Abstract
The paper presents the results of a study in which the users’ experience when playing serious games (in terms of gaming and learning) was examined; in an effort to determine which factors contribute significantly to the above and how they are related. Two serious games were used (one 2D and one 3D) and the target group was 384 university students. A questionnaire was used for collecting data; consisting of ten open-ended questions. All questions urged participants to make suggestions for improving an equal number of factors which were hypothesized to shape the learning experience in serious games. A total of 2745 valid responses were thematically analyzed and quantified. The results indicated that the games were viewed as a form of digital learning material rather than as games. That is because two factors related to the “serious” facet of serious games; namely; feedback and the quality of the learning material; were the only ones which accumulated a significant number of responses; indicating them as being important for the games’ learning effectiveness. The findings highlighted the need for further research in this field; but they can also serve as the basis for the development of more comprehensive serious games’ evaluation methods.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abrantes, S., & Gouveia, L. (2012). Using games for primary school: Assessing its use with flow experience. In M. M. Cruz-Cunha (Ed.), Handbook of research on serious games as educational; business and research tools (pp. 769–781). IGI Global. https://doi.org/10.4018/978-1-4666-0149-9.ch039
Abt, C. C. (1970). Serious games. Viking Press.
Alonso-Fernández, C., Pérez-Colado, I., Freire, M., Martínez-Ortiz, I., & Fernández-Manjón, B. (2018). Improving serious games analyzing learning analytics data: Lessons learned. In Proceedings of the international conference on games and learning alliance (pp. 287–296). Springer. https://doi.org/10.1007/978-3-030-11548-7_27
Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Assessment in and of serious games: An overview. Advances in Human-Computer Interaction, 2013, 1. https://doi.org/10.1155/2013/136864
Bernard, H. R., & Bernard, H. R. (2012). Social research methods: Qualitative and quantitative approaches. Sage.
Boyle, E. A., Connolly, T. M., Hainey, T., & Boyle, J. M. (2012). Engagement in digital entertainment games: A systematic review. Computers in Human Behavior, 28(3), 771–780. https://doi.org/10.1016/j.chb.2011.11.020
Calderón, A., & Ruiz, M. (2015). A systematic literature review on serious games evaluation: An application to software project management. Computers & Education, 87, 396–422. https://doi.org/10.1016/j.compedu.2015.07.011
Charsky, D. (2010). From edutainment to serious games: A change in the use of game characteristics. Games and Culture, 5(2), 177–198. https://doi.org/10.1177/1555412009354727
Cheng, M. T., Lin, Y. W., & She, H. C. (2015). Learning through playing Virtual Age: Exploring the interactions among student concept learning; gaming performance; in-game behaviors; and the use of in-game characters. Computers & Education, 86, 18–29. https://doi.org/10.1016/j.compedu.2015.03.007
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004
Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization; personalization; and choice. Journal of Educational Psychology, 88(4), 715. https://doi.org/10.1037/0022-0663.88.4.715
Couceiro, R. M., Papastergiou, M., Kordaki, M., & Veloso, A. I. (2013). Design and evaluation of a computer game for the learning of Information and Communication Technologies (ICT) concepts by physical education and sport science students. Education and Information Technologies, 18(3), 531–554. https://doi.org/10.1007/s10639-011-9179-3
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Journal of Educational Technology & Society, 21(2), 74–84.
de Freitas, S., & Ketelhut, D. J. (2014). Preface: Introduction for the Journal of Information Sciences special issue on serious games. Information Sciences: An International Journal, 264, 1–3. https://doi.org/10.1016/j.ins.2014.01.036
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness. In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9–15). https://doi.org/10.1145/2181037.2181040
Dreimane, S., & Upenieks, R. (2020). Intersection of serious games and learning motivation for medical education: A literature review. International Journal of Smart Education and Urban Society, 11(3), 42–51. https://doi.org/10.4018/IJSEUS.2020070104
Driscoll, D. L., Appiah-Yeboah, A., Salib, P., & Rupert, D. J. (2007). Merging qualitative and quantitative data in mixed methods research: How to and why not. Ecological and Environmental Anthropology (University of Georgia), 18.
Erhel, S., & Jamet, E. (2019). Improving instructions in educational computer games: Exploring the relations between goal specificity; flow experience and learning outcomes. Computers in Human Behavior, 91, 106–114. https://doi.org/10.1016/j.chb.2018.09.020
Ermi, L., & Mäyrä, F. (2005). Fundamental components of the gameplay experience: Analysing immersion. Worlds in Play: International Perspectives on Digital Games Research, 37(2), 37–53.
