This PDF file contains the front matter associated with ICCE Proceedings including the Title Page, Copyright information, Table of Contents, Introduction, and Conference Committee listing.

The Sustainable Development Goals (SDGs) deliver a concept aimed at addressing social, economic, and environmental challenges that require collaborative efforts from everyone. The actions often involve conflicts of interest between businesses, governments, social organizations, and citizens. This study develops an inquiry-based learning system aiming to illustrate SDGs issues. Students play different roles and simulate future social scenarios based on their positions and action decisions. This assists students in understanding the concepts of sustainability.

integrates Internet of Things (IoT) technology to create a captivating and intricate complex board game experience for learners. Set against the backdrop of ancient China's Silk Road, the game offers players a diverse range of tasks while delving into the historical knowledge of the Silk Road. The role of IoT technology is crucial, facilitating the transmission of a wide array of data between objects and servers, enabling the study of learners' historical thinking performance during their engagement with the game. This game also places significant emphasis on interaction and entertainment, skillfully blending elements from large-scale complex board gaming to enhance the learning process. seamlessly merges education, technology, and entertainment, opening a gateway for learners to explore both ancient history and modern technology in an engaging manner.

The Internet of Things (IoT) technology has found widespread application in various facets of daily life, including education. Through the integration of IoT technology and authentic open data into educational materials, students can engage in more interactions and develop a sense of participation. This, in turn, enhances their learning interests and motivation. Additionally, students can gain a more lifelike and tangible learning encounter in the classroom, particularly through scenario-based gaming. This research endeavors to utilize the Sustainable Development Goals (SDGs) as content for the creation of IoT-integrated classroom games. These games aim to immerse participants in the intricate web of social and environmental conflicts. Employing an exploratory learning approach, the goal is to augment students' awareness of SDG issues and cultivate multiple representation literacies.

The design of educational games plays an increasingly important role in modern education. By combining learning with games, it can attract students' attention and making learning more interesting. This study describes the development of a platform designed specifically for the online high-level cooperative game in which students are encouraged to achieve their own goals as well as common goals to reach win-win situation. Technology Acceptance Model (TAM) was used to analyze students' overall perceptions of the platform. The results show that the design of the game platform had high perceived usefulness and perceived ease of use, and players also showed positive attitudes and usage intentions. Therefore, a good game platform should have interactivity, educational value, problem-solving settings, and usability to provide the best gaming experience and have a positive impact on learning.

The inquiry-based learning model is an instructional approach tailored to students' exploration of both the natural world and society. By integrating prominent Sustainable Development Goals (SDGs) and leveraging open data, this approach nurtures students' scientific literacy and data analysis proficiencies. In this context, the current study devised an online inquiry learning system named , enabling students to engage with data and independently delve into socioscientific issues through an open inquiry learning model. The findings underscore that students exhibited a high level of immersion throughout the activity, along with adept data collection and summarization skills.

When Artificial intelligence has emerged, it has changed the area of education dramatically. In this study, a game about Modeled United Nations was designed with ChatGPT as one of the players. The study analyzed how ChatGPT will affect the students’ resolutions about the international issues in the group discussion and negotiation. An API to ChatGPT is used to record the students’ interaction with ChatGPT, and a quantitative analysis of interactions and survey is used to collect the students’ actions and feedback about the activity. The research has expected the students to learn how to use AI technology correctly and have a better understanding about the global issues. With the help of AI, the students are also expected to make better decision with AI, and have the ability of problem-solving while working as a team.

This study investigated the impact of digital game-based learning on cultural cognition among upper-grade primary school students by developing a tabletop game combining augmented reality (AR) based on the theme of the Silk Road. The game aimed to enhance learning outcomes through multiple media and interdisciplinary integration, promoting multiculturalism, aesthetics education, and technological information. AR technology is used as an assisted learning tool to design game activities that enabled learners to role-play, trade, construct, and experience historical events along the Silk Road, reducing learning pressure while learning in a fun and interactive way. Results showed that game activity significantly improved participants' understanding of Silk Road culture and related knowledge. The overall survey indicated that could arouse students' interest, stimulate their internal motivation to learn and encourage active participation, with positive feedback from participants.

This study aims to investigate the impact of integrating Internet of Things (IoT) technology with board games to enhance social interaction among players. Given the widespread application of IoT in various domains, incorporating it into board games can offer more intricate gameplay mechanisms and a broader array of interactions. Subsequent to gameplay, interviews will be conducted to gather players' reflections on the gaming process and their motivations for engaging with different players. This study anticipates that the interdisciplinary board game, combined with IoT technology integration, will further augment the diversity and richness of social interaction among players.

This study investigates students’ gaming decisions while playing the robotic game “Callisto Summit” and analyzes their critical thinking performance based on the gaming decisions. “Callisto Summit” is designed for the players to use block codinge to move the robots on a large game map to negotiate and solve inter-group conflicts and issues, such as city development, environmental pollution, and population. Forty-eight American students aged 8-12 participated in the game-based learning activity. In this study, qualitative research methods are used to document and observe how players made gaming decisions, then further analyze their behaviors to understand their critical thinking performance.

