Paper Information
| Title | 'I play, therefore I learn?' Measuring the Evolution of Perceived Learning and Game Experience in the Design Flow of a Serious Game |
| Presenter(s) | Frederik De Grove, Jan Van Looy, Cedric Courtois and Lieven De Marez |
| Session | Serious game design case studies |
| Time | Saturday, October 23, 10:15a-11:15a |
| Location | Green Room |
| Format | Paper Presentation |
| Description | This article explores how the serious game Poverty Is Not a Game (PING) is experienced by high school students in its subsequent design stages. We first focus on the multifaceted construct of game experience and how it is related to serious games. To measure game experience we use the Game Experience Questionnaire and add a perceived learning scale to account for the specificity of serious games in a classroom. Next, the data obtained from testing PING in 22 classrooms are analyzed. Results suggest that the evolution in the different design stages of the game is not just an issue of game experience, but also of usability. Furthermore, little evidence is found indicating that the learning experience changed positively during the different test phases. However, findings show a strong effect of the game experience on perceived learning while the game experience also varies significantly between different classrooms. |
| More | View PDF of full paper |