Exploring enjoyment while playing “Temple Lego”- A virtual reality cultural heritage serious game for architecture students. 

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Sneha Maji, Amritansh Saha, Harsh Pal This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4652944/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract This study presents the design, development, and evaluation of a Virtual reality (VR) based serious game for learning about Dravidian temple architecture using Brihadeshwara temple as an example. The design and development are conducted using the LM-GM framework, which is found suitable for designing games based on cognitive and affective learning outcomes. The immersive experience engages the gamified content and enables learning activities through exploratory play. Players are required to assemble back a broken temple complex in VR environment to learn spatial, factual, and operating knowledge. We conducted various user studies to understand the learning effectiveness and enjoyment playing with Temple Lego -VR game and explore its influence on learning outcomes. We discuss the findings and pedagogical implications that can be applied to developing serious VR games to learn about similar historical structures and contexts. Serious game (SG) Virtual reality (VR) Cultural heritage Pedagogy Learning outcomes Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Figure 7 Figure 8 1 Introduction Virtual reality (VR) technology has gained significant popularity as a tool for supporting teaching and learning in various fields. It offers students and teachers the chance to directly engage with and observe real-time learning phenomena, which would have been very impossible in a traditional classroom setting[ 1 ], [ 2 ], [ 3 ] The merger of game-based approaches and Virtual Reality (VR) environments holds great promise for improving learning and training methodologies. This is corroborated by the extensive accessibility of cost-effective game engines and hardware tools designed for virtual reality environments. These technological improvements have provided chances for improved user engagement in areas such as gaming, entertainment, and education. Over the past several years, there has been a significant increase in the utilization of virtual reality (VR) games for cultural heritage purposes. VR Games have become more prevalent at museums and exhibitions, showcasing the growing cultural significance of games and the formal recognition of game culture. Specifically, immersive virtual reality (VR) games provide a range of advantages when it comes to educational applications. Various studies suggest Virtual reality (VR) has proven to be suitable for disseminating cultural heritage awareness through serious games [ 4 ], [ 5 ], [ 6 ], [ 7 ], [ 8 ], [ 9 ], [ 10 ], [ 11 ], [ 12 ]. Serious games (SG) are widely accepted to improve cultural heritage learning by increasing positive emotions and motivation [ 13 ][ 14 ] [ 15 ]. However, comprehending the concept of fun or enjoyment is crucial for serious games, which have faced criticism for lacking it. [ 16 ][ 17 ]. Serious games, especially historical simulations, may prioritize accuracy or re over fun, which can limit the implementation of fun in these games [ 18 ]. Creating a competition environment in a serious game has been shown to significantly improvemotivation and posttest scores of learners, indicating the potential benefits of incorporating fun elements [ 19 ], [ 20 ]. This study investigates the correlation between enjoyment and perceived learning using a virtual reality serious game called Temple-Lego . The game aims to teach students about the architectural elements of the Brihadeshwara Temple, a 1st century AD Dravidian Indian temple. The temple study is prescribed in the syllabus of art and architecture in undergraduate Bachelor of Architecture curriculum. The game is designed by aligning the affective and cognitive learning outcomes with appropriate game mechanics, as described in the Learning Mechanic and Game Mechanic framework (LM-GM) [ 21 ]. This framework consists of a collection of predetermined game mechanics and pedagogical elements that we have derived from existing research on game studies and learning theories. Students are provided with a comprehensive and complete experience of the temple complex, including both the interior and exterior. Following the immersive experience, students are tasked with reassembling the different components of the temple in a virtual reality puzzle-based game. The knowledge scores before and after the test are compared. We assessed the efficacy of the application using two validated scales, specifically GUESS18 [ 22 ] for that explores the multi-faceted nature of satisfaction and EGameFlow [ 23 ] for measuring enjoyment. 2 Literature study This section describes VR-based learning activities in cultural heritage and their learning potential, as well as associated games. 2.1 Learning experience with virtual reality (VR) and serious games (SG) in cultural heritage In recent years, many curricula have investigated how serious games[ 24 ] can be used to teach various aspects of visual aesthetics using cultural heritage and games are being used as a teaching tool in universities using virtual reality as a medium. Educators can use reality-based or inventive sights and settings to create a simulated environment with varied historical narratives and tactile, visual, and auditory learning. Since VR technologies may deliver a high level of realistic immersion in historical contexts, serious games using them can help students learn new ways to interact and think creatively [ 25 ]. The visualisation capabilities of virtual reality items make it possible to teach subjects like architectural history and design using three-dimensional representations [ 26 ].Further, personalization and role-playing in VR environments enables students to engage in open-ended sequences of virtual expeditions, hence enhancing their learning of procedural information pertaining to the unique historical settings [ 27 ]. VR technology allows the recreation of nonexistent architectural objects and lost architecture, making it applicable to serious games and visualizing the past. In one study, researchers have shown how the details of a badly damaged historical building in the Chola port of Poompuhar can be relieved through a virtual reality (VR) application that lets people learn about and experience the past [ 28 ]. In another study [ 29 ] VR maps allow movement through historical trails and 3D models of architecture that no longer exist and allow topographic points of modern space to be overlaid with virtual perspectives of historical architecture. One important advantage of VR for studying heritage education is its ability to accurately recreate virtual objects and environments, such as the South Tyrolean traditional farms [ 30 ]. This enables students to gain a deeper understanding of the characteristics and connections between objects and environments that would be challenging to observe in everyday life. Another advantage of using virtual reality (VR) in educational context is that it is highly motivating, captivates and maintains the focus of students. This phenomenon has been recorded in the study students are enthralled and stimulated by the opportunity to navigate a three-dimensional environment, engage with it, and construct their own three-dimensional (3D) universes [ 31 ]. VR allows a learner to learn by doing, a “constructivist approach.” where learner interacts with the subject matter encouraging active participation rather than passivity. The participant who interacts with the virtual environment is encouraged to continue interacting by seeing the results immediately. VR provides an opportunity for the learner to make discoveries previously unknown [ 31 ]. Studies[ 25 ], [ 30 ], [ 31 ], [ 32 ], [ 33 ] reveal that the intricate architectural details combined with high-resolution imagery and audio narrations for objects of historical interest in coordination with the user’s viewpoint within the VR environment provided an excellent learning experience. Currently, the growing power, immersivity and adaptability of VR are boosting the popularity of cultural heritage serious games. However, most of these games are evaluated from usability point of view and not much on the players experience. In fact, various studies[ 16 ], [ 17 ], [ 34 ], [ 35 ] recommends balancing fun and learning in serious games. This study investigates the correlation between learning, user experience satisfaction, and enjoyment in undergraduate university students in architecture course while engaging in a virtual reality (VR) serious game (SG) as part of the teaching pedagogy in the subject of art in architecture. The research questions are : R1: Is there a significant relationship between enjoyment and perceived learning? R2: Is the application using VR of the temple complex enjoyable? R3: Were the students able to learn the elements and reconstruct of the temple in the game? The following hypothesis were formulated as follows : H1: Enjoyment relates positively to students’ learning in a virtual reality serious game. H2: Enjoyment influences students’ learning in a virtual reality serious game. 3 Methodology The design, development and evaluation of the game is structured in five steps, as shown in the diagram below and explained in the following section in detail. Step 1- Identification of content (Pre-game test) A module of a temple architecture is selected and the Brihadeshwara temple was chosen since it is included in the curriculum for undergraduate students studying art in architecture which the author instructed during the entire semester. Students are given a detailed tutorial and lecture multiple tools such documentaries and study material on Brihadeshwara temple post which they are asked to undertake a Temple knowledge questionnaire consisting of 15 questions in MCQ format. Step 2- Mapping learning outcomes and suitable game mechanics Learning mechanic and Game Mechanic (LM-GM) framework was used to map various learning outcomes with relevant game mechanics for the Temple Lego game [ 21 ]. The selection of the LM-GM[ 21 ] framework was done from the literature since it supports designing of game by functioning as a regression tool for game developers and as an analytic tool for those interested in studying the mechanisms joining pedagogical and game features [ 21 ]. Table 1 Maps the various learning outcomes mentioned in the syllabi to suitable game mechanics. Game Mechanics Cognitive Domain (Bloom’s Taxonomy) Affective Domain (Krathwohl’s taxonomy) Learning outcomes (Cognitive and Affective) SUBJECT: ART APPRECIATION Status/Leader board/ranking Strategy/planning Tiles/grids Design/editing. Infinite gameplay Ownership Protégé effect Creating/Planning NIL NIL Game turn. Pareto optimal Rewards/penalties Urgent optimism Action points Assessment Collaboration Communal discovery/quests Resource management Evaluating/Assessing/Collaborating/Hypothesising/Reflecting/Discussing Characterization by a value set Compare and contrast various styles on the basis of the contributing factors responsible for their development. (Affective) Develop analytical skills in art