Agbo, F. J., Olaleye, S. A., Bower, M., & Oyelere, S. S. (2023). Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini-games to foster computational thinking in higher education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00233-1
Almeida, F., Buzady, Z., & Ferroc, A. (2021). Exploring the role of a serious game in developing competencies in higher tourism education. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100347. https://doi.org/10.1016/j.jhlste.2021.100347
Almeida, F. & Morais, J. (2023). Strategies for developing soft skills among higher engineering courses. Journal of Education, 203(1), 103-112. https://doi.org/10.1177/00220574211016417
Bacelo, A., & Gómez-Chacón, I. M. (2023). Characterising algorithmic thinking: A university study of unplugged activities. Thinking Skills and Creativity, 48, 101284. https://doi.org/10.1016/j.tsc.2023.101284
Bradberry, T. (2017, February 13). Why you need emotional intelligence. World Economic Forum. https://www.weforum.org/agenda/2017/02/why-you-need-emotional-intelligence/
Bradberry, T. (2020, February 17). How emotional intelligence can benefit your career - and your life. World Economic Forum. https://www.weforum.org/agenda/2020/02/emotional-intelligence-career-life-personal-development/
Dell’Aquila, E., Marocco, D., Ponticorvo, M., di Ferdinando, A., Schembri, M., & Miglino, O. (2017). Educational games for soft skills training in digital environments: New perspectives. Springer.
Dyer, J., Gregersen, H. B., & Christensen, C. M. (2011). The innovator’s DNA: Mastering the five skills of disruptive innovators. Harvard Business Press.
Elbanna, S., & Armstrong, L. (2023). Exploring the integration of ChatGPT in education: adapting for the future. Management & Sustainability: An Arab Review. https://doi.org/10.1108/MSAR-03-2023-0016
Emblen-Perry, K. (2018). Enhancing student engagement in business sustainability through games. International Journal of
Sustainability in Higher Education, 19(5), 858-876. https://doi.org/10.1108/IJSHE-05-2017-0075
Feroz, H. M., Zulfiqar, S., Noor, S., & Huo, C. (2021). Examining multiple engagements and their impact on students’ knowledge acquisition: The moderating role of information overload. Journal of Applied Research in Higher Education, 14(1), 366–393. https://doi.org/10.1108/jarhe-11-2020-0422
Fronzetti Colladon, A., Toschi, L., Ughetto, E., & Greco, F. (2023). The language and social behaviour of innovators. Journal of Business Research, 154, 113317. https://doi.org/10.1016/j.jbusres.2022.113317
Gris, G., & Bengtson, C. (2021). Assessment measures in game-based learning research. International Journal of Serious Games, 8(1), 3–26. https://doi.org/10.17083/ijsg.v8i1.383
Huang, Y.-M., Silitonga, L. M., & Wu, T.-T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 104494. https://doi.org/10.1016/j.compedu.2022.104494
Hsu, F. H., Lin, I. H., Yeh, H. C., & Chen, N. S. (2022). Effect of Socratic reflection prompts via video-based learning system on elementary school students’ critical thinking skills. Computers & Education, 183
https://doi.org/10.1016/j.compedu.2022.104497
Jan, M., & Gaydos, M. (2016). What is game-based learning? Past, present, and future. Educational Technology, 56(3), 6–11. http://www.jstor.org/stable/44430486
Kautz, T., Heckman, J. J., Diris, R., ter Weel, B., & Borghans, L. (2017). Fostering and measuring skills: improving cognitive and non-cognitive skills to promote lifetime success. OECD Education Working Papers. https://doi.org/10.1787/19939019
Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Wiley.
Kinio, A. E., Dufresne, L., Brandys, T., & Jetty, P. (2019). Break out of the classroom: The use of escape rooms as an alternative teaching strategy in surgical education. Journal of Surgical Education, 76(1), 134–139. https://doi.org/10.1016/j.jsurg.2018.06.030
Krath, J., Schurmann, L., & Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games, and game-based learning. Computers in Human Behaviour, 125(1). https://doi.org/10.1016/j.chb.2021.106963
Lampropoulos, G., Keramopoulos, E., Diamantaras, K. I., & Evangelidis, G. (2023). Integrating augmented reality, gamification, and serious games in computer science education. Education Sciences, 13(6), 618. https://doi.org/10.3390/educsci13060618
Li, L. (2022). Reskilling and upskilling the future-ready workforce for Industry 4.0 and beyond. Information Systems Frontiers, 24(3). Springer. https://doi.org/10.1007/s10796-022-10308-y
Martín-Hernández, P., Gil-Lacruz, M., Gil-Lacruz, A. I., Azkue-Beteta, J. L., Lira, E. M., & Cantarero, L. (2021). Fostering university students’ engagement in teamwork and innovation behaviours through game-based learning (GBL). Sustainability, 13(24), 13573. https://doi.org/10.3390/su132413573
Meta. (n.d.). Welcome to the Meta Quest Safety Center. Retrieved November 16, 2023, from https://www.meta.com/quest/safety-center/
Morrell, B. L. M., Eukel, H. N., & Santurri, L. E. (2020). Soft skills and implications for future professional practice: qualitative findings of a nursing education escape room. Nurse Education Today, 93, 104462. https://doi.org/10.1016/j.nedt.2020.104462
Organisation for Economic Co-operation and Development. (2021). OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. Organisation for Economic Co-operation and Development. https://doi.org/10.1787/589b283f-en
Pelser-Carstens, V., & Blignaut, A.S. (2018). Towards a table-top board game for South African higher education accountancy students. International Journal of Social Sciences, 10(1), 66-81.
