The temporary closure of educational institutions during the coronavirus disease (COVID-19) pandemic has abruptly transformed the global education landscape in favor of distance learning. 2 This radical shift saw a surge in the use of various digital platforms and applications, including digital learning management systems, collaboration platforms for live-video communication, massive open online courses (MOOCs), and tools for creating learning content. 3 Some platforms have offered free access to basic services, especially during the pandemic, which higher education institutions used extensively, especially among academic staff and students with digital experience. For example, 90.3% of universities in Japan were providing distance learning as of 1 June 2020. 4 In upper-middle-income countries, 88% of youth managed to continue learning, including 54% by video lectures and 40% by online testing. 5 ADB BRIEFS no.

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Computer games are increasingly used for purposes beyond mere entertainment, and current hi-tech simulators can provide quite, naturalistic contexts for purposes such as traffic education. One of the critical concerns in this area is the validity or transferability of acquired skills from a simulator to the real world context. In this paper, we present our work in which we compared driving in the real world with that in the simulator at two levels, that is, by using performance measures alone, and by combining psychophysiological measures with performance measures. For our study, we gathered data using questionnaires as well as by logging vehicle dynamics, environmental conditions, video data, and users' psychophysiological measurements. For the analysis, we used several novel approaches such as scatter plots to visualize driving tasks of different contexts and to obtain vigilance estimators from electroencephalographic (EEG) data in order to obtain important results about the differences between the driving in the two contexts. Our belief is that both experimental procedures and findings of our experiment are very important to the field of serious games concerning how to evaluate the fitness of driving simulators and measure driving performance.

Constructivism learning theory emphasizes the importance of collaborations in creating a shared understanding. In the given study, collaborations facilitated on a mobile SMS based Twitter platform as an effort to design mobile-based guided-informal learning. The objectives of the study were i) designing m-learning contents for Twitter, ii) facilitating collaborative m-Learning, and iii) testing effectiveness of mLearning tool. A mobile learning approach (mLA) was designed in collaboration with users, following design-based research theories. Data were collected using participatory methods, questionnaires, and logged data in the mLA. Descriptive methods, network analysis methods and mean comparisons used in the data analysis. Members of a young farmer club in Kandy, Sri Lanka participated in the research process for two years.Pedagogical tools, such as lessons, interactions, assessments and feedback, designed to match with Twitter functionalities and features. Participation in the mLA has improved knowledge in learners, and has created collaborative learning opportunities. Learners were generally satisfied with mLA as a guided-informal learning tool. The drawbacks were mainly due to technical problems, and limitations in the SMS based platform, which has limited opportunities to acquire higher order learning skills. Future implementations of the mLA model need to focus on designing mobile based applications for Smartphones in creating more collaborative and interactive learning spaces.