Porting Tunepal To Godot

Dr. Bryan Duggan, Technological University Dublin

Tunepal is a popular app used by traditional musicians to learn the repertoire of traditional Irish music. It allows a musician to search for a melody by playing a live query and store melodies in a tunebook for future practice. It contains roughly 23K tunes and receives 60K queries per month. Tunepal is available as an native Android app, IOS apps and through tunepal.org. In this talk, we describe our project to port the existing apps and infrastructure to a single Godot project for all platforms. This involved technical challenges including recreating the UI, compiling in C++ libraries for transcription, score rendering and playback, loading and displaying 23k music scores into the app and building for multiple platforms. Implementing the project in Godot also allowed us to make Tunepal for Quest and bring the project in new directions using holographic, motion-captured musicians to practice with.

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Using Godot For Teaching And Reach

Author(s):

Academics, researchers and students are frustrated with the limitations of commercial games engines and seeking an alternative. Enter Godot: The Game Engine You Have Been Waiting For. Godot is an accessible, lightweight, free and open-source engine that is perfect for teaching game development, student projects and research. In this workshop I will introduce the main concepts behind the engine and we will create 2D, 3D and XR examples. We will deploy projects to phone, web and Quest 3. I will provide example courses I have created, resources, projects, student work and introduce participants to the Godot EDU and Godó Gaedhleach Communities.

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Levelling The Playing Field: Creating Inclusive Learning Opportunities In The FET Sector

Author(s):

Ms. Lisa Brennan, Waterford Wexford ETB

Lisa Brennan

As part of my MEd in Teaching and Learning, a small-scale explorative study was conducted to explore how game-based learning (GBL) and gamification could support inclusive teaching practices in the Further Education and Training (FET) sector.

The central research question was:
What potential does game-based learning and gamification have to meet the diverse range of learner needs in the FET sector as part of an inclusive pedagogy?

The diversity of FET classrooms in Ireland is increasing, with learners presenting a wide range of educational, social, emotional, and cultural needs (AHEAD & ETBI, 2022; Dulee-Kinsolving & Guerin, 2023). Therefore, teaching strategies that are more inclusive and responsive to these needs are required (SOLAS, 2020).

Aims and Objectives:

The study had three core objectives:

To explore how GBL and gamification may help address the diverse needs of learners.
To examine current literature on inclusive pedagogy within the FET context.
To discover FET tutors and teachers’ perceptions of GBL as a teaching methodology through interviews.

Key Findings:

Teaching diverse learner cohorts is a fundamental aspect of the FET sector.
Learners have a range of needs—cognitive, practical, emotional, and social.
GBL and gamification does align well with inclusive pedagogy.
There appears to be a correlation between tutors’ personal interest in games and their willingness to use GBL in their teaching.
Some tutors and teachers may already be unawarely using GBL techniques to support their learners.

This study stemmed from the belief that numerous aspects of GBL and gamification align with principles of inclusive pedagogies, including universal design for learning (UDL). GBL can make learning more accessible and build a sense of belonging among class groups. GBL can address learning needs including unmet literacy needs, different learning styles and abilities and language barriers. Furthermore, multiple modes of instruction used in games, for example, text, imagery and narrative (Kambouri et al, 2006) reflect the UDL principle of multiple means of representation (Adu-Boateng and Goodnough, 2022).

Furthermore, game narratives can support inclusion by integrating culturally diverse references and lived experiences, allowing learners to feel seen and represented (Lapum et al., 2022). Including a variety of perspectives can also help develop empathy and social awareness within the classroom (Richards & McKay, 2018; Christopoulos & Mystakidis, 2023).

Gamification techniques—such as progression systems, rewards, and collaborative challenges—can help build inclusive environments by accommodating learners of different ages, cultures, and ability levels (Coppens, 2017; González & Navarro, 2022). However, thoughtful design is essential; games and activities must reflect the actual diversity of the learner group to be most effective (Ferro et al., 2013; Ibáñez et al., 2014).

This study highlighted the potential of GBL and gamification as tools for inclusivity in the FET sector, however, acknowledged the importance of continued professional development in these methods. Findings from this study were also featured in an article published in AHEAD Journal #18 earlier this year.

