Factors Associated with Player Satisfaction and Educational Value of Serious Games

Abstract

Computer games are well-established forms of entertainment which have been shown to promote the development of important cognitive skills. This has also seen their evolution into games supporting training and education, known as serious games. In order to investigate those factors that would be important when developing these types of games, we conducted a 2-year study on undergraduate game development students. Seventy-four students participated in the study. They were asked for their views on three web-based serious games (Cancer Game, Darfur is Dying and Elude). A series of study questionnaires were used to collect data on their playing experience, satisfaction with the games and how well they acquired subject-specific knowledge after playing them. The students’ views on the games’ entertainment and educational value were mixed. Two games (Cancer Game and Darfur is Dying) were able to increase players’ knowledge as a result of playing them but to differing extents. Suggested improvements to the games focused on providing more appropriate background information on the subject within the game and giving the player better feedback on how to play it. When the results were compared to existing heuristics on game development improvements to the design of the game interface, game mechanics and game playability were identified. The need to incorporate learning outcomes into the games and that they be outcome based is also important pedagogical factors. In this initial study, we have suggested a series of heuristics which the authors believe will be important to developers of serious games.