiences and social constructions of knowledge. In this paper, we discuss the theoretical foundation, education paradigm, and technological implementation of VISOLE.