appreciation. (Affective) Feedback Metagame Realism Analysing/Identifying/ Observing/Experimenting Organization Compare and contrast various styles on the basis of the contributing factors responsible for their development. (Cognitive) Progression/performance graph Selecting/collecting Simulate/response. Time pressure, deadline, or time limit Capture/elimination. Competition Cooperation Reminder Applying/Demonstrating /Simulating/Imitating Valuing Develop analytical skills in art appreciation. (Affective)) Roleplay/Avatar/virtual character/user profile. Tutorial Cascading information Understanding Responding Identify different styles of historic architecture. (Affective) Behavior momentum Pavlovian interactions Goods/information Cut scenes/story/narrative. Token, point and badge system. Virality Remembering/Discovering/Exploring/Generalizing Receiving Identify different styles of historic architecture. (Cognitive) Identify prominent / important historic buildings by their components / style of design. (Cognitive) Describe prominent / important historic buildings. (Cognitive) Step 3-Storyboarding Pierre Pichard's documentation drawings were used to create a three-dimensional CAD model of the temple. Temple areas like Vimana, Antarala, Mandapa, Ardha mandapa, Talas, Shikhara, and Adisthana and Nandi mandapa were precisely reconstructed in 3D. Unreal Engine 5's rendering capabilities allow developers to build spectacular virtual reality experiences with increased images, lighting, and effects, placing the 3D model. Using the engine's toolkit motion controllers and other VR interactions were created accordingly. As identified in LM-GM framework, game mechanics like time pressure, haptic gestures for negative placement, audio feedback, points, narrative storylines were merged in the application. Multiple playtests within the application were attempted with faculty and developers. Step 4- Game implentation The study comprised of 25 female participants who were students at IGDTUW and were enrolled in the subject "Art in architecture". The mean age of the participants was 19.5 years, with a standard deviation of 4.2. All participants in the study were required to have either normal eyesight or corrected vision, as well as full motor function and no cognitive deficits. Prior to commencing the game, every participant received a thorough elucidation of the HMD setup and had the chance to inquire about any doubts or uncertainties. Upon consenting to participate, respondents proceeded to sign the consent form. The students engaged in an immersive virtual reality (IVR) experience using an HTC VIVE PRO headset in an area of 8m × 6m. The Indira Gandhi Delhi Technical University for Women's ethical review committee in Delhi adhered to the ICMR framework for ethical guidelines and granted clearance for this study. Initially, the participants were allocated a 10-minute period for an exploratory walkthrough, during which they had the freedom to explore any area of the temple and gather information about its various aspects. Subsequently, they were instructed to engage in a 10-minute virtual reality (VR) game called "Temple Lego Game". The assignment required them to locate and assemble the dispersed components of the temple in a specific sequence. Engaging in the restoration of a ruin is an excellent method of learning as it compels students to identify the remaining intact sections, substitute the partially destroyed components with whole ones, so necessitating the discernment of the original appearance of the missing pieces and the selection of suitable replacement elements. During the game, the player's score was automatically determined by the accurate and inaccurate positioning of elements in their first try. The Temple Lego game facilitates the application of Self-determination Theory (SDT) [ 36 ] and constructivist learning by allowing students to learn through hands-on experience, evaluating architectural structural elements, memorizing their names, and understanding their correct placement within the temple complex. Students have the option to receive assistance through the provision of directed clues. One virtual coin is awarded for each accurate placement. The presence of a ticking clock instilled a sense of urgency in the children as they attempted the game. The game terminated automatically after a duration of 10 minutes. Step 5-Evaluation (Post-game studies) : During this step, the assessment of the game and students understanding is conducted through use of the Temple knowledge questionnaire (MCQ) based on mid-term exam questions from the past three years by the course teachers. Questions are multiple-choice / answer. Two reliable and validated scales for assessing game usability and experience namely Game User Experience and Satisfaction Scale-18 (GUESS-18)[ 22 ] questionnaire which is a 55-item, 9-subscale questionnaire for assessing user satisfaction of several video game categories by a range of users: usability (or playability)—games can be played easily with clear goals or objectives in mind and with minimum interference from interfaces and controls; narratives—the game’s story and its ability to capture players’ interest and shape their emotions; play engrossment—games should hold players’ attention and interest; enjoyment—players’ pleasure from playing the game; and creative freedom—games should foster players’ creativity and personal satisfaction—players’ sense of success and motivation to succeed and keep playing; social connectivity—games should let players connect; visual aesthetics—game graphics and their appeal. The EGameFlow [ 23 ], measure the players’ experience, satisfaction and enjoyment. This scale has 42 components in 8 subscales: concentration—games should require concentration and allow players to focus; goal clarity—games should provide clear goals at appropriate times; feedback—players must obtain timely feedback on their activities and progress towards goals; Challenge—games should be challenging and match players’ skill level; autonomy—players should feel in control of their actions; immersion—deep but effortless involvement in the game; social interaction—games should support and create opportunities for social interaction; and knowledge improvement—games should support and motivate players to acquire, integrate, and apply taught knowledge. Both EGame Flow and GUESS18 scale was measured using a 7-point Likert scale from strongly disagree to strongly agree in both questionnaires. Table 2 Steps followed in the evaluation of the game ( Source : Author) Pre-Game During Game Post-Game Pre-test Brihadeshwara Temple knowledge questionnaire (15 questions) Following a 10-minute guided tutorial on the VR environment, there are 15 minutes of game play and in game point scoring system. Post-test Brihadeshwara Temple knowledge questionnaire (15 questions) + GUESS18 + EGame Flow questionnaires 4 Results Data analysis was done with SPSS 29 (IBM Corp.). The statistical significance was 5% (P < .05) in all studies. Pre-test and post-test knowledge scores were compared using a paired two-tailed t test. Enjoyment and user experience satisfaction, including subscales and post-test knowledge scores, were correlated using Pearson correlation. We also used standard multiple regression on EGameFlow and GUESS scores to determine if their subscales may predict post-test student knowledge and their associations. Separate multiple linear regressions predicted post-test children's knowledge using EGameFlow and GUESS subscales. The mean pre-test and post-test knowledge scores were 10.16 (SD 2.54, range 4–13) and 12.4 (SD 3.01, range 6–15), respectively. Knowledge scores were significantly lower in the pre-test than in the post-test (mean difference 2.76, SD 0.47; P < .001). Thus, students after increased their knowledge of the understanding of architectural elements of temple after the game play. Table 3 Two-sample (pre-test and post-test score) assuming equal variances (n = 25) Pre-test score Post-test score Mean 10.16 12.4 Variance 7.97 8.14 Pooled Variance 8.05 df 48 xt Stat -2.690 P(T < = t) one-tail 0.004 t Critical one-tail 1.677 P(T < = t) two-tail 0.009 t Critical two-tail 2.010 In preliminary quantitative results we found associations between post-test knowledge scores and enjoyment (EGameFlow scale) as well as between post-test knowledge scores and user experience satisfaction (GUESS scale). We found associations between post-test knowledge and the following EGameFlow subscales: challenge (r = 0.44, P = .002), immersion (r = 0.51, P = .008), Also, associations were found between post-test knowledge and the following GUESS subscales: enjoyment (r = 0.41, P = .04), narrative (r = 0.41, P = .04), and visual aesthetics (r = 0.53, P = .006). Table 4 Bilateral correlations of children’s post-test knowledge with EGameFlow and Guess-18 scales and subscales. EGameFlow and GUESS subscales Post-test knowledge score EGameFlow Scale - Enjoyment as a whole (mean of subscale scores). r value (Pearson Correlation) P value (bilateral) Concentration (6) 0.320 0.119 Goal Clarity (4) 0.017 0.936 Feedback (5) 0.272 0.188 Challenge (6) 0.440 0.028 Autonomy (3) -0.83 0.695 Immersion (7) 0.515 0.008 Social Interaction (6) 0.253 0.221 Knowledge Improvement (5) 0.270 0.192 GUESS 18 Scale - User experience satisfaction (mean of subscale scores). Enjoyment (2) 0.411 0.041 Visual Aesthetics (2) 0.536 0.006 Usability (2) 0.163 0.437 Narratives (2) 0.410 0.042 Personal Gratification (2) -0.110 0.601 Creative Freedom (2) 0.229 0.270 Social Connectivity (2) 0.256 0.216 Play Engrossment (2) -0.076 0.716 Audio Aesthetics (2) 0.339 0.097 Meanwhile, the regression results indicated that the model based on the EGameFlow explained 26% of the variance (large effect) and that the model was a significant predictor of children’s learning ( F = 1.9, P = .04). However, as shown in Table 5 . Only 1 subscale had a significant contribution, namely immersion (t = .518, P = .04). The regression results indicated that the model based on the GUESS-18 scale explained 27% of the variance and that the model was a significant predictor of children’s learning ( F = 3.1, P = .007). Table 5 . describes the contribution of each subscale to the total explained variance; only 2 subscales had significant contributions, namely, personal gratification (t= -3.308, P = .004) and visual aesthetic (t = 3.11, P = .007). Table 5 Model coefficients for EGameFlow and GUESS subscale ratings with post-test knowledge as the dependent variable. EGameFlow Scale- Enjoyment t Sig. P Value Concentration .004 .012 .991 Goal Clarity .198 .762 .457 Feedback − .087 − .291 .775 Challenge -1.410 -1.477 .160 Autonomy .200 .524 .608 Immersion .518 1.935 .041 Knowledge improvement .193 .872 .396 GUESS-18 Scale- User experience satisfaction Usability − .004 − .023 .982 Narrative 1.558 1.666 .116 Play engrossment − .720 − .139 − .815 Enjoyment -1.410 -1.477 .160 Creative Freedom .374 1.382 .187 Audio Aesthetics .060 .229 .822 Personal gratification − .723 -3.308 .005 Social connectedness .029 .110 .914 Visual aesthetics .663 3.115 .007 The study confirmed hypotheses 1 and 2, which proposed that there is a positive relationship between enjoyment and student’s learning, and that enjoyment can be utilised as a predictor of learning. Hypothesis 1 showed a correlation coefficient of 0.36 (r = 0.5, P = 0.04), whereas hypothesis 2 yielded an F-value of 1.9. Also, personal gratification (P = 0.005) and visual aesthetics(P = 0.007) support learning which may be directly or indirectly linked to enjoyment. These findings align with previous research[ 16 ], [ 17 ], [ 19 ], [ 34 ], [ 35 ], [ 36 ] that suggests that enjoyment could potentially be used as a predictor of learning in serious games. When creating serious games in VR specifically for cultural heritage, the enjoyment might be considered as an important parameter for designing these games. 