Theme Title Author Country
1. the use of physical puzzle games (both AR-enabled and traditional) did not have a significant
Lu, S. J., Liu, Y. C., Chen, P. J., & Hsieh, M.
R. (2018). Evaluation of AR embedded
physical puzzle game on students’ learning
Evaluation of AR embedded physical puzzle
Game Based achievement and motivation on elementary
game on students’ learning achievement and Taiwan
Learning natural science. Interactive Learning
motivation on elementary natural science
Environments, 28(4), 451–463.
https://doi.org/10.1080/10494820.2018.15419
08
Wen, Y. (2018). Chinese Character
Composition Game with the Augment Paper.
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Pellerin, M. (2020). Digital Learning
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and Sensory Affordances: Reshaping the Canada
Experience for a New Era. Research-
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publishing.net, La Grange des Noyes, 25110
Voillans, France.
El Mawas, N., Tal, I., Moldovan, A. N.,
Bogusevschi, D., Andrews, J., Muntean, G. M.,
& Muntean, C. H. (2020). Investigating the
Investigating the impact of an adventure -based
impact of an adventure-based 3D solar system Dublin,
3D solar system game on primary school
game on primary school learning Ireland
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Universal Design for Learning Universal Design for Learning. Education
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https://doi.org/10.3390/educsci10040095
Research Design Method
Motivation questionnaire-
ARCS Model of
Motivation (Keller, 2010),,
quasi-experimental pre-test and post-test
design. (1 D) The questionnaire’s
Cronbach’s alpha (0.942)
indicated high internal
consistency and reliability.
A quasi-experimental
design- 2 years project Pre-test, post-test, video
on designing and data, transcripts of group
developing the ARC work, students’ focus group
game, and its discussion
implementation (5 M)
Exploratory and teacher
action research,
Qualitative data
Observations
analysis, through an
axial coding process (6
W)
A learner satisfaction
questionnaire and a post-
test, assessing if the
participating students 53 children 9-10 years
Case Study gained knowledge on the old (experimental group
presented topics was 27 / control group 26)
provided to students
immediately after the
learning experience. (p.182)
Student Attitude Survey
created by the KAPUT
Center for Research and
Innovation in Solo- mon,
Tobin, and Schutte (2015)
examined the reliability
quantitative study
and validity of Student
Attitude Sur- vey and
concluded that the
instrument pos- sesses
adequate internal
consistency and validity.
questionnaires (Likert scale
1-4) data supported by 61 Korean 5th grade (12
Mixed methods (1 D)
open questions and years old)
interviews
MIX: A case study
methodology was used classroom observations and
in combination with an focus groups with the 24 second grade students
action research students, teacher’s (7-8 years old)
approach. (Qualitative reflective diary
and quantitative) (1D)
Study population
53 participants from two
fifth grade classes: 25
(AR-based group) / 28
(paper-based group)
49 grade one students (7-
8 years old) from 2
classes: 24 (experimental
class) / 25 (control class)
26 grade 6 students
61 sixth grade students
Aims
Evaluate the effectiveness of AR
embedded physical puzzle game on
learner’s achievement and
motivation.
Examine the affordances of the
Augmented Reality-based Chinese
Character system and their effects on
students’ learning.
examines how the game Minecraft
can be used as a new digital learning
environment promote greater
engagement in the context of second
language teaching and learning.
to investigate the effectiveness of the
Final Frontier game on user
experience and usability when
teaching scientific knowledge of the
planets from the solar system to
primary school students.
To study the effects do gamified
applications have on sixth-grade
students’ motivation, as mea- sured
by a mathematics motivation survey
developed based on the amended
Kaput Center student attitude survey
1. Augmented reality (AR) is a technology in which virtual content such as 3D
aims to stimulate and engage
models, animations, two-dimensional (2D) images, or annotations are placed on top of
children, allowing new dynamic
a real-world view. (p.509)-MM
opportunities for playful inter- action
2. To increase student engagement, the learning content in SSAR is embedded in story -
and learning to emerge.
