The Means of an End: Applying the Peak-End Theory to Game-Based Learning Design

Abstract

This study investigates the influence of the Peak-End Theory on motivation and experience in game-based learning (GBL), focusing specifically on the role of the game’s ending. Drawing on Kahneman et al.’s (1993) psychological model, which posits that people evaluate past experiences primarily based on the most intense moment (peak) and the final moment (end), we conducted an A/B test using a game titled Complex Space Adventure, designed to teach complex numbers in STEM education. Two versions were developed: one with a minimal, abrupt ending (control group) and another with a narratively enriched farewell sequence (experimental group). A total of 39 participants completed one version of the game and the Reversed Instructional Materials Motivation Survey (RIMMS) and four subscales of the Game Experience Questionnaire (GEQ). Results revealed statistically significant and medium to large effect sizes in favor of the version with the enhanced ending across all ARCS dimensions (Attention, Relevance, Confidence, Satisfaction) and the used GEQ subscales (Competence, Flow, Positive Affect, Negative Affect). Notably, the ending had no measurable impact on gameplay mechanics or content delivery, suggesting that the observed differences stem from retrospective memory evaluation rather than actual learning or engagement. These findings strongly support the applicability of the Peak-End Theory in serious game design, demonstrating that even a brief, narrative-driven conclusion can significantly shape learners’ perceptions of relevance, confidence, and overall satisfaction. The study underscores the importance of intentional design of game endings, not merely as closure, but as a strategic tool to enhance motivation, foster self-efficacy, and promote future engagement.