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Molecular Duelist: A TCG-inspired Digital Serious Game For Learning Stoichiometry

Author(s):

Abstract
“Molecular Duelist” is a serious game designed to enhance high school and college students’ understanding of stoichiometry, a challenging topic in chemistry education. Students often struggle with stoichiometry due to its abstract nature, complex calculations, and reliance on prior knowledge of chemical formulas, equations, and molar relationships. This study addresses this challenge by integrating core stoichiometry concepts with engaging gameplay mechanics inspired by popular Trading Card Games (TCGs). Players build decks, manage resources, and strategically play cards representing chemical elements to form compounds and reaction types to balance equations and achieve specific reaction outcomes. By incorporating elements of challenge, mastery, fantasy, social interaction, and rewards, “Molecular Duelist” aims to motivate students and foster active learning, addressing the difficulties and aversions students develop towards stoichiometry. A mixed-methods approach will be employed to investigate the game’s impact on learning outcomes, motivation, and engagement. It is expected that “Molecular Duelist” will not only improve students’ understanding of stoichiometry but also contribute to the growing body of literature on serious games in education.

Keywords: stoichiometry, serious games, chemistry

1. Introduction

Stoichiometry, the quantitative analysis of reactants and products in chemical reactions, is a cornerstone of chemistry education (da Silva Júnior et al., 2019, 2021). However, students often struggle with this concept due to its abstract nature, complex calculations, and reliance on prior knowledge of chemical formulas, equations, and molar relationships (da S. Fernandes & R. Gregório, 2021). Traditional instructional methods, such as lectures and textbook exercises, may not be sufficiently engaging to overcome these difficulties, leading to misconceptions and disinterest (da Silva Júnior et al., 2019, 2021). As Medina García et al. (2021) point out, a serious game can motivate the understanding of stoichiometry.

Serious games offer a promising avenue for addressing these challenges by integrating educational content with engaging gameplay (Linlin Shui, 2013). These games leverage game mechanics, interactive elements, and compelling narratives to enhance motivation, foster active learning, and promote the development of problem-solving skills (da Silva Júnior et al., 2017). “Molecular Duelist” draws inspiration from the popularity and strategic depth of TCGs to create an immersive learning experience that transforms the often-dreaded subject of stoichiometry into an exciting and rewarding challenge (da Silva Júnior et al., 2017).

To maximize accessibility, the game will first be implemented in Spanish, with plans for future translations into other languages.

The instructional design of “Molecular Duelist” is based on the work of Dick et al. (2015), to ensure that the game mechanics and content are aligned with the desired learning outcomes and target audience.

2. Game Overview

“Molecular Duelist” is a serious game that draws heavily from the mechanics of popular TCGs like Magic: The Gathering and Yu-Gi-Oh! In this game, players take on the role of duelists who construct decks of cards representing various chemical elements, compounds, and reaction types (da Silva Júnior et al., 2017). Players engage in duels against each other or AI opponents, strategically playing cards to balance chemical equations, manage resources, and trigger card effects to achieve specific reaction outcomes.

3. Game Mechanics

The core gameplay of “Molecular Duelist” revolves around the following mechanics:

Deck Building
Resource Management
Card Interactions
Equation Balancing

4. Educational Features

“Molecular Duelist” is designed to be more than just an engaging game; it’s a learning tool that seamlessly integrates educational features into its core mechanics:

Stoichiometric Calculations
Chemical Concepts
Visual Representations
Tutorials and Guidance