telling games. (p. 512)-FUN
To explore the impact of a teaching
intervention involving augmented
reality in an alternate reality game on
students’ engagement and
participation
Quotes Findings
impact on learning motivation for the fifth -grade students, although such tools are frequently
used to promote learning. (P.461)
2. The AR-based group using augmented reality with tablet computers also failed to enhance
1. This raises important new implications for considering variables in participant ’s
learner attention, possibly because children already have extensive access to handheld devices ,
prior knowledge, puzzle game design, familiarity with ICT, and appropriate number of
and have already been widely exposed to illustrations of dinosaurs . / indicating a high degree of
game set for learning. (p.461)
familiarity with the learning contents, and this familiarity is likely to reduce learning challenge
2. The virtual characters were designed to promote learning motivation in a story -
and engagement.(p.460)-FUN -VIRTUAL CHARACTER(ILLUSTRATIONS DINOSAURS)
centric theme (Lester, Rowe, & Mott, 2013)
3. that AR-group members might feel less confident following the activity and found further
learning to be difficult. /activities might increase cognitive loading due to material volume and
the need to familiarize oneself with learning processes for hand - held devices, despite the
otherwise intuitive nature of the assigned task . (P.460)-MM
1.The focus group students enjoyed playing the ARC game and learning Chinese language in
this approach. (p.140) - FUN
2. All the students played the ARC expressed that they liked the pictures and animations
embedded in the game, and they believed that the multimedia could help them to understand
1. without the feature of a digital game, the similar activity design per se was unable to
tasks or texts. (p. 140)- MM
attract students adequately (p.140)
3. all the interviewed students from the ARC class said they preferred playing with the paper -
2. the use of ARC was not difficult for young students and the tangible paper interface
interface to using iPads directly. (p.140)-IT
could help increase the game playfulness . (P.140)
4. ARC helped students to be more engaged in learning , and the adoption of the paper interface
provided all the participant with an equal opportunity to join the game . (p.140)
5. with the hints and contextual animation simulation , students in the ARC class were well
engaged in the word puzzle game.(P.139)-MO
1. 3D digital environments allow for the emergence of a sense of place in terms of emotional
connection that promote greater engagement of students in the language task . (p.284)-FUN
2. Digital learning environments like Minecraft in the context of second language learning hold
1. Digital 3D interactive environments like Minecraft provide new multimodal and
great potential in promoting greater students ’ engagement and, in turn, promoting successful
multisensory affordances that contribute to reshaping the language learners ’
language learning experience. (p.284)-FUN
experience. (p. 283)
3. students showed greater engagement and enthusiasm for learning tasks in French . (p.283)
4. The use of Minecraft as a new digital environment also contributes to an increased
motivation to use the target language as a cognitive and social tool for learning .(p.284)
1.the two groups had a great user experience : 92.5% of students confirm that they had a great
learning experience when using the Final Frontier game . (P.187)-IT(ROLE PLAY, CONTROL
1. Game-based learning involves the use of gaming technology for educative purposes
AND CHOICE)
where students explore relevant aspects of games in a learning context designed by
2. Students were satisfied about the game usability : 92.6% of students enjoyed the game and
teachers.
appreciated the game features including the fun aspect , learning aspects, stars and meteors
2. This game model is one of the most popular genre of video games among children .
collection, Non-Player Character, use of jetpacks, and interactive puzzle rooms in the
The children get more immersed and motivated when they play adventure games in
game.(p.187)-FUN
comparison with other game types. (p.174)
3. MO (SCAFFOLDING-CLUES ON THE SCREEN)
2. Final Frontier is an interactive 3D educational video game for children about space .
4. 88.5% of students enjoyed the lesson that included the video game on planets .(MM) 88.5%
(P.179)
of students agreed on the fact that quizzes in the game helped them better remember what they
learned. (IT)
1. The theory that guides this research is the self - determination theory of motivation
(SDT). 1. students expressed increased motivation and increased engagement with the subject
2. The outcomes show that technology as an instructional tool can influence stu - dent postgamified intervention, but the result was not significant. (p.80)
outcomes due to changes in their attitude toward learning and motivation to learn . 2.Only 13.9% and 5.3% respectively stated that they enjoyed the feedback and everything that
(p.87) the game offers. (P.86)- MO (feedback and rewards)
3. One of the main elements of a game is its design as it pertains to the instructional 3. However, it can be concluded from these results that the leaderboard , rewards and badges did
content that is inherent in the game . Another important element is the behavior of the not serve as a motivating factor for students to play games on Edufocal . (P.88)- MO
user, that is, and how they respond to the gaming elements , the feedback provided (leatherboard)
from answering each ques- tion, and the judgment of the user based on what they 2. that students in both groups are motivated to learn , especially the control group. (P.87)
thought of the game. (p.87)
1.Korean children appreciated the game ’s features and its storytelling approach , and their
answers regarding the overall impact were encouraging .-
2. Games developed on SSAR can concretize and simulate abstract scientific concepts using a
combination of real and virtual objects in a fun way .(p.528), as each games has FUN elements
(ie. virtual characters, storyline and challenges)
3.the game has potential for affecting the players ’ attitudes towards mathematics.
2.students were actively engaged in the activities since they perceived learning in the context of
the ARG–AR as fun and exciting. (p.17)-FUN
3.collaborative puzzle-solving and collaborative puzzle-creating helped students to engage in
deep learning and simultaneously to learn about teamwork . (P.17)-IT
4. According to the results of the first activity (‘Helping Nemo’), students enjoyed using the
1. the creation of a multimodal environment that draws on the principles of Universal
tablet and placing it over the images to watch the videos . (P.18)-MM
Design for Learning and combines the affordances of alternate reality games and
5. students enjoyed being in a position to engage in the activity by themselves . (P.16)-IT(control
augmented reality for formative assessment contributes towards higher levels of
and choice)
engagement and participation in learning of all students , including bilingual students,
6. most students enjoyed using the technology , particularly the tablet and AR application .(p.13)-
students with learning disabilities, and students who are currently disengaged . (P.20)-
MO
FUN
7. learners truly enjoyed the process of collaborative puzzle -solving. (P.12)-IT(problem)
8. StoryJumber constitutes a website that
stories in StoryJumper and enrich it with proper images and audio . StoryJumber constitutes a
offers students a variety of tools to help them write and create their own stories by combining
words, website that offers students a variety of tools to help them write and create their own
stories by audio, pictures, and photos. (P.9)-MO

Pedagogical Change in Mathematics Learning:
Harnessing the Power of Digital Game-Based
Learning
Commercially available Digital Game
Technology-Handheld Game Consoles (HGCs)
in the Classroom: Improving Automaticity in
Mental-maths in Primary-aged Students.
