Framing in serious gaming: the effects of initial instruction and prior gaming experience on learning outcomes and motivation

Abstract

As previous literature remained indecisive about which is the best condition to promote learning and boost motivation, telling students to play a serious game or to learn with it, we framed both playing and learning in two different ways. These four frames were learning as much as possible, learning for a test, playing for fun, or playing to perform. We extended the previous work done on the subject by including prior gaming experience with commercial games, as we believed this could moderate the relationship between condition and learning or motivation. We found a significant effect of framing condition on learning gain, however posthoc tests were not significant. Given the absolute scores, the best learning instructions appear to be “try to learn as much as possible”, as well as “play and have fun”, with which we may have united the conclusions of previous research. If learning or playing is the better learning condition depends on the actual frame. Instructing students to play and perform well in the game is not recommended. Equal to other studies, no effect on motivation was found. Prior gaming experience could not serve as a moderator, therefore conclusions about this variable’s effect could not be drawn.