Digital game elements, user experience and learning: A conceptual framework

Alexiou, Andreas; Schippers, Michaéla C.

doi:10.1007/s10639-018-9730-6

Cited by 84 publications

(89 citation statements)

References 111 publications

(112 reference statements)

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“…Thus, the optimal amount of difficulty should match user’s abilities to the skills required to accomplish each goal [ 27 ]. This result supports the findings of several studies that have indicated that challenge is a critical factor in the success of serious games [ 20 , 29 , 34 , 43 ] and related to players’ learning [ 46 , 50 ]. Regarding knowledge improvement, serious games should incorporate strategies to provide knowledge that players need to learn and integrate to fulfill the goals of the game [ 54 ].…”

Section: Discussionsupporting

confidence: 91%

“…In addition, goal clarity correlated with children’s learning. This results add support to the findings of studies [ 43 , 47 ] that stated that goal clarity enhances the engagement levels of players and influences learning effectiveness. However, this result contrasts with the findings of other studies [ 46 , 47 , 50 ] that identified that goal clarity does not influence the players’ learning.…”

Section: Discussionsupporting

confidence: 89%

“…While some studies have stated that enjoyment could be perceived as an outcome opposite to learning in serious games [ 40 , 41 ], other studies noted that enjoyment and user experience satisfaction could positively impact players’ motivation to learn and the learning outcomes. In particular, attributes such as fantasy, representation, sensory stimuli, mystery, control, assessment, narrative, realism, adaptivity, interaction, feedback, debriefing, graphics, fun, rules, and goals could support players’ learning [ 42 ], influence players’ cognitive engagement and motivation [ 20 , 42 , 43 ], and impact players’ learning outcomes [ 20 , 44 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Espinosa-Curiel¹,

Pozas-Bogarin²,

Martı́nez-Miranda³

et al. 2020

JMIR Serious Games

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Background The design and use of serious video games for children have increased in recent years. To maximize the effects of these games, it is essential to understand the children’s experiences through playing. Previous studies identified that enjoyment and user experience satisfaction of the players are principal factors that can influence the success of serious video games and the learning of their players. However, research about the relationship between enjoyment and user experience satisfaction with learning in children 8 to 10 years old is sparse. Objective We examined the relationship of enjoyment and user experience satisfaction with the learning of children aged 8 to 10 years while playing a serious video game for health, FoodRateMaster. This serious video game teaches children about the characteristics of healthy and unhealthy foods and how to identify them in their environment. Methods Children aged 8 to 10 years were recruited from a primary school in Mexico. Participants completed 12 individual gaming sessions with FoodRateMaster in 6 weeks. A food knowledge questionnaire was administered before and after game play to assess the players’ food knowledge. In addition, after the gaming sessions, the children’s enjoyment and user experience satisfaction were evaluated using the EGameFlow questionnaire and the Game User Experience Satisfaction Scale (GUESS) questionnaire. Results We found significant positive associations for children’s (n=60) posttest knowledge with enjoyment (r58=0.36, P=.005) and user experience satisfaction (r58=0.27, P=.04). The children’s posttest knowledge scores were also positively correlated with challenge (r58=0.38, P=.003), knowledge improvement (r58=0.38, P=.003), and goal clarity (r58=0.29, P=.02) EGameFlow subscales and with narrative (r58=0.35, P=.006), creative freedom (r58=0.26, P=.04), and visual esthetics (r58=0.32, P=.01) GUESS subscales. Regression analysis indicated that the EGameFlow (F7,52=2.74, P=.02, R2=0.27) and the GUESS (F8,51=2.20, P=.04, R2=0.26) ratings significantly predicted the children’s posttest knowledge scores. EGameFlow challenge (β=0.40, t52=2.17, P=.04) and knowledge improvement (β=0.29, t52=2.06, P=.04) subscales significantly contributed to predicting children’s learning. None of the GUESS subscales significantly contributed to predicting children’s learning. Conclusions The findings of this study suggest that both enjoyment and user experience satisfaction for children aged 8 to 10 years were positively correlated with their learning and that were significant predictors of it. Challenge, knowledge improvement, narrative, creative freedom, and visual esthetics subscales correlated positively with children’s learning. In addition, challenge and knowledge improvement contributed to predicting their learning. These results are relevant to consider during the design stages of serious games developed for young children’s learning purposes.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Espinosa-Curiel¹,