5 Discussion and future work History teaching frequently grapples with a dearth of student engagement. Utilizing serious games can enhance the level of engagement in history education. Many studies demonstrate clear benefits of incorporating serious games into formal educational settings. Typically, the games used in educational context promote understanding of architectural and cultural heritage by providing either an engaging, close to reality recreation of the real-world experience to appreciate the art, architecture, [ 37 ] or values of cultural heritage locations or a fun approach to pique interest in the experience itself [ 38 ]. For example, games like ARCHI.101 [ 39 ] uses an escape game style to fully involve players in the study of architectural history and theories. It focuses on the Villa Savoye as an example and provides players with the opportunity to explore three-dimensional locations and interact with important historical individuals such as Le Corbusier and Pierre Jeanneret . An immersive simulation game Learning Rome [ 40 ] encourages “learning by doing” where users can construct historically accurate towns from the ancient Roman era by replicating buildings and structure from the era. After construction, users can visit the buildings, get access to them, and interact with the objects and personalities present. The game Work-Trade-Learn [ 41 ]employs a contextual learning strategy, allowing learners to manage a mill and engage with various individuals to acquire knowledge about medical practices and European towns. An assessment demonstrated that the game was overall effective in enhancing the user's understanding of the covered subjects and their interest in history. Existing games like Assassin Creed, Civilization and Sims have been successfully integrated in traditional classrooms to educate students about the history, architecture, and development of society [ 42 ]. Games like H-Treasure hunt combines location-based services with object-based sensors to accurately locate artefacts at a historic site [ 43 ]. Serious games have gained significant importance in cultural heritage education throughout the span of several decades. However, in Indian context serious games using virtual reality as a tool for learning in academic setup is very scares with very little literature available. Researchers utilize serious games (SGs) to involve players in meaningful activities and create situations that closely resemble real-life situations, with the goal of promoting the acquisition of transferable knowledge, skills, and attitudes. The integration of serious games, along with advancing 3D modelling techniques and Virtual Reality (VR) capabilities, allows for the accurate recreation of historical events, artefacts, and environments. In summary, the findings revealed in this study can provide valuable insights into the relationship and impact of enjoyment and user experience on student’s learning when playing serious cultural heritage games. These findings highlight the importance of incorporating game mechanics or elements that promote enjoyment and user experience satisfaction integrating in the storyboarding phase of a typical game. Specifically, the games should be adequately challenging and may align with children's abilities and provide features that encourage and inspire players to gain and utilise acquired knowledge. There is a positive relationship between narrative, immersion, and visual aesthetics and children's learning and virtual reality can offer such affordances. and stimulate their creativity and curiosity. Additionally, it is important to include visually appealing graphics in the game. The role of immersion in serious VR games specially in achieving affective learning outcome related to feelings and emotions is unexplored and can be explored further to ensure students are not cognitively loaded in VR environment and are misaligning with the learning outcomes of the game. It must be noted that post-test knowledge is affected by what the student already knew, but self-reported cognitive learning gains and interest rises are both linked to deeper thinking and having fun. To obtain generalizable results, we want to conduct a study with a large set of students. While the role of enjoyment in serious games is discussed in the past, the investigation of serious games for cultural heritage using immersive technology such as VR is novel and unexplored. Educational VR app evaluations have focused on usability rather than learning outcomes and participant’s experiences. The gaps in the current use of VR applications for teaching, particularly in the field of Indian architecture, suggest untapped potential that could serve as a catalyst for additional research. Research asserts that the educational experiences are positively impacted by the game's clear, concise, and unambiguous presentation of cultural heritage content and that challenges must align with the gamers' expectations [ 44 ].This is also validated in this study. Infact playful games can elicit curiosity and attract students to cultural sites through gaming mechanics like customized character building [ 45 ].The Temple Lego game in future can have personalised avatars mimicking the lifestyle of people during the Chola Dynasty of 1st century AD. Further as literature suggest of the game attributes that can enhance engagement with cultural heritage learnings include narrative-driven gameplay, information capsules, task-driven learning, ease of play, identity-driven content, open-world exploration, people-centered perspectives, meaningfulness, simulation, and verisimilitude [ 46 ].The study has tried to incorporate narrative, open world exploration while immersing the students in step 1 of the game. One study, [ 47 ] mentions that serious games must integrate sound cognitive, learning, and pedagogical principles into their design and structure to be effective. Serious games can be set up in more specific ways, with more complicated features like GPS-guided activities, simplified simulation, user-generated content, storylines, virtual pets, virtual rooms, and affective embodied agents. Because of this, they are harder to add, but if the game's context and goal allow it, they can make the game more enjoyable. In the same way, more general factors like aesthetics, interfaces, usability, and mechanics, which are made up of simpler parts, can be used to improve enjoyment [ 34 ]. The next iteration or version of the game will aim to enhance the educational value by integrating game features that promote affective learning supporting enjoyment. Declarations Competing interests : We have no conflicts of interest to disclose. Funding: The study received no funding and was self-funded. Author Contribution The author implemented the LM-GM theory from literature for cultural heritage serious game theory, and designed the necessary game aligning with the learning objectives. The third author developed the 3D model in Blender software, and second author, and third author integrated the model into the Unity engine. In addition, the author validated the methodologies used to examine the correlation between enjoyment and learning and oversaw the analysis of the results obtained from this study. All authors deliberated on the findings and made contributions to the ultimate text. Acknowledgement The author would like to thank the students and staff of Indira Gandhi Delhi Technical University for Women, Delhi for actively contributing to this study. Data Availability The correlation studies and regression studies mentioned in the study ,the data sets can be found in the link belowhttps://drive.google.com/drive/folders/1yskDil55l13oRmKd_QBfHhwEsX082vCH?usp=sharing References D. H. Shin, “The role of affordance in the experience of virtual reality learning: Technological and affective affordances in virtual reality,” Telematics and Informatics, vol. 34, no. 8, pp. 1826–1836, Dec. 2017, doi: 10.1016/J.TELE.2017.05.013 . S. Maji and J. Kumar, “An Argument for Gamification of Pedagogy of Aesthetics in Indian Academics Set-Up,” 2023, pp. 961–972. doi: 10.1007/978-981-99-0428-0_78 . C. Dichev and D. 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Elgawad, “Clvaa2014-A 10 SETTING A PATH FOR CREATIVITY IN TEACHING HISTORY OF ARCHITECTURE CLASSES: A STRATEGIC VIEW OF SPARKING STUDENTS INTERACTION.” Y. Zhang, A. Ahmed, H.-N. Liang, and N. Baghaei, Exploring the Transformative Potential of Virtual Reality in History Education: A Scoping Review , vol. 14409 LNCS. 2023. doi: 10.1007/978-981-99-8385-8_9 . M. Siu-Yung Jong, T. Chan, M.-T. Hue, and V. W. L Tam, “International Forum of Educational Technology & Society Gamifying and Mobilising Social Enquiry-based Learning in Authentic Outdoor Environments,” Source: Journal of Educational Technology & Society, vol. 21, no. 4, pp. 277–292, 2018, doi: 10.2307/26511554 . D. Cheng, “Potentials for Learning History through Role-Playing in Virtual Reality”, doi: 10.13140/RG.2.2.20658.89288 . F. Xhafa, “Lecture Notes on Data Engineering and Communications Technologies Volume 131 Series Editor.” [Online]. Available: https://link.springer.com/bookseries/15362 A. Gebczyńska-Janowicz, “Virtual reality technology in architectural education,” World Transactions on Engineering and Technology Education, vol. 18, no. 1, pp. 24–28, 2020. A. Luigini, M. Parricchi, A. Basso, and D. Basso, “Immersive and participatory serious games for heritage education, applied to the cultural heritage of South Tyrol.” V. S. Pantelidis, “Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality.” E. Mc Atasney, E. Barlaskar, and S. P. Medhi, Virtual History-Expanding the Learning of Students in a Modern Age , vol. 676 LNNS. 2023. doi: 10.1007/978-981-99-1699-3_49 . C. S. Chan, J. Bogdanovic, and V. Kalivarapu, “Applying immersive virtual reality for remote teaching architectural history,” Educ Inf Technol (Dordr), vol. 27, no. 3, pp. 4365–4397, Apr. 2022, doi: 10.1007/s10639-021-10786-8 . R. L. Segundo Díaz, G. Rovelo Ruiz, M. Bouzouita, and K. Coninx, “Building blocks for creating enjoyable games—A systematic literature review,” International Journal of Human Computer Studies, vol. 159, 2022, doi: 10.1016/j.ijhcs.2021.102758 . S. Wichaidit and P. R. Wichaidit, “Beyond play: The interplay of analogy and enjoyment in game-based learning,” Journal of Pedagogical Research , Apr. 2024, doi: 10.33902/JPR.202425578 . K. Kiili, “Content creation challenges and flow experience in educational games: The IT-Emperor case,” Internet and Higher Education , vol. 8, no. 3, pp. 183–198, Sep. 2005, doi: 10.1016/j.iheduc.2005.06.001 . P. Bloomer and C. Marchese, “The role of games in the active learning classroom,” International Journal of Educational Organization and Leadership, vol. 23, no. 2, pp. 15–21, 2016, doi: 10.18848/2329-1656/CGP/v23i02/15-21 . M. Mortara, M. Mortara, and C. Catalano, Italian journal of educational technology. , vol. 26, no. 2. Edizioni Menabò - Menabò srl, 2018. Accessed: Jun. 16, 2024. [Online]. Available: https://www.learntechlib.org/p/195252/ I. Tkhayyare, Explore and Debate Architecture History and Theories Through an Interactive Online Escape Game: ARCHI.101 , vol. 14309 LNCS. 2023. doi: 10.1007/978-3-031-44751-8_25 . C. Galí, I. Remolar, and C. Rebollo, “Visiting Ancient Rome with a serious game,” in 29th Spanish Computer Graphics Conference, CEIG 2019, 2019, pp. 77–80. doi: 10.2312/ceig.20191207 . D. Fernes, S. Oberdörfer, and M. E. Latoschik, Work, Trade, Learn: Developing an Immersive Serious Game for History Education , vol. 1904 CCIS. 2024. doi: 10.1007/978-3-031-47328-9_28 . E. Champion and J. Hiriart, Assassin’s creed in the classroom: History’s playground or a stab in the dark? 2023. doi: 10.1515/9783111253275 . H. Kim, S. An, S. Keum, and W. Woo, H-treasure hunt: A location and object-based serious game for cultural heritage learning at a historic site , vol. 9192. 