A thematic analysis of game and interview data was undertaken, using the Games as Action, Games as Text framework (Beavis, 2014 Beavis & Apperley, 2012), representing the first time that this framework has been used for this purpose. Five high quality narrative-driven digital educational games wereĪnalysed, and interviews conducted with the writers responsible for their creation. The aim of this study was to investigate how the writers of narrative-driven digitalĮducational games could improve these games’ potential effectiveness through the use of action and textual elements. These findings echo past scholarship on balancing the serious side and the gaming side of serious games but emphasize player traits and other psychological factors of the gaming experience. In addition to those direct effects, there were several indirect effects consistent with the communication mediation model. Finally, gaming continuance intention was positively related to experiential attitude (β = 0.68). Knowledge acquisition was positively related to game progress (β = 0.21) and positively predicted experiential attitude (β = 0.35) and instrumental attitude (β = 0.35) toward the game.
Results of structural equation modeling showed that game progress was positively related to self-efficacy in computer gaming (β = 0.26) and ordinary science intelligence (β = 0.13). During a 4-h research session, 241 undergraduate students played through the game's tutorial missions and completed surveys to measure variables of interest. This study used the communication mediation model to examine the process and outcomes of playing serious games, in this case, the science-themed game, Kerbal Space Program.
When designed well, serious games can support effective learning.
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