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AfterDay Horizon: A Cross-Platform Co-op Game for Communication and Strategic Skills
(2026-01-01)
Dechakorn, Parin
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Chuenchom, Pairat
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Vittayakorn, Sirion
Cooperative skills—such as communication, teamwork, and conflict resolution—are essential in both educational and professional contexts. We present AfterDay Horizon, a two-player cooperative game designed to foster these skills through asymmetric, cross-platform gameplay. Players take on distinct but interdependent roles: the Caretaker (VR) executes survival missions in a post-apocalyptic environment, while the Leader (web) provides strategic support through interactive mini-games. Time-sensitive tasks and role-specific responsibilities promote communication, coordination, and replayability. Experimental results show improvements in survival time, mission success, and task efficiency across repeated playthroughs—indicating strengthened cooperation and joint planning. Participants also reported high satisfaction, suggesting strong engagement and a positive reception of the game’s design.
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Netverse: A Game-Based Learning Environment for Introductory Computer Networking
(2026-01-01)
Neamsri, Kanphitcha
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Arsanok, Purinprat
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Vittayakorn, Sirion
This paper presents Netverse, a 3D game-based learning environment for introductory computer networking. It was designed to support hands-on learning of cable types and connections, network devices and ports, and IP-related concepts through puzzle-based interaction. The study had two objectives: to compare Netverse with Cisco Packet Tracer in terms of learning and retention, and to examine gameplay behavior and user experience in the game environment. In a pilot comparative experiment, 30 participants were randomly assigned to either Cisco Packet Tracer or Netverse and completed pre-test, immediate post-test, and delayed post-test measures. After the delayed post-test, all participants completed the GUESS questionnaire, and gameplay telemetry from Netverse sessions was analyzed. Both conditions improved learning outcomes; Netverse showed a larger unadjusted short-term total gain, with its clearest adjusted advantage in IP-related concepts, while showing comparable retention loss over two weeks. Gameplay log analysis revealed level-specific adaptation and repeated-correction patterns, and user experience ratings were positive overall. These findings suggest that Netverse shows promise as a game-based approach for introductory networking education.
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Advancing academic achievement: integrating society 5.0 and game-based learning in metaverse space for undergraduates in Bangkok, Thailand
(2024-01-01)
Vate-U-Lan, Poonsri
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Cahill, Desmond
This quasi-experimental research investigated the efficacy of applying the Society 5.0 concept to establish game-based learning on Metaverse Space for undergraduates in an international program in Bangkok, Thailand. The study was conducted in a Thai public university’s international college with a population of six classes of junior university students totalling 178, from which two classes with 56 participants were purposively sampled. Almost all the 54 students were Thai with only two not Thai. About two-thirds (71.4%, n = 40) were female students, and about one-third were male (28.6%, n = 16). A module of the game for this English course was the ‘prepositions of place’. The study employed 1) a 3D virtual online class on SPATIAL.io, 2) two images of a hidden object game, and 3) a 40-item multiple-choice test as research instruments. The data were analyzed through means with standard deviations, percentages, and a paired sample t-test. The study found that game-based learning on metaverse space through SPATIAL.io motivated students to be more active while studying online and confirmed that the game-based learning tool on metaverse space was a useful method of enhancing students’ learning outcomes, as evidenced by the significant increase from pre-test (mean= 28.191, SD = 3.881) to posttest (mean = 35.21, SD = 3.404), t (55) = -15.256, p <.001. The average learning gain for the experiment was 0.57. The findings of this study suggest that game characteristics and a 3D virtual environment are persuasive and motivating tools for students, thus increasing and improving their academic performance.
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PyraMaze VR: An Immersive Gameplay for Ancient Egypt Learning
(2024-01-01)
Tangtung, Intanon
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Lunsiay, Luksamee
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Vittayakorn, Sirion
Studying ancient Egyptian culture is challenging due to the extensive timespan and societal changes over millennia. Advanced 3D and VR technologies enable immersive virtual exploration with detailed reconstructions, allowing students to engage deeply with the material and enhance their understanding. In this work, we present PyraMaze VR: a virtual reality game that immerses players in the depths of an ancient pyramid, offering an innovative educational tool. Within the pyramid, players must decipher numerous puzzles related to ancient Egypt to navigate back to the modern world. Throughout gameplay, players gather information about ancient Egyptian culture by solving puzzles scattered across the map. Experimental results reveal that PyraMaze VR is not only an effective learning tool, enhancing players' understanding by approximately 34.7%, but also achieves satisfaction scores of 4.0±0.57 out of 5. This achievement surpasses traditional learning methods by around 12.4% and alternative games by 4.0%.
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Game-based learning to enhance students logical thinking abilities in primary school Mathematics
(2023-09-26)
Liang, Huilin
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Sitthiworachart, Jirarat
In traditional teaching, teachers are always in an authoritative position in education, while students are in one of weak passive obedience. Learning efficiency, attention, and logical thinking can all be negatively affected. The literature shows that game-based learning is one of the most effective teaching methods. It establishes a game-based learning environment for students and helps them improve themselves. In this study, we will build on previous research to develop a game-based learning environment. Using primary school Mathematics as an experimental course, a lesson plan was designed and verified in terms of whether the course could help students master subject knowledge through the conducting of experiments, and whether this approach could improve their logical thinking skills. To judge the effectiveness of the methodology, 84 students from a public primary school in southern China were selected as the study subjects. One group was the experimental group, consisting of 44 students, and one group was a control group, consisting of 40 students. This study used a quantitative approach. The study lasted one month and was a post-test. The research tool included a student questionnaire concerning their ability to think mathematically and logically. Experimental results show that game-based learning effectively improves students' logical thinking abilities.
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Protobot: An Educational Game for Algorithmic Thinking
(2022-01-01)
Lertlapnon, Thanachote
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Lueangrungudom, Naruebes
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Vittayakorn, Sirion
Algorithm has been heavily used to provide a comfort life for us: from finding the best route in Google map to biometrics authentication on your phone. The significant of algorithm defines Computational thinking (CT) as one of the 21st Century skills. Although CT has been integrated into the education in the past years, many students still struggle with CT concept due to the complication of the topic and limited learning methods provided in school environment. To provide alternative learning approach for algorithmic thinking, we propose a game-base learning system called Protobot. Protobot requires students to apply their CT knowledge, especially the algorithmic thinking to solve problems in the gameplay. The experimental results demonstrate that Protobot fosters the algorithmic thinking skill of the players as well as provides the amusement during the gameplay.
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Elemem: Interactive digital card game for chemistry
(2020-04-01)
Boonpotjanawetchakit, Paiboon
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Kaweerat, Kansinee
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Vittayakorn, Sirion
Games are popular media among youth since they are not only entertaining but also provide exotic experiences and establish relationships between players. In this work, we propose a game-based learning tool for Chemistry called Elemem which aims to 1) demonstrate the relevance of the periodic table in the context of everyday life in order to improve the understanding of the periodic table and its elements, and 2) provide an alternative and attractive learning tool for use both at school (group-learning) and at home (self-learning). Several experiments reveal that Elemem is not only an enjoyable and encouraging self-learning process, but also educational; 79% of the students said they will recommend Elemem to their friends and others.

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