Digital game-based learning in a Shanghai
primary-school mathematics class: A case study
Connecting digital elements with physical
learning contexts: an educational escape-the-
room game for supporting learning in young
children
Examining the Effects of Immersive Game-
Based Learning on Student Engagement and the Engagement and the Development of
Development of Collaboration,
Communication, Creativity and Critical
Thinking
A six-stage story structure approach for
Transmedia elementary students’ story production: quality,
interest, and attitude
Hwa, S. P. (2018). Pedagogical Change in
Mathematics Learning: Harnessing the Power
of Digital Game-Based Learning. Educational
Technology & Society, 21(4), 259-276.
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O'Rourke, J., Main, S., & Hill, S. M. (2017).
Commercially Available Digital Game
Perth,
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Australia
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Deng, L., Wu, S., Chen, Y., & Peng, Z. (2020).
Digital Game-Based Learning in a Shanghai
Primary-School Mathematics Class: A Case
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36(5), 709-717.
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Chou, P., Chang, C., & Hsieh, S. (2020).
Connecting Digital Elements with Physical
Learning Contexts: An Educational Escape-the-
Room Game for Supporting Learning in Young
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Chen, Z. H., & Liu, W. Y. (2019). A six-stage
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https://doi.org/10.1080/09588221.2019.16883
54
A quasi-experimental
design- 5 weeks ( this is
a small-scale research
1. Digital game-based learning is ideal for the purpose of adding a creative dimension
where the findings could
to the lacklustre classroom environment . (p.272)
not be generalized to a
Examine the efficacy of using 2. the digital game-based approach seems to be a better than the conventional “chalk-
larger population; the
Pre-test, post-test 20 primary 3 students : multimedia and game-based and-talk” instruction. (p.272)
results in this research 1. the game-based learning model had effectively promoted the students ’ learning achievement,
Malaysia (achievement test set 1 and 10 (experimental group) / approaches to motivate mathematical 3. mathematical learnings in a game-based learning environment can be achieved by
may not be sufficient to self-efficacy, and motivation in learning mathematics. (P.272)-IT
set 2) 10 (control group) learnings among Primary 1 to 3 utilising a variety of multimedia learning objects and mini educational games .(p. 272)-
provide in-depth
students. IT
insights into Malaysian
4. The use of educational games within lesson plans is an increasingly common
primary school
practice for teachers and educational technologists . (P.264)-IT”GBL
students’ achievement
in mathematical
learnings. )
observations, semi-
structured interviews and
standardised assessments. Handheld Game Consoles (progress is gauged by speed and accuracy )- FUN
(Classroom observations (CHALLENGES)1. the students’ use of the HGCs resulted in a high degree of student
278 Year 4 and 5
and interviews with engagement and significant improvement in their addition , subtraction, multiplication and
students, (aged between Examine whether the use of a digital
A quasi-experimental teachers were seen as division over the school term.(P.64)
9-11 years) in ten game could increase student
design (large-scale important sources of data 2. Increased motivational outcomes through enjoyable experiences of playing the game ,
classrooms from diverse engagement and automaticity in
empirical research) in determining the impact or increased enthusiasm toward use of the DGBL (p. 63)
socio-economic mental-maths
of the intervention. p.60) 3. The teachers’ feedback was overwhelmingly positive with 64.4% of their comments relating
backgrounds
2. Analysis of covariance to improved student engagement and motivation , enhanced problem solving, choice making,
(ANCOVA) - pre-test/post- goal-setting and collaboration, and becoming more organised and independent .
test designs -preferred
approach
1. "Digital games can increase engagement and promote a student - centred environment”,
(p.715)
2."The game class were filled with noise and excitement , and the students were more active,
dynamic, and relaxed." (p.712)/ Students also interacted, communicated, and collaborated
more with their peers and teacher .(p.715)
classroom observation,
A qualitative approach Understand how students’ 3. "Some students worried that game- based learning might damage their eyesight , affect their
Shanghai, focus-group and individual 1 teacher and 45 students FUN ( virtual character- Wuzzits), storyline(a goal to rescue Wuzzits), challenges
based on constructivist experiences included engagement math perfor- mance, or cause game addiction." (p. 712), "the game could harm their physical
interviews, and document (25 boys, 20 girls) (difficultly increased by level )
grounded theory and learning through digital games. and mental health”(p.715)
analysis.
4."Some students expressed that although they enjoyed the game classes , they did not learn
much math and worried that they might not master basic skills ,”(p.712), "thereby affect their
academic goals and achievements.”(p.715)
5. "In game classes, most students sustained attention and were rarely distracted ," (p.712).
