Learner‑Centered Design in Practice: The Impact of Non‑Learning Elements on Engagement and Learning Experiences

Abstract

This paper presents the results of a comprehensive survey conducted on an educational game developed over three years following a learner-centred approach. The final evaluation involved 168 participants engaging with the game, providing both quantitative and qualitative data. Notably, the study found that integrating educational content with non-educational elements or exploratory features proved beneficial, enhancing both motivation and overall learning experiences. The learner-centric development cycle was pivotal in creating a balanced environment that fostered meaningful learning while maintaining engaging gameplay. Data collection included responses to a game experience questionnaire for quantitative analysis, alongside inductively categorised free-form text answers to capture qualitative insights. Participants reported overwhelmingly positive experiences with non-learning content and primarily positive feedback regarding learning components. These findings demonstrate that the inclusion of non-learning-related content can significantly contribute to a positive learning experience by increasing motivation and sustained interaction with educational tools.
In addition, the vast majority of responses to the free-form learning survey were positive, further highlighting the beneficial impact of combining educational and non-educational elements to create a motivating and engaging learning environment. Furthermore, the data revealed that participants with existing competence in the relevant subject matter reported higher learning experiences, suggesting that practical application corresponding to the 'Apply' stage of Bloom's taxonomy may be particularly effective in the context of educational games.