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With this current Covid-19 pandemic, it is vital that colleges and Higher Education Institutes (HEIs) focus on applying educational experiences that are enriching, joyful, and rewarding while being engaging (Filsecker & Hickey, 2014). Since the Covid-19 or a Novel Strain of SARS-CoV-2 was detected in 2019 around December time, in Wuhan City, a province of Hubei, causing outbreaks of pneumonia (World Health Organisation, 2020; Lei et al., 2020; Alankar, Kaur, Ahsaan, Sharma & Chang, 2020; Abdel-Basset, Chang & Nabeeh, 2021), in which the WHO dashboard for June 2021 has recorded “have been 173,271,769 confirmed cases of COVID-19, including 3,733,980 deaths”, as Figure 1 Covid-19 Stats.
Figure 1. Covid-19 Stats (Who Coronavirus (Covid-19) Dashboard)
With such dynamic changes to the education systems due to the Covid-19 pandemic (Gonzalez et al. 2020; Al-Okaily et al. 2020), the use of games technologies has played an important part to improve retention, engagement, motivation, and wellbeing (Kirriemuir, 2002; Annetta, 2008; Peters, Calvo, & Ryan, 2018; dos Santos, Peres, Schmitt & Peres, 2019; Chen, Yang, Huang & Fu, 2019; Costello, 2020*). However, with the needs of the students every changing within the pandemic, there is a need to focus on wellbeing, anxiety, and depression (Drane, Vernon & O’Shea, 2020; Zhai, & Du, 2020).