6. "Students expressed that they were really engaged in learning and thinking ." (P.712)
1. The data confirmed that the young children in this study demonstrated active learning
engagement during the EERG activity.(p.439).MO-SCAFFOLDING( HINT FROM
TEACHER)
2. Each game stage in the EERG established a platform for problem solving . The qualitative
findings revealed that even though students perceived problem solving as a learning
challenge.(P.436)-IT(PROBLEMS)——EERG appeared to intensely attract students’ attention,
Recorded videos,Teacher’s which in turn compelled students to actively engage in the learning scenario .(p.435)-FUN-
1. When combined with advanced technology elements such as augmented reality or
teaching note, Students’ ENVIRONMENT
virtual reality, the educational value of GBL has been demonstrated . (p.425)
reflection worksheet, investigate students’ overall learning 2.Students expressed positive learning attitudes towards the integration of the EERG into the
15 second-grade students 2. In the EERG, various groups of young children used their mobile devices to engage
Case study: a single Students’ learning responses during the implementation curriculum.(p.441)
aged 7–8 years (boys: 7; in a theme-based learning activity in which several puzzles directly related to
case design experience retention of educational escape-the-room 3.the EERG enabled the long-term learning retention of the problem -solving process among
girls: 8) knowledge domains in the textbook posed learning challenges for problem solving .
worksheet, Learning games in classrooms. students. (P.436)-IT(PROBLEM) ——they were naturally motivated to continue their learning
(p.427)
anecdote records, journey in the EERG. (P.435)
Interviews with teachers 4.When participating in the EERG activity, students became active learners who enjoyed
contributing their effort. (p.438)
5.students perceived that playing a detective and engaging in a treasure hunt around the campus
was a joyful learning activity. (P.436)-IT (ROLE PLAY)
6. students enjoyed using the mobile devices for the learning activity . The use of the mobile
devices functioned as a learning catalyst to spark students ’ learning interest. -MO(LEARNING
TOOL)
study the effects of immersive game-
1. Immersive GBL through BOEDU strategies shows promise for increasing student
sequential, explanatory, Engagement versus based learning (GBL) using a
engagement and motivation among Grade 3 students in a culturally diverse and economically
mixed-methods design Disaffection with Learning relatively new instructional strategy
challenged school.(p.522)
that involved first Student Report (EvsD) of Breakout EDU (BOEDU) to
2. The engaged students mentioned that they are motivated by collaboration /teamwork,
southeastern collecting quantitative survey ( was developed by 76 Grade 3 students from increase students’ engagement and
challenge, fun, time constraint, success and reward in the immersive GBL.-MO
United States data and follow- ing up Skinner, Kindermann, and four homeroom classes motivation in Grade 3 while
3. Students claimed that Breakout EDU was like a mystery and was absolutely fun . (P.518)//
by explaining the Furrer in 2009 ), focus- developing the twenty-first-century
Mystery and suspense made the list of motivational triggers for engaged students . (P.519)-FUN-
quantitative results with group interview with (ten learning skills of collaboration,
CHALLENGE
qualitative data questions) communication, creativity and
4. the engaged students mentioned rewards as a motivational trigger . (P.520)-MO
critical thinking.
interest questionnaire
(Interest-Driven Creator 1. the 4S approach gave students an interest - ing and interactive way to provide them a context
(IDC) Theory (Chan et al., which can hold their attention, to aid them to create their stories, and to share with peers in the
2018), attitude dual-task. (P.197)
questionnaire-Pintrich’s to investigate the influences of a six - interest is critical for learning, it leads to meaningful learning and offers students more 2. the 4S approach has the potential to serve as scaffolding for situational interest through
a quasi- experimental (1991) ‘The Motivated stage story structure (4S) approach motivation for advanced learning (Yang et al., 2016). students accumulating their successful experi - ences in story creation.
Taiwan 49 fifth-grade students
study ANCOVA Strategies for Learning on elementary students’ interests, and 2. the technology increases learning transfers from paper -based to digital storybook , 3. 3they liked using the digital storybook in story production , revealing that computer
Questionnaire’ (MSLQ), attitudes.(p.184) and strengthens the links between the story structure and story production .(p.201) technology potentially acts as a prominent role for enhancing students ’ motivation, interest and
semi-structured interview- attitude. (P.200)
Cronbach’s a value 1⁄4 4. that students manifested significantly higher learning interest in terms of the triggering ,
.79), showing it to be immersing and extending dimensions.(p.201)
adequately reliable

Integrating Computational Thinking Concept
Into Digital Storytelling to Improve Learners’
Motivation and Performance
Digital storytelling promoting twenty-first
century skills and student engagement
Enhancing language learning through creation:
the effect of digital storytelling on student
learning motivation and performance in a
school English course
Transmedia dynamics in education: the case of
Robot Heart Stories
Student Engagement in Long-Term
Collaborative EFL Storytelling Activities: An
Analysis of Learners with English Proficiency
Differences
Digital Storytelling for Twenty-First-Century
Competencies with Math Literacy and Student
Engagement in China and Finland
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1. Digital stories supports students having fun while learning , their participation, language
1. Digital storytelling (DST) is a powerful format because it provides opportunities for skills, imagination, technology literacy, social, effective communication and motor skills.