References

da S. Fernandes, R., & R. Gregório, J. (2021). EsteQuiz – a Didactic Game for Stoichiometry teaching. Revista Virtual de Química, 13(3), 769–776. https://doi.org/10.21577/1984-6835.20210044

da Silva Júnior, J. N., Sousa Lima, M. A., Xerez Moreira, J. V., Oliveira Alexandre, F. S., de Almeida, D. M., de Oliveira, M. da C. F., & Melo Leite Junior, A. J. (2017). Stereogame: An Interactive Computer Game That Engages Students in Reviewing Stereochemistry Concepts. Journal of Chemical Education, 94(2), 248–250. https://doi.org/10.1021/acs.jchemed.6b00475

da Silva Júnior, J. N., Uchoa, D. E. de A., Sousa Lima, M. A., & Monteiro, A. J. (2019). Stereochemistry Game: Creating and Playing a Fun Board Game To Engage Students in Reviewing Stereochemistry Concepts. Journal of Chemical Education, 96(8), 1680–1685. https://doi.org/10.1021/acs.jchemed.8b00897

da Silva Júnior, J. N., Uchoa, D. E. de A., Sousa Lima, M. A., Monteiro, A. J., Melo Leite Junior, A. J., Winum, J.-Y., & Basso, A. (2021). Addition to “Stereochemistry Game: Creating and Playing a Fun Board Game To Engage Students in Reviewing Stereochemistry Concepts—The Online Version.” Journal of Chemical Education, 98(9), 3055–3057. https://doi.org/10.1021/acs.jchemed.1c00708

Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction, Eight Edition. In Library of Congress Cataloging-in-Publication Data Dick, the United States of America (Vol. 8, Issue December).

Linlin Shui. (2013). A serious game designed for senior high school students chemistry study. 2013 IEEE International Games Innovation Conference (IGIC), 236–240. https://doi.org/10.1109/IGIC.2013.6659124

Medina García, V. H., Rincón Pérez, L. M., & Otálora Luna, J. E. (2021). MOL2ALL-VIDEOJUEGO PARA EL APRENDIZAJE DE LA ESTEQUIOMETRÍA: IDENTIFICACIÓN DE CARACTERÍSTICAS DEL JUEGO Y PERFIL DEL JUGADOR. Ingeniería Investigación y Desarrollo, 20(1), 40–46. https://doi.org/10.19053/1900771X.v20.n1.2020.13382

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Enhancing Board Game Integration In Educational Contexts Using Generative AI

Author(s):

Ms. Oxana Timakova, Independent Researcher, Italy

Today’s educational landscape is rapidly transforming, driven by the need for new skill acquisition, increasingly fragmented student attention spans, evolving communication patterns, ubiquitous web-based information access, and growing demands for continuous learning. Game-based learning (GBL), particularly through board games, has emerged as a powerful approach to address these challenges by facilitating subject mastery while fostering essential cognitive, communicative, and relational abilities. However, common obstacles persist, including resistance to change, insufficient game literacy among educators, and constraints imposed by rigid curricula.

Generative Artificial Intelligence (GenAI) represents a powerful solution to these challenges, offering teachers support in designing, adapting and implementing board games in classroom. This workshop demonstrates how AI tools can help educators overcome common obstacles, from choosing appropriate board games to developing balanced assessment strategies.

Through a structured model, organised around seven phases, participants will learn to harness GenAI tools (such as ChatGPT or Claude) to enhance their teaching practice. The workshop is practice-oriented, with 70% of time dedicated to hands-on activities, where participants will be working to craft effective GenAI prompts, evaluate AI-generated responses, and develop concrete implementation plans for their specific teaching contexts.

Target audience:

School teachers, Higher education instructors, Curriculum developers, Teacher trainers and professional development specialists.
No prior experience with AI tools is required.

Key goals for the workshop:

Demonstrate how generative AI can assist in selecting and adapting board games for educational purposes
Provide hands-on experience with AI tools for lesson planning
Develop practical strategies for integrating learning objectives with game mechanics
Address common barriers to GBL implementation through AI-assisted solutions
Create a collaborative environment for sharing best practices

Skills participants will acquire:

Crafting effective prompts for generative AI tools (ChatGPT, Claude) for educational purposes
Evaluating and refining AI-generated educational content
Selecting appropriate board games using AI-assisted criteria
Adapting commercial board games for specific learning objectives
Developing balanced assessment strategies for game-based activities
Integrating subject content with gameplay mechanics
Creating engaging lesson plans that balance content and soft skills

What participants will take away:

A personalised AI-assisted lesson plan template
Collection of tested AI prompts for implementing board games in the classroom
Access to an online resource with workshop materials

Duration: 90 minutes
Hardware required: Laptop or tablet with Internet access
Software required: Web browser and access to generative AI tools (such as ChatGPT or Claude). Participants must have an account with at least one AI tool (free account is sufficient)

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Game Development Tools In Student Filmmaking

Author(s):

Virtual production – the use of real-time computer graphics and virtual reality technology – has become a visible, popular technique in filmmaking, particularly as the domain of well-funded, large commercial studios. The Disney+ series The Mandalorian is perhaps the most prominent example.

