Learning is mainly based on the students’ mental activities. If they can learn spontaneously, it will help increase their interest and the effectiveness of the learning. Learning through playing will make it easier for students to learn spontaneously. The balance between gameplay and education in educational games is a key issue in designing such games. Designing educational games to be less complex and more casual makes it easier to balance education and entertainment. For courses with practical operational characteristics, combining a game with a virtual and real integration experience can increase both student interest and learning effectiveness. This research develops an augmented reality app, named "Mobile Plant", which is an app developed for the primary school plant curriculum, combining games and augmented reality to enhance students’ interest in learning. A questionnaire shows that the game has positive results in terms of game difficulty and absorption of content.

The use of virtual reality in games allows players to experience immersive game content, while the development of virtual reality content includes hardware, programming, art and design professionals. Playing virtual reality games with Cardboard is cheaper and easier to promote, but the display performance and delay time of the mobile phone used in Cardboard are poor. Under the hardware limitation, in order to reduce the visual discomfort of the player, 2D and 3D art will be combined to create a 3D model with low number of polygons, and more computer graphics technology will be used to reduce the burden on the hardware and enhance the display effect. However, the gameplay is limited by the operation of the device, which limits its game design. Cardboard game design and development are difficult. The game development tool developed in this study has two levels of basic templates and flexible modules, so that beginners and experienced students can reduce the pressure of programming when making Cardboard games, so as to improve the quality of the games produced by students.

In this study, an ICT course is redesigned with a blended learning concept. This course aims to teach an introduction to game technology in the following three main topics: ‘Introduction to Computer’, ‘Game software technology’, and ‘Game art technology’. Basic computer science concepts such as binary numbers, algebra, vectors, data structure, computer graphics, and artificial intelligence (AI) are introduced in this course. In the flipped classroom, insufficient preparation of students before class and an increased workload of students and teachers are the challenges to overcome. Active learning is carried out in the classroom, as it enhances students’ concentration in the classroom. The pre- and post-test was used to investigate the effects of in-class and out-of-class activities in this method. In this study, active learning was applied to flipped classrooms in this course, and its learning effects were compared with that of the traditional method. The learning outcomes of active learning were significantly improved. In-class activity had significant effects on the outcome quantitatively and qualitatively. The learning outcomes of out-of-class activities for which students were usually insufficiently prepared were also improved.