This study contributed to the current body of literature on game‐based learning by investigating the way playing an educational game, Humunology, affected learning about the immune system and examining further the association between game immersion and visual attention distribution. A total of 79 undergraduate and graduate students participated, and data were collected both in situ and ex situ. The results showed that the students learned through playing Humunology, and the analyses of the use of player characters indicated that the game design facilitated gameplay behaviours that are consistent with the science content. The use of the eye‐tracking method also revealed that students who were more immersed in playing Humunology paid more attention to areas related to player characters. The interpretations and limitations are discussed further.

No abstract

No abstract

No abstract