integrating technology with storytelling and enables students to represent their own (p.567)
understanding while combining narratives with images and verbal content . (p.471) 2.The results reveal that the experimental group students that used the CT strategy for DST had
Motivation Survey. The
examine the impact of integrating 2. The results of some recent studies which have incorporated computational thinking a significantly higher degree of motivation than the control group students in the two
one-month empirical Motivated Strategies for
CT into digital storytell- ing on the into English language learning indicate that using a CT strategy in the classroom can dimensions of intrinsic goal orientation and extrinsic goal orientation . This suggests that when
study- quasi Learning Questionnaire 52 fifth-grade students
learning, motivation, and anxiety of have a positive impact on students’ performance and moti- vation (Burke & Kafai, the DST requires computational thinking strategies , this approach can reinforce the impact of
experimental (MSLQ) (Pintrich, 1991)-
elementary school students. 2012; Vinayakumar et al., 2018). intrinsic goals like interest and curiosity . This approach also motivat- ed students towards
ANCOVA
3. As Kwon and Kim (2018) have stated, education based on Computational Thinking extrinsic goal features like performance evaluation , rewards, and grades. The analysis results
stimulates intrinsic motivation through learner -content interaction and active indicate that a majority of the students in experimental group found language learning using CT
participation by giving individual responsibility to learners . and Scratch attractive. (p.487)
1. Digital storytelling has a strong effect on students ’ motivation and enthusiasm included both
fun and commitment to hard work.(p.465)
Survey, follow-up Study how students became engaged
2. Digital storytelling project, using the technological platform Mobile Video Experience
questionnaires. and motivated when using MoViE
134 elementary students (MoViE) worked very well, and supported students’ digital self-confidence in all
quantitative study Observation, focus group platform for digital storytelling in
(aged 8-11 years old) countries.(p.461)
interview (Cronbach’s knowledge creation in Finland,
3. Students can become highly engaged through digital storytelling . When promoting
alpha, ANOVA) Greece and California.
engagement, it is good to combine both an emotional aspect , such as fun, with a commitment to
hard work. Working in groups is important for student motivation and enthusiasm . (P.466)
1.Students’ creativity levels during the digital storytelling activity were found to be
closely related to learning motivation in many dimensions . (p.929)
1. digital storytelling approach had a positive impact on students ’ language performance and
2. the implementation of a free-space storytelling approach in an ele - mentary
contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation
motivation surveys, classroom, highlighting the creativity and motivation in the storytelling process and
and elaboration, rather than intrinsic goal orientation . (p. 913)
Motivated Strategies for aligning with the requirement of formal curriculum .
2.the experimental group showed a significantly higher degree of motivation in extrinsic goal
Learning Questionnaire 3.that educators need to strengthen the sharing feature of digital storytelling as it may
orientation and elaboration than the control group . It thus suggests that the free-space digital
(MSLQ) (Pintrich et al. strengthen extrinsic motivations to learn when the learning topics and materials remain
storytelling environment amplified the effect of extrinsic goal elements such as grades , rewards
1991)was adopted to elicit 64 sixth grade students To investigate the impact of the free- unchanged.(p.931)
and performance evaluation. (p.929)
experimental design the motivations and with the average age of space digital storytelling approach on 4.students’ motivations in language learning were closely related to the creativity level
3. students who demonstrated and presented their creative ideas in their stories were more likely
learning strategies to 12 elementary students’ motivation of their stories. (P.931)
to be highly motivated language learners . (p.930)
understand how such an 5.teachers need to give students a certain level of openness in digital storytelling
4. the digital storytelling approach had a positive impact on students ’ language performance,
approach impacted activities to allow them to expand their creativity under the existing language teaching
particu- larly in oral reading fluency and extrinsic motivation in a formal education
students’ motivation in practices. (P.931)
context.(p.930)
learning. 6.the incorporation of the free-space digital storytelling activity should not only aim at
5.digital storytelling contributed to students ’ increased motivation. (p.930)
helping students demonstrate their language ability , but also expanding their creativity -
6.
oriented performance as the creativity -based performance may act as a motivation
catalyst that triggers students learning with higher level of motivations . (P.931)
1.stories represent natural and powerful tools for conveying learning content , which is
capable of engaging and providing richer experiences for learners . (P.231)
2.Education has been affected by the impact of immersive technology and the
correspond- ing sociocultural changes in participatory culture . Under these
circumstances, transmedia dynamics can potentially serve as a powerful tool for
enhancing education. Transmedia storytelling provides a large space for learners to
produce content, construct meanings and worlds, as well as build communities and
networks. (P.230)
3.The transmediality involved in the project contributed (1) to a more realistic
experience, (2) engaged and challenged the students , (3) connected students
emotionally within the storyworld, (4) taught students to cooperate in problem -solving
activities, and (5) offered a more interesting and meaningful experience .(p.232)
transmedia project
4.Transmedia storytelling is about audience engagement , meeting the challenges of 1.the transmedia strategies in the project placed the students in the center of the learning process
design analytical model
demonstrate how Robot Heart partici- patory culture and satisfying the demands of the new generation of prosumers . and motivated them to learn. (p.229)
and applied to Robot
Feedback 42 fifth grade students Stories project, transmedia strategies (p.233) 2.The students’ internal motivation in this project was increased through infor - mational
Heart Stories (for
can potentially enhance education. 5. Gamification can be considered a powerful tool for engagement , which facilitates rewards which were presented through Laika ’s immediate feedback on students’decisions.
