Abstract
AbstractThe instructional effects of customization features in child learning games have rarely been examined. This value‐added study addresses the existing gap with regards to user‐initiated cosmetic customization of environment elements (i.e., non‐avatar customization). Participants (N = 143;Mage = 9.41) studied a biological topic for about 20 min: either using the experimental version of a learning game with customization features, or from a control version without them. Null results were found as concerns between‐group differences: both for motivation‐related variables and learning outcome measures. These findings indicate that user‐initiated cosmetic customization features can be omitted by game designers, especially in settings where children are assigned specific instructional materials from which to study.
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