However, current off-the-shelf gaming technology can make virtual studio techniques more affordable, and give solo creators a greater chance to express their unique voices. At the University at Buffalo, the crossover of computers and filmmaking can be traced back to early experimental work of artist/educators such as Hollis Frampton and Steina and Woody Vasulka.

In this talk, we will discuss some of our much more recent experiences at UB in small-scale student film work using virtual production techniques. We will describe some specific tools used as well as the students’ learning experiences.

The first project discussed is a 3D animated film created as an MFA thesis for online distribution. It explored technologies for stories with high-quality digital human characters on a limited budget. A wide range of digital tools were tested in the course of production, building off of techniques of machinima and virtual reality. The tools used include the Unreal Engine and Vive tracking equipment.

The second project was produced by a small team of undergraduates, and mixes live action with virtual sets. The team made use of Unity, Blender, and chromakeying software to create a series of virtual worlds and combine physical scenes and actors with the digital environment in real time. Creating a polished final film required careful work in matching elements such as camera characteristics, lighting, and color grading. The students learned a great deal about both real-world production and digital imaging when doing this.

Attendees will come away from this talk with:

an understanding of the connections between the practices of game development and traditional media production, and
knowledge of some specific game-making tools that can be used within a film-based arts program.

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Terrestrial – Exploring Exoplanet Research Via Board Game

Author(s):

Terrestrial is a cooperative, space-themed board game designed to engage the general public with the topics of space exploration and exoplanet research. The game sees players stranded in a new solar system on a doomed ship. They must use the scientific tools at their disposal to identify a habitable exoplanet to land on while waiting for help to arrive. The game was developed for a general public audience by adapting the design framework for educators developed by Cardinot et al. (2022)*, in collaboration with the primary author. The iterative, co-creation process produced a game that players found engaging while also producing a demonstrable impact.

Impact and knowledge gain were tracked across several metrics via pre-game (n=100) and post-game (n=79) evaluation surveys. The iterative process improved learning outcomes as the game adapted to player needs. Players were asked a number of questions relevant to the subject matter post-game and were graded on a 0–1 accuracy scale. Efficacy of the knowledge gain was tested at three equal timepoints across the project (start, mid, and finish). Mean accuracy of key terms demonstrated increasing gains (Early 0.656, Mid 0.788, and Late 0.843). A paired t-test was undertaken to determine the impact on literacy and confidence using combined metrics. There was a very large t-statistic (12.27) and a very small p-value (1.81 × 10⁻²⁴) which are indicative of a significant increase in literacy and confidence in space science as a result of playing the game.

This framework can readily be adapted to develop board games for other EPE professionals as well as educators. The key objectives for the game are to familiarise the general public with a number of scientific concepts relevant to exoplanet research and solar system exploration, as well as to build confidence in engaging with these topics. Pattern recognition exercises serve as simplified analogues of real scientific analyses. The goal is to build player confidence by offering science-themed experiences that immerse them in the terminology and processes in a cooperative, engaging, and supportive environment. The game is also designed to be impactful independent of facilitation, increasing the capacity for scalable impact. On a Likert 1–5 scale, players report high levels of enjoyment (≈3.79), intention to repeat play (≈3.83), and likelihood of recommending the game (≈3.79). The consistency suggests that those who enjoyed the game are equally inclined both to play again and to recommend it to friends.

Attendees will gain insight into the game development process, particularly the iterative improvements attributable to the co-creation process. We will demonstrate how the framework for educators designed by Cardinot et al. (2022) can be used as readily in an education and public engagement context to produce a resource that is impactful independent of expert facilitation. This demonstration will focus on the integrated scientific game mechanics of the board game and their development, as well as highlights from the co-creation process.