examining the case
the trans- formation of serious projects into engaging experiences . (P.234) 3.
study)
6. Transmedia storytelling creates engagement with compelling narration that unfolds
across multiple platforms, while gamified applications implement reward systems and
other gaming elements to motivate the audience to remain engaged .(p.234)
7. when a gamified application, incor- porated into a transmedia educational project ,
contributes to creating intrinsic motivation and favor flow , the application can be
recognized as an effective tool for enhancing education . (p.234)
8. Robot Heart Stories project, which embraces multiple media platforms along with
offline activities, expands the content, and engages the audience inside and outside the
classroom, serving as an appropriate example of the application of transmedia
storytelling in the realm of education . (p.230)
9. The more coherent the reason to learn , the more motivated students are, and
therefore, the more they will learn.
1. two thirds of the mid- and low-proficient students expressed high interest (fun and enjoyment)
1. Engagement can be viewed as active participation in the learning process , and
Examine student engagement and and confidence (less fear and no pressure), suggesting that the storytelling activity was fun ,
Mixed-method approach contributes to deeper and more meaningful learning . (P.96)
follow-up student 42 third graders (from 9 pair performance on a long-term enjoyable, and not intimidating; nor was it as stressful as typical English learning activities .
integrates quantitative
interviews, survey to 10 years old) technology- enhanced collaborative
2. Meanwhile, the activity design allows a high level of freedom for high -proficient
(P.103)
and qualitative data students to contribute and practice more advanced skills , so that they do not lose
storytelling activity 2. The collaborative storytelling activity in this present study seemed to limit high -proficient
interest or become disengaged. (p.105)
students’ engagement, especially when they were paired with lower -proficient peers.(p.105)
1. DST has been shown to have a strong positive influence on motivation during the
designing and filming of videos. (P.331)
2.In addition, when using DST, it can be implemented individually or collaboratively 1.The students were highly engaged throughout the study .
(p.331) 2. The teachers reported that the students displayed active knowledge creation and increased
Mix- both quantitative To examine how engaged the 3. Engagement often includes collaboration in the form of “peer-to-peer” relationships motivation and engagement.
Questionnaire, 37 finnish students/ 108 between students and teachers. (P.334)
and qualitative research students were in Digital Story 3. The present DST study provided a pedagogical means for using digital technology to
observations, interview chinese = 145 4. The process encourages student participation and engagement , helping them better
methods Telling lessons motivate students to become active learners .(p.347)
learn the concepts. (p.334) 4. DST integrates digital technology with subject math learning and fosters student persistence
5. DST method could increase positive emotional experiences —including fun, and enjoyment in learning. (p.349)
aspiration and inspiration, enthusiasm, and commitment—and could also increase the
students’ ability to be persistent.(p.336)

Learning Math with Curious George and the
Odd Squad: Transmedia in the Classroom
Using the Flipped Classroom Model in the
Digital
Development of Basic Language Skills and
Technologies
Enriching Activities: Digital Stories and
Tool
Games1
Time to engage: Implementing math and
literacy blended learning routines in an Indian
elementary classroom
Extending the heritage language classroom:
experiences of digital technology use in two
community schools in Alberta, Canada
The device in the room: Technology’s role in
third grade literacy instruction
Effects of embedding a problem-posing-based
learning guiding strategy into interactive e-
books on students’ learning performance and
higher order thinking tendency
Multimedia‐assisted self‐learning materials: the
benefits of E‐flashcards for vocabulary learning
in Chinese as a foreign language
Multimedia e-Learning and Self-Regulated
Science Learning: a Study of Primary School
Learners’ Experiences and Perceptions
Effects of Multimedia Instructional Message on
Motivation and Academic Performance of
Elementary School Students in Croatia
Supporting motivation, task performance and
retention in video tutorials for software training
The effects of spherical video-based virtual
reality implementation on students’ natural
science learning effectiveness
McCarthy, E., Tiu, M., & Li, L. (2018).
Learning Math with Curious George and the
San Fran-
Odd Squad: Transmedia in the
cisco Bay
Classroom. Technology, Knowledge and
Area
Learning, 23(2), 223–246.
https://doi.org/10.1007/s10758-018-9361-4
Girmen, P., & Kaya, M. F. (2019b). Using the
Flipped Classroom Model in the Development
of Basic Language Skills and Enriching
Activities: Digital Stories and Turkey
Games. International Journal of
Instruction, 12(1), 555–572.
https://doi.org/10.29333/iji.2019.12136a
Kundu, A., Bej, T., & Rice, M. (2020). Time to
engage: Implementing math and literacy
blended learning routines in an Indian
India
elementary classroom. Education and
Information Technologies, 26(1), 1201–1220.
https://doi.org/10.1007/s10639-020-10306-0
Palladino, V., & Guardado, M. (2017).
Extending the heritage language classroom :
experiences of digital technology use in two
community schools in Alberta,
Canada
Canada. Language, Culture and
Curriculum, 31(2), 150–167.
