Being one of the most commercially successful entertainment software applications, massively multiplayer online role playing games (MMORPGs) continue to expand in term of the revenue they generate as well as the involvement of users who congregate in their virtual space and form communities around them to support each other. Unlike conventional offline computer games, or networked games with limited numbers of players, MMORPGs are not merely software applications as they are usually seen as a space with complicated dynamics of social interactions. Hence, it is believed that playing these games might cause cognitive overload problems among the players as they have to constantly interact with the game world as well as with other users. We conducted an exploratory study using qualitative methods to explore cognitive overloads in Maple Story, a typical MMORPG. Our results reveal that several types of cognitive overloads emerge during the game playing. While some of these overloads pose serious problems even to expert players, players seem to develop strategies to overcome them. It is found that some forms of cognitive load are actually desirable in order to make the game challenging. We have also created a set of recommendations that can help game developers handle cognitive load problems in MMORPGs.

The purpose of this qualitative study was to explore the strategies that primary school teachers implement in overcrowded classroom to sustain student's behavior. Eighteen primary school teachers of Lahore participated as study's sample. The research design was interpretivism where participants views were collected through interviews. The participants were selected through purposive sampling technique and data was collected through semi-structured interviews.The interview design and questions were self-made using literature reviews and expert reviews as framework for interview question themes. The findings of the study suggested various aspects of management, infrastructure, pedagogical chanllanges and policy are prevalent within the problem of overcrowdedness in Pakistani context. The study implies that at policy level school education department needs to survey individual conditions related to infrastructure, staff shortage, school building, location and size. Alongwith this school governance models need to improve for improving classroom conditions for teachers and students alike.

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For contributing to the inherent dynamic nature of society, things are always moving, developing, growing and changing. Education is fundamental in responding to the societal change therefore, change is inevitable in education too. The immediate context of this paper is Punjab (Pakistan) followed by the implementation process of the most recent change in secondary school National Curriculum for English. The focus revolves around the questions; ‘to what extent the secondary school English teachers were involved in planning and designing English curriculum change (CC2006), and what the contextual conditions secondary school teachers were provided enabling them to enact CC2006 effectively? The study adopted a mixed method approach. The quantitative data was collected by administering questionnaire towards 243 secondary school English teachers followed by conducting the case studies of four secondary schools for gathering the qualitative data. The findings revealed that teachers were seldom consulted during planning or design phase of CC2006.