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Digital game-based learning is increasingly penetrating formal schooling system; however, it is still largely unknown which game elements (if any) have the most influential effect on learning. Based on qualitative exploratory study, we present outcomes suggesting that real-world grounding, complex systems/processes simulation and teacher's attitude, are crucial elements for increasing students' learning engagement and knowledge acquisition. The study stems from focus group discussions conducted as part of a complex experiment taking place at three high-schools in the Czech Republic in 2011 (N=64; M=32, F=32). Additional data were obtained from in-depth interviews with 8 teachers (M=5, F=3) who used at least one game within their classwork. The exploratory study utilized three educational games: Orbis Pictus Bestialis (animal training); Bird Breeder (genetics heredity); Europe 2045 (EU political, economic, and social issues). The study has been conducted within a research project focusing on developing a complex educational game Czechoslovakia 38-89 (contemporary Czech history).

The paper presents a technical and dramaturgical concept of two interactive installations proposing a complex dramaturgic approach to physically and emotionally immerse an audience. The concept was firstly presented as "Memorial for survivors and victims of holocaust" in 2011 in Prague, Czech Republic. The first installation is based on a technique of life illusion applied on a life-size statue, while using a combination of video portrait and video mapping techniques. The second installation offers an interactive presentation of historical photos and videos. By physical movement, an audience enters a visual 3D space with multimedia gallery arranged in historical order. The dramaturgy of both installations depends on presence and active movement of an audience, and aims to create an immersive space and personal relationship to presented story. The human-computer interaction (HCI) system was developed to propose alternative forms for active and/or passive informational behaviour of public museum exhibits and educational projects.