Let players evaluate serious games. Design and validation of the Serious Games Evaluation Scale

Evaluating 2D and 3D serious games: The significance of student-player characteristics

“…Besides demographic information (such as age, gender, scientific background, ICT and game-playing competence), respondents were asked to indicate their agreement to fifty-four statements in a five-point Likert-type scale (worded strongly agree to strongly disagree). Its reliability and factorial structure were tested and confirmed in previous studies (Fokides, Kaimara, Deliyannis, & Atsikpasi, 2019;Fokides, Atsikpasi, Kaimara, & Deliyannis, 2019a, 2019bKaimara, Fokides, Plerou, Atsikpasi, & Deliyannis, 2020). The questionnaire's items of the "Scale for Measuring the Learning Experience in Serious Games" are presented in the Appendix.…”

“…In order to evaluate UX, to examine the possible statistically significant differences among users and to record if users pay attention to different aspects of games according to their particular characteristics, the SGs' type (2D or 3D) and the quality of human-game interaction were taken into account. In our previous researches (Fokides, Kaimara, Deliyannis, & Atsikpasi, 2019;Fokides, Atsikpasi, Kaimara & Deliyannis, 2019a, 2019bKaimara, Fokides, Plerou, Atsikpasi, & Deliyannis, 2020), we concluded that twelve factors can be used for assessing SGs: immersion, enjoyment, perceived usefulness-knowledge improvement, perceived narratives' adequacy, perceived realism, perceived feedback's adequacy, perceived audiovisual adequacy, perceived relevance to personal interests, perceived goal's clarity, perceived ease of use, adequacy of the learning material and motivation. In the present study, learners' experience was evaluated via a questionnaire which examined the above factors (see Appendix).…”

“…Thus, they developed a scale (questionnaire) for measuring the factors that affect and ultimately shape, the learning experience. The questionnaire was tested for its validity and reliability several times (Fokides, Kaimara, Deliyannis, & Atsikpasi, 2019;Fokides, Atsikpasi, Kaimara & Deliyannis, 2019a, 2019bKaimara, Fokides, Plerou, Atsikpasi & Deliyannis, 2020). Utilizing the questionnaire, the purpose of this quantitative research was to correlate learners' characteristics such us gender, scientific background, prior gaming and ICT skills with twelve factors that are considered to affect and shape their learning experience when playing 2D and 3D serious games: immersion, enjoyment, perceived usefulness-knowledge improvement, perceived narratives' adequacy, perceived realism, perceived feedback's adequacy, perceived audiovisual adequacy, perceived relevance to personal interests, perceived goal's clarity, perceived ease of use, adequacy of the learning material and motivation.…”

Σχεδιασμός Διαμεσικών Μαθησιακών Περιβαλλόντων Για Τη Συνεκπαίδευση

“…Παράρτημα). Η κλίμακα αξιολόγησης SGES, η οποία αξιολογεί ταυτόχρονα πολλά δομικά στοιχεία των παιχνιδιών που διαμορφώνουν τις απόψεις των χρηστών όταν παίζουν παιχνίδια, ελέγχθηκε για την εγκυρότητα και την αξιοπιστία της μέσω πολλαπλών στατιστικών αναλύσεων (Fokides et al, 2019a, 2019b.…”

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“…For examining H3 to H6, four factors included in a validated, modular scale designed for examining digital educational applications were selected (Fokides, Atsikpasi, Kaimara & Deliyannis, 2019): fun/enjoyment (six items), subjective learning effectiveness (six items), and motivation (three items). All questions were presented in a five-point Likert-type scale (worded from "strongly disagree" to "strongly agree").…”