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Abstract
ABSTRACT Educational games have been accepted across many disciplines as a learning tool to support learners’ performance through factors like engagement. By incorporating well-designed game elements, educational games can provide adult learners with more effective and enjoyable learning experiences. However, we still need a clear picture of how the game elements impact learners’ engagement in educational games. This study explored the interaction between undergraduate students and an educational game based on geography content. Using an Iterative Evaluation Method, we created a game about the world’s biomes and their characteristics. This two-year study examines a change to the core dynamic through student feedback. With the guidance of andragogical principles, we used a qualitative cross-case comparison of each year’s student responses to understand the learning experience of adult learners in a platformer-type educational game. Key themes included emotional response to the game experience, perceptions of gameplay, relevance of gameplay, and perceptions of educational value. These themes revealed how previous gaming experiences can influence learners in both positive and negative ways in terms of engagement.
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