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

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

10.2196/preprints.21813 ◽

2020 ◽

Author(s):

Ismael Edrein Espinosa-Curiel ◽

Edgar Efrén Pozas-Bogarin ◽

Juan Martínez-Miranda ◽

Humberto Pérez-Espinosa

Keyword(s):

Video Games ◽

Nutrition Education ◽

User Experience ◽

Video Game ◽

Satisfaction Scale ◽

Children’S Learning ◽

Food Knowledge ◽

Serious Video Games ◽

The Relationship ◽

Children's Learning

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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Assessing Video Game Satisfaction of Gamers with Disabilities

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181321651319 ◽

2021 ◽

Vol 65 (1) ◽

pp. 822-826

Author(s):

Carmen Van Ommen ◽

Barbara S. Chaparro

Keyword(s):

United States ◽

Video Games ◽

User Experience ◽

Video Game ◽

Game Design ◽

People With Disabilities ◽

The United States ◽

Satisfaction Scale ◽

Motor Disabilities ◽

Assessment Scales

According to a survey conducted by the CDC, it is estimated that 26% of Americans are living with a disability. Of those with disabilities in the United States, it is estimated that 33 million play video games. People with disabilities face many barriers in gaming, which is likely to impact game satisfaction. Measuring game satisfaction among this population can be problematic if the scale is not adapted to their needs, which can vary significantly based on the disability. To understand how best to assess game satisfaction among these populations, we discuss the issues people with cognitive, sensory, and/or motor disabilities may face when completing assessment scales and then use the validated Game User Experience Satisfaction Scale (GUESS) as a framework for understanding the game design issues that may impact satisfaction.

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The Development and Validation of the Game User Experience Satisfaction Scale (GUESS)

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/0018720816669646 ◽

2016 ◽

Vol 58 (8) ◽

pp. 1217-1247 ◽

Cited By ~ 59

Author(s):

Mikki H. Phan ◽

Joseph R. Keebler ◽

Barbara S. Chaparro

Keyword(s):

Factor Analysis ◽

Video Games ◽

User Experience ◽

Video Game ◽

User Satisfaction ◽

Discriminant Validity ◽

Assessment Tool ◽

Satisfaction Scale ◽

New Instrument ◽

Development And Validation

Objective: The aim of this study was to develop and psychometrically validate a new instrument that comprehensively measures video game satisfaction based on key factors. Background: Playtesting is often conducted in the video game industry to help game developers build better games by providing insight into the players’ attitudes and preferences. However, quality feedback is difficult to obtain from playtesting sessions without a quality gaming assessment tool. There is a need for a psychometrically validated and comprehensive gaming scale that is appropriate for playtesting and game evaluation purposes. Method: The process of developing and validating this new scale followed current best practices of scale development and validation. As a result, a mixed-method design that consisted of item pool generation, expert review, questionnaire pilot study, exploratory factor analysis ( N = 629), and confirmatory factor analysis ( N = 729) was implemented. Results: A new instrument measuring video game satisfaction, called the Game User Experience Satisfaction Scale (GUESS), with nine subscales emerged. The GUESS was demonstrated to have content validity, internal consistency, and convergent and discriminant validity. Conclusion: The GUESS was developed and validated based on the assessments of over 450 unique video game titles across many popular genres. Thus, it can be applied across many types of video games in the industry both as a way to assess what aspects of a game contribute to user satisfaction and as a tool to aid in debriefing users on their gaming experience. Application: The GUESS can be administered to evaluate user satisfaction of different types of video games by a variety of users.

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Assessing the User Experience of Video Games: Relationships Between Three Scales

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181319631300 ◽

2019 ◽

Vol 63 (1) ◽

pp. 1488-1492

Author(s):

William J. Shelstad ◽

Barbara S. Chaparro ◽

Joseph R. Keebler

Keyword(s):

Video Games ◽

Reliability Analysis ◽

User Experience ◽

Video Game ◽

Mechanical Turk ◽

Amazon Mechanical Turk ◽

Online Research ◽

Scale Reliability ◽

Strong Competition ◽

The Relationship

With so many video games being released, there is strong competition among developers to create the most successful games. Questionnaires are one tool that can be used to measure aspects of a video game like perceived flow, presence, engagement, and controls. The current study investigated the relationship between several user experience scales and their subscales: UEQ-S, GUESS-24, and the ENJOY for six popular video games. Participants were recruited through Amazon Mechanical Turk (MTurk) and a university online research pool. Scale reliability analysis was conducted to ensure for internal consistency of the scales with Cronbach’s α. The relationships between the scales and subscales were analyzed using Pearson’s product correlations. Overall, the analysis showed a number of significant correlations between the UEQ-S, GUESS-24, and ENJOY. Evidence of uniqueness with each scale was also shown. Recommendations on which scale to use are discussed.