2015. doi: 10.1007/978-3-319-20609-7_53 . N. Kara, “A Mixed-Methods Study of Cultural Heritage Learning through Playing a Serious Game,” Int J Hum Comput Interact, vol. 40, no. 6, pp. 1397–1408, 2024, doi: 10.1080/10447318.2022.2125627 . A. Origlia, M. L. Chiacchio, D. Di Mauro, and F. Cutugno, “Why so serious? Raising curiosity towards cultural heritage with playful games,” in CEUR Workshop Proceedings , 2016, pp. 18–25. D. Camuñas-García, M. P. Cáceres-Reche, M. D. L. E. Cambil-Hernández, and M. E. Lorenzo-Martín, “Digital Game-Based Heritage Education: Analyzing the Potential of Heritage-Based Video Games,” Educ Sci (Basel), vol. 14, no. 4, 2024, doi: 10.3390/educsci14040396 . F. Bellotti, R. Berta, and A. De Gloria, “Designing effective serious games: Opportunities and challenges for research,” International Journal of Emerging Technologies in Learning , vol. 5, no. SPECIAL ISSUE 2, pp. 22–35, 2010, doi: 10.3991/ijet.v5s3.1500 . Additional Declarations No competing interests reported. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4652944","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":331816434,"identity":"88c2ee9d-2906-445c-8efc-7039a0792d0f","order_by":0,"name":"Sneha Maji","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA90lEQVRIiWNgGAWjYHACNhDBzMbe2MDAAxNLIEoLz0GgFphSYrQwMEgAlcG14APys5uPPfiZY8fOJ/m4+cXbH4cTG9gPP2B4uAO3FoM7x9INe7clM7NJJ7ZZzkkAauFJM2BIPINHi0SOmQTvNmawFmOehMO5DQw5DAyJbXgcNiP/m+TfbfXMbJIHoVr43+DXwnAjh02ad9thZjYJxubHYC0SBGwxuJFmJi277TgwkBPbGOekpde3STwzOIDfYcnPJN9uq06Wbz/++MMbG2tjfv7khw9/4nMYFCQDMZsEiAWKpgOENTAw2AEx8wdiVI6CUTAKRsHIAwAlxk3abV8rKAAAAABJRU5ErkJggg==","orcid":"","institution":"Indira Gandhi Delhi Technical University for Women","correspondingAuthor":true,"prefix":"","firstName":"Sneha","middleName":"","lastName":"Maji","suffix":""},{"id":331816435,"identity":"6a6b3228-389e-456f-9345-d49736666d8d","order_by":1,"name":"Amritansh Saha","email":"","orcid":"","institution":"Indira Gandhi Delhi Technical University for Women","correspondingAuthor":false,"prefix":"","firstName":"Amritansh","middleName":"","lastName":"Saha","suffix":""},{"id":331816436,"identity":"b12c018e-b568-4413-807e-b7bda95a2e4d","order_by":2,"name":"Harsh Pal","email":"","orcid":"","institution":"Indira Gandhi Delhi Technical University for Women","correspondingAuthor":false,"prefix":"","firstName":"Harsh","middleName":"","lastName":"Pal","suffix":""}],"badges":[],"createdAt":"2024-06-28 07:40:51","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4652944/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4652944/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":61296608,"identity":"a43aef07-7087-4763-86a2-b370ea3d6a17","added_by":"auto","created_at":"2024-07-29 08:12:06","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":114569,"visible":true,"origin":"","legend":"\u003cp\u003eMethodology of the design , implementation, and evaluation of VR serious game (Source: Author).\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/e0cae1788f99cd45b875987d.png"},{"id":61297810,"identity":"f8718deb-8485-4180-ac41-229e0290265f","added_by":"auto","created_at":"2024-07-29 08:28:06","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":138085,"visible":true,"origin":"","legend":"\u003cp\u003eChoosing and analyzing elements of Game Mechanics from LM-GM Model suitable for implementation in the Temple Lego game (Source: Author)\u003c/p\u003e","description":"","filename":"floatimage2.png","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/842193cd468b0f94eda5a25c.png"},{"id":61296609,"identity":"03d9d850-acee-498f-b9ce-68b05ac0e0e0","added_by":"auto","created_at":"2024-07-29 08:12:06","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":37825,"visible":true,"origin":"","legend":"\u003cp\u003eTemple Lego game mapping using LM-GM analysis\u003c/p\u003e","description":"","filename":"floatimage3.png","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/f1d3a23a10f08aade82a618a.png"},{"id":61296613,"identity":"4e3155cb-9b06-45ae-9181-210197368769","added_by":"auto","created_at":"2024-07-29 08:12:06","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":354478,"visible":true,"origin":"","legend":"\u003cp\u003eStep 1 : Immersive exploration of \u003cem\u003eBrihadeshwara\u003c/em\u003etemple in VR.\u003c/p\u003e","description":"","filename":"floatimage4.png","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/ea69d056b35df5244465cf19.png"},{"id":61296616,"identity":"7225aff3-0602-42c0-96ab-a4cbaca8104e","added_by":"auto","created_at":"2024-07-29 08:12:06","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":458643,"visible":true,"origin":"","legend":"\u003cp\u003eStep 2 - Playing \u003cem\u003eTemple Lego\u003c/em\u003e game -assembling the model in VR.\u003c/p\u003e","description":"","filename":"floatimage5.png","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/ffa6ae78d94c9519a0d06a72.png"},{"id":61296617,"identity":"2b2fc3a8-cac9-480b-bdbf-86311541bb43","added_by":"auto","created_at":"2024-07-29 08:12:06","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":673964,"visible":true,"origin":"","legend":"\u003cp\u003eParticipant attempting the Temple Lego game.\u003c/p\u003e","description":"","filename":"floatimage6.png","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/dfde6cd473dee67c5e83050f.png"},{"id":61296610,"identity":"ff9e56ce-2af5-4400-856c-c1f0f7b94abb","added_by":"auto","created_at":"2024-07-29 08:12:06","extension":"jpeg","order_by":7,"title":"Figure 7","display":"","copyAsset":false,"role":"figure","size":65294,"visible":true,"origin":"","legend":"\u003cp\u003eGuess-18 subscale score\u003c/p\u003e","description":"","filename":"7.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/e1b3e872bdbdb16e972fbccf.jpeg"},{"id":61297029,"identity":"d69c196a-c91f-4f4c-9ca1-4a1d8ff6c257","added_by":"auto","created_at":"2024-07-29 08:20:06","extension":"jpeg","order_by":8,"title":"Figure 8","display":"","copyAsset":false,"role":"figure","size":53974,"visible":true,"origin":"","legend":"\u003cp\u003eEGameFlow subscale score\u003c/p\u003e","description":"","filename":"8.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/3223c7bbb4576e7fe9aedac5.jpeg"},{"id":61298421,"identity":"3db4226a-53ec-4cdb-9009-0d321ba66ba6","added_by":"auto","created_at":"2024-07-29 08:36:07","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":3290865,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/075f7dfb-91df-4cb0-8b01-683cd4151b95.pdf"},{"id":61297027,"identity":"ece815c9-a7c6-41f3-bb0f-4b30daa298fa","added_by":"auto","created_at":"2024-07-29 08:20:06","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":25500,"visible":true,"origin":"","legend":"","description":"","filename":"Appendix.docx","url":"https://assets-eu.researchsquare.com/files/rs-4652944/v1/d0583429af96a833eeb663f0.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":" Exploring enjoyment while playing “Temple Lego”- A virtual reality cultural heritage serious game for architecture students. ","fulltext":[{"header":"1 Introduction","content":"\u003cp\u003eVirtual reality (VR) technology has gained significant popularity as a tool for supporting teaching and learning in various fields. It offers students and teachers the chance to directly engage with and observe real-time learning phenomena, which would have been very impossible in a traditional classroom setting[\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e], [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e], [\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e] The merger of game-based approaches and Virtual Reality (VR) environments holds great promise for improving learning and training methodologies. This is corroborated by the extensive accessibility of cost-effective game engines and hardware tools designed for virtual reality environments. These technological improvements have provided chances for improved user engagement in areas such as gaming, entertainment, and education. Over the past several years, there has been a significant increase in the utilization of virtual reality (VR) games for cultural heritage purposes. VR Games have become more prevalent at museums and exhibitions, showcasing the growing cultural significance of games and the formal recognition of game culture. Specifically, immersive virtual reality (VR) games provide a range of advantages when it comes to educational applications. Various studies suggest Virtual reality (VR) has proven to be suitable for disseminating cultural heritage awareness through serious games [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e], [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e], [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e], [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e], [\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e], [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e], [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e], [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e], [\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSerious games (SG) are widely accepted to improve cultural heritage learning by increasing positive emotions and motivation [\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e][\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e]. However, comprehending the concept of fun or enjoyment is crucial for serious games, which have faced criticism for lacking it. [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e][\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Serious games, especially historical simulations, may prioritize accuracy or re over fun, which can limit the implementation of fun in these games [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. Creating a competition environment in a serious game has been shown to significantly improvemotivation and posttest scores of learners, indicating the potential benefits of incorporating fun elements [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThis study investigates the correlation between enjoyment and perceived learning using a virtual reality serious game called \u003cem\u003eTemple-Lego\u003c/em\u003e. The game aims to teach students about the architectural elements of the \u003cem\u003eBrihadeshwara\u003c/em\u003e Temple, a 1st century AD Dravidian Indian temple. The temple study is prescribed in the syllabus of art and architecture in undergraduate Bachelor of Architecture curriculum. The game is designed by aligning the affective and cognitive learning outcomes with appropriate game mechanics, as described in the Learning Mechanic and Game Mechanic framework (LM-GM) [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. This framework consists of a collection of predetermined game mechanics and pedagogical elements that we have derived from existing research on game studies and learning theories. Students are provided with a comprehensive and complete experience of the temple complex, including both the interior and exterior. Following the immersive experience, students are tasked with reassembling the different components of the temple in a virtual reality puzzle-based game. The knowledge scores before and after the test are compared. We assessed the efficacy of the application using two validated scales, specifically GUESS18 [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] for that explores the multi-faceted nature of satisfaction and EGameFlow [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e] for measuring enjoyment.