The Gameplay Enjoyment Model

Abstract

To date, reviews of the games literature have noted a lack of empirical studies examining the relationships between games and their purported benefits (Huizenga, Admiraal, & Dam, 2011; Vandercruysse, Vanderwaetere, & Clarebout, 2012; Young et al., 2012). Furthermore, researchers have called for a better understanding of the specific game features that may lead to beneficial outcomes (Hartmann & Klimmt, 2006; Klimmt, Schmid, & Orthmann, 2009; McNamara, Jackson, & Graesser, 2010; Vorderer, Bryant, Pieper, & Weber, 2006; Wilson et al., 2009). In this survey study, a structural equation modeling (SEM) approach was employed to better understand the specific features that influence player enjoyment of video games. The resulting Gameplay Enjoyment Model (GEM) explains players’ overall Enjoyment of games, as well as their preferences for six specific types of enjoyment, including Challenge, Companionship, Competition, Exploration, Fantasy, and Fidelity. The implications of these model components are discussed in the context of educational game design and future directions for research are offered. GEM provides an empirical framework within which vital progress can be made in understanding the enjoyment of games and the role that games play in education.

The Effect of Games on Vocabulary Retention

“…Thirdly, enjoyment is characterized as "the core experience of all entertainment media, including games" (Quick et al 2012). While playing games, learners do not think of their worries and escape daily routines, which gives them space to enjoy themselves (Wechselberger, 2013).…”

The Similarities and Nuances of Explicit Design Characteristics of Well-Received Online Instructional Animations

“…Although features such as realistic three-dimensional graphics are not necessary to achieve the desired learning objectives, Quick et al (2012) argued that contemplating design aesthetics such as fidelity is a significant consideration in making an enjoyable experience for players or viewers. Even though Quick et al (2012) pointed this out in the context of game design, this argument is pertinent to the design of instructional animations because dynamic visualizations in the form of instructional animation should be designed to optimally support information processing for learners as well (Brucker et al, 2015). Additionally, based on a meta-analysis study, many researchers tend to pay little attention to the design attributes of the animation used in their investigations (Ploetzner and Lowe, 2012).…”

Designing Instructional Animation for Psychomotor Learning - A Conceptual Framework

“…Meanwhile, Fidelity is defined as "the enjoyment of games that have realistic graphics and sound effects, three-dimensional graphics, and lifelike animation" (Quick, Atkinson, and Lin, 2012, p.72). According to a study by Quick et al (2012), fidelity has an impact on player's enjoyment in learning through games. They urge that player's preference for fidelity should be gauged and educational games should be constructed to match the relevancy of the players' preference on aesthetic.…”