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 boost of mobile devices and internet technologies has led to the development of new content geared to enhance the learning experience of students while simultaneously ensuring the economizing of the teacher’s time. The era of industrial revolution 4.0 transformed many aspects of life including the basic approaches towards teaching and learning. The needs and demands of students and teachers are changing in line with the revolution of emerging technologies. However, even with the advent of technology, STEM subjects are yet to fully grasp the attention of students. Learning especially in secondary schools and higher education intuitions needs to be redesigned to improve students' learning experience, especially in STEM subjects which involve complex concepts and processes that are difficult to visualize and require students to be fully engaged. Accordingly, this paper discusses the design and development of a learning experience model aimed at improving the teaching of Biology subjects. The model emphasized on three factors; content, pedagogy and interaction. Multimedia elements such as 2D graphic, video, AR with 3D object and gamification concepts were included in the design. A prototype called m-BioP was developed based on the designed model and heuristic evaluation was performed to ensure the application’s usability. It was verified by six experts and it is identified that 19/24 (79%) items are well designed and some changes (8/24 items) require improvement. Future studies need to be conducted to approved the designed model.

HRMARS is well established journal publisher based in Pakistan. It is publishing prominent journals in social sciences since 2011.

Social media platforms do not usually demonstrate responsibilities for published content. In recent years, an increasing number of individuals are now serving as sources of information that sparks public concern as it is considered to have lack of online quality control mechanisms. These mechanisms include the credentials of authors and information editorial teams. This paper aims to identify and develop an Islamic information credibility scale to examine the reliability of Islamic postings on social media, by acquiring the experts’ views and agreement on the elements in the proposed model by leveraging the Fuzzy Delphi process. A total of 15 experts from academic and related stakeholders participated in the verification of items through the questionnaire instrument's 7-point linguistic scale by purposive sampling. Outcome of the study indicate that the appropriate criteria to evaluate the credibility of Islamic information on social media incline on the top four indicators, which are of the source of writing, accuracy, authority and authenticity of information. The result demonstrates the importance for referring to the source and content of information i.e., Quran and authentic hadith in the process to evaluate authentic Islamic information posting on social media, as opposed to the influence of the social environment. This study's value lies in its contribution to the conceptualization and development of new Islamic information credibility scale through the screening and selection process of Fuzzy Delphi method approach. In future research, this scale should be explored to test new media credibility, as an emerging and promising approach to identifying and evaluating Islamic new media credibility.