Narrative and Aesthetics as Antecedents of Perceived Learning in Serious Games

Information Technology & People, 2020, https://doi.org/10.1108/ITP-08-2019-0435.

The University of Auckland Business School Research Paper

Posted: 10 Sep 2021

See all articles by Andreas Alexiou

Andreas Alexiou

Tilburg University

Michaéla Schippers

Erasmus University Rotterdam (EUR) - Department of Technology and Operations Management

Ilan Oshri

University of Auckland Business School

Spyros Angelopoulos

Durham University Business School

Date Written: December 17, 2020

Abstract

Purpose
This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning.

Design/methodology/approach
The authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes.

Findings
The findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow.

Research limitations/implications
This study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games.

Practical implications
The findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games.

Originality/value
Prior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.

For full paper go to https://doi.org/10.1108/ITP-08-2019-0435.

Keywords: Serious games, game elements, flow, perceived learning, narrative, aesthetics

Suggested Citation

Alexiou, Andreas and Schippers, Michaela and Oshri, Ilan and Angelopoulos, Spyros, Narrative and Aesthetics as Antecedents of Perceived Learning in Serious Games (December 17, 2020). Information Technology & People, 2020, https://doi.org/10.1108/ITP-08-2019-0435., The University of Auckland Business School Research Paper , Available at SSRN: https://ssrn.com/abstract=3919499

Andreas Alexiou (Contact Author)

Tilburg University ( email )

P.O. Box 90153
Tilburg, 5000 LE
Netherlands

HOME PAGE: http://https://www.tilburguniversity.edu/staff/a-alexiou

Michaela Schippers

Erasmus University Rotterdam (EUR) - Department of Technology and Operations Management ( email )

RSM Erasmus University
PO Box 1738
3000 DR Rotterdam
Netherlands

Ilan Oshri

University of Auckland Business School ( email )

12 Grafton Rd
Private Bag 92019
Auckland, 1010
New Zealand

HOME PAGE: http://https://directory.auckland.ac.nz/people/profile/ilan-oshri

Spyros Angelopoulos

Durham University Business School ( email )

Mill Hill Lane
Durham, DH1 3LB
United Kingdom

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