Conceptual model of game aesthetics for perceived learning in narrative games

Abstract

Narrative games may offer reasoning on players' behaviour or make-believe on players' personation as a pursuit to achieve specific goals. One of the goals is probably the intention to instil learning, which subconsciously provides information on the content of the game. However, there is a lack of studies on the contribution of game aesthetics towards player's perceived learning. By means of expert review, this article reports on a conceptual model of game aesthetics towards perceived learning and the degree of importance of each attribute in perceived learning. Findings reveal that all experts agreed on the contribution of game aesthetics towards perceived learning. In addition, the expert recommends three other factors that may contribute to learning: player's motivation, learning content, and gameplay. Future work will continue to design and develop the game prototype and to investigate the relationship between game aesthetics and perceived learning.