Pozas-Bogarin²,

Martı́nez-Miranda³

et al. 2020

JMIR Serious Games

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“…Oh and Ryu (2007) suggested that items which include game elements and are in bundle package might increase sales. Game challenges, in-game flow, and player personality are aligned with the game experience (Alexiou & Schippers, 2018). In view of the benefits of game elements usage and aiming to dwindle the gap regarding the impact of game experience on game elements, the following hypotheses have been designed:…”

Section: Literature Reviewmentioning

confidence: 99%

Customer game experience impact on gamification and online purchasing

Haziri

Shabani

Chovancová

2019

Proceedings of 6th International Scientific Conference Contemporary Issues in Business, Management and Economics Engineering ‘2

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PPurpose – the purpose of the current research was to investigate the influence of the experience of players and no-players on their purchasing behavior in a gamified purchasing setting. Research methodology – PLS-SEM has been employed to investigate the effect of gaming on consumer behavior and analyze the data gathered via the questionnaire distributed online. Findings – unlike studies in different domains, where the positive impact of game experience in a gamified learning environment and purchasing intention towards gamified products has been highlighted, the results of this research reveal the irrelevance of game experience in online purchasing behavior. Research limitations – firstly, no comparison has been made concerning the differences between board-games and online games. Secondly, the length of time spent playing has not been analyzed. Lastly, the research does not offer any insight regarding the country, nor compare online and offline buying behavior. Practical implications – eventually, game experience needlessly impacts the purchasing process in a gamified setting. Game design, personality, characteristics, cultural background and other attributes of the participants are an important caveat. Originality/Value – the research reveals stimulating results for scholars in the field of gamification, game elements, consumer behavior, and online purchasing

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“…formal adalah kumpulan elemen yang membantu dalam membangun struktur gim. Berikut elemen formal yang dapat digunakan dalam membentuk struktur gim[14],[15]: 1. Pemain: pengguna yang memainkan gim baik itu secara individu maupun kelompok.…”

unclassified

Pengembangan Gim Edukasi 2D Pemilahan Sampah Daur Ulang Berbasis Android

Wahyudinata¹,

Dirgantara²

2020

matrik

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Setiap orang wajib membuang sampah pada tempatnya menurut jenis pewadahannya. Namun berdasarkan hasil survei yang dilakukan oleh Katadata Insight Center (KIC) sebanyak 50,8% dari 354 responden tidak memilah sampah. Kurang maksimalnya sosialisasi dan edukasi pemilahan sampah menjadi salah satu penyebab masyarakat tidak memilah sampah. Tujuan dari penelitian ini adalah mengembangkan game edukasi aksi 2D tentang pemilahan sampah daur ulang berbasis android yang dapat dijalankan di perangkat tanpa internet. Dengan memainkan gim ini diharapkan dapat menjadi media alternatif untuk sosialisasi dan edukasi pemilahan sampah. Gim ini dibangun menggunakan perangkat lunak mesin gim Unity 2D berbasis Android menggunakan bahasa pemrograman C#. Metode yang digunakan untuk mengembangkan gim ini adalah metode Game Development Life Cycle (GDLC). Tahapan GDLC terdiri dari 6 tahapan yaitu Inisiasi, Pre-Produksi, Produksi, Testing, Beta, dan Rilis. Hasil akhir dari penelitian ini adalah gim edukasi aksi pemilahan sampah daur ulang berjudul “Kita Pilah Sampah Anda” dengan spesifikasi minimal gawai Android 6.0 marshmallow. Dari total 21 responden masyarakat umum, 76,2% responden termotivasi untuk memilah sampah daur ulangnya sendiri setelah bermain gim ini.

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Digital game elements, user experience and learning: A conceptual framework

Cited by 84 publications

References 111 publications

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Relationship Between Children’s Enjoyment, User Experience Satisfaction, and Learning in a Serious Video Game for Nutrition Education: Empirical Pilot Study

Customer game experience impact on gamification and online purchasing

Pengembangan Gim Edukasi 2D Pemilahan Sampah Daur Ulang Berbasis Android

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