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Whittingham, C. E. (2020). The device in the
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instruction. Journal of Research on Technology USA
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(2018). Effects of embedding a problem-posing-
based learning guiding strategy into interactive
e-books on students’ learning performance and Taiwan
higher order thinking tendency. Interactive
Learning Environments, 27(3), 389–401.
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flashcards for vocabulary learning in Chinese as
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Chang, S. C., Hsu, T. C., Chen, Y. N., & Jong,
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90
classroom observations,
and inter- views with
single-subject design,
participating teachers and
parents
Action research based
on philosophically observation notes, student
critical theory and researcher diaries, semi- 11 male and 12 female
(quantitative and structured interviews
qualitative approach)
Design-based Research
MIX- Experimental
(DBR) methods-
study (9 weeks)
observations and interview
small-scale qualitative
semi-structured interview
case study
multi-site qualitative
Observations, semi-
case study (Merriam &
structured interviews-
Tisdell, 2016; Yin,
ANOVA
2014)
The Approaches of
a quasi-experimental
Learning Science
design
questionnaire
QUANLITATIVE Instructional Materials
cognitive theory of Motivation Survey-
multimedia learning ANOVA (IMMS, Keller,
(Mayer, 2009) 1993)
Lesson Observations,
QUALITATIVE Cognitive Walkthrough
Interviews with Students
1.Questionnaires for the
assessment of motivational
aspects of introductory
quasi-experiment
activities.
2.knowledge exams
self-efficacy questionnaire
Experimental design
(ISEQ)- ANOVA
the questionnaire of
learning motivation, self-
efficacy
To study how narrative-based
transmedia curricular resources can
83 first grade students
support student learning in early
mathematics.
To study the students’ learning
engagement after using the Flipped
23 fourth grade students,
Classroom Model in the
Development of Basic Language
students
Skills and Enriching Activities:
Digital Stories and Games1
40 children from a fourth- investigate the effects of blended
grade standard class (20 environment on students’ classroom
boys 20 girls) engagement
To study the impact of digital tools
two teachers and two
on student motivation and
students.
engagement
Between 35500 and examined the multiple layers of
40000 students across technology’s influences on students’
three school districts engagement.
to propose a problem-posing-based
learning guiding strategy that can be
embedded in e-books to engage
46 fourth-grade students
students in critical thinking and
improve their learning performances
and deep motivation.
To explore the effects of self-learning
50 fourth grade and 50
E-flashcards and paper flashcards on
fifth grade students (48
Chinese language learners’ learning
girls and 52 boys)
attitudes.
To study the impacts of self-
330 students (third to regulated learning with e- learning
sixth grade) resources on students’ students
motivation in science classes
to examine whether the use of
multimedia in the introductory part
170 4th grade students of the lesson can have positive effects
(experimental group on the pupils’ motivation and
consisted of 97 and the learning outcomes in comparison to
control group of 73 the traditional design of introductory
students) part of the lesson delivered through
verbal interaction between teacher
and students.
65 participants (two fifth- to examine how well do the videos
grade and two sixth- support learning and increase self-
grade) efficacy
To investigate the result of spherical
video-based virtual reality
25 fifth-grade students implementation on
students’learning motivation and
self efficacy development
1. the systematic pattern of the FCM combining in -out class teaching-learning
processes allows for active, highly efficient, interactive activities.(P.567)
2. Behaviors interrupting the lesson and games such as noise and cheering diminish
gradually by using game-based activities actively and frequently during learning -
teaching processes.
1.that blended approach of learning have the potential of enhancing students ’ engagement (p.
1. Improving the quality of education for retention and as preparation for technology - 1211)
based careers must begin with blended learning in the early grades so that it can reach 2. blended learning ambience increases students ’ classroom engagement in an elementary
the most people from the widest range of social groups and economic classes . (p.1206) classroom when teachers were supported with necessary proficiencies .
3. As active engagement increased, children who were being disruptive or disengaged decreased .
1. Online learning scholarship makes a basic distinc - tion between pure online vs.
blended online learning environments .(p. 152)
2.Online tools may allow these programmes to sustain learning opportunities between
class sessions, potentially keeping students more engaged and liberating precious class
time for more interaction, one-to-one work, group work, and overall to foster more
active learning. (P.164)
I. We observed that engagement during technology use was more prevalent in teacher -
led lessons such as those facilitated through digital whiteboards . Students were more
likely to be engaged when using technology collaboratively . (p.523)
2. We observed higher levels of engagement for students using technology connected
to projects and larger instructional tasks .(p.253)
1.With the preservation technology of digitalization , e-books bring the ways of
preserving and spread- ing knowledge into a new era. (P.389)
2.The rapidly increasing popularity of mobile devices has facilitated the use of e -books
in school settings. (p.400)
3. Therefore, designing student-centered e-books requires proper strategies to guide
learning. (P.390)
1. E-flashcards have been applied to Chinese language teaching in a few empirical
studies.
2.E-flashcards (or digital flashcards through students’ iPads) incorporate multimedia
resources with comprehensive visual, verbal, and audio inputs (p.1175)
1. The use of multimedia, which enhances content visualization and user interaction ,
contributes to learners’ cognitive and affective development .
