Higher-order thinking skills (HOTS) are reliable predictors of success in school and the workplace. A typical technique for encouraging higher-order thinking is to use instructional design interventions that engage learners in simple cognitive activities. Business simulation game (BSG) is one of the types of interactive learning environments that can increase HOTS. In addition, student engagement and attitude toward technology use are considered strong influences on HOTS. The study explored the effect of using a BSG on HOTS and student engagement. It examined the influence of attitude toward the use of a BSG on HOTS and student engagement. The results of the t-test analysis showed that learning activities using BSG had a positive effect on HOTS and student engagement. Additionally, PLS-SEM analysis results indicated that immersion, interaction, and intention to use the game influence student engagement. Furthermore, student engagement significantly influenced HOTS. The findings indicate that students must demonstrate that they are engaging actively in a course to improve HOTS and that a BSG can be a valuable and effective tool for promoting engagement. Moreover, the COVID-19 pandemic caused limitations in sampling and representativeness of respondents. Future research should involve a bigger sample size and students who have attended related courses.

Computational thinking (CT) skills are now a key part of everyday life and work, and CT has been incorporated into K-12 curricula worldwide. Combining the fundamental concepts of CT with English writing constitutes an innovative and sustainable learning strategy. However, few academic studies have examined the incorporation of CT into English writing. English writing frequently generates excessive stress and anxiety among students, yet motivation can mitigate the negative effect of anxiety. This study investigated the effects of the fundamental concepts of CT on reducing writing anxiety and increasing motivation toward English writing. A quasi-experimental design was applied, and data were collected from experimental and control groups through writing anxiety and motivation questionnaires. The results indicated that the fundamental concepts of CT exerted a more significant influence on the dimensions of writing anxiety and motivation than did a conventional learning method. In conclusion, the fundamental concepts of CT promoted organized and structured English writing, increased students’ writing motivation, and reduced their writing anxiety.

Introduction: Gross motor coordination is fundamental to children's physical development and is influenced by body mass index and residential context. However, rural–urban differences in the GMC–BMI relationship remain understudied in Indonesian children. Methodology: A total of 396 children aged 7–9 years from West Sumatra, Indonesia participated in this cross-sectional study. BMI was classified using WHO 2007 standards. GMC was assessed via the KTK3+ battery comprising balance beam, jumping sideways, moving sideways, and eye-hand coordination. MANOVA with post hoc Bonferroni tests and location-specific linear discriminant analyses were conducted. Results: Rural children significantly outperformed urban peers on BB (F = 7.474; p = .007; ηp² = .019), JS (F = 26.244; p < .001; ηp² = .064), and EHC (F = 8.508; p = .004; ηp² = .022), with the rural advantage widening with age (Age × Location for EHC: ηp² = .093). MS showed no significant location effect (p = .926). Location-specific LDA revealed that BB was the primary BMI discriminator in rural children (r = .910), while JS dominated in urban children (r = .859). Critically, 86% of children were underweight or severely underweight, with urban children exhibiting a paradoxically higher severe underweight rate (75.0%) than rural peers (66.3%). Conclusions: Rural Indonesian children demonstrated superior GMC trajectories across middle childhood. The context-dependent BMI–GMC relationship and the dual burden of undernutrition across both settings demand integrated, location-sensitive physical education and nutritional interventions.