Intelligent Game-Based Situated Learning in Immersive Virtual Environment to Enhance Digital Safety Skills
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| Title: | Intelligent Game-Based Situated Learning in Immersive Virtual Environment to Enhance Digital Safety Skills |
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| Language: | English |
| Authors: | Nongluk Weerasiri, Kanitta Hinon, Panita Wannapiroon |
| Source: | Higher Education Studies. 2026 16(1):371-382. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Game Based Learning, Computer Simulation, Safety, Educational Games, Program Effectiveness, Models, College Students, Educational Technology, Computer Uses in Education, Foreign Countries |
| Geographic Terms: | Thailand |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | The Intelligent Game-Based Situated Learning in Immersive Virtual Environment to Enhance Digital Safety Skills model is a conceptual framework developed to support the design of situation-based learning using intelligent game mechanisms within immersive virtual environments to strengthen learners' digital safety skills. The research process for developing this intelligent game-based situated learning model consists of five steps: (1) learning initiation, in which instructors introduce the immersive virtual learning environment and explain the rules and regulations of the intelligent game; (2) situated engagement, where learners encounter learning scenarios through the intelligent game within an immersive virtual platform; (3) analysis and problem-solving, whereby learners analyze and resolve the situations embedded in the intelligent game; (4) reflection and knowledge sharing, with learners reflecting on their approaches to solving digital safety problems after gameplay and exchange their insights with peers; and (5) assessment and evaluation, by which instructors assess learners' digital safety skills based on the achievement test aligned with the intelligent game content. This study serves as an initial investigation, and the evaluation results indicated that the overall suitability of the developed model was deemed to be at the highest level (Mean = 4.64, SD = 0.51). Through a systematic literature review and prototype conceptual framework development, the findings affirm that the model comprises complete and appropriate components for guiding the design of intelligent game-based situated learning platforms in immersive virtual environments and can effectively enhance learners' digital safety skills. The conceptual framework developed in this study is intended to serve as a foundation for subsequent prototype design and empirical effectiveness testing to further validate the model's impact on improving learners' digital safety competencies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505462 |
| Database: | ERIC |
| Abstract: | The Intelligent Game-Based Situated Learning in Immersive Virtual Environment to Enhance Digital Safety Skills model is a conceptual framework developed to support the design of situation-based learning using intelligent game mechanisms within immersive virtual environments to strengthen learners' digital safety skills. The research process for developing this intelligent game-based situated learning model consists of five steps: (1) learning initiation, in which instructors introduce the immersive virtual learning environment and explain the rules and regulations of the intelligent game; (2) situated engagement, where learners encounter learning scenarios through the intelligent game within an immersive virtual platform; (3) analysis and problem-solving, whereby learners analyze and resolve the situations embedded in the intelligent game; (4) reflection and knowledge sharing, with learners reflecting on their approaches to solving digital safety problems after gameplay and exchange their insights with peers; and (5) assessment and evaluation, by which instructors assess learners' digital safety skills based on the achievement test aligned with the intelligent game content. This study serves as an initial investigation, and the evaluation results indicated that the overall suitability of the developed model was deemed to be at the highest level (Mean = 4.64, SD = 0.51). Through a systematic literature review and prototype conceptual framework development, the findings affirm that the model comprises complete and appropriate components for guiding the design of intelligent game-based situated learning platforms in immersive virtual environments and can effectively enhance learners' digital safety skills. The conceptual framework developed in this study is intended to serve as a foundation for subsequent prototype design and empirical effectiveness testing to further validate the model's impact on improving learners' digital safety competencies. |
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| ISSN: | 1925-4741 1925-475X |