\u003c/p\u003e"},{"header":"2 Literature study","content":"\u003cp\u003eThis section describes VR-based learning activities in cultural heritage and their learning potential, as well as associated games.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Learning experience with virtual reality (VR) and serious games (SG) in cultural heritage\u003c/h2\u003e \u003cp\u003eIn recent years, many curricula have investigated how serious games[\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] can be used to teach various aspects of visual aesthetics using cultural heritage and games are being used as a teaching tool in universities using virtual reality as a medium. Educators can use reality-based or inventive sights and settings to create a simulated environment with varied historical narratives and tactile, visual, and auditory learning.\u003c/p\u003e \u003cp\u003eSince VR technologies may deliver a high level of realistic immersion in historical contexts, serious games using them can help students learn new ways to interact and think creatively [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e]. The visualisation capabilities of virtual reality items make it possible to teach subjects like architectural history and design using three-dimensional representations [\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e].Further, personalization and role-playing in VR environments enables students to engage in open-ended sequences of virtual expeditions, hence enhancing their learning of procedural information pertaining to the unique historical settings [\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eVR technology allows the recreation of nonexistent architectural objects and lost architecture, making it applicable to serious games and visualizing the past. In one study, researchers have shown how the details of a badly damaged historical building in the \u003cem\u003eChola\u003c/em\u003e port of \u003cem\u003ePoompuhar\u003c/em\u003e can be relieved through a virtual reality (VR) application that lets people learn about and experience the past [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. In another study [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e] VR maps allow movement through historical trails and 3D models of architecture that no longer exist and allow topographic points of modern space to be overlaid with virtual perspectives of historical architecture. One important advantage of VR for studying heritage education is its ability to accurately recreate virtual objects and environments, such as the South Tyrolean traditional farms [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. This enables students to gain a deeper understanding of the characteristics and connections between objects and environments that would be challenging to observe in everyday life.\u003c/p\u003e \u003cp\u003eAnother advantage of using virtual reality (VR) in educational context is that it is highly motivating, captivates and maintains the focus of students. This phenomenon has been recorded in the study students are enthralled and stimulated by the opportunity to navigate a three-dimensional environment, engage with it, and construct their own three-dimensional (3D) universes [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. VR allows a learner to learn by doing, a \u0026ldquo;constructivist approach.\u0026rdquo; where learner interacts with the subject matter encouraging active participation rather than passivity. The participant who interacts with the virtual environment is encouraged to continue interacting by seeing the results immediately. VR provides an opportunity for the learner to make discoveries previously unknown [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eStudies[\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e], [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e], [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e], [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e], [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e] reveal that the intricate architectural details combined with high-resolution imagery and audio narrations for objects of historical interest in coordination with the user\u0026rsquo;s viewpoint within the VR environment provided an excellent learning experience. Currently, the growing power, immersivity and adaptability of VR are boosting the popularity of cultural heritage serious games. However, most of these games are evaluated from usability point of view and not much on the players experience. In fact, various studies[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e], [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] recommends balancing fun and learning in serious games.\u003c/p\u003e \u003cp\u003eThis study investigates the correlation between learning, user experience satisfaction, and enjoyment in undergraduate university students in architecture course while engaging in a virtual reality (VR) serious game (SG) as part of the teaching pedagogy in the subject of art in architecture.\u003c/p\u003e \u003cp\u003e \u003cb\u003eThe research questions are\u003c/b\u003e:\u003c/p\u003e \u003cp\u003eR1: Is there a significant relationship between enjoyment and perceived learning?\u003c/p\u003e \u003cp\u003eR2: Is the application using VR of the temple complex enjoyable?\u003c/p\u003e \u003cp\u003eR3: Were the students able to learn the elements and reconstruct of the temple in the game?\u003c/p\u003e \u003cp\u003e \u003cb\u003eThe following hypothesis were formulated as follows\u003c/b\u003e:\u003c/p\u003e \u003cp\u003eH1: Enjoyment relates positively to students\u0026rsquo; learning in a virtual reality serious game.\u003c/p\u003e \u003cp\u003eH2: Enjoyment influences students\u0026rsquo; learning in a virtual reality serious game.\u003c/p\u003e \u003c/div\u003e"},{"header":"3 Methodology","content":"\u003cp\u003eThe design, development and evaluation of the game is structured in five steps, as shown in the diagram below and explained in the following section in detail.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eStep 1- Identification of content (Pre-game test)\u003c/strong\u003e \u003cp\u003eA module of a temple architecture is selected and the \u003cem\u003eBrihadeshwara\u003c/em\u003e temple was chosen since it is included in the curriculum for undergraduate students studying art in architecture which the author instructed during the entire semester. Students are given a detailed tutorial and lecture multiple tools such documentaries and study material on \u003cem\u003eBrihadeshwara\u003c/em\u003e temple post which they are asked to undertake a \u003cem\u003eTemple knowledge questionnaire\u003c/em\u003e consisting of 15 questions in MCQ format.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eStep 2- Mapping learning outcomes and suitable game mechanics\u003c/strong\u003e \u003cp\u003eLearning mechanic and Game Mechanic (LM-GM) framework was used to map various learning outcomes with relevant game mechanics for the Temple Lego game [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e]. The selection of the LM-GM[\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e] framework was done from the literature since it supports designing of game by functioning as a regression tool for game developers and as an analytic tool for those interested in studying the mechanisms joining pedagogical and game features [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e].\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMaps the various learning outcomes mentioned in the syllabi to suitable game mechanics.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGame Mechanics\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCognitive Domain\u003c/p\u003e \u003cp\u003e(Bloom\u0026rsquo;s\u0026nbsp;Taxonomy)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAffective Domain\u003c/p\u003e \u003cp\u003e(Krathwohl\u0026rsquo;s taxonomy)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eLearning outcomes\u003c/p\u003e \u003cp\u003e(Cognitive and Affective)\u003c/p\u003e \u003cp\u003eSUBJECT: ART APPRECIATION\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eStatus/Leader board/ranking\u003c/p\u003e \u003cp\u003eStrategy/planning\u003c/p\u003e \u003cp\u003eTiles/grids\u003c/p\u003e \u003cp\u003eDesign/editing.\u003c/p\u003e \u003cp\u003eInfinite gameplay\u003c/p\u003e \u003cp\u003eOwnership\u003c/p\u003e \u003cp\u003eProt\u0026eacute;g\u0026eacute; effect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCreating/Planning\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNIL\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNIL\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGame turn.\u003c/p\u003e \u003cp\u003ePareto optimal\u003c/p\u003e \u003cp\u003e\u003cb\u003eRewards/penalties\u003c/b\u003e\u003c/p\u003e \u003cp\u003eUrgent optimism\u003c/p\u003e \u003cp\u003eAction points\u003c/p\u003e \u003cp\u003eAssessment\u003c/p\u003e \u003cp\u003eCollaboration\u003c/p\u003e \u003cp\u003eCommunal discovery/quests\u003c/p\u003e \u003cp\u003eResource management\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEvaluating/Assessing/Collaborating/Hypothesising/Reflecting/Discussing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCharacterization by a value set\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eCompare and contrast\u003c/b\u003e various styles on the basis of the contributing factors responsible for their development. (Affective)\u003c/p\u003e \u003cp\u003e\u003cb\u003eDevelop analytical skills in art appreciation.