Faizan, N., Löffler, A., Heininger, R., Utesch, M., & Krcmar, H. (2019). Classification of evaluation methods for the effective assessment of simulation games: Results from a literature review. International Journal of Engineering Pedagogy, 9(1), 19–33. https://doi.org/10.3991/ijep.v9i1.9948
Feng, Z., González, V. A., Amor, R., Lovreglio, R., & Cabrera-Guerrero, G. (2018). Immersive virtual reality serious games for evacuation training and research: A systematic literature review. Computers & Education, 127, 252–266. https://doi.org/10.1016/j.compedu.2018.09.002
Fokides, E., & Atsikpasi, P. (2018). Development of a model for explaining the learning outcomes when using 3D virtual environments in informal learning settings. Education and Information Technologies, 25(3), 2265–2287. https://doi.org/10.1007/s10639-018-9719-1
Gibbs, G. R. (2007). Thematic coding and categorizing. In Analyzing qualitative data (pp. 38–56). Sage. https://doi.org/10.4135/9781849208574.n4
Gilbert, L., & Gale, V. (2007). Principles of e-learning systems engineering. Elsevier. https://doi.org/10.1533/9781780631196
Gunter, G. A., Kenny, R. F., & Vick, E. H. (2008). Taking educational games seriously: Using the RETAIN model to design endogenous fantasy into standalone educational games. Educational Technology Research and Development, 56(5–6), 511–537. https://doi.org/10.1007/s11423-007-9073-2
Habgood, M. J., & Ainsworth, S. E. (2011). Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. The Journal of the Learning Sciences, 20(2), 169–206. https://doi.org/10.1080/10508406.2010.508029
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement; flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Huang, W. H., Huang, W. Y., & Tschopp, J. (2010). Sustaining iterative game playing processes in DGBL: The relationship between motivational processing and outcome processing. Computers & Education, 55(2), 789–797. https://doi.org/10.1016/j.compedu.2010.03.011
Hunicke, R., Leblanc, M., & Zubek, R. (2004). A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4).
Iten, N., & Petko, D. (2016). Learning with serious games: Is fun playing the game a predictor of learning success? British Journal of Educational Technology, 47(1), 151–163. https://doi.org/10.1111/bjet.12226
Ivory, J. D., & Kalyanaraman, S. (2007). The effects of technological advancement and violent content in video games on players’ feelings of presence; involvement; physiological arousal; and aggression. Journal of Communication, 57(3), 532–555. https://doi.org/10.1111/j.1460-2466.2007.00356.x
Jennett, C., Cox, A. L., Cairns, P., Dhoparee, S., Epps, A., Tijs, T., & Walton, A. (2008). Measuring and defining the experience of immersion in games. International Journal of Human-Computer Studies, 66(9), 641–661. https://doi.org/10.1016/j.ijhcs.2008.04.004
Kaimara, P., & Deliyannis, I. (2019). Why should I play this game? The role of motivation in smart pedagogy. In Didactics of smart pedagogy (pp. 113–137). Springer. https://doi.org/10.1007/978-3-030-01551-0_6
Kaimara, P., Fokides, E., Plerou, A., Atsikpasi, P., & Deliyannis, I. (2020). Serious games effect analysis on player’s characteristics. International Journal of Smart Education and Urban Society, 11(1), 75–91. https://doi.org/10.4018/IJSEUS.2020010106
Khan, A., & Webster, J. (2017). Digital game narrative quality: Developing a measure. In Proceedings of the thirty-eighth international conference on information systems.
Kiili, K. (2005). Digital game-based learning: Towards an experiential gaming model. The Internet and Higher Education, 8(1), 13–24. https://doi.org/10.1016/j.iheduc.2004.12.001
Laamarti, F., Eid, M., & Saddik, A. E. (2014). An overview of serious games. International Journal of Computer Games Technology, 2014, 11. https://doi.org/10.1155/2014/358152
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. https://doi.org/10.2307/2529310
McQuiggan, S. W., Rowe, J. P., Lee, S., & Lester, J. C. (2008). Story-based learning: The impact of narrative on learning experiences and outcomes. In Proceedings of the international conference on intelligent tutoring systems (pp. 530–539). Springer. https://doi.org/10.1007/978-3-540-69132-7_56
Michael, D. R., & Chen, S. L. (2005). Serious games: Games that educate; train; and inform. Muska & Lipman/Premier-Trade.
