Game-based learning is rapidly transforming the educational landscape by providing engaging supplementary tools to students around the world. A problem area where game-based learning has not been empirically studied is the subject of additive color theory. Can a puzzle video game increase players’ knowledge of additive color theory? This paper describes how a puzzle game can be designed in order to teach this topic. The puzzle game prototype Temple of Starlight was developed, and an evaluation of its effectiveness at teaching was performed. The evaluation was done online following a within-subjects study design, where the participants answered questions about additive color theory before, immediately after, and a week after playing through the game prototype. Two analyses were performed: first one comparing the amount of correct answers from before playing the game and right after playing; and the second one comparing answers from before playing and a week after playing. Results showed a significant increase in knowledge of additive color theory, both right after (N = 37, p = <.001) and a week after (N = 30, p = <.001) playing through the game prototype. This suggests that the game prototype could be used as valuable supplementary material for teaching additive color theory in learning environments.

Keyboard shortcuts have been proven to be the most efficient method of issuing commands in computer software. Using the mouse in graphical user interfaces provides an intuitive but slow method for executing functions in a software. Many fail to make the transition to faster modalities, such as keyboard shortcuts. This is not just the case for novices, but also users with years of experience. This study examines the research on this behavior, as well as how the concepts of nudging and ambient suggestion can be used to actively encourage and support the usage of keyboard shortcuts. Based on this research, a design is proposed and implemented in a simple word processor application. A user experience evaluation was done, by having participants perform writing and formatting tasks inside the application. Using the Microsoft Reaction Card Method followed by a semi-structured interview, the users elaborated on their experience. In the interviews topics and questions of motivation, distraction, and annoyance were raised. The results showed that most participants found the system convenient and helpful in learning shortcuts without being too obtrusive. There are promising first indications of it having potential in promoting the usage of keyboard shortcuts, however further research is required in order to make any generalizations.

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