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Waltzing on Rooftops and Cobblestones

Journal of Sound and Music in Games ◽

10.1525/jsmg.2021.2.3.34 ◽

2021 ◽

Vol 2 (3) ◽

pp. 34-55

Author(s):

Ailbhe Warde-Brown

Keyword(s):

Video Games ◽

Video Game ◽

Real World ◽

World History ◽

Interaction Model ◽

Virtual Space ◽

Open World ◽

Integrated Approaches ◽

The Relationship

The relationship between music, sound, space, and time plays a crucial role in attempts to define the concept of “immersion” in video games. Isabella van Elferen’s ALI (affect-literacy-interaction) model for video game musical immersion offers one of the most integrated approaches to reading connections between sonic cues and the “magic circle” of gameplay. There are challenges, however, in systematically applying this primarily event-focused model to particular aspects of the “open-world” genre. Most notable is the dampening of narrative and ludic restrictions afforded by more intricately layered textual elements, alongside open-ended in-game environments that allow for instances of more nonlinear, exploratory gameplay. This article addresses these challenges through synthesizing the ALI model with more spatially focused elements of Gordon Calleja’s player involvement model, exploring sonic immersion in greater depth via the notion of spatiotemporal involvement. This presents a theoretical framework that broadens analysis beyond a simple focus on the immediate narrative or ludic sequence. Ubisoft’s open-world action-adventure franchise Assassin’s Creed is a particularly useful case study for the application of this concept. This is primarily because of its characteristic focus on blending elements of the historical game and the open-world game through its use of real-world history and geography. Together, the series’s various diegetic and nondiegetic sonic elements invite variable degrees of participation in “historical experiences of virtual space.” The outcome of this research intends to put such intermingled expressions of space, place, and time at the forefront of a ludomusicological approach to immersion in the open-world genre.

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Violent Video Games and Attitudes Towards Victims of Crime

International Journal of Cyber Behavior Psychology and Learning ◽

10.4018/ijcbpl.2013070101 ◽

2013 ◽

Vol 3 (3) ◽

pp. 1-16 ◽

Cited By ~ 1

Author(s):

Lavinia McLean ◽

Mark D. Griffiths

Keyword(s):

Video Games ◽

Young People ◽

Video Game ◽

Future Research ◽

Relevant Research ◽

Violent Video Games ◽

Violent Video Game ◽

Positive Attitudes ◽

Victims Of Crime ◽

The Relationship

Previous research has indicated that playing violent video games may be associated with an increase in acceptance of violence and positive attitudes towards perpetrators of crime. This study is the first to investigate the relationship between playing violent video games and attitudes towards victims of crime. A total of 206 young people (aged 12-24 years) completed measures of attitudes towards victims and violent video game exposure. The results suggest that exposure to violent video games is associated with less concern being reported for victims of crime. Young people who play more violent video games reported less concern for general victims and for culpable victims, and these effects cannot be explained by gender or age differences. The results are discussed in relation to relevant research in the area, along with recommendations for future research.

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Dancing with Myself

10.1093/oxfordhb/9780199897827.013.027 ◽

2014 ◽

Author(s):

Derek A. Burrill ◽

Melissa Blanco Borelli

Keyword(s):

Video Games ◽

Video Game ◽

Virtual World ◽

The Body ◽

Ways Of Thinking ◽

The Relationship

This chapter acts as a video game battle or interaction between the two authors. It discusses how dance video games construct corporeality. It provides an overview of Microsoft Xbox 360Dance Central’srelationship to choreography, choreographers, and dance analysis. It also theorizes how bodies and corporeality function in a virtual world. Finally, the chapter considers how avatar bodies provide new ways of thinking about the relationship between technology and the body.