*Cardinot, Adriana, Veronica McCauley, and Jessamyn A. Fairfield. “Designing physics board games: a practical guide for educators.” Physics Education 57.3 (2022): 035006.

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Playful And Creative Activities To Reduce Anxiety When Speaking In A Foreign Language, The Example Of Lego® – An Action-training Research

Author(s):

The EMO-Lang project brings together a team of seven teachers and researchers from the University of Lorraine and the University of Strasbourg who are interested in reducing anxiety when speaking in a foreign language by experimenting with fun and artistic teaching activities.

The work of Horwitz, Horwitz and Cope (1986), among others, stresses that language anxiety can hamper linguistic performance, affect self-confidence, and inhibit active participation in class. They also mention the impact of language anxiety on the language learning process. In an attempt to overcome these effects, pedagogical strategies aimed at reducing anxiety, such as interactive activities and a favourable learning environment, are recommended.

Our theoretical framework, rooted in language didactics, incorporates in particular:

Varela’s enaction paradigm (1996, 1988), which emphasises that teaching methods should promote sensorimotor and interactive experiences to engage the body and mind harmoniously in language acquisition
Work on emotions and creativity (e.g. Capron-Puozzo, 2014, which places creativity, in conjunction with emotion, at the centre of the learning experience)
Csíkszentmihályi’s state of flow (2004, 1990), which suggests that teaching activities should be stimulating and adapted to the level of competence in order to avoid frustration, boredom and language anxiety

We therefore envisage a holistic and integrated approach to language training that encompasses the learner’s cognitive, emotional and physical abilities. Sensorimotor activities, positive emotional interactions and the search for a state of flow can optimise language acquisition, transforming learning into a fulfilling experience. This can enable learners to achieve a sense of self-efficacy (Bandura, 2003, 1997).

Aim of the study:

This project, in the form of action-training research, aims to help students who want to teach a language other than their mother tongue (in this case, French students who want to teach English and students of various origins who want to teach French, with a self-proclaimed level of ranking from B2 to C2 in the target language) to reduce their language anxiety when speaking in the target language by introducing playful and artistic practices into their training, and thus to boost their self-confidence and sense of personal effectiveness.

Key research questions:

To what extent is it possible to help learners/future teachers who are prone to language anxiety in the target language to let go and develop a sense of self-efficacy?
To what extent can playful and artistic activities provide a reassuring space in which to let go?
Do their experiences of letting go give rise to the expression, through the comments they made, of a possible transfer to their own classroom practices?

Methodology:

We will present the results of one of the four workshops, during which this group of ten or so students were asked to use Lego®. This workshop was filmed and analysed. The results of this experiment will be combined with a discourse analysis of the feelings expressed orally during the final stage of the workshop, using cards from the Imagine and Imagine Family games, and written in their reflective journals.

Our presentation is aimed at teachers and trainers who are interested in the use of Lego® for training in general and for language teaching in particular. The presentation will enable us to highlight an example of the pedagogical use of Lego® to stimulate oral interaction in a foreign language and learner engagement, and to present the learners’ reactions to this proposed activity.

References:

Bandura, A. (2003, 1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
Capron, I. P. (2014). Pour une pédagogie de la créativité en classe de langue : réflexion théorique et pratique sur la triade créativité, émotion, cognition. Voix plurielles, 11(1), 101–111.
Csikszentmihalyi, M. (2004, 1990). Flow: the psychology of optimal experience. Harper & Row.
Horwitz, K., Horwitz, M. & Cope, J. (1986). Foreign Language Classroom Anxiety, Modern Language Journal, 70 (2), 125–132.
Varela, F. (1996, 1988). Invitation aux sciences cognitives. Éditions du Seuil.
Asmodee Cocktail games. (2016). Imagine.
Asmodee Cocktail games. (2022). Imagine Family.
Lego group. (1932). Lego.