Petri, G., & Wangenheim, C. G. (2017). How games for computing education are evaluated? A systematic literature review. Computers & Education, 107, 68–90. https://doi.org/10.1016/j.compedu.2017.01.004
Poděbradská, M., Noel, M., Bathke, D. J., Haigh, T. R., & Hayes, M. J. (2020). Ready for drought? A community resilience role-playing game. Water, 12(9), 2490. http://dx.doi.org/10.3390/w12092490
Prensky, M. (2001). Digital game-based learning. McGraw-Hill.
Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review research. Journal of Computers in Human Behaviour, 63, 50-58. http://dx.doi.org/10.1016/j.chb.2016.05.023
Ragavan, N. A., Balasubramanian, K., & Francis, R. (2021). Rethinking the learning space to build 21st century learning skills: Bringing simulation-based gamification to the hospitality higher education. Asia-Pacific Journal of Innovation in Hospitality and Tourism, 10(2), 95–101. https://fslmjournals.taylors.edu.my/wp-content/uploads/APJIHT/APJIHT-2021-10-2/APJIHT-2021-P6-10-2.pdf
Repetto, M., Bruschi, B., & Talarico, M. (2023). Key issues and pedagogical implications in the design of digital educational escape rooms. Journal of E-Learning and Knowledge Society, 19(1), 67-74. https://doi.org/10.20368/1971-8829/1135749
Rosnov, D., & Roberts, M. C. (2005). Information processing theory. Encyclopedia of Human Development. Sage Knowledge. https://doi.org/10.4135/9781412952484.n349
Solarte, H. A., Tobar, H. F., Mesa, J. H., Trefftz, H., & Osorio, D. M. (2021). Changing perceptions about entrepreneurship and industry-related aspects and fostering innovation skills using a video game. Interactive Technology and Smart Education, 18(1), 104-118. https://doi.org/10.1108/itse-10-2020-0220
Skritsovali, K. (2023). Learning through playing: Appreciating the role of gamification in business management education during and after the COVID-19 pandemic. Journal of Management Development, 42(5), 388-398. https://doi.org/10.1108/jmd-04-2023-0124
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behaviour, 87, 192-206. https://doi.org/10.1016/j.chb.2018.05.028
Tay, J., Goh, Y. M., Safiena, S., & Bound, H. (2022). Designing digital GBL for professional upskilling: A review. Computers & Education, 184. 104518. https://doi.org/10.1016/j.compedu.2022.104518
The Foundation for Critical Thinking. (n.d). Defining critical thinking. Criticalthinking.org. Retrieved November 6, 2023, from https://www.criticalthinking.org/pages/defining-critical-thinking/766
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054
Tian, N., Lopes, P., & Boulic, R. (2022). A review of cybersickness in head-mounted displays: Raising attention to individual susceptibility. Virtual Reality 26, 1409–1441. https://doi.org/10.1007/s10055-022-00638-2
Uiphanit, T., Bhattarakosol, P., Suanpong, K., Iamsupasit, S., & Wongwan, C. (2020). Chibumons: A positive effect on game to undergraduate students. International Journal of Emerging Technologies in Learning, 15(01), 222–230. https://doi.org/10.3991/ijet.v15i01.11502
Urban, A. C. (2019). Serious games for information literacy: A scoping review and design recommendations. Library Hi Tech, 37(4), 679–698. https://doi.org/10.1108/lht-01-2019-0010
Urquidi-Martín, A., Tamarit-Aznar, C., & Sánchez-García, J. (2019). Determinants of the effectiveness of using renewable resource management-based simulations in the development of critical thinking: An application of the experiential learning theory. Sustainability, 11(19), 5469. https://doi.org/10.3390/su11195469
Viale, R., Gallagher, S., & Gallese, V. (2023). Bounded rationality, enactive problem solving, and the neuroscience of social interaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1152866
Wong, J. Y.-H., Ko, J., Nam, S., Kwok, T., Lam, S., Cheuk, J., Chan, M., Lam, V., Wong, G. T., Ng, Z. L., & Wai, A. K.-C. (2021). Virtual ER, a serious game for interprofessional education to enhance teamwork in medical and nursing undergraduates: development and evaluation study. JMIR Serious Games, 10(3). https://doi.org/10.2196/preprints.35269
World Economic Forum. (2020). The future of jobs report 2020. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
Whiting, K. (2022). These are the top 10 jobs tomorrow- and how long it takes to learn them. World Economic Forum. https://www.weforum.org/agenda/2020/10/top-10-work-skills-of-tomorrow-how-long-it-takes-to-learn-them/
World Economic Forum. (2023, May). Future of jobs report: Insight Report May 2023. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf
Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30(2020), 100326. https://doi.org/10.1016/j.edurev.2020.100326
Zichermann, G., & Cunningham, C. (2011). Gamification by design: implementing game mechanics in web and mobile apps. O’Reilly Media.
Zohaib, M. (2018). Dynamic Difficulty Adjustment (DDA) in computer games: A review. Advances in Human-Computer Interaction, 2018, 1–12. https://doi.org/10.1155/2018/5681652