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.

For most children the first contact with the computer is through some sort of educational game. Therefore, it is important that computer games for children are well-designed and usable for the children. In order to evaluate the usability of the computer game, children must be observed while exploring and playing the game and given the chance to express their opinions. Therefore, to involve children effectively, appropriate evaluation techniques are needed. This paper will discuss an observation method that has been adopted in a usability testing with the children. In this study, a computer game called Jelajah is chosen as the game to be tested for the usability evaluation with children. Jelajah is suitable for the experiment because it is an adventure game which is a very common game genre for children. Five preschool children aged between five and six years old are selected for this study. During the usability testing session, facilitator observes the child and fill in the observation checklist form in order to track the effectiveness and efficiency of the game. After the test session completed, the child is required to answer a simple interview-based questionnaire to know their level of satisfaction after playing the game. Data collected are both qualitative and quantitative. The collected data are analyzed to determine the levels of effectiveness, efficiency and satisfaction. The levels of effectiveness, efficiency and satisfaction are being measured by averaging them to a single metric that can represent the usability of Jelajah. The result obtained showed that the approach adopted to conduct a usability testing of a computer game with children using Jelajah can also be adopted for evaluating any educational computer game with children.

Reinforcement learning is one of the sub of machine learning. A machine learning agent learns from the feedback of the try-and-error in order to predict their next step. Machine learning can be use on various field and one of them is games. The challenge to win a game is that the player needs to come up with a good strategy. In order to produce good strategy, player need to play the game multiple time which are time, energy and money consuming. The objective of this research is to introduce a reinforcement learning agent in game that run the simulation of the game and produce improved results after each iteration. Then human can imitate the agent performance in order to improve their chance of winning the game. Reinforcement learning can be implemented in various method. This paper will focus more on Q-learning and State-Action-Reward-State-Action (SARSA) method. Both methods are chosen as both are almost similar except Q-learning is off-policy algorithm and SARSA is on-policy algorithm. The results of this paper is a list of results from previous research related to Q-learning and SARSA on different test field or setting. The second results are the proposed reinforcement learning methodology what will cover on understanding data, categorizing problem, finding the available algorithm and implementing the algorithm.

Augmented Reality (AR) is a technology that enables a new information delivery environment. AR promotes both engagement and motivation for people to obtain and acquire certain knowledge or information including those concerning history. People, especially the young generation, often view history as an uninteresting and boring subject matter. This may be due to the lack of interactivity and visual images that accompanying the information on history. This could affect our level of understanding about the history of our country such as the fall of Melaka Empire and weaken our spirit of patriotism. Thus, this research aims to study the effect of combining the AR technology together with the traditional information to create excitement in learning history. The development of the AR application in this project is to enhance the traditional book by allowing users to see the digital visual of historical events. The development of the application involves five phases that are analysis, design, develop, implement, and evaluate. The mobile application of AR book on the fall of Melaka Empire history has been developed successfully and the findings show that most users agree that the application contributes to higher users’ satisfaction.

Children learn through play [1]. According to Crawford [2] educational game is the children's first contact with the computer. Therefore, it is important that the computer games for children are well designed and usable. Usability testing can also be adopted to assess learner's motivation towards learning. Assessing the usability with children requires special consideration. Children must be allowed to play freely and expressed their opinion while being observed. This study explores the measuring consideration for the usability of an educational game called Jelajah. Jelajah, was designed to teach pre-schools children to learn the Malay words and was developed based on a solid research on educational approaches. Five pre-school children were selected for this study. During the usability testing session, children are observed and their behaviors are recorded in an observation checklist. The session was video-taped for further observation. A post test was administered after the session to seek the children's satisfaction in using the game for learning. Data collected were quantitative and qualitative data. Data were later quantified to measure the effectiveness, efficiency and satisfaction towards the software. Based on the analysis, children showed interest and were highly motivated to learn when using educational game for learning.

Mobile device has become a common gadget among the society. The once known only for the wealthy, the device allows people to communicate, work and play. Playing mobile games in mobile devices has become a trend as it can be played anywhere, anytime. Mobile device has properties like portability, connectivity and social interactivity that make it a preferred platform for learning. Hence, the usage of mobile devices can be expanded to mobile learning, where the learning environment is not restricted in classroom only. Computer games can also be highly effective in increasing children's learning and enjoyments of mathematics. By combining the fun factor of mobile games, the flexibility of mobile learning and the benefits of games, mobile educational games was developed. This paper discusses the model for the development of a mobile educational game for primary one mathematics education. The model describes the components that are required for the development of a mobile learning. The components for the model are the learning theories, learning approach, gaming approach, and the delivery medium. The prototype development process combines the instructional systems design and the game development approach. The developed prototype has been successfully tested using the functionality test which tested the govern on stability, correctness of game mechanics and integrity of game assets. The result showed that learning Mathematics on the mobile devices through gaming approach is possible and can become a promising alternative learning approach