This workshop will bring the audience to the agile paradigm of learning targeting new at the future generation equipped with the future skills defined by Vision 2020, Horizon 2020 and IFTF. In order to promote the future mindset for education, Critical/Creative Thinking Skills with Tesseractive© mindset will be fully employed during the workshop. Thus, instead of the workshop for dissemination of a new concept or idea for dissemination into academia, this session will bring the participants to a new paradigm of learning ambiance, where actively engaged learners from various countries form global agile teams to conduct PBL in their self-defined projects. The style of the workshop follows the discussion style in the agile framework with combination of hands-on and heads-on sessions with BYOD, i.e., smart phones, pads, and PCs. The participants are encouraged to bring their own devices to jump into the global and agile learning environment.

This paper proposes a “de facto” standard curriculum for Tesseractive© and Global Liberal Arts Education harnessed with ICT-enhanced learning environment targeting at global students’ audience, i.e., future generation that will be fully ready for Singularity in 2045. The purpose of the research is to develop a robust curriculum and associated contents to foster the future work skills for all stakeholders in the global society involving university students, adults with various ages in different social strata. In other words, in such curriculum, all stakeholders will learn together, where the younger generation can have dialogs with different generations as if they were discussing with themselves in the future, and the older generations can have dialogs as if they were discussing with themselves in the past when they were young. In this way, transcendence of cultural values, heritage, wisdom, and experiences in the human civilization will be guaranteed for the benefit of the future global society. Such a multi-facet curriculum involving all stakeholders will be designed across the border of the campus along with the society, as well as beyond the borders of nations. In addition to the curriculum and its related contents, this research proposal also includes the development of the learning environment for its learning environment, applying Jupyter notebook, Jupyter Hub, and Git Hub technologies at the level of simulation learning while guaranteeing Academic Integrity issues. The bird’s eye view of the entire research will be shared in the form of a poster.

Serious games are becoming an alternative educational method in a variety of fields because of their potential to improve the quality of learning experiences and to facilitate knowledge acquisition and content understanding. Moreover, entertainment-driven learners are more easily motivated to benefit from the learning process through meaningful activities defined in a game context. Interfacing educational computer games with multisensorial interfaces allows for a seamless integration between virtual and physical environments. Multisensorial cues can improve memory and attention and increase the cognitive and sensory-motor performance. Despite of the increasing knowledge in sensory processes, multisensory experiences and interactions in computer based instruction remain insufficiently explored and understood. In this paper, we present a multisensory educational game - Fragrance Channel - and we investigate how enabling olfaction can contribute to users' learning performance, engagement and quality of experience. We compare results obtained after experiencing Fragrance Channel in the presence and absence of olfactory feedback on both a mobile and a PC. A knowledge test administered before and immediately after showed that our proposed educational game led to an improvement of performance in all the explored conditions. Subjective measurements carried out after the olfactory experience showed that students enjoyed the scenario and appreciated it as being relevant.

The aim of this paper is to compare the learning effectiveness and learning motivation of digital game-based learning between the competitive and the cooperative mode. Forty-seven junior high school students were invited to participate in the learning experiment. The students were divided into two groups and played Fragrance Channel in two different modes. Pre-and post-tests were used to evaluate students' learning effectiveness under different conditions and an IMMS questionnaire was used to evaluate learning motivation. The results show no significant differences for both groups when evaluating learning effectiveness and motivation. However, both groups presented significant differences between their pre-and post-tests conditions when it comes to the acquired knowledge. We identified significant differences also for the satisfaction level showing that students enjoyed it more to play in the competitive mode.

Mobile games are different from traditional computer games in terms of their social interactions. Pervasive game (PG) is among one of the mobile games. It has been identified that all computer games have some functions facilitating learning, so as PG. However, it has also been identified that for low prior knowledge and/or less enthusiastic learners, educational games had no more effective than traditional media due to heavy cognitive load. This study intended to examine the effects of prior computer literacy and enthusiasm for cultural exploration on cognitive load. An instructional PG was conducted and a cognitive load inventory was given after the game. Results indicated that both computer literacy and enthusiasm had no effect on cognitive load, only gender, a demographic variable, had an effect. Further research is suggested.

Adventure education activities are courses that emphasize on first hand experience learning in situated environment with cooperative groups. In this research, Xbox Kinect and Unity 3D game engine are used to develop the two adventure education games. Digital games can solve some of the problems physical adventure education activities face, such as space limitations and dangers. With the simulations, players can experience the unattainable activities in real life, immerse in the collaborative activities, and explore the value of adventure education. From the post-game reflections, players can perceive their roles in the group, understand the mechanism of leadership, and solve problems. Participants' collaborative gaming process will be recorded by computers and observations conducted by researchers to understand participants' social behaviors. Questionnaires and tests will be used to analyze participants' collaboration patterns. It is hoped that the analysis results offer some in-depth perspectives to the field for the future research.