Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive Emotions
In recent times, the use of serious games has significantly advanced in science education, with notable contributions in the design and implementation of game mechanics in immersive environments. This research aims to assess the usability and experience of the serious game ABCCI, identifying both th...
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| Format: | Article |
| Language: | English |
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IEEE
2025-01-01
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| Series: | IEEE Access |
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| Online Access: | https://ieeexplore.ieee.org/document/10829610/ |
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| author | Rina Machaca Viza Fabian Hugo Rucano Paucar Fabiola Talavera-Mendoza |
| author_facet | Rina Machaca Viza Fabian Hugo Rucano Paucar Fabiola Talavera-Mendoza |
| author_sort | Rina Machaca Viza |
| collection | DOAJ |
| description | In recent times, the use of serious games has significantly advanced in science education, with notable contributions in the design and implementation of game mechanics in immersive environments. This research aims to assess the usability and experience of the serious game ABCCI, identifying both the positive and negative effects generated by its interaction from the perspective of pre-service teachers, considering levels of competence, immersion, tension, flow, and challenge. To evaluate usability, the System Usability Scale (SUS) was adapted, and the Game Experience Questionnaire (GEQ) was used to assess the overall experience. The results indicate a moderate positive correlation between the experience and usability of the serious game. Most pre-service teachers expressed positive views about the frequent use of the ABCCI serious game in science education, which successfully created an engaging and positive experience characterized by a sense of competence, immersion, and positive emotions, with an appropriate level of challenge and low levels of negative affect. Further studies are needed to develop a framework for designing games in science education. ABCCI proves to be a promising tool for managing learning. |
| format | Article |
| id | doaj-art-d4edc7193316490182b1b79f971a55bf |
| institution | Kabale University |
| issn | 2169-3536 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | IEEE |
| record_format | Article |
| series | IEEE Access |
| spelling | doaj-art-d4edc7193316490182b1b79f971a55bf2025-01-31T00:01:54ZengIEEEIEEE Access2169-35362025-01-0113171501716010.1109/ACCESS.2025.352641610829610Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive EmotionsRina Machaca Viza0https://orcid.org/0000-0002-4008-2843Fabian Hugo Rucano Paucar1https://orcid.org/0000-0002-9927-0988Fabiola Talavera-Mendoza2https://orcid.org/0000-0002-0008-5206Faculty of Education Sciences, Universidad Nacional de San Agustin de Arequipa, Arequipa, PeruFaculty of Education Sciences, Universidad Nacional de San Agustin de Arequipa, Arequipa, PeruFaculty of Education Sciences, Universidad Nacional de San Agustin de Arequipa, Arequipa, PeruIn recent times, the use of serious games has significantly advanced in science education, with notable contributions in the design and implementation of game mechanics in immersive environments. This research aims to assess the usability and experience of the serious game ABCCI, identifying both the positive and negative effects generated by its interaction from the perspective of pre-service teachers, considering levels of competence, immersion, tension, flow, and challenge. To evaluate usability, the System Usability Scale (SUS) was adapted, and the Game Experience Questionnaire (GEQ) was used to assess the overall experience. The results indicate a moderate positive correlation between the experience and usability of the serious game. Most pre-service teachers expressed positive views about the frequent use of the ABCCI serious game in science education, which successfully created an engaging and positive experience characterized by a sense of competence, immersion, and positive emotions, with an appropriate level of challenge and low levels of negative affect. Further studies are needed to develop a framework for designing games in science education. ABCCI proves to be a promising tool for managing learning.https://ieeexplore.ieee.org/document/10829610/Computer sciencedigital game-based learningscienceserious gamesusability |
| spellingShingle | Rina Machaca Viza Fabian Hugo Rucano Paucar Fabiola Talavera-Mendoza Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive Emotions IEEE Access Computer science digital game-based learning science serious games usability |
| title | Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive Emotions |
| title_full | Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive Emotions |
| title_fullStr | Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive Emotions |
| title_full_unstemmed | Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive Emotions |
| title_short | Impact of Serious Games on Teacher Training: An Analysis of Competence, Immersion, and Positive Emotions |
| title_sort | impact of serious games on teacher training an analysis of competence immersion and positive emotions |
| topic | Computer science digital game-based learning science serious games usability |
| url | https://ieeexplore.ieee.org/document/10829610/ |
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