\u003c/b\u003e (Affective)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eFeedback\u003c/b\u003e\u003c/p\u003e \u003cp\u003eMetagame\u003c/p\u003e \u003cp\u003e\u003cb\u003eRealism\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnalysing/Identifying/ Observing/Experimenting\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOrganization\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eCompare and contrast\u003c/b\u003e various styles on the basis of the contributing factors responsible for their development. (Cognitive)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProgression/performance graph\u003c/p\u003e \u003cp\u003eSelecting/collecting\u003c/p\u003e \u003cp\u003eSimulate/response.\u003c/p\u003e \u003cp\u003e\u003cb\u003eTime pressure, deadline, or time limit\u003c/b\u003e\u003c/p\u003e \u003cp\u003eCapture/elimination.\u003c/p\u003e \u003cp\u003e\u003cb\u003eCompetition\u003c/b\u003e\u003c/p\u003e \u003cp\u003eCooperation\u003c/p\u003e \u003cp\u003eReminder\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApplying/Demonstrating\u003c/p\u003e \u003cp\u003e/Simulating/Imitating\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eValuing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eDevelop analytical skills in art appreciation.\u003c/b\u003e (Affective))\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRoleplay/Avatar/virtual character/user profile.\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eTutorial\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eCascading information\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUnderstanding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResponding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eIdentify\u003c/b\u003e different styles of historic architecture. (Affective)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBehavior momentum\u003c/p\u003e \u003cp\u003ePavlovian interactions\u003c/p\u003e \u003cp\u003eGoods/information\u003c/p\u003e \u003cp\u003e\u003cb\u003eCut scenes/story/narrative.\u003c/b\u003e\u003c/p\u003e \u003cp\u003e\u003cb\u003eToken, point and badge system.\u003c/b\u003e\u003c/p\u003e \u003cp\u003eVirality\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRemembering/Discovering/Exploring/Generalizing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eReceiving\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003eIdentify\u003c/b\u003e different styles of historic architecture. (Cognitive)\u003c/p\u003e \u003cp\u003e\u003cb\u003eIdentify\u003c/b\u003e prominent / important historic buildings by their components / style of design. (Cognitive)\u003c/p\u003e \u003cp\u003e\u003cb\u003eDescribe\u003c/b\u003e prominent / important historic buildings. (Cognitive)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eStep 3-Storyboarding\u003c/strong\u003e \u003cp\u003ePierre Pichard's documentation drawings were used to create a three-dimensional CAD model of the temple. Temple areas like \u003cem\u003eVimana, Antarala, Mandapa, Ardha mandapa, Talas, Shikhara, and Adisthana\u003c/em\u003e and \u003cem\u003eNandi mandapa\u003c/em\u003e were precisely reconstructed in 3D. Unreal Engine 5's rendering capabilities allow developers to build spectacular virtual reality experiences with increased images, lighting, and effects, placing the 3D model. Using the engine's toolkit motion controllers and other VR interactions were created accordingly. As identified in LM-GM framework, game mechanics like time pressure, haptic gestures for negative placement, audio feedback, points, narrative storylines were merged in the application. Multiple playtests within the application were attempted with faculty and developers.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eStep 4- Game implentation\u003c/strong\u003e \u003cp\u003eThe study comprised of 25 female participants who were students at IGDTUW and were enrolled in the subject \"Art in architecture\". The mean age of the participants was 19.5 years, with a standard deviation of 4.2. All participants in the study were required to have either normal eyesight or corrected vision, as well as full motor function and no cognitive deficits. Prior to commencing the game, every participant received a thorough elucidation of the HMD setup and had the chance to inquire about any doubts or uncertainties. Upon consenting to participate, respondents proceeded to sign the consent form. The students engaged in an immersive virtual reality (IVR) experience using an HTC VIVE PRO headset in an area of 8m \u0026times; 6m. The Indira Gandhi Delhi Technical University for Women's ethical review committee in Delhi adhered to the ICMR framework for ethical guidelines and granted clearance for this study. Initially, the participants were allocated a 10-minute period for an exploratory walkthrough, during which they had the freedom to explore any area of the temple and gather information about its various aspects.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eSubsequently, they were instructed to engage in a 10-minute virtual reality (VR) game called \"Temple Lego Game\". The assignment required them to locate and assemble the dispersed components of the temple in a specific sequence. Engaging in the restoration of a ruin is an excellent method of learning as it compels students to identify the remaining intact sections, substitute the partially destroyed components with whole ones, so necessitating the discernment of the original appearance of the missing pieces and the selection of suitable replacement elements. During the game, the player's score was automatically determined by the accurate and inaccurate positioning of elements in their first try. The Temple Lego game facilitates the application of Self-determination Theory (SDT) [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] and constructivist learning by allowing students to learn through hands-on experience, evaluating architectural structural elements, memorizing their names, and understanding their correct placement within the temple complex. Students have the option to receive assistance through the provision of directed clues. One virtual coin is awarded for each accurate placement. The presence of a ticking clock instilled a sense of urgency in the children as they attempted the game. The game terminated automatically after a duration of 10 minutes.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eStep 5-Evaluation (Post-game studies)\u003c/b\u003e: During this step, the assessment of the game and students understanding is conducted through use of the \u003cem\u003eTemple knowledge questionnaire (MCQ)\u003c/em\u003e based on mid-term exam questions from the past three years by the course teachers. Questions are multiple-choice / answer. Two reliable and validated scales for assessing game usability and experience namely Game User Experience and Satisfaction Scale-18 (GUESS-18)[\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e] questionnaire which is a 55-item, 9-subscale questionnaire for assessing user satisfaction of several video game categories by a range of users: usability (or playability)\u0026mdash;games can be played easily with clear goals or objectives in mind and with minimum interference from interfaces and controls; narratives\u0026mdash;the game\u0026rsquo;s story and its ability to capture players\u0026rsquo; interest and shape their emotions; play engrossment\u0026mdash;games should hold players\u0026rsquo; attention and interest; enjoyment\u0026mdash;players\u0026rsquo; pleasure from playing the game; and creative freedom\u0026mdash;games should foster players\u0026rsquo; creativity and personal satisfaction\u0026mdash;players\u0026rsquo; sense of success and motivation to succeed and keep playing; social connectivity\u0026mdash;games should let players connect; visual aesthetics\u0026mdash;game graphics and their appeal. The EGameFlow [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e], measure the players\u0026rsquo; experience, satisfaction and enjoyment. This scale has 42 components in 8 subscales: concentration\u0026mdash;games should require concentration and allow players to focus; goal clarity\u0026mdash;games should provide clear goals at appropriate times; feedback\u0026mdash;players must obtain timely feedback on their activities and progress towards goals; Challenge\u0026mdash;games should be challenging and match players\u0026rsquo; skill level; autonomy\u0026mdash;players should feel in control of their actions; immersion\u0026mdash;deep but effortless involvement in the game; social interaction\u0026mdash;games should support and create opportunities for social interaction; and knowledge improvement\u0026mdash;games should support and motivate players to acquire, integrate, and apply taught knowledge.\u003c/p\u003e \u003cp\u003eBoth EGame Flow and GUESS18 scale was measured using a 7-point Likert scale from strongly disagree to strongly agree in both questionnaires.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSteps followed in the evaluation of the game ( Source : Author)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePre-Game\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDuring Game\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePost-Game\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePre-test Brihadeshwara Temple knowledge questionnaire (15 questions)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFollowing a 10-minute guided tutorial on the VR environment, there are 15 minutes of game play and in game point scoring system.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePost-test Brihadeshwara Temple knowledge questionnaire (15 questions)\u003c/p\u003e \u003cp\u003e+ GUESS18\u0026thinsp;+\u0026thinsp;EGame Flow questionnaires\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e"},{"header":"4 Results","content":"\u003cp\u003eData analysis was done with SPSS 29 (IBM Corp.). The statistical significance was 5% (P\u0026thinsp;\u0026lt;\u0026thinsp;.05) in all studies. Pre-test and post-test knowledge scores were compared using a paired two-tailed t test. Enjoyment and user experience satisfaction, including subscales and post-test knowledge scores, were correlated using Pearson correlation. We also used standard multiple regression on EGameFlow and GUESS scores to determine if their subscales may predict post-test student knowledge and their associations. Separate multiple linear regressions predicted post-test children's knowledge using EGameFlow and GUESS subscales. The mean pre-test and post-test knowledge scores were 10.16 (SD 2.54, range 4\u0026ndash;13) and 12.4 (SD 3.01, range 6\u0026ndash;15), respectively. Knowledge scores were significantly lower in the pre-test than in the post-test (mean difference 2.76, SD 0.47; P\u0026thinsp;\u0026lt;\u0026thinsp;.001). Thus, students after increased their knowledge of the understanding of architectural elements of temple after the game play.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eTwo-sample (pre-test and post-test score) assuming equal variances (n\u0026thinsp;=\u0026thinsp;25)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePre-test score\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePost-test score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10.16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e7.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.14\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePooled Variance\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e8.