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This study examines digital game-based learning (DGBL), emphasizing its potential to engage learners with sustained motivation for educational advancement. Despite existing guidelines, there’s a lack of large-scale studies using player feedback for game design improvement. Our research, involving over 900 players and the game Mission HydroSci, employs mixed methods to (1) identify gameplay challenges, and (2) extract design principles from negative feedback. The results reveal key factors hindering engagement and suggest design changes for better educational outcomes in DGBL. This work contributes actionable guidelines for evidence-based educational game design, underscoring the importance of holistic design and player feedback in the iterative development process.

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Lessons upon Dislikes: Educational Game Design Principles from Players’ Negative Feedback

  • 会议论文

  • 发表日期：

    2025年

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  • Wenyi Lu,
  • Hao He,
  • Fan Yu,
  • James Laffey,
  • Alex Urban,
  • Joseph Griffin,
  • Troy D. Sadler,
  • Sean Goggins

摘要

This study examines digital game-based learning (DGBL), emphasizing its potential to engage learners with sustained motivation for educational advancement. Despite existing guidelines, there’s a lack of large-scale studies using player feedback for game design improvement. Our research, involving over 900 players and the game Mission HydroSci, employs mixed methods to (1) identify gameplay challenges, and (2) extract design principles from negative feedback. The results reveal key factors hindering engagement and suggest design changes for better educational outcomes in DGBL. This work contributes actionable guidelines for evidence-based educational game design, underscoring the importance of holistic design and player feedback in the iterative development process.