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BooQuest: A Customisable Board Game For Foreign Language Learning Across Different Age Groups

Author(s):

Ms. Oxana Timakova, Independent Researcher, Italy

Games in education have received increasing attention due to their ability to motivate students, foster collaboration, and promote goal-oriented learning. These elements are particularly important in foreign language education, where students often struggle to find relevance and practical application. However, integrating games into language programmes poses challenges, as many games lack flexibility and fail to align with existing educational frameworks and fit the specific needs of different age groups of learners. Given these challenges, this study investigates the following question: How can board games be used in foreign language teaching to match the needs of different age groups?

In this study we adopted a Participatory Action Research approach to investigate BooQuest, a customizable board game designed to address the limitations of board games in language education. The game was tested in a linguistic high school in Italy and adult language courses. It promotes practical application of language skills in realistic contexts while connecting literary knowledge with linguistic abilities. Its framework is adaptable to various literary works and languages. Two versions were developed: one in Russian, based on A.Pushkin’s “”The Queen of Spades,”” and one in English, inspired by O.Wilde’s “”The Picture of Dorian Gray.”” During gameplay, students assume the roles of the book’s characters transported to the present day. Through collaboration and by overcoming linguistic and cultural challenges, they must find their way back to their original time period.

The implementation of BooQuest follows three distinct phases. Initially, students engage in game preparation, customising some elements of the game, such as questions based on the book, which will be used during the game phase, stimulating creativity and engagement. During actual gameplay, students actively collaborate to overcome proposed challenges, applying linguistic competencies. A final reflection phase consolidates acquired learning through critical analysis of the experience.

The experience at an Italian secondary school and subsequent tests with adult learners showed improved active use of foreign language, enhancing communicative skills in simulated real-life contexts. The game strengthened the connection between literary knowledge and linguistic competence as students explored themes and characters while perfecting vocabulary and grammar. The collaborative nature of the game promoted teamwork and problem-solving skills, encouraging students to work together toward common goals. The game’s dynamic approach increased motivation for language study, while differentiated roles allowed all students to participate actively. Finally, the flexible nature of the game with an initial preparation phase performed by the students facilitated the development of game material tailored to the needs of the students’ age groups.

Our analysis reveals the potential of game-based learning in foreign language instruction across diverse age groups. The adaptability of the tested game from high school to adult learning environments demonstrates its versatility as an educational tool. This study suggests that integrating game-based learning into educational programs can enrich foreign language teaching, bridging theoretical learning and practical application. Future research could explore the applicability of this approach in other educational contexts and disciplines, promoting wider adoption of game-based learning in educational systems.

Bayeck, R. Y. (2020) “Examining board gameplay and learning: A multidisciplinary review of recent research”, Simulation & Gaming, Vol 51, No. 4, pp 411-431.
Gao, L. (2023) “Literature Review for the Design Methods of Serious Games”, Proceedings of the 17th European Conference on GBL: ECGBL 2023. Academic Conferences and publishing limited.
Hanghøj T. (2013) “Game-based teaching: Practices, roles, and pedagogies”, In De Freitas.S., Ott M., Popescu M.M. (Ed) New Pedagogical Approaches in Game-enhanced Learning: Curriculum integration, IGI Global.
Luckner, N., Pollak, M. and Purgathofer, P. (2024) “Exploring the Impact of Purposeful Board Games in Higher Education”, In International Conference on Human-Computer Interaction (pp. 69-81). Cham: Springer Nature Switzerland.
Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013), Game-based Learning: Latest Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough: NFER

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Beyond Lectures: Integrating Game-Based Learning For First-Year English Courses In Central Asia

Author(s):

Dr. Leslie Haas, Xavier University of Louisiana, United States of America

Developing English language proficiency among first-year multilingual university students requires innovative and engaging instructional approaches, particularly in contexts where English is not the native language. At one university in Central Asia, game-based learning has been integrated into freshman English courses to complement traditional instruction and foster active, student-centered learning environments. This presentation examines the use of low-tech classroom games and student-designed activities that promote language practice, collaboration, and critical thinking. Examples illustrate how these methods reduce language anxiety, build confidence, and encourage meaningful use of English. The session will highlight practical strategies, share student feedback and observed outcomes, and offer insights for adapting game-based learning to similar higher education contexts.

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