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ext Stat\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-2.690\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eP(T\u0026thinsp;\u0026lt;\u0026thinsp;=\u0026thinsp;t) one-tail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003et Critical one-tail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1.677\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eP(T\u0026thinsp;\u0026lt;\u0026thinsp;=\u0026thinsp;t) two-tail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e0.009\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003et Critical two-tail\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2.010\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eIn preliminary quantitative results we found associations between post-test knowledge scores and enjoyment (EGameFlow scale) as well as between post-test knowledge scores and user experience satisfaction (GUESS scale). We found associations between post-test knowledge and the following EGameFlow subscales: \u003cb\u003echallenge\u003c/b\u003e (r\u0026thinsp;=\u0026thinsp;0.44, P\u0026thinsp;=\u0026thinsp;.002), \u003cb\u003eimmersion\u003c/b\u003e (r\u0026thinsp;=\u0026thinsp;0.51, P\u0026thinsp;=\u0026thinsp;.008), Also, associations were found between post-test knowledge and the following GUESS subscales: \u003cb\u003eenjoyment\u003c/b\u003e (r\u0026thinsp;=\u0026thinsp;0.41, P\u0026thinsp;=\u0026thinsp;.04), \u003cb\u003enarrative\u003c/b\u003e (r\u0026thinsp;=\u0026thinsp;0.41, P\u0026thinsp;=\u0026thinsp;.04), and \u003cb\u003evisual aesthetics\u003c/b\u003e (r\u0026thinsp;=\u0026thinsp;0.53, P\u0026thinsp;=\u0026thinsp;.006).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eBilateral correlations of children\u0026rsquo;s post-test knowledge with EGameFlow and Guess-18 scales and subscales.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEGameFlow and GUESS subscales\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003ePost-test knowledge score\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEGameFlow Scale - Enjoyment as a whole (mean of subscale scores).\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003er value\u003c/em\u003e (Pearson Correlation)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eP value\u003c/em\u003e (bilateral)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConcentration (6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.320\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.119\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGoal Clarity (4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.017\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.936\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFeedback (5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.272\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.188\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eChallenge (6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.440\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.028\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAutonomy (3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.83\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.695\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImmersion (7)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.515\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.008\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Interaction (6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.253\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.221\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKnowledge Improvement (5)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.270\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.192\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGUESS 18 Scale - User experience satisfaction (mean of subscale scores).\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnjoyment (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.411\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.041\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVisual Aesthetics (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.536\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.006\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUsability (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.163\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.437\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNarratives (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.410\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.042\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonal Gratification (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.601\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCreative Freedom (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.229\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.270\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Connectivity (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.216\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlay Engrossment (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.076\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.716\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAudio Aesthetics (2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.339\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.097\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eMeanwhile, the regression results indicated that the model based on the EGameFlow explained 26% of the variance (large effect) and that the model was a significant predictor of children\u0026rsquo;s learning (\u003cem\u003eF\u003c/em\u003e\u0026thinsp;=\u0026thinsp;1.9, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.04). However, as shown in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. Only 1 subscale had a significant contribution, namely immersion (t\u0026thinsp;=\u0026thinsp;.518, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.04). The regression results indicated that the model based on the GUESS-18 scale explained 27% of the variance and that the model was a significant predictor of children\u0026rsquo;s learning (\u003cem\u003eF\u003c/em\u003e\u0026thinsp;=\u0026thinsp;3.1, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.007). Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. describes the contribution of each subscale to the total explained variance; only 2 subscales had significant contributions, namely, personal gratification (t= -3.308, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.004) and visual aesthetic (t\u0026thinsp;=\u0026thinsp;3.11, \u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.007).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eModel coefficients for EGameFlow and GUESS subscale ratings with post-test knowledge as the dependent variable.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEGameFlow Scale- Enjoyment\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eP Value\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConcentration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.991\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGoal Clarity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.198\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.762\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.457\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFeedback\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.291\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.775\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eChallenge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-1.410\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-1.477\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.160\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAutonomy\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.200\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.524\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.608\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImmersion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.518\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.935\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e.041\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKnowledge improvement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.193\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.872\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.396\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eGUESS-18 Scale- User experience satisfaction\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUsability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.982\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNarrative\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1.558\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.666\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.116\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlay engrossment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.720\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.139\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.815\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEnjoyment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e-1.410\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-1.477\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.160\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCreative Freedom\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.374\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1.382\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.187\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAudio Aesthetics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.060\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.229\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.822\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonal gratification\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026minus;\u0026thinsp;.723\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-3.308\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e.005\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial connectedness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.029\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.110\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.914\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVisual aesthetics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.663\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.115\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e.007\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe study confirmed hypotheses 1 and 2, which proposed that there is a positive relationship between enjoyment and student\u0026rsquo;s learning, and that enjoyment can be utilised as a predictor of learning. Hypothesis 1 showed a correlation coefficient of 0.36 (r\u0026thinsp;=\u0026thinsp;0.5, P\u0026thinsp;=\u0026thinsp;0.04), whereas hypothesis 2 yielded an F-value of 1.9. Also, personal gratification (P\u0026thinsp;=\u0026thinsp;0.005) and visual aesthetics(P\u0026thinsp;=\u0026thinsp;0.007) support learning which may be directly or indirectly linked to enjoyment. These findings align with previous research[\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e], [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e], [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e], [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e], [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e], [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] that suggests that enjoyment could potentially be used as a predictor of learning in serious games. When creating serious games in VR specifically for cultural heritage, the enjoyment might be considered as an important parameter for designing these games.