2. Exposure to multimedia e-learning environments would, to some extent, facilitate
students’ self-directed learn- ing, increase their emotional engagement , and
subsequently improve their cognitive learning .
1. The motivation was simulated by stimulating curiosity , exploration, or competition.
Multimedia features include sound, text and images, as well as, in the case of
presentations, animation, video, and interactivity are included. (p.493)
2. The model of the motivational and multimedia instructional message , consisting of
six activity groups (associations, quizzes, and crosswords, video, interactive stories,
interactive maps, and visual stimuli) showed as suitable for use in teaching the subject
of Nature and Society.
a video tutorial would be more effective if it included reviews . (P. 611)
1. designing a VR project was a little difficult for them with the unfamiliar VR
software and the learning content. (P. 926)
2.the exper- imental group students indicated that the virtual reality project was
produced in a relatively short time. (P. 926)
1. Transmedia domain must be to attract and hold students ’ attention during challenging
learning activities, but the current studies suggest that these domains were important to student
engagement. (P.243), boosted students’ interest , motivated them to engage in mathematics to
solve problems. (p. 241)
2. students supported each other’s learning during intervention activities by engaging in
collaboratively problem solving and by more advanced students taking an active role in
supporting less advanced students. (P.243)
1. Digital stories supports students having fun while learning , their participation, language
skills, imagination, technology literacy, social, effective communication and motor skills.(p.567)
2. Game-based activities raised the attention and motivation of ‘game’ students. (p.567)
3. In conclusion, with the use of FCM, by enriching with digital story and game -based activities
teaching-learning processes in Turkish courses, the development of students in many areas ,
firstly basic language skills, then cognitive, emotional, social and psychomotor skills were
contributed. (p.568)
1. digital tools were used successfully within the context of the two schools to extend the HL
classroom and to generate engagement and motivation in a multimodal learning environment .
(p.163)
2. Student One acknowledged feeling engaged with activities in her HL classroom when using
technology, as she reportedly felt empowered by the ability to determine her level of progress
with a learning unit and her readiness to move ahead to the next phase : (p.159)
3.Students expressed satisfaction with language activities that involved computers , and with
individual and group online tasks, both in and out of class. They appreciated the use of digital
tools in the classroom and excitedly embraced activities completed away from computers when
successful completion led to a computer session as a reward . (p.159)
4.learners seemed to develop a feeling of being in charge when using digital tools , which
arguably enhanced their motivation and engagement , and possibly fostered autonomous
learning. (P.162)
1. Engagement was highest during teacher -led small group instruction and whole-class mini-
lessons but varied significantly during independent reading . (p.522)
2. However, students often used technology to do something other than assigned work . it
became clear that students were not engaged . (p.522)
3. engagement during technology use was more prevalent in teacher -led lessons such as those
facilitated through digital whiteboards . Students were more likely to be engaged when using
technology collaboratively. higher levels of engagement for students using technology
connected to projects and larger instructional tasks (p.523)
1. Compared to the conventional interactive e -book, the interactive e-book with the problem-
posing-based learning guiding strategy effectively boosted the students ’ deep motive in learning
science and hence helped them experience positive learning results . (P.399)
2.guiding students to think from different and critical perspectives could help them to think in
depth and hence promote their intrinsic motivation (p.399)
1. learners who used E-flashcards demonstrated higher levels of attention , relevance,
confidence, and satisfaction in Chinese word learning . (P.1191)
2. students who used E-flashcards in this study paid more attention to Chi - nese word learning,
because E-flashcards with multiple features supported by mul - timedia were more engaging and
met students’ learning needs (p.1191)
3. the multiple features of E-flashcards, especially the audio feature, sparked students’ learning
interests, because 91% of the students reported that they felt more con - nected to the learning
materials.
1. These findings suggested that multimedia resources motivated students to learn science .
2. this study suggest that providing more opportunities for primary students to experience e -
learning can potentially provide a meaningful platform for students to perform self -regulated
learning and increase their understanding of science concepts and motivation to learn science .
1. Students who have been thought by a motivational and multimedia instructive message in the
introductory part of Nature and society lesson found those messages more instructive , more
exciting and funnier compared to those who have not been taught with the motivational and
multimedia instructive message. (P.504)
2. the results obtained have shown the positive impact of motivational and multimedia
instructional messages on student motivation . (P.505)
3. the students learned better and showed more interest and positive reactions compared to those
who learned without multimedia instructional messages . (p.505)
1. The video tutorials enhanced self-efficacy significantly and substantially . (P. 608)
2. The findings showed that the tutorials contributed significantly and substantially to self -
efficacy development. Participants indicated that the tutorials resulted in high final self -
appraisals of the capacity to accomplish the trained tasks in the future . (P. 610)
3. The findings showed that the tutorials successfully supported and enhanced moti - vation, but
also that a lasting effect on learning was achieved only to a moderate degree . (P. 611)
1. the learning motivation of the experimental group students who used the Hands-on VR
activities was not better than that of the control group students who used the conventional
VR system to learn. (P. 924)
2.the self-efficacy of the experimental group students who used the Hands-on VR activities
was no better than that of the control group students who used the conventional VR system
to learn. (P. 925)