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<p class="0abstractCxSpFirst"><span lang="EN-US">Understanding engagement in games provides great opportunities for developing motivating educational games. However, even good games may induce disturbances on the learner. Therefore, we go further than presenting only results and discussion related to the motivation aspects and disturbance factors of the playing experience in UFractions (Ubiquitous fractions) storytelling mobile game. Namely, we define the dynamics between these two important game features. Sample of the case study was 305 middle school pupils in South Africa, Finland, and Mozambique.</span></p><p class="0abstractCxSpLast"><span lang="EN-US">Guidelines for game developers, users and educators were derived from the interplay of disturbance factors and motivations. Furthermore, we defined six different learning zones deriving from disturbances the player is facing and the player’s motivation level.</span></p>

Technology�enhanced learning generally focuses on the cognitive rather than the af� echnology�enhanced learning generally focuses on the cognitive rather than the af� fective domain of learning. This multi�method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of af� fective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system Ac-tiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi�mode research design and methodol� ogy where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an Excel™ spreadsheet for statistical analyses. All the data was explored from the affective per� spective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are in� tertwined with cognitive levels of learning while learning mathematics in a technology�enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.

Hackathon is an event where programmers and subject field specialists collaborate intensively in teams with the ultimate aim to create and design fresh ICT (information and communication technology) based solutions to a given task in a limited time. In this study, we analyzed students" perceptions and experience in a hackathon where they were to design a concept for an application aimed at people that are preparing for their own death. The hackathon was part of a Digital Theology (DT) course at the university for Computer Science (CS) students. 12 participated students were divided into three groups, where an assignment was presented to the groups to brainstorm and create a mock-up artefact suitable to tackle the challenge (assignment). By collecting data through questionnaires and interviewing the participants, we applied descriptive statistics rather than exploring into inferential statistics to analyze the data due to the limited number of students. In the end, the results show that the use of hackathon helped in achieving the learning goals of DT.The students expressed their satisfaction in the fact that it provided them with motivation to learn through practice. Also, students agreed that the event helped them to think collaboratively for a refined ideas. The overwhelming satisfaction expressed by the students goes to confirm that hackathon brings out the best creative skills from people through problem-solving.

UFractions (Ubiquitous fractions) is a storytelling mobile game that utilizes fraction rods in solving real life related math problems. The prototype of UFractions was tested during the period March 2009 to May 2011 in South Africa, Finland, and Mozambique amongst 279 players, ranging in age from 10 to 32, the majority being grade eight students. A multi-method approach, comprising of both qualitative and quantitative data collection strategies, was employed to develop a trans-cultural taxonomy for play motivation in mobile games, as observed in the evaluation of UFractions, i.e., altruism, challenge, cognitive restlessness, curiosity, fantasy, relations, and technology.

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This research paper presents Imikode, a virtual reality (VR)-based learning game to support the teaching and learning of objectoriented programming (OOP) concepts in computing education. The system was implemented using Google Cardboard SDK and works with any Cardboard compatible headset. The teacher can use Imikode to introduce OOP class in an immersive and engaging way. This early prototype provides basic features to help introduce OOP concepts. We aim at extending it using Artificial Intelligence (AI), by adding a conversational agent able to parse erroneous statements and provide adequate instructions on how to fix them. CCS CONCEPTS • Social and professional topics → Computer science education.