\u003c/p\u003e"},{"header":"5 Discussion and future work","content":"\u003cp\u003eHistory teaching frequently grapples with a dearth of student engagement. Utilizing serious games can enhance the level of engagement in history education. Many studies demonstrate clear benefits of incorporating serious games into formal educational settings. Typically, the games used in educational context promote understanding of architectural and cultural heritage by providing either an engaging, close to reality recreation of the real-world experience to appreciate the art, architecture, [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e] or values of cultural heritage locations or a fun approach to pique interest in the experience itself [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e]. For example, games like ARCHI.101 [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e] uses an escape game style to fully involve players in the study of architectural history and theories. It focuses on the Villa Savoye as an example and provides players with the opportunity to explore three-dimensional locations and interact with important historical individuals such as \u003cem\u003eLe Corbusier and Pierre Jeanneret\u003c/em\u003e. An immersive simulation game \u003cem\u003eLearning Rome\u003c/em\u003e [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e] encourages \u0026ldquo;learning by doing\u0026rdquo; where users can construct historically accurate towns from the ancient Roman era by replicating buildings and structure from the era. After construction, users can visit the buildings, get access to them, and interact with the objects and personalities present. The game \u003cem\u003eWork-Trade-Learn\u003c/em\u003e [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]employs a contextual learning strategy, allowing learners to manage a mill and engage with various individuals to acquire knowledge about medical practices and European towns. An assessment demonstrated that the game was overall effective in enhancing the user's understanding of the covered subjects and their interest in history. Existing games like \u003cem\u003eAssassin Creed, Civilization\u003c/em\u003e and \u003cem\u003eSims\u003c/em\u003e have been successfully integrated in traditional classrooms to educate students about the history, architecture, and development of society [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. Games like \u003cem\u003eH-Treasure hunt\u003c/em\u003e combines location-based services with object-based sensors to accurately locate artefacts at a historic site [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSerious games have gained significant importance in cultural heritage education throughout the span of several decades. However, in Indian context serious games using virtual reality as a tool for learning in academic setup is very scares with very little literature available. Researchers utilize serious games (SGs) to involve players in meaningful activities and create situations that closely resemble real-life situations, with the goal of promoting the acquisition of transferable knowledge, skills, and attitudes. The integration of serious games, along with advancing 3D modelling techniques and Virtual Reality (VR) capabilities, allows for the accurate recreation of historical events, artefacts, and environments.\u003c/p\u003e \u003cp\u003eIn summary, the findings revealed in this study can provide valuable insights into the relationship and impact of enjoyment and user experience on student\u0026rsquo;s learning when playing serious cultural heritage games. These findings highlight the importance of incorporating game mechanics or elements that promote enjoyment and user experience satisfaction integrating in the storyboarding phase of a typical game. Specifically, the games should be adequately challenging and may align with children's abilities and provide features that encourage and inspire players to gain and utilise acquired knowledge. There is a positive relationship between narrative, immersion, and visual aesthetics and children's learning and virtual reality can offer such affordances. and stimulate their creativity and curiosity. Additionally, it is important to include visually appealing graphics in the game. The role of immersion in serious VR games specially in achieving affective learning outcome related to feelings and emotions is unexplored and can be explored further to ensure students are not cognitively loaded in VR environment and are misaligning with the learning outcomes of the game. It must be noted that post-test knowledge is affected by what the student already knew, but self-reported cognitive learning gains and interest rises are both linked to deeper thinking and having fun. To obtain generalizable results, we want to conduct a study with a large set of students.\u003c/p\u003e \u003cp\u003eWhile the role of enjoyment in serious games is discussed in the past, the investigation of serious games for cultural heritage using immersive technology such as VR is novel and unexplored. Educational VR app evaluations have focused on usability rather than learning outcomes and participant\u0026rsquo;s experiences. The gaps in the current use of VR applications for teaching, particularly in the field of Indian architecture, suggest untapped potential that could serve as a catalyst for additional research. Research asserts that the educational experiences are positively impacted by the game's clear, concise, and unambiguous presentation of cultural heritage content and that challenges must align with the gamers' expectations [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e].This is also validated in this study. Infact playful games can elicit curiosity and attract students to cultural sites through gaming mechanics like customized character building [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e].The Temple Lego game in future can have personalised avatars mimicking the lifestyle of people during the Chola Dynasty of 1st century AD. Further as literature suggest of the game attributes that can enhance engagement with cultural heritage learnings include narrative-driven gameplay, information capsules, task-driven learning, ease of play, identity-driven content, open-world exploration, people-centered perspectives, meaningfulness, simulation, and verisimilitude [\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e].The study has tried to incorporate narrative, open world exploration while immersing the students in step 1 of the game. One study, [\u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e] mentions that serious games must integrate sound cognitive, learning, and pedagogical principles into their design and structure to be effective. Serious games can be set up in more specific ways, with more complicated features like GPS-guided activities, simplified simulation, user-generated content, storylines, virtual pets, virtual rooms, and affective embodied agents. Because of this, they are harder to add, but if the game's context and goal allow it, they can make the game more enjoyable. In the same way, more general factors like aesthetics, interfaces, usability, and mechanics, which are made up of simpler parts, can be used to improve enjoyment [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. The next iteration or version of the game will aim to enhance the educational value by integrating game features that promote affective learning supporting enjoyment.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eCompeting interests :\u003c/h2\u003e\n\u003cp\u003eWe have no conflicts of interest to disclose.\u003c/p\u003e\n\u003ch2\u003eFunding:\u003c/h2\u003e\n\u003cp\u003eThe study received no funding and was self-funded.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eThe author implemented the LM-GM theory from literature for cultural heritage serious game theory, and designed the necessary game aligning with the learning objectives. The third author developed the 3D model in Blender software, and second author, and third author integrated the model into the Unity engine. In addition, the author validated the methodologies used to examine the correlation between enjoyment and learning and oversaw the analysis of the results obtained from this study. All authors deliberated on the findings and made contributions to the ultimate text.\u003c/p\u003e\n\u003ch2\u003eAcknowledgement\u003c/h2\u003e\n\u003cp\u003eThe author would like to thank the students and staff of Indira Gandhi Delhi Technical University for Women, Delhi for actively contributing to this study.\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003eThe correlation studies and regression studies mentioned in the study ,the data sets can be found in the link belowhttps://drive.google.com/drive/folders/1yskDil55l13oRmKd_QBfHhwEsX082vCH?usp=sharing\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eD. H. 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SPECIAL ISSUE 2, pp. 22\u0026ndash;35, 2010, doi: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3991/ijet.v5s3.1500\u003c/span\u003e\u003cspan address=\"10.3991/ijet.v5s3.1500\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Serious game (SG), Virtual reality (VR), Cultural heritage, Pedagogy, Learning outcomes","lastPublishedDoi":"10.21203/rs.3.rs-4652944/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4652944/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study presents the design, development, and evaluation of a Virtual reality (VR) based serious game for learning about Dravidian temple architecture using \u003cem\u003eBrihadeshwara\u003c/em\u003e temple as an example. The design and development are conducted using the LM-GM framework, which is found suitable for designing games based on cognitive and affective learning outcomes. The immersive experience engages the gamified content and enables learning activities through exploratory play. Players are required to assemble back a broken temple complex in VR environment to learn spatial, factual, and operating knowledge. We conducted various user studies to understand the learning effectiveness and enjoyment playing with \u003cem\u003eTemple Lego\u003c/em\u003e-VR game and explore its influence on learning outcomes. We discuss the findings and pedagogical implications that can be applied to developing serious VR games to learn about similar historical structures and contexts.\u003c/p\u003e","manuscriptTitle":" Exploring enjoyment while playing “Temple Lego”- A virtual reality cultural heritage serious game for architecture students. 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