Mortara, M., Catalano, C. E., Bellotti, F., Fiucci, G., Houry-Panchetti, M., & Petridis, P. (2014). Learning cultural heritage by serious games. Journal of Cultural Heritage, 15(3), 318–325. https://doi.org/10.1016/j.culher.2013.04.004
Nacke, L. E., Grimshaw, M. N., & Lindley, C. A. (2010). More than a feeling: Measurement of sonic user experience and psychophysiology in a first-person shooter game. Interacting with Computers, 22(5), 336–343. https://doi.org/10.1016/j.intcom.2010.04.005
Pinelle, D., Wong, N., & Stach, T. (2008). Heuristic evaluation for games: Usability principles for video game design. In Proceedings of the SIGCHI conference on human factors in computing systems (pp. 1453–1462). ACM. https://doi.org/10.1145/1357054.1357282
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Prensky, M. (2007). Digital game-based learning. Paragon House.
Ravyse, W. S., Blignaut, A. S., Leendertz, V., & Woolner, A. (2017). Success factors for serious games to enhance learning: A systematic review. Virtual Reality, 21(1), 31–58. https://doi.org/10.1007/s10055-016-0298-4
Saldaña, J. (2015). The coding manual for qualitative researchers. Sage.
Sánchez, J. L. G., Vela, F. L. G., Simarro, F. M., & Padilla-Zea, N. (2012). Playability: Analysing user experience in video games. Behaviour & Information Technology, 31(10), 1033–1054. https://doi.org/10.1080/0144929X.2012.710648
Serrano-Laguna, Á., Manero, B., Freire, M., & Fernández-Manjón, B. (2018). A methodology for assessing the effectiveness of serious games and for inferring player learning outcomes. Multimedia Tools and Applications, 77(2), 2849–2871. https://doi.org/10.1007/s11042-017-4467-6
Shi, Y. R., & Shih, J. L. (2015). Game factors and game-based learning design model. International Journal of Computer Games Technology, 2015, 11. https://doi.org/10.1155/2015/549684
Steiner, C., Hollins, P., Kluijfhout, E., Dascalu, M., Nussbaumer, A., Albert, D., & Westera, W. (2015). Evaluation of serious games: A holistic approach. Retrieved from http://dspace.ou.nl/bitstream/1820/6139/1/RAGE_ICERI2015_final.pdf
Sušnik, J., Chew, C., Domingo, X., Mereu, S., Trabucco, A., Evans, B., … Brouwer, F. (2018). Multi-stakeholder development of a serious game to explore the water-energy-food-land-climate nexus: The SIM4NEXUS approach. Water, 10(2), 139. https://doi.org/10.3390/w10020139
Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., & Wright, M. (2006). Computer gaming and interactive simulations for learning: A meta-analysis. Journal of Educational Computing Research, 34(3), 229–243. https://doi.org/10.2190/FLHV-K4WA-WPVQ-H0YM
Voida, A., & Greenberg, S. (2012). Console gaming across generations: Exploring intergenerational interactions in collocated console gaming. Universal Access in the Information Society, 11(1), 45–56. https://doi.org/10.1007/s10209-011-0232-1
Westera, W. (2019). Why and how serious games can become far more effective: Accommodating productive learning experiences; learner motivation and the monitoring of learning gains. Journal of Educational Technology & Society, 22(1), 59–69.
Winn, B. M. (2009). The design; play; and experience framework. In Handbook of research on effective electronic gaming in education (pp. 1010–1024). IGI Global. https://doi.org/10.4018/978-1-59904-808-6.ch058
Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249. https://doi.org/10.1037/a0031311
Wouters, P., Van Oostendorp, H., Boonekamp, R., & Van der Spek, E. (2011). The role of Game Discourse Analysis and curiosity in creating engaging and effective serious games by implementing a back story and foreshadowing. Interacting with Computers, 23(4), 329–336. https://doi.org/10.1016/j.intcom.2011.05.001
Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 2019. https://doi.org/10.1155/2019/4797032
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Fokides, E., Atsikpasi, P., Kaimara, P., Deliyannis, I. (2021). Factors Affecting Game-Based Learning Experience: The Case of Serious Games. In: Daniela, L. (eds) Smart Pedagogy of Game-based Learning . Advances in Game-Based Learning. Springer, Cham. https://doi.org/10.1007/978-3-030-76986-4_9
Download citation
DOI: https://doi.org/10.1007/978-3-030-76986-4_9
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-76985-7
Online ISBN: 978-3-030-76986-4
eBook Packages: EducationEducation (R0)