The Research Behind Arludo
Arludo's science challenges are built on peer-reviewed research from UNSW Sydney. Here's what the evidence says about game-based science learning.
Why Game-Based Learning Works
Game-based learning isn’t a new idea, but Arludo takes it seriously. The challenges are designed and evaluated using the same rigorous methods as academic research — with published results to show the impact.
Professor Michael Kasumovic and colleagues at UNSW Sydney have published peer-reviewed studies examining how games and interactive experiences change students’ engagement with science, their scientific thinking skills, and their confidence in STEM. Arludo Science Challenges are a direct result of that research — not just a product inspired by it.
Improved Engagement
Students who complete Arludo challenges report higher engagement with science content than traditional classroom instruction.
Scientific Thinking Skills
Published research shows improvements in students' ability to form hypotheses, analyse data, and draw evidence-based conclusions.
Inclusive by Design
Research shows Arludo challenges reduce gender and background-based differences in science confidence and performance.
Research partners
- UNSW Sydney
- Australian National University
- Macquarie University
- University of Newcastle
- Adelaide University
Research and Partner Organisations
Arludo's challenges are developed in collaboration with leading Australian research institutions and partner organisations.
Future You
Details here
Snowy Hydro
Details here
Invertebrates Australia
Environmental charity dedicated to the science and conservation of Australia's invertebrates. Partner on the Conservation Challenge — curating threatened species lists and providing expert content for student research.
Interested in Partnering with Arludo?
Get in TouchResearch papers
Moura-Campos, D., Head, M.L., and Kasumovic, M.M. 2026. Using a mobile game to explore the effects of predator-mediated resource acquisition. Animal Behaviour.
In ReviewGilmour, A., Moustafa, A., Lee, M.F., Pollo, P, and Kasumovic, M.M. 2026. Exploring Australian Students' Engagement with Video Games: A Qualitative Study. Technology, Knowledge and Learning.
In ReviewMantell, R., Hwang, Y.I.J., Dark, M., Radford, K., Kasumovic, M.M., and Monds, L. 2025. Evaluating the User Experience and Usability of Game-Based Cognitive Assessments for Older People: Systematic Review. JMIR Aging 8 (1), e65252.
Kasumovic, M.M., Dean, T., and Pollo, P. 2024. Using a game-based learning approach to help students understand the importance of ethics in science. International Journal of Innovation in Science and Mathematics Education 33 (1).
Denson, T.F., Youssef, H., Blake, K.R., Dixson, B.J.W., and Harmon-Jones, E. 2024. The effect of a physically formidable competitor or cooperator on attraction to violent video games. Motivation and Emotion 48 (5), 729–745.
Mantell, R., Withall, A., Radford, K., Kasumovic, M.M., Monds, L., and Hwang, Y.I.J. 2023. Design Preferences for a Serious Game–Based Cognitive Assessment of Older Adults in Prison: Thematic Analysis. JMIR Serious Games. 11:e45467.
Denson, T.F., Kasumovic, M.M., and Harmon-Jones, E. 2022. Understanding the desire to play violent video games: An integrative motivational theory. Motivation Science 8 (2), 161.
Kasumovic, M.M., Hatcher, E., Blake, K.R., and Denson, T.F. 2021. Performance in video games affects self-perceived mate value and mate preferences. Evolutionary Behavioral Sciences 15 (2), 191.