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A Prototype of Web-based Picture Cards Matching Video Game for Memory Improvement Training

International Journal of New Media Technology ◽

10.31937/ijnmt.v8i1.1730 ◽

2021 ◽

Vol 8 (1) ◽

pp. 1-9

Author(s):

Harya Bima Dirgantara ◽

Henri Septanto

Keyword(s):

Video Games ◽

User Experience ◽

Video Game ◽

Process Model ◽

Web Based ◽

Memory Improvement ◽

Picture Card ◽

Index Terms ◽

Communication Stage

This study aims to design an action-arcade web-based picture card matching video game for memory improvement. Picture cards to be matched are animals that usually exist in zoos and farms, like monkey, cow, dog, pig, chicken, zebra, elephant, owl, and mouse. This research uses the prototyping process model with the communication stage, quick planning, modeling, construction, and launching. The results of this study are web-based video games for memory improvement training. From the results of the user experience testing, 68% of respondents informed that they felt it was easier to remember. Index Terms—video game; action-arcade; picture cards matching; prototyping; memory improvement training

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SUCCESS AND FAILURE ANALYSIS OF FILMS ADAPTED FROM VIDEO GAMES

The Turkish Online Journal of Design Art and Communication ◽

10.7456/11102100/020 ◽

2021 ◽

Vol 11 (2) ◽

pp. 635-658

Author(s):

Özgür ÖZSOY ◽

Bülent Onur TURAN

Keyword(s):

Video Games ◽

Failure Analysis ◽

Video Game ◽

Online Survey ◽

The People ◽

The Future ◽

The Subject ◽

Relationship Of ◽

The Relationship

One of the intersections of the video games and cinema industry is the subject of adaptation. There are many productions adapted from movies to video games or from video games to movies. In this study, it is aimed to define the response of the films adapted from video games on the audience side. The audience and the actor are part of these adapted productions, their location plays a role in shaping the future of these productions, in this context the results obtained in this study are valuable in terms of expressing the potential of these productions. In this study, two different methods were used to achieve objective results; Online survey with 11 professionals in the cinema industry and cinema education, an analysis of the data collected from the criticism sites on www.imdb.com and www.metascore.com, and the comments of registered users. With the analysis of these comments obtained from the audience, the focus of the audience has been determined, and with the answers given by the people who have received cinema education or professionals who are professional in the cinema sector, information has been provided on both the foresight and the situation in it. These methods are analyzed within themselves and in the conclusion part, the results of the two methods are combined. As a result, it is that the audience evaluates these films without separating them from the game and they wish that this cooperation will continue to develop and continue. It has been determined that failed film samples are not decisive for video games. Although the audience thinks that this genre will develop, more successful results will be achieved, it has been understood that the feeling of being active in the game is more dominant to the feeling of being passive in the movie. It was seen that the relationship of the audience with the films was video game centered, and the emotions he felt in the game and the details of the game were also looked for in the inner structure of the film.

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The relationship between the physical environment and learning: A blind spot in New Zealand early childhood education discourse?

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v21i0.4041 ◽

2012 ◽

Vol 21 ◽

Author(s):

Ann Pairman

Keyword(s):

Physical Environment ◽

Physical Space ◽

Blind Spot ◽

Minimum Standards ◽

Children’S Learning ◽

Physical Environments ◽

The Government ◽

The Impact ◽

The Relationship ◽

Children's Learning

Although the design, layout and space in ECE environments influences children’s learning, New Zealand’s minimum standards for physical space compare poorly with other OECD countries and there is a paucity of NZ research in this area. This paper argues that the relationship between physical environments and learning is a ‘blind spot’ in NZ ECE discourse. In identifying why this blind spot may have occurred, aspects of the ECE sector’s history are described. In particular it is argued that the sector's status as the ‘cinderella’ of the education system has led to political struggle for government recognition, improved qualifications, adult:child ratios, and funding, and that these issues have necessarily dominated ECE sector discourse. In addition it is argued that historical disparities within the sector have meant that concerns about physical space are not necessarily shared across the sector. In describing why the relationship between physical environments and learning should be of growing concern, this paper argues that bulk funding and minimum standards for physical space, rather than pedagogy, appear to be influencing the design of ECE physical environments, particularly in corporate ECE which is the fastest growing part of the sector. The paper ends by challenging the government and the ECE sector to redress the lack of attention paid to the impact of the physical environment on children’s learning.

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