S.No.

Author Year Title Enriching

Category 1a
learning
When the brain comes environment by
S. Greipl, E. Klein, A. Lindstedt, into play: game elements is
K. Kiili, K. Moeller, H.O. Neurofunctional not inevitably
1 2021
Karnath, J. Bahnmueller, J. correlates of emotions distractive, as
Bloechle, M. Ninaus and reward in game- proposed in some
based learning previous studies
(Mayer & Moreno,
2003).
Scaffolding individual
and collaborative game-
2 Ching-HueiChena, VictorLaw 2016 based learning in
learning performance
and intrinsic motivation

Overcoming illiteracy
Lauri Pynn¨onen, Lauri
through game-based
3 Hietaj¨arvi, Kristiina 2022
learning in refugee
Kumpulainen, Lasse Lipponen
camps and urban slums

Jamming attack against

remote state estimation
over multiple wireless
Lei Xue, Bei Ma, Jian Liu, Yao
4 2022 channels: A
Yu
reinforcement learning
based game theoretical
approach

Hsien-Cheng Lina, Yu-Hsien Continued use of an

Chiub, Yenming J. Chen, Yee- interactive computer
Pay Wuang, Chiu-Ping Chen, game-based visual
5 2017
Chih-Chung Wang, Chien-Ling perception learning
Huang, Tang-Meng Wu, Wen- system in children with
Hsien Ho developmental delay
Category 2 Category 3 Document type Publication setting

The authors
declare no
Journal Article Academic
competing
interests

No known
competing Journal Article Academic
financial interests

No known
competing Journal Article Mixed
financial interests

No known
competing Journal Article Practitioner
financial interests

No known
competing Journal Article Academic
financial interests
Knowledge type Key argument(s) Context

game-based learning was found to

Accumulating evidence
emotionally engage learners, allegedly
Mixed identifies emotions as drivers
harnessing the fundamental tie between
of effective learning.
emotions and cognition.

This study examined the effects of

scaffolding on secondary students’
Mixed Secondary Students
individual and collaborative game-based
learning.

This study was motivated by the

potential availability of digital education,
and it argues for non-formal digital marginalized and vulnerable
Mixed
game-based learning in refugee and low- children
resource environments, with a special
focus on early literacy.

design a potential game to investigate

the interplay between sensors and
attackers in wireless remote estimation
Mixed systems (RESs), where we consider both Attacker on games
closed-loop and open-loop scenarios that
depend on whether the sensor’s actions
are known to the attacker or not.

developed an interactive computer

game-based visual perception learning
system for special education children
with developmental delay. To investigate
Rehabilitation therapists,
whether perceived interactivity affects
medical paraprofessionals, and
Mixed continued use of the system, this study
parents of children with
developed a theoretical model of the
developmental delay
process in which learners decide whether
to continue using an interactive
computer game-based visual perception
learning system.
Methodology Key quotes My notes

Emotions driving effective learning and

Qualitative enahancing it through game-based methods
have been discussed.

The effect of collaborative game-based

learning in learning performance is
Mixed
experimentally checked with secondary
students.

The marginalized and vulnerable children

were under gone through intervensions and
Mixed
the learning outcomes were measured using
the ERGA framework.

A game is used to check the intervention of an

Mixed
attacker in a particular game played.

A game-based interaction for spacial

Mixed
education children with developmental delay