Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.
Climate change can simply be defined as an increase in temperature, normally referred to as global warming. Recent studies have confirmed the failure of many climate communication efforts due to the one-directional transmission of information that has transformed the audience into passive consumers of information. The young generation tends to be avid gamers, thus serious games could be a suitable medium to increase climate change awareness in order to cultivate a better attitude towards nature among this group. However, very few games focus on carbon cycle fundamentals that are directly related to climate change. Existing climate change games have been unable to improve the quality of knowledge on environmental issues due to the lack of contextualization of the carbon cycle. Thus, the purpose of this study was to develop and verify a guideline of game design elements to assist game developers in developing a climate change game that can facilitate experiential learning on climate change based on the carbon cycle. The guideline consists of 13 game elements derived from previous studies. Seven experts from both game and environmental areas were selected to review the designed guideline. The experts were given two to six weeks to evaluate the guideline and were asked to rate and comment on each game element. At the end of the review, the experts' feedback and comments were analysed and scrutinised. The results showed positive feedback from all experts. The guideline was updated based on the experts' comments, and finally a total of 12 game elements for a climate change game remained. This guideline can be applied to develop a new climate change game. This paper discusses the validation of the guideline proposed for a climate change game design.
The term "cyber threats" refers to the new category of hazards that have emerged with the rapid development and widespread use of computing technologies, as well as our growing reliance on them. This article presents an in-depth study of a variety of security and privacy threats directed at different types of users of social media sites. Furthermore, it focuses on different risks while sharing multimedia content across social networking platforms, and discusses relevant prevention measures and techniques. It also shares methods, tools, and mechanisms for safer usage of online social media platforms, which have been categorized based on their providers including commercial, open source, and academic solutions.