Many studies focused on reviewing the use of serious games as part of Science and Mathematics Education. While previous reviews focused on various educational levels and subjects, narrowing the scope to Science and Mathematics Education provides more targeted insights that can inform instructional strategies and curriculum development. In this article, we summarize 16 systematic reviews and meta-analyses with a total of 535 primary studies investigating the impact of serious games in Science and Mathematics Education. Our findings highlight that serious games can motivate and engage students while improving their learning outcomes and leading to improved cognitive skills. However, negative reports on the use of serious games in Science and Mathematics Education such as demotivation, anxiety, and limited effects on learning were also observed. Overall, this paper contributes to human-computer interaction (HCI) by providing a comprehensive analysis of serious games' impact on students' moods and learning outcomes in Science and Mathematics Education, highlighting the role of teachers and proposing future research directions for game-based learning.

This systematic literature review explores learning analytics (LA) in serious games within virtual reality (VR) environments, focusing on studies from the International Conference on Learning Analytics and Knowledge (LAK) and the Journal of Learning Analytics (JLA). Conducted in two stages, the review identifies key domains where serious games in VR are applied, along with the tools and methods used to evaluate their effectiveness. Predominantly applied in higher education, serious games in VR enhance student engagement, collaborative learning, and the comprehension of complex subjects. Common data collection methods include Electroencephalogram, eye tracking, and interaction logs, often analyzed with machine learning and statistical techniques to understand cognitive and behavioral learning aspects. The review also points out limitations, such as the narrow focus on two sources and a small sample size. It calls for future research to explore LA in augmented reality and mixed reality environments, incorporating studies on user experience and pedagogical strategies. This work contributes to the LA community by offering insights into the integration of advanced data collection and analytics techniques in immersive learning environments.

The localization of online educational platforms brings many benefits to the students and teachers such as access to different types of textual and video content. Nonetheless, it demands time and capital resources to localize any content. The aim of this research was to re-engineer the entire localization process of Khan Academy content into the Azerbaijani language and evaluate its impact on users’ learning experience. For this purpose, we implemented process re-engineering’s cycle of successive steps. Additionally, we carried out a survey to investigate the new localization process’s effect on users’ learning experience. Our study found that making the localization process more efficient decreased the time and resources needed. Additionally, this improved process positively affected how users experienced learning on the platform.